document of acting as administrator of the interim trust...

Document ofthe International Development Association

acting as Administrator of the Interim Trust Fund

Report No. 16025-BUR

PROJECT APPRAISAL DOCUMENT

ONA

PROPOSED INTERIM TRUST FUND CREDIT

IN AN AMOUNT OF SDR 18 MILLION

TO

BURKINA FASO

FOR A

POST-PRIMARY EDUCATION PROJECT

November 11, 1996

Human Development IIIAfrica Region

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CURRENCY EQUIVALENTS

Currency Unit = CFA franc (CFAF)US$1.00 = CFA franc 490 (April 1996)

Fiscal Year School YearJanuary I - December I September - June

APE Parents' AssociationBAC Baccalaureate DiplomaBEPC Lower Secondary School Diploma (Brevet dW'etudes du premier cycle)CAP Teachers' pedagogic training groups (Cellule d 'animation pedagogique)CAS Country Assistance StrategyCEG General Education School (College d'enseignement general)CENOU Centre national des oeuvres universitairesCP Pedagogic Advisor (Conseiller pidagogique)CUPB Polytechnic University of Bobo Dioulasso (Centre universitaire polytechnique

de Bobo Dioulasso)DAAF Directorate of Administrative and Financial Affairs (Direction des affaires

administratives etfinancieres)DBES Directorate of Scholarships (Direction des bourses d 'itudes et des stages)DEP Directorate of Studies and Planning (Direction des etudes et de la

planification)DGES Directorate of Secondary Education (Direction generale de 1 'enseignement

secondaire)DIFPE Directorate of Inspection and Education Personnel Training (Direction des

inspections et de laformation des personnels de I 'iducation)EGE National Consultation on Education (Etats generaux de l 'education)ENSK Teacher Training College (Ecole normale superieure de Koudougou)FEMS Secondary Textbook Fund (Fonds de l 'edition des manuels du secondaire)FJA Rural youth Training (Formation desjeunes agriculteurs)GBF Government of Burkina Faso (Gouvernement du Burkina Faso)IDA International Development AgencyITF Interim Trust Fund administered by IDA (Administrator)MEBA Ministry of Basic Education and Literacy (Ministere de 1 'enseignement de base

et de V 'alphabetisation)MESSRS Ministry of Secondary and Higher Education and Scientific Research (Ministere

des enseignements secondaire et superieur et de la recherche scientifique)NGO nongovernmental organizationOCECS Central Directorate of Secondary Exams and Contests (Office central des

examens et concours du secondaire)OFB Directorate of the Baccalaureat (Office du Baccalaureat)PC Project CoordinatorPER Public Expenditure ReviewPPES Post-Primary Education StrategySA special accountSOE statement of expenditureSSRP subsectoral reform program

Vice President Jean-Louis SarbibCountry Director Serge MichailofTechnical Manager Helena RibeStaff Member Makha Ndao

Burkina FasoPost-Primary Education Project

TABLE OF CONTENTS

Project Financing Data ................................................................. IBlock 1: Project Description ................................................................. 2

1. Project development objectives ........................ ......................................... 22. Proiect components ................................................................. 23. Beneiits and target population ................................................................. 24. Institutional and implementation arrangements ............................................................ 3

Block 2: Project Rationale ................................................................. 45. CAS objective(s) supported by the project ................................................................. 46. Main sector issues and Government strategy ................................................................47. Sector issues to be addressed by the project and strategic choices .............. ..................48. Project alternatives considered and reasons for rejection ........................ ......................59. Major related projects financed by the Bank and/or other development agencies .........610. Lessons learned and reflected in the project design .................................... .................711. Indications of borrower commitment and ownership ...................................................712. Value added of Bank support ..................... ............................................ 7

Block 3: Summary Project Assessments ........................ ......................................... 813. Economic Assessment ................................................................ 814. Financial Assessment ................................................................ 815. Technical Assessment ................................................................. 816. Institutional Assessment ................................................................. 917. Social Assessment ................................................................. 918. Environmental Assessment ................................................................. 919. Participatory Approach ................................................................ 920. Sustainability ................................................................. 921. Critical Risks ................................. 1022. Possible Controversial Aspects ................................. 11

Block 4: Main Credit Conditions ................................. 123. Board and Effectiveness Conditions ................................. 1124. Other .................................. 11

Block 5: Compliance with Bank Policies ................................. 11

List of AnnexesAnnex IA: Project Design SummaryAnnex I B: Letter of Education Sector Development PolicyAnnex 2: Detailed Project DescriptionAnnex 3: Estimated Project CostsAnnex 4: Cost Benefit Analysis SummaryAnnex 5: Financial Summary / Fiscal ImpactAnnex 6: Procurement and DisbursementAnnex 7: Project Processing Budget and ScheduleAnnex 8: Documents in Project FileAnnex 9: Burkina Faso at a GlanceAnnex 10: Status of Bank Group Operations in Burkina Faso

INTERNATIONAL BANK FOR RECONSTRUCTION AND DEVELOPMENT

INTERNATIONAL DEVELOPMENT ASSOCIATION

Africa RegionHuman Development III

Project Appraisal Document

Burkina FasoPost-Primary Education Project

Date: November 11, 1996 [ ] Draft [X] FinalTask Team Leader: Makha Ndao Country Director: Serge MichailofProject ID: BF-PA-304 Sector: EducationLending Instrument: SIL PTI: [ ] Yes [X] No

Project Financing Data I I Loan IX] Credit(ITF) I I Guarantee I I OtherlSpecify]

For Loans/Credits/Others:Amount (US$m/SDRm): 26.0/18.0Proposed Terms: J Multicurrency I I Single currency

Grace period (years): 10 I1 Standard Variable I I Fixed I I LIBOR-basedYears to maturity: 40 yearsCommitment fee: NA

Service charge: .75%Financing plan (US$m):

Source Local Foreign TotalGovernment 7.0 0 7.0Communities 0.9 0 0.9Private Sector 2.7 0 2.7ITF 8.4 17.6 26.0

Total 19.0 17.6 36.6Borrower: Republic of Burkina FasoGuarantor: NAResponsible agency(ies): Ministry of Secondary and Higher Education and of Scientific Research (MESSRS)Estimated disbursements (Bank FY/US$M): 1997 1998 1999 2000 2001 2002

Annual .9 2.3 4.8 7.4 5.4 5.2Cumulative .9 3.2 8.0 15.4 20.8 26.0

For Guarantees: [] Partial Credit [ ] Partial riskProposed coverage: NAProject sponsor: NANature of underlying financing: NATerms offinancing:

Principal amount (USS) NAFinal maturity NA

Amortization profile NAFinancing available without guarantee?: NA [ Yes [ ] NoIf yes, estimated cost or maturity:Estimated financing cost or maturity with guarantee: NAExpected effectiveness date: June 1, 1997 Closing date: June 30, 2002

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Project Appraisal DocumentCountry: Burkina Faso Project Title: Post-Primary Education Project

Block 1: Project Description1. Project development objectives (see Annex 1A for key performance indicators):The project supports the implementation of the Government's Post-Primary Education Strategy (PPES). It aims to havemore and better-trained students graduated from secondary schools at reduced subsidy costs, with increased equalitybetween genders and income levels. Progress in achieving this development objective by 2001 will be evaluated on thebasis of the following indicators: (a) the proportion of primary school graduates who continue on to lower-secondaryeducation rises from 27% to 30%; (b) grade repetition decreases from 25% to 20%; (c) total student social subsidies inhigher and secondary education are reduced from CFAF 4.8 billion to CFAF 2.2 billion; (d) the proportion of girlsenrolled in secondary school rises from 35% to 40% of total enrollment; and (e) 8,000 additional students are enrolled insecondary schools in the 10 provinces with the highest incidence of poverty and lowest school coverage.2. Project components (see Annex 2 for a detailed description and Annex 3 for a detailed cost breakdown):The project supports expansion of both public and private provision of services to increase access to secondary educationand promotes greater participation by girls and by low-income young people. In addition, various measures are designedto improve the quality of education offered and enhance the capacity of the Ministry of Secondary and Higher Educationand Scientific Research (MESSRS) to carry out its functions in the education sector.

Cost Incl.Contingencies % of

Component Category (US$M) TotalAccess to Lower-Secondary Education Physical 19.5 53Supports construction of new public schools, operation of schools bynonprofit organizations, and expansion of private schools.Quality of Post-Primary Education Institution- 13.8 38Supports reforming and improving preservice and inservice training for building;teachers, increasing the availability of textbooks, and reforming curricula Policyand improving testing.Institutional Strengthening of MESSRS Institution- 3.3 9Supports improving the sectoral planning and managerial capacities of building;MESSRS at the regional and central levels. Project mgmt.

Total 36.6 1003. Benefits and target populationEconomic benefits* More skilled and productive labor force through increased numbers of students educated: 45,000 additional places in

lower-secondary schools, plus increased flows through less grade repetition. (In the Economic Assessment, section13, the value of this benefit is measured as higher earnings for secondary-school graduates. Higher earnings, in tuni,benefit the country through higher tax payments and increased remittances from expatriate workers).

* Reduced fiscal burden: cost recovery through increase in student fees, increased tax revenues on higher earnings ofsecondary school graduates, shift to private provision of education, reduction in subsidies (see section 13).

* Higher quality of education: better trained teachers, improved curricula. Higher quality improves both the skills ofthe graduates and the efficiency of the system.

Social benefits* Increased numbers of girls educated: dormitory rooms and scholarships reserved for girls.* Greater equality of educational opportunity: government education resources concentrated on most underserved

populations, with 86% of the school construction program targeted to provinces where the proportion of poor peopleis the highest.

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Other benefits* Institution-building: improved ability of MESSRS to manage the education sector; enhanced partnership among

government and the private sector, municipalities, NGOs, and communities.

Targetpopulations: (a) primary school graduates who pass the national entrance exam for secondary school; (b) boys andgirls in the 10 provinces with the lowest access to secondary education and in the zones with the highest percentage ofpopulation living below the poverty line; (c) boys and girls from households in the two highest income groups and livingin urban areas, who will have increased access to nonpublic schools; and (d) girls in tertiary education.4. Institutional and implementation arrangements (details are included in the Project Implementation Manual):The project team has appraised the draft Implementation Manual and found it substantially satisfactory.Implementation period: Five yearsExecuting agency: MESSRSProject coordination: A project coordinator (PC), to be assisted by a small administrative staff, will be posted in theMinister's Cabinet and will report directly to the Minister. The PC will be responsible for planning and coordinatingproject activities within the MESSRS, with other Government agencies/units, and with other groups. Under the PC'sguidance, MESSRS line units will be responsible for day-to-day coordination and implementation of activities for whichthey have prime responsibility. Project coordination will be ensured at all operational levels (central, regional, andcommunity/school) through committees with representatives from relevant Government agencies/units, beneficiaries,private sector groups, and NGOs.

Project oversight and policy guidance will be the responsibility of MESSRS' Steering Committee, which is chaired bythe Minister; the Committee will be supported by the Interministerial Committee, comprising MESSRS, Ministry ofFinance, Ministry of Public Service, and the Ministry of Basic Education (MEBA).

Accounting, financial reporting, and auditing arrangements: Directorate of Administrative and Financial Affairs(DAAF)/MESSRS will be responsible for project financial management, reporting, and auditing following systems andprocedures acceptable to IDA. Accounting records will be kept for all project-related expenditures and financingfollowing generally accepted accounting principles. Project accounts will be audited annually, following internationalauditing standards, by independent auditors acceptable to IDA. Disbursements under SOEs will be audited semiannually.The annual audit report will be submitted to IDA within six months of the end of each fiscal year, and the semiannualaudit report within three months of the end of each period. The project special account will be managed by DAAF, withthe PC as a co-signator. MESSRS' decentralized administration will be complemented with decentralized financialmanagement controls.

Monitoring and evaluation (M/E) arrangements: The project supports the development of M/E systems and processes.Under the PC's guidance, project M/E will be the shared responsibility of the MESSRS directorates (DBES, DEP, DGES,and DIFPE). Relevant data collection, validation, analysis, and dissemination will be the responsibility of the DEP. M/Ewill be guided by (a) the Letter of Education Sector Development Policy (see Annex IB); (b) the Project DesignSummary (see Annex IA); and (c) the Implementation Plan in the Project Implementation Manual. M/E will beconducted through (a) monthly meetings of the MESSRS committee of concerned directorates, chaired by the MESSRSMinister (the meetings will be open to staff of IDA and other donors); (b) IDA supervision missions; (c) annual progressreview during IDA supervision missions before the end of the first quarter of each fiscal year; (d) midterm review (MTR)of project implementation jointly with IDA and other donors no later than 30 months after effectiveness; and (e)beneficiary surveys and assessments at MTR and at other implementation milestones as shown in the implementationplan. Twice each year (by July 30 and January 31), the PC will transmit to IDA progress reports on projectimplementation and outcomes, using the format agreed at negotiations. An Implementation Completion Report (ICR)will be prepared within six months after the Credit closing; MESSRS will contribute to the ICR its own evaluation of theproject and an operational plan.

