Document of The World Bank

Report No: ICR00003852

IMPLEMENTATION COMPLETION AND RESULTS REPORT (IDA-44540, IDA-55350 ADDITIONAL FINANCING)

ON A

CREDIT

IN THE AMOUNT OF SDR 60.8 MILLION(US$ 100 MILLION EQUIVALENT) AND ADDITIONAL FINANCING SDR 9.8 (US$ 15MILLION EQUIVALNET)

TO THE

UNITED REPUBLIC OF TANZANIA

FOR A

SCIENCE AND TECHNOLOGY HIGHER EDUCATION PROJECT

July 27, 2016

Education Global Practice Africa Region

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CURRENCY EQUIVALENTS

(Exchange Rate Effective 31 March 2016)

Currency Unit = Tanzanian Shillings (TZS) TZS1= US$ US$0.70981389 US$ 1.00 = SDR TZS 2,187

FISCAL YEAR

JULY 1 – JUNE 30

ABBREVIATIONS AND ACRONYMS

AAP Africa Action Plan

ARU Ardhi University

BRN Big Results Now

DUCE Dar Es Salaam University College of Education

CSEE Certificate of Secondary Education Examination

COSTECH Tanzanian Commission for Science and Technology

EIA Environmental Impact Assessment

ESMF Environmental and Social Management Framework

ESPJ Education and Skills for Productive Jobs

HESLB Higher Education Students Loans Board

HEIs Higher Education Institutions

FFF Flexible Financing Facility

KEI Knowledge Economic Index

ISR Implementation Status Report

ICR Implementation Completion Report

IPCs Institutional Project Coordinators

MUSE Mkwawa University College of Education

MKUKUTA I&II National Strategy for Growth and Reduction of Poverty I&II

MoEVT The Ministry of Education and Vocational Training

MoESTVT Ministry of Education Science, Higher Education and Vocational Training

MCST Ministry of Communication, Science and Technology

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MoWTC Ministry of Works, Transport and Communication

NACTE National Council for Technical Education

NSDS National Skills Development Strategy

OUT Open University of Tanzania

PEDP Primary Education Development Program (PEDP)

PS Permanent Secretary

UDSM University of Dar Es Salaam

SEDP Secondary Education Development Plan

STHEP Science and Technology Higher Education Project

STEM Science, Technology, Engineering and Mathematics

SUZA State University of Zanzibar

SUA Sokoine University of Agriculture

SSA Sub Saharan Africa

ST Science and Technology

TVET Technical Vocational Education and Training

TCU Tanzania Commission for Universities

TDV2025 Tanzania Development Vision 2025

Regional Vice President: Makhtar Diop Senior Global Practice Director: Claudia Maria Costin Practice Manager: Sajitha Bashir Project Team Leader: Cornelia Jesse Project Team Leader: Xiaonan Cao ICR Team Leader: Ruth Karimi Charo

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UNITED REPUBLIC OF TANZANIA Science and Technology Higher Education Project (STHEP)

CONTENTS

Data Sheet A. Basic Information B. Key Dates C. Ratings Summary D. Sector and Theme Codes E. Bank Staff F. Results Framework Analysis G. Ratings of Project Performance in ISRs H. Restructuring I. Disbursement Graph

1. Project Context, Development Objectives and Design ............................................ 1 2. Key Factors Affecting Implementation and Outcomes ............................................ 4 3. Assessment of Outcomes..................................................................................... 11 4. Assessment of Risk to Development Outcome ..................................................... 23 5. Assessment of Bank and Borrower Performance .................................................. 24 6. Lessons Learned ................................................................................................. 26 7. Comments on Issues Raised by Borrower/Implementing Agencies/Partners .......... 26 Annex 1. Project Costs and Financing...................................................................... 28 Annex 2. Outputs by Component............................................................................. 30 Annex 3. Economic and Financial Analysis ............................................................. 31 Annex 4. Bank Lending and Implementation Support/Supervision Processes ............ 33 Annex 5. Beneficiary Survey Results....................................................................... 35 Annex 6. Stakeholder Workshop Report and Results................................................ 36 Annex 7. Summary of Borrower's ICR and/or Comments on Draft ICR .................... 37 Annex 8. Comments of Cofinanciers and Other Partners/Stakeholders ...................... 40 Annex 9. List of Supporting Documents .................................................................. 41

MAP

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A. Basic Information

Country: United Republic of Tanzania Project Name:

Science and Technology Higher Education Project

Parent Project ID: P098496 L/C/TF Number(s): IDA-44540,IDA-55350 ICR Date: 7/31/16 ICR Type: Core ICR

Lending Instrument: APL Borrower: United Republic Of Tanzania

Original Total Commitment: SDR 60.80 Disbursed Amount: SDR 70.60

Revised Amount: SDR 70.60 Environmental Category: B Implementing Agencies: Ministry of Education and Vocational Training (MoEVT) Ministry of Communications Science and Technology (MCST) Competitively Selected Universities (See agreement) Cofinanciers and Other External Partners: Not Applicable. B. Key Dates

Process Date Process Original Date Revised / Actual Date(s)

Concept Review: 11/13/2006 Effectiveness: 10/02/2008 Appraisal: 09/26/2007 Restructuring(s): 10-Jul-2014 Approval: 05/27/2008 Mid-term Review: 09/15/2011 Closing: 06/30/2013 01/31/2016 C. Ratings Summary C.1 Performance Rating by ICR Outcomes: Moderately Satisfactory Risk to Development Outcome: Moderate Bank Performance: Satisfactory Borrower Performance: Satisfactory

C.2 Detailed Ratings of Bank and Borrower Performance (by ICR) Bank Ratings Borrower Ratings

Quality at Entry: Satisfactory Government: Satisfactory