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Block 2: Project Rationale5. CAS objective(s) supported by the project (CAS: Report No. 15740-BUR, Board Date July 11, 1996)The Burkina Faso CAS recognizes that the country's low level of human capital adversely affects the economic returns toinvestments in all sectors, and that its long-term growth prospects are seriously limited by the population's loweducational attainment and skill levels. Therefore, the CAS is designed to address long-term human capital developmentby providing Bank support for accelerating the provision of social services over the medium term and building the basisfor faster improvement in social indicators. The proposed operation serves this strategy by helping to ensure thatincreasing numbers of students continue to secondary schools (laying the foundation for meeting the CAS objective of a35% transition rate by 2005) and that the education they receive is of higher quality.6. Main sector issues and Government strategy:Sector issuesEnrollments at all levels of education remain low in Burkina Faso compared to international standards. Gross primaryschool enrollment, which was about 5% at the time of independence in 1960, has increased to 38%. At the secondarylevel, enrollments have increased fourfold over the last decade to about 9% of the relevant age group. The demand forplaces in public secondary schools is far greater than the availability of places, especially in the Ouagadougou and BoboDioulasso urban areas. About 8,800 students are enrolled in technical schools (73% in private schools, most inOuagadougou and Bobo Dioulasso). A National University, created in 1974 with 533 students, now has over 9,400students, or about I % of the relevant age group.

The quality of education is low, as is evidenced by high dropout and repeater rates and low examination pass rates at alllevels. It takes 9.5 years, on average, to produce a lower secondary school graduate (2.4 times longer than necessary'l, andan additional 5.8 years to produce an upper secondary graduate (1.9 times longer). In secondary schools the instructionalyear is very short; it extends only from the second week of October to the end of May.

MESSRS' capacity to use its resources cost-effectively is hampered by its weak capacity for management. It has hadlimited experience with the implementation of foreign-financed projects.

Government strategyIn the late 1980s, the Government developed a five-year plan to expand and improve primary education. This planbecame a National Basic Education Program, designed to raise the gross enrollment ratio to 46% of the school-agedpopulation by the year 2000, improve the quality of education, increase the enrollment of girls, and promote more cost-effective use of public education resources. Following several studies and technical discussion on the education system,in 1994 the Government organized a national consultation (Etats Generaux de l'Education-EGE) that recognized thatresources for education will remain constrained; the EGE proposed a number of measures to increase cost-effectivenessand recommended giving priority to primary education. In response, the Government developed a subsectoral reformprogram (SSRP) to improve education within severe economic and budgetary constraints. In the context of the SSRI1, theGovernment developed a Post-Primary Education Strategy (PPES) to: (a) restructure the sector to use resources moreefficiently; (b) increase the participation of the private sector in secondary education to free up resources for theexpansion of public primary education; and (c) improve quality and efficiency. The PPES was accompanied by anInvestment Plan (IP) for 1996-2005.7. Sector issues to be addressed by the project and strategic choices:The project is designed to support the implementation of the PPES: to increase secondary school enrollments and toimprove the quality of secondary education; and to build the Government's capacity to plan and manage resource use inthe education sector.

Strategic choicesThe principal strategic choice for this project was between public and private provision of services. Analysis showeclthat, although measures to improve efficiency and access could increase intakes to some extent, the public sector wouldnot be financially able to support the initial planned growth in public enrollment of about 13% p.a., or to meet therecurrent costs obligations of any significant expansion in enrollment. However, all-private provision raised seriousquestions of equity of access to education by all economic classes; private school fees are well beyond the ability of mostBurkinabe households to pay. The solution was combined provision of services: expanding private provision (through

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increased nonpublic first-grade intakes by up to 15% p.a.) where demand is high, and concentrating public resources onlower-income and underserved groups.

A second strategic choice, which flowed from the first, involved the geographic locations of the proposed schools to bestachieve project goals. The following decisions were made: (a) building on the high demand for private education in thelarger cities of Ouagadougou and Bobo Dioulasso, the project will encourage expansion of private schooling there; (b) tokeep fees lower, it will target nonpublic schools in secondary cities and less affluent areas for management bymunicipalities, NGOs, and other nonprofit organizations; and (c) it will support public sector provision of expandededucational opportunities in the poorest and more rural areas.8. Project alternatives considered and reasons for rejection:School construction. Alternatives rejected:* Continue existing practice whereby the community constructs school facilities, with materials supplied by the

Government when necessary. Rejected because (a) experience shows that community construction is slow, so theproject would be unlikely to achieve its targets for increased access and enrollment; and (b) the generally poor qualityof community construction presents a maintenance issue.

* Engage private contractors for the construction of all school facilities. Rejected because replacing communityparticipation (a long-standing tradition in the country) would undermine ownership and sustainability.

Alternative selected: Engage private contractors to build the minimum package of facilities; maintain the traditionalcommunity/government approach to construct teachers' houses; and assign responsibility for maintenance to thecommunity.

Project management and implementation. Alternatives rejected:* Create a project management unit. Rejected because the possibility of disconnect from the mainstream sector

management would make the unit ineffective.

* Assign project management to the project coordinating unit of Education IV under MEBAM. Rejected becauseinstitutional links with MESSRS would be too weak.

Alternative selected: Mainstream project management and implementation arrangements within the MESSRSorganizational structure, with support for institutional capacity building and sustainability.

Incentives to private schools. Alternatives rejected:* Construct matching classrooms by the Government, through credit support, at no cost to the schools. Rejected because

it would be inconsistent with cost recovery objectives and would give the appearance of favoring private schools (andhigher-income families) at the expense of public schools (and lower-income families).

* Reimburse the operators of schools built through credit in the form of student places. Rejected because of the heavyadministrative requirements for record keeping and monitoring the cost, value, and distribution of student places.

Alternative selected: Provide interest-free reimbursements into an account with MESSRS, with reasonable grace andpay-off periods, and use these funds to further advance project objectives (for details, see the Project ImplementationManual).

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9. Major related projects financed by the Bank and/or other development agencies:Sectorissue Project Latest Form 590

Ratings(Bank-financedprojects only)IP DO

Bank- Rural education program ill-suited to the First Education Project Cr.financed environment of Burkina Faso, and theoretical science 430-UV, US$2.85 million;

teaching and lack of science facilities. signed in 1973 and closed in1980

Low coverage of the rural education system; Second Education Project:shortage of qualified staff, and inequality of Cr. 956-UV, US$14.0opportunity between the rural and the formal million; signed in 1979 andeducation systems. closed in 1986

Very low access to primary education, high primary Primary Educationeducation unit costs, and inefficient allocation of Development Project: Cr.resources between educational levels. 1598-BUR; US$21.6 million(OED rating: satisfactory). signed in 1985 and closed in

1994

Low and inequitable access to primary education, Fourth Education Project: Cr. S Sand poor quality at primary and secondary education 2244-BUR, US$24 million,levels. signed in 1991, expected

closing date in 1998

Slow increase in primary education enrollment ratio, Basic Education Project:inequity between boys/girls, rural/urban areas, and planned for FY1998slow improvement in the quality of education.

Other Development AgenciesFrance Poor quality of training of school teachers and General Secondary Education

school directors; weak organizational capacity of Support Project: (1996-98,parents' association; and lack of libraries. CFAF 750 million)

Insufficient number of: (a) well trained university University of Ouagadougouprofessors; (b) books for university libraries; and (c) Development Project: 1996-equipment for the science and medical faculties. 98, CFAF 686 million

Netherlands Weak management capacity at the University and at Support Program for thethe faculty of economics and management. University of Ouagadougou:

US$3.0 million

African Inefficient scientific education teaching at secondary Under preparation: appraisalDevelopment general education and lack of scientific equipment; expected in 1997/98Bank inadequate technical and vocational training

programs.

Overall, donors' support to the education sector in Burkina Faso is complementary.

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10. Lessons learned and reflected in the project design:* Lesson I (see PCR, Second Education Project): the Government should, at an early stage, develop a comprehensive

policy framework that forms the basis for the intervention of all donors in the subsector. Reflecting this lesson, theproject is based on the Government's Post-Primary Education Strategy and Investment Plan developed following anational consultation on education.

* Lesson 2 (see ICR, Primary Education Development Project): to guide implementation and build momentum,reasonably detailed implementation arrangements covering especially the first two years should be developed beforethe project becomes effective. Reflecting this lesson, MESSRS has prepared a satisfactory draft implementationmanual focusing on detailed programs for the first two years of the project.

* Lesson 3 (see ICR, Primary Education Development Project): implementing sensitive reform measures affecting, inparticular, secondary and higher education students (e.g., reduction of scholarships) is politically risky; such reformsare not likely to succeed unless they are preceded by extensive consensus-building efforts among the various affectedgroups. Reflecting this lesson, national and regional workshops were held during project preparation; and extensivediscussions on the project's objectives, policy measures, and investment program were conducted with the Burkinabeauthorities at the national and local levels (including mayors), the teachers' union, parents' associations, NGOs, andprivate sector representatives.

11. Indications of borrower commitment and ownership:A Burkinabe delegation of five technical staff, led by the minister of Secondary and Higher Education, visitedWashington in June 1995 to present and discuss both the PPES and the IP. The Government has confirmed itscommitment to the education sector reforms set out in the SSRP in its Letter of Education Sector Development Policy (seeAnnex I B). In addition, to build wide understanding and ownership, it has sponsored discussion of most of the SSRPmeasures at the national and regional levels and with teachers, donors, NGOs, and the unions (see section 10). Draftimplementation plans and schedules have been prepared for each element of the investment program; sites for the firsttwo-year school construction program are being identified; and requirements for furniture, pedagogical materials, andequipment have been submitted to IDA and found acceptable.

SSRP measures already taken by the Government* Support for female students: as of SY 1995/96, 60% of the 679 students' rooms in the dormitories at the university are

reserved for female students.* Reduction in scholarships: between SY 1991/92 and SY 1995/96, the total number of scholarships awarded annually

has decreased from 6,123 to 3,407 for higher education, and from 22,750 to 11,345 for secondary education.* Academic improvements: the school year has been lengthened to include 36 weeks of effective teaching, and

secondary schools are now required to include two hours per week of supervised homework.. Cost recovery: public secondary school students must now pay registration fees (CFAF 20,000 for the first year and

CFAF 5,000 the following years), of which the schools themselves keep 75%; and, starting in 1997, university feeswill be increased to at least CFAF 15,000.

* Administrative changes: the "Office du Baccalaureat" (OF) and the "Centre National des Oeuvres Universitaires"(CENOU), formerly managed by the university, have been transferred to MESSRS, leaving the university free to focuson academic matters. Similarly, the management of a restaurant at CUPB has been transferred to a private operator.

* Support for gender equality: only female students will be eligible for new secondary education scholarships.12. Value added of Bank support:CASThe preparation of the proposed project was complemented by three other Bank instruments: the CAS, a PublicExpenditure Review (PER), and a Poverty Survey. During the preparation of the CAS, both the Ministry of Secondaryand Higher Education and the Ministry of Basic Education participated in consultations about the broader aspects of theBank's assistance strategy and the government's own development strategy. As a result, the proposed project hasbenefited from the best possible integration into the sectoral and overall strategies.

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PERThe preparation of the PER, which was carried out by a Burkinabe team with the assistance of Bank staff, helped further toensure that the education strategy is consistent with the overall fiscal framework. The Burkinabe team will continue tocarry out PER work each year, thus guaranteeing close monitoring of overall expenditures to accommodate an increasedallocation to social sectors, including education.

Poverty SurveyThe Poverty Survey, conducted in 1995 by a Burkinabe team with the Bank's support and discussed at the national level in1996, helped to define the geographic location of the proposed investment and to better target provinces whose populationsare below the poverty threshold and cities whose populations have significantly lower indicators of poverty.Block 3: Summary Project Assessments (Detailed assessments are in the project file. See Annex 8)13. Economic Assessment (see Annex 4): Cost-Benefit Analysis: NPV=US$ 6.1 million; ERR=17%.* The economic benefits in the cost-benefit analysis are measured by the incremental earnings of secondary school

graduates produced by the project. Other benefits identified in section 3 above cannot be quantified in monetary termsand were excluded from the analysis.

* The economic costs include the project investment and incremental recurrent costs as well as private direct costs(school fees and other school-related costs incurred by households in sending children to school) and opportunity costs(the income that students forgo by attending school).

* The project is economically feasible, as indicated by its NPV of more than US$6.0 million equivalent (using a discountrate of 10%) and ERR of 17%. Risk analysis using Monte Carlo simulations shows that project feasibility is robustwith respect to a deterioration in key assumptions, i.e., the probability that NPV would become negative (or that theERR would fall below 10%) is negligible.

* The project impact on Government finances is positive. The present value of net benefits accruing to the Governmentis estimated at US$3.4 million. This would come from (i) the lower cost to the Government of providing secondaryeducation because of a reduction in its social subsidies to students, increased student fees, and more efficient use ofteachers, and (ii) additional tax revenues on the higher earnings of secondary school graduates.

14. Financial Assessment (see Annex Sa):* Incremental recurrent costs of the project to be financed by the Government would average US$1.3 million equivalent

(see Annex Table SB) per year from 1997-2001, and would be more than offset by the larger recurrent cost savingsexpected under the project, averaging US$2.7 million equivalent per year. These can be easily absorbed within theMESSRS budget. Government financing of project recurrent costs beyond the investment phase of the project wouldalso not be problematic as a large share of recurrent costs would be financed either through cost-recovery mechanismsor by the private sector.

* Financial incentives in the form of subsidized, long-term credit would be sufficient to induce private school operators toparticipate in the project. Assuming a fee level in line with prevailing practice (about US$107 equivalent per studentyear), the financial rate of return (FRR) to a typical private school operator would be about 17%. The FRR is highlysensitive to changes in fee level. An increase in fees by about 5% (to US$112 equivalent per student year) wouldincrease the FRR to 31% (see Annex Table SC).

* The NPV in financial terms that would accrue to secondary school graduates and their families as a group is estimatedat US$2.8 million equivalent or 45% of total net benefits (see Annex 4). The poorer students and girls whose educationcosts would be subsidized under the project, would account for a more than proportionate share of total net benefits.

15. Technical Assessment:The project is technically sound. Within the context of the poverty agenda, it addresses the issues of access and equitysystematically on the basis of needs, opportunities, and comparative advantages. Project components (constructionprogram, teacher training, textbooks, curriculum reforms, etc.) were prepared on the basis of international as well asregional norms and practices, and will be implemented in accordance with acceptable standards. Innovations, such asschool management by NGOs and support to private schools, are based on sound technical and economic feasibility studies(see project file).

Investments and recurrent cost estimates for the project are based on estimates of prevailing market unit cost, withappropriate allowance for inflation. A reasonable level of physical contingencies has also been included in the costestimates.

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16. Institutional Assessment:Executing agencies: The 1996-97 policy reforms and the formulation of the Letter of Education Sector DevelopmentPolicy, demonstrate MESSRS' ability to formulate a policy agenda and carry it out through its decentralized organization.The project includes measures to strengthen MESSRS' capacity at all operational levels, particularly in the areas ofplanning, coordination, supervision, and monitoring and evaluation.

Project management: MESSRS has limited experience in implementing donor-financed projects. Therefore, the projectincludes measures to strengthen project management and reduce the procurement and accounting burden on the Ministry:(a) appointment of a Project Coordinator in the Minister's cabinet (see Section 4); (b) recruitment of a procurementspecialist and an accountant, and the installation of an accounting system acceptable to IDA at DAAF; and (c) delegationof about half of the construction management to Faso Baara, an experienced contract management agency.17. Social Assessment:Several social factors may affect the project's abilities to achieve its goals. A positive effect is likely to come from theidentified high demand for educational services in the population centers of Ouagadougou and Bobo Dioulasso.Nationwide, however, at least three factors may make people unwilling or unable to take advantage of educationopportunities: (a) economic costs; (b) opportunity costs, particularly for girls; and (c) a high level of mobility. People inBurkina Faso relocate in search of employment or education and for purposes of marriage: 28% of the population of 10years or older (of whom more than half are females) have migrated at least once.

The project includes measures to reduce the economic costs of education (scholarships for girls, broadened publicprovision of education, reduced cost of textbooks). The problem of high mobility challenges the design and financing ofeducation services; but by standardizing education throughout the country, and providing schools in more locations, theproject improves the chances that people who move will be able to continue their education.18. Environmental Assessment:This is a Category C project. No environmental risks are foreseen. Construction would comply with nationalenvironmental laws. Schools would be built following acceptable standards. Many classrooms would be associated withexisting schools. Provision of latrines and promoted hygiene will have positive environmental impact. There would be nodisplacement of people.19. Participatory Approach: Identification/Preparation Implementation OperationBeneficiaries/community groups CONS and COL COL COLIntermediary NGOs IS and COL COL COLAcademic institutions COL COL COLLocal government CONS and COL COL COLOther donors IS and CONS IS and CONS Is and COLOther (specify)

Note: IS = information sharing, CON = consultation, and COL = collaboration.20. Sustainability:The project is designed to promote long-term sustainability by (a) developing a capacity in MESSRS to constantlyevaluate the quality and effectiveness of secondary and tertiary education, and to take immediate remedial actions asnecessary; (b) reducing expenditures on scholarships, and other social expenditures, freeing resources for improvement inquality; (c) ensuring that all public secondary schools have sufficient resources to finance nonteaching expenditures; and(d) ensuring quality education in nonpublic secondary schools to encourage increased enrollment without placing anadditional burden on the Government's budget.

The savings associated with the planned policy measures are summarized in Annex 5. These include (a) direct revenueand savings from increasing university and registration fees, reduction of grants and scholarships, and a cost-recoveryscheme for textbooks; and (b) indirect savings associated with such measures as the privatization of the management of theuniversity restaurant canteens and of the student health insurance scheme, and the redeployment of some of the teachingstaff. These savings (13% of recurrent budget) actually outweigh the incremental recurrent costs (7% of recurrent budget)associated with the investments proposed in the project.

10

21. Critical Risks (see fourth column of Annex 1A):

Risk Risk Rating Risk Minimization MeasureProject outputs Private sector may not be Moderate Extensive discussions (including feasibilityto development responsive to incentives studies) with private operators, NGOs, andobjectives offered. municipalities conducted during project's

preparation have shown a great interest by theprivate sector. Relevant project componentsare being designed and will be implementedin collaboration with the private schooloperators.

Students and teachers may High Extensive consultations with teachersderail the reforms which affect conducted during preparation. The parentsthem directly (reduction of support the pedagogic measures. Progressivestudent's social subsidies and reduction of scholarships has beenlonger working hours for implemented under the ongoing educationteachers). project. The project provides for more

pedagogical material and support to teachers.

Proposed cost recovery may Low The demand is far greater than the availabilityhave a negative impact on of places and there is a tradition of costenrollment. recovery in Burkina. The project stabilizes

the fees at a equitable level.

Future budget allocations may Low Most of the additional costs implied by thenot be adequate project can be financed through the direct

savings generated by the SSRP. PERs will bean integral part of the budget makingprogress.

Project MESSRS' capacity to monitor Low Private architectural firms and Faso Baara (acomponents to and implement the construction contract management agency) will assistoutputs program may not improve. MESSRS. MESSRS staff will also benefit

from a training program.

Quality of private schools may Moderate The project provides support for inservicenot attract more students. teacher training. The student assessment

system will help to disseminate the results ofdifferent schools. The matching classes willconstitute an incentive for qualityimprovement in private schools

Overall project The overall risk Risks are further mitigated by IDA's andrisk rating that the project other donors' well-developed policy dialogue

could fail to with Burkina Faso in the education sector; byachieve its the close integration of the education sectordevelopment dialogue in the overall macro dialogue; andoutcome is rated by special supervision efforts planned duringmoderate. the early stages of project implementation

1122. Possible Controversial Aspects:Two aspects of the project may be controversial. First, MESSRS may be criticized for providing support in the form ofphysical facilities to private operators and NGOs, thus helping them make additional profits. The constructive dialoguewith key stakeholders conducted by the Government during project preparation will continue during projectimplementation, and benefits realized from the project's support to the private sector will be in turn directed to support theless privileged segments of the population. It is unlikely that this policy will not be acceptable to the public. Second,higher education students and teachers may oppose the efficiency measures that will affect them directly (reduction ofsocial subsidies and longer working hours for teachers). Improved quality of education will help the concerned groupsbetter understand the ultimate goal of the efficiency measures.Block 4: Main Credit Conditions23. Board and Effectiveness Conditions:As a condition of Board presentation, the Government has furnished IDA a signed version of the Letter of EducationSector Development Policy (see section 4 and 11).As conditions of credit effectiveness, the Government would:* Furnish the Project Implementation Manual, in form and substance acceptable to IDA (see section 4);* Publish in the Legal Gazette the Arrete No. 96-096/MESSRS/SG dated September 10, 1996, pertaining to university

fees (see section I1);• Deposit into the Project Account an initial amount of CFAF 450 million (four hundred fifty million) (see Annex 6);* Appoint a Project Accountant and Project Procurement Specialist, with qualifications and experience satisfactory to

IDA, and install an automated accounting system satisfactory to IDA (see section 16);* Appoint an independent auditor acceptable to IDA (see Annex 6); and* Furnish to IDA a contract, in form and substance satisfactory to IDA, with Faso Baara for the implementation of part

of the construction program of CEGs (see Annex 6).24. Other:During negotiations, the Government gave assurances regarding the following:Management aspects* Maintain until the completion of the project a project coordinator in MESSRS and an accountant and a procurement

specialist in DAAF, all with experience and qualifications satisfactory to IDA (see section 4 and Annex 6).Monitoring, review, and reporting* Maintain until the completion of the project policies and procedures adequate to enable it to monitor and evaluate on

an ongoing basis, in accordance with indicators annexed to the Letter of Education Sector Development Policy, thecarrying out and achievement of the objectives thereof (see section 4).

Budgetary allocation* Adopt annual recurrent expenditures budgets, and a rolling three-year public investment program for education,

acceptable to IDA (see section 12).Implementation* Operate the OCECS starting SY97-98 in accordance with the terms of references agreed with IDA during project

preparation; and appoint the institution that will assist the OCECS in evaluation and students testing no later than July31, 1997 (see Annex 2).

* Complete the following studies: (a) general secondary curriculum reform by June 1998 (see Annex 2), and (b)modular approach for technical and vocational training by June 1999; and review with IDA the recommendations ofthe studies and agree on a time-bound action program (see Annex 2).

* Transfer the management of the restaurant services at the University of Ouagadougou to a private contractor under acontract for management to be effective by the Academic Year 1997/98 (see section 11).

* Make budgetary allowance for, and deposit into the Textbooks Fund, CFAF 30 million, no later than June 1st of eachyear, starting in FY97 (see Annex 2).

Block 5: Compliance with Bank PoliciesThis project complies with all applicable Bank policies.

For the Team Technical Manager: Helena Ribe Country Director: Serge MichailofMakha Ndao, Task Team Leader

ANNEX IAPage 1 of 5

BURKINA FASOPOST-PRIMARY EDUCATION PROJECT

Project Design Summary

Narrative Summary Key Performance Indicators Monitoring and Critical Assumptions andSupervision Risks

CAS Objective (CAS Objective to BankMission)

Address long- term human 1. 35% of lower secondary school 1.1 Annual review ofcapital development. graduates continue to upper statistics Population growth is

secondary education by 2001. (DEP/MESSRS). reduced, and economicgrowth is broad based.

2. 65 % of lower secondary 2.1 Surveys ongraduates find employment employment (INSD).nationally or regionally, either inthe informal sector (includingagriculture and livestock-rearing)or in the formal sector.

Project Development (Development ObjectivesObjectives to CAS Objective)

More and better-trained students 1. Transition rate from primary to 1.1 National entrance 1. Share of nonpublicgraduated from secondary secondary increases from 27% in exam to secondary schools increases to 40%schools at reduced subsidy costs, 1994/95 to 30% in 2001 and to schools of total enrollment bywith increased gender and 35% in 2005. (OCECS/MESSRS); 2001.income equality. and MEBA.

2. Sector Resource Plans2. Total lower secondary 2.1 Statistical records with increased emphasis onenrollment increases to 42% by (DEP/MESSRS) girls' education are2001. developed, budgeted, and

implemented.3. Completion rates, as % of 3.1. Exam records,repetition, reduced from 25% to school records 3. The Government adopts20% by 2001. BEPC pass exam (DEPJMESSRS). reform measures inrate increased from 35% to 50% agriculture and formalby 2001 sectors, improving the

employment and wage4. Total student's social subsidies 4.1. Annual budget prospects of secondaryin secondary and higher education (DAAF/MESSRS) school leavers.decreases from FCFA 4.8 billionto FCFA 2.2 Billion by 2001.

5. Girls comprise 40% of total 5.1 Annual statisticsenrolled. (DEP/MESSRS).

6. 8,000 additional students 6.1 Recordsenrolled in 10 provinces with (DEP/MESSRS).lowest coverage.

ANNEX IAPage 2 of 5


Project Outputs (Outputs to Development1. Increased access to lower 1.1 Of the 63 new CEG 1.1.1 Site inspection Objectives)secondary education among constructed, 50 will be located in and construction 1. Private sector istargeted groups. underserved areas and managed by document (DAAF and responsive to incentives

public institutions; 10 managed by DEP). offered.private operators andmunicipalities; and 3 managed by 2. Students and teachersNGOs. accept the reforms which

affect them directly1.2 Construction of 160 additional 1.2.1 Site inspection (reduction of students'matching classrooms in existing and construction social subsidies and longerprivate schools. document (DAAF and working hours for

DEP). teachers).

1.3 60% of dormitory places 1.3.1 Rostersallocated to female students (184 (CENOU). 3. The proposed cost-rooms in 96-97; 269 in 97-98; and recovery policy has no407 starting 98-99). negative impact on

enrollment.1.4 New secondary scholarships 1.4.1. Statisticsare allocated exclusively to girls (DBES/MESSRS). 4. Future budgetwith a priority to the 10 provinces allocations are adequate.with lowest coverage (1,500scholarships in 96-97; 1,000 in 97-98; 750 in 98-99; and 300 in 2000-2001).

2. Curriculum and materials 2.1 General secondary curriculum 2.1.1 Review ofimproved and introduced. revised and priority changes curriculum, random

integrated (math, initiation to class visits, teachertechnology). interviews

(DGES/MESSRS).

2.2 Purchase of one million 2.2.1 Inspection, rental,textbooks for students, 1 0,000 loan recordsteacher's guides, and 30,000 (DAAF/MESSRS).library books for Universityfaculties.

3. New or improved educational 3.1 Studies on new or improved 3.1.1 Class visitsmethods introduced. methods or approaches completed (DGES and DIFPE/

and implemented (e.g., modular MESSRS).approach for vocational andtechnical education).

3.2 3,500 teachers, 220 directors, 3.2.1 Training records,and 72 pedagogic advisors curriculum, focuscomplete inservice training by group, random2001. interviews, student

evaluations. (OCECSand DIFPE/MESSRS).

3.3 Starting SY96-97 two hours of 3.3.1 School schedules,school- based supervised teacher and studenthomework per week implemented. interviews

I (DGES/MESSRS).

ANNEX IAPage 3 of 5


4. Improved managerial and 4.1 School directors' skills 4.1.1 Training siteplanning capacity of MESSRS. improved in pedagogic techniques, visits, participant

administration, and financial exams, participantmanagement. interviews (DAAF,

DIFPE, DGES-MESSRS).

4.2. Regional Units be responsible 4.2.1 Training sitefor management skills upgrading visits; focus group;in school mapping, educational development of schoolstatistics, exams and standard tests, mapping, educationaland performance monitoring. statistics produced on

time. (DEP/MESSRSand regionalinspectorates)

4.3 Central management 4.3.1 Action plan forupgraded in sector analysis, each unit implemented;planning, budgeting, and school map and MISevaluation. maintained.

5. Sub-sector Reform Program 5.1 Starting SY96-97 effective 5.1.1 Administrative(SSRP) implemented. teaching to reach 36 weeks (180 regulations to lengthen

days). the SY (SGIMESSRS).

5.2 Redeployment of 5.2.1 Schoolunderutilized teachers: 100 in workplans, personnelSY97-98 and 100 in 98-99. records (DGES and

DAAF- MESSRS).

5.3 Student subsidies reduced: 5.3.1 Scholarshipnew secondary school scholarships recordsfrom 1,800 in 96-97 to zero in (DBES/MESSRS).2001, and maximum 500 newhigher education scholarships peryear.

5.4 Privatized management of 5.4.1 Privatizationuniversity restaurant service business plans,(CUPB in 96-97; and contacts. CO-paymentOuagadougou in 97-98). Co- scheme documents andpayment Health Service contract (CENOU).implemented.

5.5 Cost recovery policy 5.5.1. Registration feeimplemented; 75% of registration accounts (DAAF andfees kept at school level (CFAF University).20k for grades I and 5; CFAF 5kfor grades 2-4 and 6 and 7;doubled higher education fees in

___S_ SY97-98).

ANNEX IAPage 4 of 5


Project Components (Components to Outputs)[See Annex 2 for a detaileddescription.]

1.1. Construct and equip more 1.1.1 Each year, 1997-2001 10 1.1.1.1 Site inspection; 1. The MESSRS capacityclasses at lower secondary new CEG (4 classrooms each) Project's annual review. to monitor and implementeducation. outside Ouagadougou and Bobo (DEP; DAAF; and Faso the school construction

Dioulasso; 3 new CEG to be Baara). program improves withmanaged by NGOs in three small Faso Baara's assistance,towns; and 10 new CEG (8 resulting in increasedclassrooms each) to be operated by availability of places forthe private sector and 3 by students.municipalities.

1.2. Construct more classes in 1.2.1 80 classrooms constructed by 1.2.1.1 Site inspection;existing private schools. the private schools and 80 Project's annual review.

matching classrooms constructed (DEP; DAAF; and Fasounder the Credit. Baara).

2.1 Reform the preservice and 2.1.1 Preservice training: 120 2.1.1.1 General 2. The OCECS gives theinservice teacher training. hours of pedagogic and education inspectors reports necessary support to all

courses per trimester, and 60 hours (DIFPE) units involved in theof field training. Subject- based quality program, and theinservice training designed by matching classes constituteInspectors and Pedagogical an incentive, resulting inadvisors and conducted via the improved quality ofteachers' study group established education and greaterin networks of closely located attractiveness to studentsschools. of private schools.

2.2 Increase the availability of 2.2.1 Books rented for an 2.2.1.1 Rental recordspedagogic material. academic year for CFAF500 per and annual statistics.

book. One book per student in (DAAF)principal subject matters.

2.3 Improve existing education 2.3.1. The results of the diagnostic 2.3.1.1 Results ofprograms. testing and the curriculum reforms evaluation and

are used to improve the existing disseminationeducation programs. workshops (OCECS

and DGES)3.1. Design management training 3.1.1 The materials developed by 3.1.1.1. Number of 3. The planning,program, develop materials, and the French Cooperation in Burkina directors trained, evaluation, and resourceorganize program for school are approved and training interviews which management functionsdirectors. implemented. teachers, and school become priority actions,

visits. and the recommendations(DGES/MESSRS). of the report on the

organizational audit of3.2. Conduct training series at 3.2.1. Pilot school mapping 3.2.1.1. Number of MESSRS arethe regional level. exercise used as a tool for training. school maps developed implemented.

at regional level; andtimely production ofeducational statistics.

ANNEX IAPage 5 of 5


3.3. Conduct follow-up support 3.3.1 MIS developed, timely 3.3.1.1. A countrywideat the central level. collection and analysis of statistics, school map and MIS

budgeting procedures maintained; and aimprovements; and performance of control panel developedschools and teachers assessed. to monitor critical

development in thesector.

4.1. Conduct the reforms at 4.1.1. Teachers are used more 4.1.1.1 Teaching load; 4. The Sub-sectoral reformsub-sector level. efficiently through redeployment annual budget (DGES program is implemented,

of about 200 teachers and and DAAF/MESSRS). resulting in increasedlengthening of the SY; student efficiency of resources use.subsidies are reduced; and the costrecovery policy is continued.

ANNEX IBPage I of 5

Translated from the original FrenchPresident

The World BankWashington, DC

USA

Mr. President,

This letter clarifies the objectives of the Government of Burkina Faso for the period1996-2005, which are contained in the Post-primary Education Development Plan.

The education policy of Burkina Faso is founded on the priority given to the educationsector as a basis for development in the technological, economic, social and cultural domains,follows the national consultation on education (Etats Generaux de I 'Education EGE)ofSeptember 1994 and is consistent with the framework legislation for the education sector (Loid'Orientation de l'Education) passed by the Burkinabe parliament on May 6, 1996. From theeconomic choices made by the Burkinabe government and from the strategy for povertyreduction, it is clear that the evolution of Burkina, will be based upon the efficiency of theeducation system. The development of the education system has become imperative to nationaldevelopment. Such qualitative and quantitative development is based on several points ofreference.

The education system must be viewed as a whole and as a coherent system. As a result,all levels of education, from pre-school to university, must be linked in a logical manner. Thus,each educational level must be conceived, organized, and managed autonomously, and offer tothe students a specific and complete training. At all levels, the professionalization of educationhas become a necessary yield of the education system and its appropriateness to the needs of thesociety and the State. The resulting introduction of technology at all levels of education andtraining is a major innovation. Additionally, professional training will be developed on a largescale, which will allow education to offer its students real prospects.

* All of the actions envisaged for national education cannot be effectively implementedwithout infrastructure developments, equipment, and teacher and supervisor training. Thestrategic objective of the Burkinabe education system is to enroll all the country's childrenand to make the maximum number of adults literate. A ten-year plan of educationaldevelopment, with a view to universal education, and its action programs are beingdeveloped and will be adopted by the Government in the last trimester of 1996 or the firsttrimester of 1997

* At the pre-school level, the following measures are envisaged: (a) adoption of a streamlinedprogram; (b) adoption of incentive measures to allow for maximum private initiative; (c)greater organization of the structures and educational activities; and (d) training of teachersand qualified supervisors. Whether formal or informal, non-profit, community organized(village associations, collectivities, groups...) or private, for-profit managed (businesses),pre-school should be a fast-growing with the goal of: (a) contributing to the educationalawakening of the children; and (b) alleviate some of the mother's child-rearing and domesticresponsibilities

* At the basic education level, the choice of ranking primary education as a national prioritywill be upheld and consolidated. The enrollment effort will be pursued and intensified inorder to reach enrollment ratio of 60% in the year 2000 and 100% in the year 2010. In orderto achieve this, a certain number of action plans have already been adopted, some of which

ANNEX IBPage 2 of 5

are currently under execution: (a) the second fifteen-year development plan; (b) a specificplan for girls education; and (c) an "education for all" plan including two adult literacycomponents: the second three-year plan (1993-1996) conducted by the National LiteracyInstitution and Operation ZANU.

In conjunction with these action plans, whose ultimate goal is to increase the offer ofeducation and eradicate the disparities, a number of specific programs exist, notably: (a)constructing and equipping the education facilities; (b) recruiting, training, and supervisionof the personnel; (c) periodic revision of the programs; (d) production and distribution oftextbooks; (e) implementation and experimentation with alternative forms of teaching suchas multigrade classes, double-shift teaching, satellite schools, non-formal basic educationcenters; (f) organization and development of private education; (g) improved management ofavailable resources; and (h) improved living and working conditions for students andteachers.

* At the secondary education level: (a) on the quantitative plan: (i) increase the student placesand correct the disparities between regions and between boys and girls; (ii) ensure theprogressive expansion of the sector which must be linked to the development level ofprimary education, and achieve a 30% enrollment rate in the year 2005; (iii) realize theobjective of "one department, one CEG" between now and the year 2000; (iv) raise girls'enrollment to a level approaching that of boys; (v) promote the CEG having more than 500students in 1996 to departmental lycees in 1998; (vi) by 1998, open the scientific lycee inOuagadougou and the professional lycee in Bobo-Dioulasso; (vii) by 2010, introduce 10CET, five agricultural lycees and three professional Iycees; and (vii) by 2010, introduce 50CET throughout the country; and

* (b) on the qualitative plan: (i) construct and equip 26 experimental scientific laboratories bythe year 2000; (ii) undertake the training of laboratory technicians and support theimplementation of the structures; (iii) train the teachers and supervisors; (iv) improveinternal and external efficacy throughout the system; (v) give priority to teaching science andto technical and professional teaching. This is the reason for the creation of scientific 1yceesand "Iyce'es d'excellence"; (vi) launch a training program for mathematics and physicalscience teachers; (vii) adopt discipline restoration measures, improve the evaluation systemas well as the morale; and (viii) improve the living conditions of the students and theteachers.

* At the higher education level: (a) promote quality teaching by increasing and betterutilizing financial resources; (b) encourage and promote national expertise; (c) encourage thedevelopment of short-term professional networks with the goal of providing the nationaleconomy with indispensable middle-management personnel; (d) streamline andprogressively decentralize the teaching structures in order to increase and regulate thestLdent openings at the facilities; (e) improve the living conditions of the students, teachers,and researchers; (f) establish a dynamic and multidisciplinary integration policy whichfavors inter-university exchanges and establish centers of excellence "'poles d'excellence" inspecific areas such as water, economy, chemical, biological, bio-medical, and socialsciences, and in all networks used in development. This policy will be executed in the scopeof the Ministerial Conference for Higher Education and Research in West Africa

At the technical and vocational training level: (a) define a national policy for technicaleducation and vocational training; (b) define and organize the diverse training structures andinstitutions through legislation and implement efficient management which will bettercoordinate the efforts; (c) in time, a coordination program of the national technical and

ANNEX IBPage 3 of 5

vocational training policy will be implemented by the departments responsible for trainingand employment with the objective of harmonizing the programs, recruiting students,ratifying certificates and diplomas, and organizing the careers of teachers; and (d) restructureand apply alternative financing formulas in order to mobilize all the available resources

With regard to using national languages: The adoption of a national language statute, the studyof the methods, and the implementation of their use in the education system as well as ineconomic, administrative, political, social, cultural, etc. domains will constitute one of thefundamental axis around which the sector programs will develop. The experimentation with newmethods of learning French, following literacy in the national languages, will be followed up anddiversified in the hope of expanding the most efficient strategies, eradicating illiteracy, andpromoting the national Burkinabe culture.

* Regarding resource planning: Conception and establishment of a quality school whichresponds to the needs and aspirations of the society, necessitates the implementation of arigorous and functioning management system. This will entail not only resource planning,but also personnel training. In order to accomplish this, specific strategies in each area willbe established to resolve the questions of: (a) recruitment, training, and management of thepersonnel; (b) construction, equipment, and maintenance of the infrastructure; (c)mobilization of additional resources; and (d) development of partnerships.

All education projects are found in the same framework. It is also true of the Post-primaryEducation Development Project which is being submitted to IDA for financing. The strategyaims at making post-primary education a more equitable and pertinent system, with a moreefficient use of resources, and a priority in the development of secondary education, includingthe private sector, while improving its quality. This project will be the fifth in the educationsector in Burkina, but the first dedicated to post-primary education. It will be an investmentproject comprised of a sub -sectoral reforms which are part of the Etats GenerazLx de I'Edlucationde 1994. The primary axes of the project have been defined in the Development of Post-primaryEducation Strategy Document; in the Post-primary Education Development Plan (PEPP) , and indifferent sub-programs developed by the Government. It takes into account the macro-economicframework documents, and the conclusions of the poverty study conducted in 1995. The PEPPaims at pointing the education sector down a path of improving the economic and social returnson investments, notably those foreseen by the project.

One of the major economic and social developmental problems with which Burkina Faso isconfronted is the low level of human resources. The Government has decided to place priorityon the resolution of this problem in its overall country strategy. While giving priority to primaryeducation, an increase in enrollment at the post-primary level is essential to the economic growthof the country. It is necessary to ensure significant and proportional efforts are given to post-primary education.

Measures already taken by the Government:

Reduction of social expenditures. The policy of quotas on scholarships adopted in 1994allowed the Government to place a ceiling of 500 per year on the number of new highereducation scholarship recipients beginning in the 1994-1995 academic year, compared to 4,000new recipients in 1992-1993. As a consequence, the total number of recipients decreased from6,123 in 1991-1992 to 3,407 in 1995-1996. Additionally, the private management of therestaurant at the Polytechnic University at Bobo-Dioulasso has started with the 1996-1997academic year. With regard to secondary education, new scholarships decreased from 6,966 in1990-1991 to 1,800 in 1995-1996. Thus, the total number of secondary education scholarship

ANNEX lBPage 4 of 5

recipients decreased from 22,750 to 11, 345 during the same period. The Government has takenthe decision to progressively eliminate the secondary education scholarships by the year 2001.

Promotion of girls' education. To help girls in the pursuit of higher education, 600/o of therooms in the residence halls are reserved for girls beginning with the 1995-1996 academic yearand secondary school scholarships will be exclusively for girls beginning in 1996.

Returning Universities to academic excellence. The Office dii Baccalautriat and the CentreNational des Oeuvres Universitaires have been removed from the University and rejoined withthe central administration of the Ministry of Secondary and Higher Education and ScientificResearch. This will allow the University to refocus its functions and efforts on achievingacademic excellence.

Measures envisaged for the period 1996-2002

In order to promote better use of the sector's resources, the Government envisages implementinga sub-sectoral reform program:

Measure 1: More efficient use of teachers. Beginning with the 1996-1997 school year: (i) theeffective teaching will increase to 36 weeks or 180 days compared to the current 108 days; (ii)two hours per week of supervised homework will be organized in each school. In 1997-1988 andin 1998-1999, at least 200 under-utilized teachers will be redeployed to schools in the provinces,at the rate of 100 per year.

Measure 2: Continuation of the reduction in social subsidies. The social subsidy reductionpolicy will be continued by the: (i) limitation of higher education scholarships to 500 per year;(ii) the progressive elimination of secondary school scholarships with their termination in theyear 2001; (iii) private management of the University restaurants; (iv) implementation of astudent health insurance system paid for by the students and through a Government contribution.

Measure 3: Strengthening of the cost-recovery policy. At the secondary level, school fees are20,000 CFAF for the first registration, and 5,000 CFAF for subsequent registrations. Seventy-five percent of these resources will be held by the schools for pedagogical inputs. At theUniversity, registration fees will be at least 15,000 CFAF per student beginning in May 1997.The resources will be used in the following manner: 15% for examination fees; 15% for thelibraries; 25% for laboratories, and the remainder will be used to alleviate other constraints facedby the University.

Measure 4: Promotion of girls education. To promote girls education: (i) 60% of the studentrooms in residence halls will be reserved for girls; (ii) and secondary school scholarships will beexclusively for girls beginning in 1996, with priority placed on the 10 provinces with the lowestenrollment levels.

Through these education policies, the Government will: (a) increase the access to secondaryeducation by increasing the primary/secondary education transition rate to 30% in 2001. Thiseffort will be accompanied by the development of non-public education which will represent40% of the enrollment by the year 2001 due to the promotion of facilities managed by the privatesector, NGO, and municipalities. This growth in the private sector will: (a) allow publicresources to be better directed to disadvantaged areas; (b) improve the quality of lowersecondary education through a revision and consolidation of initial and in-service training of theteachers, through the sufficient availability of materials to students, and by reforming theeducation program; and (c) strengthening the sector's capacity at the regional and central levels

ANNEX IBPage 5 of 5

in areas such as planning, resource management, and project coordination. The framework ofthe project defines the essential indicators.

The Government is convinced that the educational policy measures which would be supported bythe Post-primary Education Project will lead to an increase in the access to secondary educationand help to make the post-primary education system in Burkina Faso more efficient and equal,and also more pertinent to the social and economic development of the country.

Sincerely,(signed)

Melegue TRAORE,

Minister of Secondary, Higher education and Scientific Research

ANNEX 2Page I of 6

BURKINA FASOPOST-PRIMARY EDUCATION

Detailed Project Description

Project Component 1 - US$19.5 million (total cost of component)Support Increased Access to Lower Secondary Education. This component supports

the Government's objectives to: (a) increase total lower secondary enrollment to 42% by 2001;(b) make educational opportunities more equitable between the two major cities and the rest ofthe country; and (c) support the development of private schools. To reach the Government'sobjective requires that the transition rate between primary and secondary education reaches 30%by 2001. Given the macroeconomic constraints, the Government has agreed to introducemeasures that would encourage the increase of private 6eme intake by up to 15% p.a., which inturn would reduce the pressure on public institutions and thus on the Government's recurrentbudget. The proposed credit would contribute to this program by financing construction andequipment of 63 CEGs and 160 additional classrooms to provide for about 45,000 additionalstudents, of which 55% would be in the private schools. This component consists of thefollowing three sub-components.

(a) Increasing enrollment outside Ouagadougou and Bobo DioulassoDescription. This sub-component provides for the development (construction, equipment,staffing, etc.) of 50 CEGs of four classes each, financed by the Government and thecommunities. The selection of localities and programming for the CEG development is based onneeds and demand. The ten provinces with the lowest coverage will benefit from 86% of theprogram. The design of this component follows the approach developed by the MESSRS whichdelegates more responsibility to local communities. Communities will participate in thedevelopment of their schools through all phases--planning, construction, and operation. Theirparticipation in construction will be through personal labor, provision of basic constructionmaterials, or contracting the work to local artisans and small entrepreneurs. Considering, on onehand, the communities' uneven performance in construction --completion often takes too longand quality is very poor-- and, on the other hand, the urgent need to increase access to LowerSecondary Education, MESSRS proposes that: (a) the credit support the construction offacilities necessary for the opening of the school (classroom block, administrative building,director's house, latrines and a point of water) and (b) the communities, with assistance from theGovernment (construction materials/technical assistance), be responsible for the construction ofteacher housing, the routine maintenance of the structures, and the construction of optionalstructures (library, cafeteria etc.), if desired in the future. The minimum package of CEGfacilities is described in the Project Implementation Manual.

Implementation arrangements. The execution of the construction financed by the IDA Creditwill be delegated to Faso Baara. The DEP and DAF of the MESSRS will be responsible foroverall programming and monitoring of the construction activities and for the supervision andmanagement of the community supported construction. More specifically, DEP will: (i)prepare and update, as required, the construction program--locations, phasing, progressmonitoring system; (ii) establish a database with up-to-date information on needs, enrollment,unit construction costs, space required; (iii) establish requirements and criteria for site selection;(iv) prepare consolidated construction, rehabilitation, and maintenance budgets; and (v) provideguidance and technical support to local communities including simplified plans and technicalspecifications.

ANNEX 2Page 2 of 6

(b) Increasing access in the three provinces with limited coverageDescription. This sub-component is specifically designed to (a) explore opportunities for lesscostly secondary schools and (b) reduce disparities in choices for secondary schooling amongprovinces. To this effect the project will, under a management contract, provide for theoperation of CEGs by NGOs, church groups, and other not-for-profit organizations at norecurrent cost to the Government beyond the initial investment cost for CEG infrastructure andequipment. Because of the nature of the organizations which will manage the schools, it isexpected that the fees to be paid will be lower than those paid in conventional private schools.The program envisages construction and equipment of three CEG with eight classrooms each bythe Government under the Credit management will be delegated on the basis of applicationssolicited from eligible organizations willing and able to run a lower secondary school, includingmeeting recurrent costs. The design of this sub-component is based on a technical-economicfeasibility study, on file, prepared with the participation of interested organizations.

Implementation arrangements. The DEP and the general directorate of Secondary Education ofthe MESSRS will be responsible for overall supervision of this component includingimplementation and monitoring of the conditions and modalities specified in the contractsbetween MESSRS and the selected operator. Each year the operator and MESSRS will agree onthe maintenance and repair activities to be carried by the operator. Also each year, MESSRSwill assess the performance of schools and monitor the level of fees charged to students. A draftprotocol of agreement, relevant legal documents, and implementation details are included in theProject Implementation Manual.

(c) Increasing enrollment in private schoolsDescription. The demand for places in public secondary schools is far greater the supply,especially in the Ouagadougou and Bobo Dioulasso areas, where more parents can afford to payprivate school fees. Considering the higher income capacity in these two cities, this sub-component seeks to direct this demand into private secondary schools by supporting theexpansion of private schools through financial incentives. The program involves theconstruction of: (a) 10 private. CEGs financed by the Government, to be operated and paid for oneasy terms by private sector operators or self-financed municipalities; and (b) 160 additionalclassrooms at existing private schools, constructed under a "matching" scheme: for eachclassroom constructed and equipped at existing private schools by private financing andaccording to Government standard plans, the Government will finance the construction of onemore classroom. It is expected that private schools will construct 80 additional classes and thecredit will construct 80 classrooms. Only those private schools that can demonstrate, withconcrete results, that they are seriously trying to provide a quality education will be supported bythe Government through the matching classrooms. The design of this sub-component is based ona technical-economic feasibility study, on file, prepared with the participation of interestedprivate school operators.

Implementation arrangements. The Directorate of Private Education, in collaboration with theDEP and DAF, will be responsible for the overall implementation of this component, includingevaluation of the performance of the schools and management of the contract. A draft protocolof agreement, relevant legal documents, and implementation details are included in the ProjectImplementation Manual.

ANNEX 2Page 3 of 6

Project Component 2 - US$13.8 million (total cost of component)Support to Quality of Post-Primary Education. This component supports

implementation of reforms to be carried out under the SSRP to improve the quality andefficiency of education. Revision of the programs for preservice and inservice training wouldreinforce other aspects of the project by covering teaching methodology (including techniquesfor managing large classes). The combined effort of the ongoing Education IV project and theproposed project would achieve a target of one textbook per student in principal subject matters.The management of the quality of education and curriculum reform would help improveeducation programs. There are three sub-components: (a) reforming and improving preserviceand inservice training of teachers; (b) increasing the availability of textbooks; and (c) improvingexisting education programs.

(a) Reforming and improving preservice and inservice training of teachersDescription. Preservice training. This sub-component supports a revision of the trainingprograms content. Work to this end, designed to make the training more practical has alreadybeen started by the Government. The one-year training program, totaling 30 weeks, will includea one-week guided practice teaching session and a four-week session of unguided classroomteaching. To allow students enrolled in preservice training programs to gain practical experienceand to develop synergy and interaction between preservice and inservice training, during theirfield work, the ENSK students will share training sessions with experienced teachers who areundergoing inservice training through teachers' study groups. In addition, the students willreceive direct support from school directors, and will be visited at least once by ENSK staff,pedagogic advisers, or school inspectors. This new organization will allow for 120 hours ofpedagogic and education courses per trimester, and 60 hours of field supervision by ENSK staffin close coordination with the school inspectors and pedagogic advisors.

Inservice training. Continuous pedagogic support and advice are necessary if thequality of instruction in public and private CEG is to be improved. The current system ofsubject-based inspectors, all posted in Ouagadougou, is not able to meet the needs of 3,500teachers in more than 220 general secondary schools throughout the country (as well as inapproximately 60 technical secondary schools.). The strategy for upgrading the skills of teachersin public and private schools would be to develop and implement a three-pronged approach: Thefirst level of support would be inside the school. The director, or proviseur would, as one ofhis/her prime areas of responsibility, the supervise the teaching methods used by all members ofthe staff and, from time to time, hold short half-day seminars to improve their quality. Theproviseurs/directors will need to receive an initial 20 days of training in their pedagogicresponsibilities, in addition to that provided by the French Cooperation--CF--to a smaller numberof schools. The training will draw on the experience of the CF and will use the manual alreadydeveloped, which clearly explains the respective roles in pedagogic supervision of theproviseur/directors, the pedagogic advisors, and the school inspectors. The second level ofsupport will involve posting at the regions 20 additional Pedagogic Advisers (CP) and GeneralInspectors, who will visit each school, and each teacher, at least two times a year. On the basisof the reports from the CP, subject-based inservice training programs will be designed by theinspectorate, and annual six-day, activity-based training given to each of the 3,500 public andprivate teachers to improve their teaching methods and performance. The third level of support isthe teachers' study group established in networks of closely located schools (Celluled'Animation Pedagogique--CAP). The inservice training will take advantage of the half-daymidweek break to organize activities for teachers each week, alternating among different schoolsbelonging to one CAP.

ANNEX 2Page 4 of 6

Implementation arrangements. The Directorate of Inspection and Training (DIFPE) will beresponsible for overall supervision and management of the preservice and inservice trainingprograms and will (i) organize the interaction between ENSK and school inspectorates; and (ii)monitor the implementation of the new program. Within the regions, each Regional Director ofEducation, in close coordination with the Inspectors and ENSK Director, will be responsible fororganizing and supervising the CAP, ensuring the synergy between preservice and inservicetraining.

(b) Increasing the availability of textbooksDescription. This sub-component will improve the textbook/student ratio from one book forfour students to one book per student in French, grammar, physics and chemistry, mathematics,sciences, history and geography. The project will provide for (i) about one million lowersecondary textbooks; (ii) about 10,000 teacher's guides; and (iii) about 30,000 university librarybooks. Teacher's books will be issued free to staff in public schools. Private schools will beoffered the books at cost. To ensure continuous availability of textbooks, books will be rented foran academic year for an amount of CFAF 500 per book. The rental scheme has already beensuccessfully tested under the ongoing Education IV Project. The resources collected from therental scheme, supplemented by an annual budgetary provision of CFAF 30 million, willconstitute the Textbook Fund (TF). This fund will be deposited in an interest-bearing bankaccount and left to accrue over the life of the project. It is estimated that at the end of the projectthe TF will be sufficient for replacing the initial stock and ensuring a ratio of one book perstudent over a 5-year period.

Implementations arrangements. DAAF will be responsible for overall implementation of thissub-component. Textbooks will be purchased off-the-shelf through ICB on the basis of technicaland pedagogic criteria and price. DAAF will be responsible for their distribution. DAAF willalso be responsible for implementing the procedures set up for the textbook rental scheme andthe Textbook Fund. Each school, through its book committee (composed of Parents' Associationand teachers), will be responsible for operating the rental scheme under the guidelines alreadydeveloped by MESSRS.

(c) Improving existing education programsDescription. In addition to a number of important realignments proposed in the audit ofMESSRS, mentioned in the following component, two major changes are necessary if theMinistry is to be able to carry out its mission more efficiently.

Evaluation and student assessment. The Office of the Baccalaureate, no longer part ofthe university, and the Directorate of Examinations and Contests, are combined to form a newDirectorate of Examinations, Contests, and Pedagogic Studies (OCECS). OCECS will be theone organization responsible for all examinations at the secondary level, enabling a uniformsystem of printing and distributing exam questions, as well as common examination centers inthe provinces and regions to be used for all exams. The OCECS will also be responsible forcarrying out pedagogic studies on the results of the different exams to identify where theGovernment should concentrate its resources and attention in the coming year to improvequality. It should even be possible to provide particular analysis to individual schools. Thisdirectorate will establish a pilot student assessment system. Standardized tests in French,mathematics, and social sciences will be administrated in grades two and four of a representativesample of schools in four provinces. The results of this diagnostic testing--along with otherschools characteristics--would be used to (i) monitor performance changes over time among

ANNEX 2Page 5 of 6

these schools; (ii) identify problem areas in the curriculum; (iii) identify schools in the samplethat need special assistance; and (iv) evaluate the effectiveness of the longer academic year andthe supervised school-based homework. These evaluations would, in turn, be disseminatedthrough workshops and the media to teachers, teacher trainers, supervisors, administrators, andparents.

Curriculum reform. Government's decision that each level of education should beterminal (designed to meet the needs of those students who complete their education at the endof a particular cycle as much as those who progress to the next cycle) will have significantimplications on the structure and content of the curriculum in secondary education. Beforeimplementation of this new policy, MESSRS will conduct two major studies. The first studywill concern a curriculum reform in general secondary education. The curriculum has changedvery little in more than 30 years and needs to be reevaluated and updated. It will be necessary tofirst study the effectiveness of the existing curriculum in general secondary education to findwhere there is the greatest need for change. This can best be done by mounting a special study toanalyze the examination results from the BEPC and to a lesser extent the BAC examinations.Some accompanying changes in the new math curriculum being developed with the assistance ofthe CF may also need to take place, orienting it toward measurement, cost estimation, andaccounting, and away from pure mathematics. The second stage is to identify various jobs inwhich secondary school graduates are working and to carry out task analyses of their keyactivities. The third stage is to analyze a number of curricula dealing with initiation totechnology from other countries with an active informal sector. Once curriculum changes havebeen developed, tested, and implemented it will be easier for technical CEG to admit studentswho have graduated from the 5eme, thus enabling throughputs in technical CEG to be expanded.

The second study aims at developing new and improved approaches to technical andvocational training. There are a number of different approaches being used in Burkina Faso fortechnical and vocational training. There are also a number of donors involved in the sector, eachwith their own special interests and approaches. Before there is any large-scale expansion of thissub-sector, the Government would like to mount a major study to find out which forms and typesof training have the biggest impact on employment, earnings, and productivity. This study willbe a significant undertaking and will take about two and one-half years to complete. It willinvolve: (i) a sample labor force survey of formal and informal enterprises in a number of townsthroughout the country to find out the preferences of formal and informal employers; (ii)household expenditure surveys of those trained in different programs; (iii) tracer studies ofgraduates from the different programs, and (iv) cost and training analyses of the differenttraining programs.

Implementation arrangements. The DEP, in liaison with the DGES, will conduct the two studies.The OCECS, with assistance from a cooperating overseas institution, will implement the testingand evaluation system.

Project Component 3 - US$3.3 million (total cost of component)Support to MESSRS. This component aims at improving the sectoral planning and

managerial capacities of MESSRS at the regional and central levels. It will build on effortsbegun under the ongoing Education IV Project and during preparation of the proposed project;and on the recommendations contained in the report of the organizational audit of MESSRScarried out by the Ministry of Public Administration in July 1995. It will upgrade MESSRS'ability to efficiently manage scarce educational resources and meet the SSRP objectives by

ANNEX 2Page 6 of 6

providing support for (i) educational planning; (ii) financial and personnel management; and (iii)education projects coordination.

(a) Educational planning. At the regional level the project will help develop animproved monitoring system, including report forms, databases, and data collection sheets. TheRegional Directorates will be strengthened in data collection and analysis, in school mapping, ina simple but applicable planning system that produces a clear operations plan, and in qualitativeas well as quantitative evaluation procedures. At the central level, the project will enhanceDEP's ability to plan and monitor the development of post-primary education in line withBurkina Faso's educational development needs and resource constraints, especially in areasrelated to the project's reform program. DEP will: (i) ensure the timely collection, analysis, andpublication of national educational statistics; (ii) maintain a countrywide school map; (iii)develop guidelines for Regional Directorates; (iv) train the other directorates and thedecentralized units in basic statistics and sectoral policy analysis; (v) prepare and update on aquarterly basis a "control panel" aimed at helping MESSRS to monitor critical development inthe sector to allow the early adoption of corrective measures; and (vi) conduct ad hoc surveysand studies (e.g., promotion of private education, promotion of girls' education) to proposeviable options for addressing key sectoral issues and disseminating their findings within andoutside the MESSRS.

(b) Financial and personnel management. The project will continue the supportprovided under the ongoing Education IV project, which is assisting the MESSRS in (i)reviewing its budgeting and administrative procedures; (ii) computerizing its records in the areasof personnel management, budget preparation and control, scholarship allocation andmonitoring, and social subsidies reduction; and (iii) providing staff training.

(c) Education projects coordination. To enhance the institutional capacitybuilding of the project, the components will be executed by the institutions that would normallyconduct the concerned activities. As the project involves diverse institutions at the national andregional levels--including NGOs, the private sector, and other donors--a senior staff memberwithin the Cabinet ministry will: (i) coordinate implementation of the various components; (ii)provide professional advice and guidance to implementation services and agencies; (iii) ensurethat inputs provided by other donors contribute to the MESSRS' development objectives; and(iv) monitor and evaluate project outcomes.

Implementation arrangements. Given its comparative advantage as coordinator of MESSRSactivities, the secretary general of the MESSRS will be responsible for overall supervision of thiscomponent, which will be carried out by several central units. The DEP will be responsible forimplementing the educational planning activities. In addition to the management of the project(accounting, contract administration, procurement processing and documentation), thle DAAFwill implement the activities related to the financial and personnel management of MESSRS.The Coordinator of the project will serve as a liaison among the Government, IDA, and the otherdonors.

ANNEX 3


ESTIMATED PROJECT COSTS(in million USS)

% % TotalForeign Base

Local Foreign Total Exchange CostsA. Support Increased Access to Lower-Secondary Education

1. Increasing Enrollment Outside Ouagadougou and Bobo Dioulasso 7.7 3.9 11.6 33.0 35.02. Increasing Access in Three Provinces with Limited Coverage 0.9 0.3 1.2 27.0 4.03. Increasing Enrollment in the private sector 3.7 0.9 4.6 20.0 14.0

Subtotal Support Increased Access to Lower-Secondary Education 12.3 5.1 17.4 29.0 52.0B. Support to Quality of Post-Primary Education

1. Reforming and Improving the Preservice and Inservice Teacher Training 1.0 2.7 3.7 73.0 11.02. Increasing the Availability of Textbooks 1.6 6.4 8.0 81.0 24.03. Improving Existing Education Programs 0.7 0.4 1.1 36.0 3.0

Subtotal Support to Quality of Post-Primary Education 3.3 9.5 12.8 75.0 38.0C. Support to MESSRS

1. Educational Planning 0.3 0.7 1.0 67.0 3.02. Financial and Personnel Management 0.6 0.2 0.8 30.0 3.03. Education Projects coordination 0.6 0.8 1.4 56.0 4.0

Subtotal Institutional Strengthening of MESSRS 1.5 1.7 3.2 53.0 10.0Total Baseline Costs 17.1 16.3 33.4 49.0 100.0

Physical contingencies 0.6 0.3 0.9 32.0 3.0Price contingencies 1.2 1.1 2.3 48.0 7.0

Total Project Costs 18.9 17.7 36.6 48.0 110.0

ANNEX 4Page I of 2


Cost Benefit Analysis Summary

Present Value of Flows' in US$ millionFiscal Impact

Base year: 1997 Economic Financial Taxes' Subsidies'4Analysis Analysis2

Benefits 47.3 40.3 7.1 -

Costs 41.2 37.5 1.5 2.2

Net Benefits 6.1 2.85 5.6 (2.2)IRR: 17.3%Probability that IRR is below10% is negligible.

I Using a discount rate of 10%.2 Financial analysis here reflects the point of view of secondary school students.3 Benefits: estimated incremental taxes obtained as a result of higher earnings of

graduates. Costs: estimated foregone income taxes.4 Calculated as the costs incurred by the public and not borne by students. Savings derived

from reducing subsidies to university students are not included here.The aggregate net benefits to secondary students conceals the distribution bias in favorof poorer students who attend low-fees public schools.

Main results

The base estimate for the rate of return associated with the project is 17.3 percent indicating thatthe project is feasible.

Project feasibility proved to be robust when tested against deteriorations in four crucialparameters using Monte-Carlo simulations: (i) employment opportunities of secondary schoolgraduates; (ii) potential earnings of secondary school graduates; (iii) number of graduatesproduced through expansion of coverage; (iv) gains in internal efficiency (lower dropout andrepetition rates) attributable to the project. Even when tested for simultaneous deteriorations inthe first three sets of parameters, the IRR still remained above 15%.

ANNEX 4Page 2 of 2

Main assumptions

Project benefits in the form of incremental income were measured by multiplying the number ofadditional secondary school graduates produced by the project by the extra income they will earnas a result of having completed secondary school. Calculation of incremental income was basedon earnings differences at entry of labor market rather than using an age-earnings profile.

Non-market benefits of secondary education and other externalities are excluded from theanalysis.

Transition matrix computed from trends over past three years:

6e Se 4e 3e 2e le Term.Promotion 66.2% 64.5% 62.5% 59.8% 57.6%Repetition 18.8% 22.4% 25.4% 38.4% 24.7% 23.7% 34.2%Dropout 15.0% 13.1% 12.1% 15.5% 18.7%

The project is conservatively taken to contribute to decreasing the dropout rate by at least 2%and the repetition rate by 4% throughout the secondary cycle.

Base employment probabilities taken to be:

Employment Public Sector Formal Private Sector Informal SectorProbabilities l l

Primary school 0.2 0.2 0.6leaversLower secondary 0.25 0.25 0.5school leaversUpper secondary 0.3 0.3 0.4school.leavers

Monte-Carlo simulations typically used triangular distributions bounded at +/- 10% of baseestimates of parameters being tested.

ANNEX 5

BURKINA FASO


Table 5A: Financial Summary

Financial Summary Implementation Period Operational Period(in US$ million)Project Cost 1997 1998 1999 2000 2001 Total 2002 2003 2004 2005Investment Costs 3.5 5.4 8.5 6.4 6.1 29.9 0.0 0.0 0.0 0.0Incremental Recurrent Costs 0.4 0.8 1.3 1.8 2.4 6.7 2.4 2.4 2.4 2.4

Total 3.9 6.2 9.8 8.2 8.5 36.6 2.4 2.4 2.4 2.4Sources of Financing (% of Implementation Period Operational Periodtotal cost)

1997 1998 1999 2000 2001 2002 2003 2004 2005IDA 61.5 67.8 69.7 78.3 70.6 0.0 0.0 0.0 0.(Government 38.5 25.4 22.5 10.8 13.8 63.0 63.0 63.0 63.0Communities 0.0 3.4 2.2 2.4 2.8 8.0 8.0 8.0 8.0Private Sector 0.0 3.4 5.6 8.4 12.8 29.0 29.0 29.0 29.0

Total 100 100 100 100 100 100 100 100 100

Table 5B: Project Impact on MESSRS Budget

(in US$ million) 1997 1998 1999 2000 2001Projected total budget expenditures 275.6 289.9 304.6 333.8 365.7Projected MESSRS recurrent budget 23.6 24.9 26.1 28.6 31.4Incremental recurrent costs due to project 0.4 0.8 1.3 1.8 2.4Recurrent savings associated with project' 1.9 2.4 3.1 3.2 3.5MESSRS recurrent budget with project 22.2 23.2 24.3 27.2 30.3Net Savings 1.4 1.6 1.9 1.4 1.1

Includes savings from reduced subsidies to university students.

Table 5C: Net Financial Benefits' to a Typical Private Operator Under Varying Fees Levels

Fee Level (CFAF) 50,000 52,500 55,000 60,000NPV of Net Benefits (CFAF) -9,004,300 10,572,265 24,651,021 46,239,345NPV in US$ terms -16,675 19,578 45,650 85,628FRR 4% 17% 31% 77%

Source: Project Files Annex E: Feasibility of Management Delegation to the Private Sector.

The analysis hinged upon the following set of parameters: (i) a building loan of 59.5 million CFAF to be reimbursed at 2%interest rate over a period of ten years with a two-year grace period; (ii) an equipment loan of 10.7 million CFAF to bereimbursed at 10% interest rate over a period of ten year with a one year grace period; (iii) a 1% inflation rate affectingoperating costs; (iv) finance charges on bank overdrafts of 12%, (v) a typical class consisting of 65 students.

ANNEX 6Page I of 4

BURKINA FASO


Procurement and Disbursement

ProcurementThe procurement methods applicable to the various expenditure categories are summarized inTable A.

TABLE A: PROJECT COSTS BY PROCUREMENT ARRANGEMENTS(in US$ million equivalent)

Procurement MethodExpenditure Category ICB NCB Other * MIXF TOTALA. Civil Works 8.1 1.0 2.3 11.4

(7.4) (0.9) (8.3)B. Goods

1. Textbooks 8.6 8.6(7.3) (7.3)

2. Equipment, Vehicles, and 1.5 2.5 0.9 4.9Furniture

(1.2) (2.1) (0.8) (4.1)C. Consultants' Services 2.7 2.7

(2.7) (2.7)D. Training 2.2 2.2

(2.2) (2.2)E. Operating Cost c 2.1 4.7 6.8

(1.4) (1.4)TOTAL 10.1 10.6 8.9 7.0 36.6

(8.5) (9.5) (8.0) (0.0) (26.0)

Note: Figures in parentheses are the amounts to be financed by the Administrator, includingcontingencies, and excluding taxes and duties. Totals may not add up due to rounding.

a Other procurement methods include shopping, selection of consultants following Bank/IDAguidelines, expenditures following Government's administrative procedures acceptable to IDA,and direct purchasing of goods; and through community participation for works (para. 3.15 ofthe Procurement Guidelines).

b Not Financed by the ITF credit.c Operating costs includes incremental operating costs incurred on account of Project

Implementation, management and supervision, including office supplies, communication costs,office machinery and vehicle maintenance, vehicle fuel and spare parts, office rent, travel andallowances of Project staff, but excluding salaries of officials of the Borrower's civil service

ProceduresThe proposed project will be financed through the Interim Trust (ITF) for FY97 inaccordance with OD 11.00. Procurement under the FY97 ITF will follow WorldBank's guidelines on procurement of goods, works and services --Guidelines:Procurement under IBRD Loans and IDA Credits , January 1995 revised January andAugust 1996, (Procurement Guidelines) and Guidelines: Use of Consultants by WorldBank Borrowers and by World Bank as Executing Agency, August 1981 (Consultant

ANNEX 6Page 2 of 4

Guidelines)- in all respects, except that procurement will be limited to contributingdonors and IDA/IBRD borrowers. Preference for domestically manufactured goods willapply in accordance with the World Bank Guidelines.

National Competitive Bidding procedures will include: (a) explicit statement to biddersof the evaluation and award criteria; (b) local advertising with public bid opening; (c)award to lowest evaluated bidder; and (d) foreign bidders would not be precluded fromparticipating in NCB.

TABLE B: THRESHOLDS FOR PROCUREMENT METHODS AND PRIOR REVIEW(in US$ equivalent)

MethodsCategories ICB NCB Other Prior Review by IDACivil works NA All 30,000 +200,000

(Aggregate___________________________ 1,000,000)

Textbooks All NA +200,000Furniture, vehicles, and All 30,000-200,000 30,000 +200,000furniture (Aggregate (Aggregate

2,500,000) 900,000)Consultants' services NA NA All Firms +100,000;

Indiv. +50,000;sole source;

_____________________ ~~~~~~~~~all TORs

Training NA NA All see Consultants'I I ~ ~~~~~~~Services

Prior review is also required for:The first NCB contracts for goods and works each year, regardless of the amount.Terms of reference for all consultants, including studies and training.

DocumentsFor ICB: World Bank Standard Bidding DocumentsFor NCB: Standard bidding documents based on Bank's SBD -- reviewed atnegotiations and finalized by effectiveness.For Consultants: Bank's standard contracts; samples for Letters of Invitation (LOI) andSupplementary Information to Bidders.Other documents include: Bank's standard bid evaluation form and standard generaland specific procurement notices.

Measures to Improve MESSRS Procurement CapacityA procurement specialist will be recruited to strengthen DAF/MESSRS which will beresponsible for procurement.Faso Baara will be recruited to execute part of the construction of 50 colleges.Standard procurement processing timetables, including gestation time for completion ofdeliveries, finalized at negotiations (see Project Implementation Manual on file).A draft procurement plan for the first two years of the project will be prepared andreviewed at negotiations (see Project Implementation Manual on file).Post review by third party (procurement agents or auditors see TOR on file).

ANNEX 6Page 3 of 4

Training of MESSRS procurement staff on Bank procurement procedures anddocuments.

DisbursementDisbursement will not be made for goods, works, and services that are ineligible for ITFfinancing.The US dollar will be considered an eligible currency for bidding and payment (paras. 2.29 and2.32 of the Procurement Guidelines) and it will also be acceptable for consultant servicespayment.

Disbursement Conditions:Submission of evidence acceptable to IDA showing that revenues received under ArreteNo. 96-096/MESSRS/SG dated September 10, 1996, pertaining to University fees, havebeen allocated, by September 1997, in accordance with the Education Policy Letter willbe a condition for the disbursement against expenditures for "CUPB (Category la)".

Use of Statement of Expenses:Contracts of less than US$200,000 equivalent for works and goodsConsultant contracts of less than US$100,000 and US$50,000 for individualsTrainingOperating costs

Special Account: (denominated in CFA francs)Authorized allocation of CFAF 900 million, initial deposit in a commercial bank ofCFAF 450 million upon effectiveness will increase to CFAF 900 million oncedisbursement and commitments reach SDR9 million.Direct payment: minimum application amount above 20 percent of Special Accountdeposit.

Disbursement categories and the percentage financed are shown in Table C below

TABLE C: ALLOCATION OF CREDIT PROCEEDS

Expenditure Category Amount in Financing PercentageUS$ million

1. Civil works 100% foreign anda. CUPB .3 90% local expendituresb. Schools and other 7.7

2. Pedagogic materials, textbooks, 10.0 100 % foreign andequipment, and vehicles 80% local expenditures

3. Consultants' services and 4.1 100%Training4. Operating Costs 1.3 90%5. Unallocated 2.6

Total Financed by ITF 26.0

Operating costs includes incremental operating costs incurred on account of ProjectImplementation, management and supervision, including office supplies, communication costs,office machinery and vehicle maintenance, vehicle fuel and spare parts, office rent, travel andallowances of Project staff, but excluding salaries of officials of the Borrower's civil service

ANNEX 6Page 4 of 4

Project Accounts and AuditingThe DAF/MESSRS will maintain project accounts in accordance with sound accountingpractices acceptable to the Administrator.An annual audit report of project accounts, prepared by independent auditors acceptableto the Administrator, and in accordance with the Bank document "Financial AccountReporting and Auditing Handbook", January 1995 will be submitted to IDA no morethan six months after completion fo each fiscal year.Semi-annual audit reports of the Statements of Expenditures (SOE) will be submittedwithin three months of each period.

ANNEX 7


Project Processing Budget and Schedule

A. Project Budget (US$000) Actual275.5

B. Project Schedule Planned Actual

Time taken to prepare the project (14 months)First Bank mission (re-identification) 09/25/95Appraisal mission departure 07/01/96 07/01/1996Negotiations 10/96 10/14/1996Planned Date of Effectiveness 06/01/97

Prepared by: Govemment of Burkina Faso

Preparation assistance: on going Fourth Education Project

Bank staff who worked on the project included: Core team members: Makha Ndao, Sr.Education Specialist (TTL), Irene Xenakis, Sr. Implementation Specialist, Rebekah Kirubaidoss,Projects Assistant, (AFTH3); Korka Diallo, Operations Officer (AFMBU); Girindre Beeharry,Consultant (Economist) (AFTH2)Extended team: Sakhevar Diop, Education Specialist, Margaret Kilo, Education Specialist,Aboubacar Magassouba, Project Management Specialist, Andre Komenan, EducationEconomist, Nicole Hamon, Staff Assistant, Ross Pfile, Projects Assistant (AFTH3); Celestin,Bado, Operations Officer, Bintou Sogodogo, Staff Assistant, Sophie Revillion (Consultant)(AFMBU); Nicholas Bennett, Prin. Human Resources Specialist (AFMCM); Souleymane Zerbo(Consultant); Rohan Selvaratnam (Consultant), Francois Dugat (Consultant)Peer Reviewers: Messrs. Jamil Salmi, Sr. Education Economist (LASHC); Joseph Bredie Sr.Education Specialist (AFTH2); Etienne Baranshamaje, Sr. Operations Officer (AFTHD)

ANNEX 8


Documents in the Project File*

A. Project Implementation Plan

Ministere des Enseignements Secondaire, et Superieur et de la Recherche Scietifique (MESSRS):Manuel d'Execution du Projet. Septembre 1996.

B. Bank Staff Assessments

The Strategy underlying the economic analysis. September 1996Annex A: Estimating the Economic Rates of ReturnAnnex B: Potential Gains from Improving Internal EfficiencyAnnex C: A Brief Assessment of the Equity Impact of the ProjectAnnex D: Project-Related Recurrent Costs and Financial SustainabilityAnnex E: Feasibility of Management Delegation of Schools to the Private Sector

C. Other

1. Le systeme de formation professionnelle au Burkina Faso. Analyse et strategie del'efficacite de la formation professionnelle. GTZ. Octobre 1994

2. Expansion de 1' enseignement primaire et renforcement de l'enseignement scientifique,technique et professionnel. Banque Africaine de Developpement. Avril 1995.

3. Burkina Faso, Profil de Pauvrete. INSD. Fevrier 19964. Rapport de l'Audit Organisationnel du MESSRS, Ministere de la Fonction Publique . Juillet

19955. Plan de Developpement de l'Enseignement Post-Primaire. MESSRS. Aout 19956. Colloque National sur 1'enseignement superieur. MESSRS. Septembre 19927. Revue des Depenses Publiques (1991-1995). Ministere de L'Economie et des Finances.

Janvier 19968. Strategie de Developpement de l'Enseignement Post-Primaire. MESSRS. Aout 19959. L'Enseignement Technique et la Formation Professionnelle. Diagnostic et Propositions. J.

Lamour. Octobre 199510. Politique de Reduction des Depenses publiques en matiere de Bourses d'Etudes. MESSRS.

Janvier 199611. Universite de Ouagadougou, Situation actuelle et perspective. MESSRS. Janvier 199612. Modalites d'attribution des Bourses aux Filles. MESSRS.Juin 199613. Formation Initiale et Continue des Ensignants . INSE. Juin 199614. Synthese des Travaux du Comite des Etats Generaux de I'Education. Mars 1994

*Including electronic files.

ANN EX 9

Burkina Faso at a glance Page 1 of 2

Sub-POVERTY and SOCIAL Burkina Saharan Low-

Faso Africa Income Development diamond'

Population mid-1995 (millions) 11.0 590- 3,188GNP per capita 1995 (US$- 220 500 460 pectancyGNP 1995 (hAbilns US$) 2.4 295 1,466

Average annual growth, 1990-9.

Population (%I: ) X 2.8 2.6 1.8Labor force ()2.1 2.8 1 NPGrsper prmary

Most recent estimate (atstyearaveaiblesiance 1989) capita enrollment

POeFty: headcount index (I orfpopuation) 45Urban pulation (o total populad on.) 10 31 28Life expectancy at birth (years) 48 52 63Infant mortality (per 1,000 Ih births) 132 92 . 1 Access to safe waterChild malnutrition (% of childn under5) 30 .. 38Access to safe waler(% of populatinJ) 67 .. 66lliteracy f9 ofpopuiation age t5.) so 44 35

Gross primary enrollment. (% of school-age popuaon) 38 71 105 -Burkina FasoMale 47 77 112 -Lowincome groupFemale 30 64 98

KEY ECONOMIC RATIOS and LONG-TERM TRENDS

1975 1985 1 994 199S .197- 198- ,994 1.96 Economic rattos

GDP fbilons US$) 0.8 1.4 1.9 2.3Gross domestic investmenGOP 26.1 24.3 21.2 22.2 Openness of economyExports ofgoods and non-faclor servicesGOP 83 10.8 14.3 14.2Gross donestic savings/GDP 2.5 1.3 6.1 7.1Gross national savings/GDP 8.8 10.7 8.5 9.0

Current account baance/GDP -18.4 .- 13.6 -12.8 -12.9 Savings / InvestmentInterest payrnents/GDP 0.2 0.7 0.8 0.8Total debt/GDP. 75 , 35.8 77.2 59.0Total debt service/exports 3.7 10.1 18.3 52.7Present value ofdet/VGDP ..Present value of debt/exports .. .. .. 235.0 Indebtedness

1976-84 1985-95 1994 1995 1996-04(average annual grWth) -Furkina Faso

GDP 4.0 2.7 1.2 4.2 4.6GNP per capita 0.9 -0.2 -1.8 1.2 1 . - Low-income group

Exports of goods and nfs 4.7 2.4 -8.1 6.9 5.2

STRUCTURE of the ECONOMY

1975 1985 1994 1996 GrowthratesofoutputandlnvestmentI%)(% of GOP)Agriculture 34.3 37.9 34.1 33.2 sIndustry 29.2 20.1 26.8 27.6 1 0

Manufacturing 19.8 15.3 20.2 20.1 5Services 36.5 41.9 39.1 39.2 0

.S 90 01 * 2 \ 04 05

Private consumption 82.9 85.6 82.6 83.0 .10

General government consumption 14.5 13.1 11.3 9.9Imports of goods and non-factor services 31.8 33.8 29.4 29.4 - -GOP

(average annual growth) 1975-84 1986-95 1994 1995 Growth ates af exports and Imports (%)Agriculture 1.2 3 S 042 4 9 so

Industry 0.8 1.3 2.3 5.8

Manufacturing 2.8 -5.6 1.7 6.5 25

Services 10.3 2.9 2.0 8.1

Private consumption 4.1 3.1 2.6 a

General govemment consumplion 5.7 1.8 -14.4 -8.5

Gross domestic investment 4 1 -t 9 6.7 12.3 25Imports of goods and non-factor services 2.4 0.6 -1.2 14.5Gross national product 4.3 2.7 0.9 4.1 -Expos Impots

Note: 1995 data are preliminary estimales. Figures in italics are for years other than those specified.

The diamonds show four key indicators in the country (in bold) compared vith its income-group average. If data are missing, the diamond vwillbe incomplete.

AiNNEX 9Page 2 of 2

Burkina Faso

PRICES and GOVERNMENT FiNANCE1975 1985 1994 1995 Inflation (%)

Domestfc prices(% change) 30

Consumer prices 18.8 6.9 24.7 7.8 20

Impiicit GOP deflator 8.4 4.7 28.1 8.8

Govemment finance(% of GDO) 0

Current revenue 9.8 11.0 11.9 010Current budget balance 1.8 -1.7 0.6Overalt surplusldeficit -4.4 -11.0 -9.2 -GDP def. -CPI

TRADE

(millions US$) 1975 1985 1994 1995 Export and import levels (mill. USS$

Total exports (fob) 136 226 283 750Cotton 30 59 102Livestock products 14 40 28

Total impoirts (cif). 353 418 580

Food. 59 119 142 2WFuel and energy .. 32 36 42Capital goods 9. 106 66 126 o F

Export price index (1985.100) 100 188 220 s9 90 91 92 93 95 95

Import price index (1985-100) 100 150 167Terms of trade (19854100) 100 125 132 0 Exports MIlmports

BALANCE of PAYMENTS1975 1988 1994 1998

(millions USS) Current account balance to GDP ratio 1%Exports of goods and non-factor services S8 155 266 333 aImports o/goods and non-factor services 262 483 545 688 n go II 92 | 94 95Resource balance -174 -328 -279 -355

Net factor income -12 -6 -14 -12 |5Net current transfers 32 140 57 65

Current account balance. _before official transfers -154 -194 -236 -301 .10 -

Financing items (net) 147 188 248 363Changes in net reserves 6 6 -12 -62 1L

Memo: Reserves including gold (mill, USS) 77 143 282 469Conversion rate (locatJUSS) 214.3 449.3 555.2 499.1

EXTERNAL DEBT and RESOURCE FLOWS

1975 1985 l994 1995 Composition of total d*btS19S imill. US$)(millions USS) GTotal debt outstanding and disbursed 63 .. 511 1.431 1,379 46

IBRO 0 -0 0 0IDA i- 149 518 608 E

Total debt service 5 29 60 213 28IBRD 0 0 0 0IDA 0 2 6 7 w-I

Composition of net resource fiowsOfficial grants 41 87 211 260Official creditors 16 50 82 -44Private credhors 1 -9 5 5Foreign direct investment 0 -1 1 3 |Porfdolio equity 0 0 3 3 3"

Worid Bank program ICommitments 17 64 91 37 A - ISRO E - Iateral

Disbursements 5 21 79 90 B -IDA 0 - Other muUlateral F -Private

Principal repayments 0 1 3 3 C- IMF G - Short-wmt

Net lows 5 21 76 87 'Interest payments 0 1 3 4Net transfers 5 20 73 83

ntenmational Economics Department and Country Operations Slaff 9/6196

Run Datc: 11/12/96

Data as of: 11/11/96

Status of Bank Group Operations in Burkina FasoIBRD Loans and IDA Credits in the Operations Portfolio

Difference

Original amounit in USS millions between expectedProject Loani or Fiscal and actual

ID Credit No. Year Borrower Purpose IBRD IDA Canicellations Umidisbursed disbursements'

Nwnber of Closed Loans/Credits: 35

Active Loans

BF-PA-274 C18960 1988 GOVT OF BURKINA FASO AG.RESEARCII 17.90 0.06 -2.12BF-PA-285 C 19790 1989 GOVT OF BURKINA FASO AGRIC. SERVICES 42.00 8.65 5.03BF-PA-279 C20670 1990 GOVT OF BURKINA FASO URBAN 22.20 0.21 -10.41BF-PA-282 C22440 1991 GOVT OF BURKINA FASO EDUCATION IV 24.00 5.75 0.54BF-PA-290 C22290 1991 GOVT OF BURKINA FASO ENVIRONMENTAL hGMT 16.50 8.27 4.41BF-PA-276 C23320 1992 GOVT OF BURKINA FASO TRANSPORT SECAL 66.00 38.83 29.36BF-PA-301 C23780 1992 GOVT OF BURKINA FASO l'UBLIC INSTITUTIONAL 15.00 9.51 8.49BF-PA-289 C24720 1993 GOVT OF BURKINA FASO PRIVATE SECTOR ASSIS 7.00 5.72 4.35BF-PA-303 C24140 1993 GOVT OF BURKINA FASO FOOD SECURITY 7.50 2.93 -0.86BF-PA.310 C25190 1993 GOVTOF BURKINA FASO E.NGINEERING CREDI'I' 4.25 1.45 1.28IBF-PA.287 C25950 1994 GOVTO:FBURKINA FASO IIEAL'I'IINU'I'RI'I'ION 29.20 28.19 3.32BF-PA-308 C26190 1994 GOVTOFBURKINA FASO POPULATION/AIDS CONT 26.30 24.83 2.43BF.PA-279 C20671 1995 GOVT OF BURKINA FASO URBAN 10.00 6.47 -3.51BF-PA-297 C27280 1995 GOVTOFBURKINA FASO URBAN ENV 37.00 34.11 -0.87

TOTAL 0.00 324.85 0.00 174.98 41.42

Active Loanis Closed Loans Total

Total disbursed (IBRD and IDA) 168.81 454.75 623.56

Of which repaid 0.00 23.10 23.10

Total niow held by IBRD and IDA 324.85 403.90 728.75

Amount sold 0.00 1.85 1.85

Of whicih repaid 0.00 1.85 1.85

Total wsdisbursed 174.98 0.00 174.98

00a. Iltended disbursenients to date minus actual disbursemenits to date as projected at appraisal.

Note:

Disbursentent data are updated at the end of the first week of the month.

Run date: 9/5/96

Burkina Faso - Statement of IFC InvestmentsAs of 6/30/96

(tlJSS millions)

Original Gross Cominitinents

Fiscal JFC 1C Hleld by lleld by Undisb. incl.Year Obhigor 7ype of Business Loan Equity Participants Totals ITC Participants Participants

1979 a/ Soci,, Voltaique te Plasaique SARL (SOVOLPLAS) Chenmicals and Petrochemnicals 0.41 0.14 055

'Total gross conunitaents bl 0.41 0.14 0.00 0.5S

l,ess cazwelations. terninations repaymenit & sals 0.41 0.14 0.00 0.55

Total comnitmenus now held c/ . 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Petiditg Conunitmcns_

Total peniding conmitmients 0.00 0.00 0.00 0.00

Total conunitments held awd pending conumitments 0.00 0.00 0.00 0.00

'I'otal undisbursed conmitments 0.00 0.00 0.00 0.00

aJ Investenteils whichl have been fully cancelled, teniinated, writtenl ulrl sold, redeemed or repaid.

b/ Gross conunitienlts consist of approved and signed projects.

c/ lleld corrunitments consist of disbursed anid undisbursed investinent.

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IMAGING

Report No: 16025 BUR

Type: PAD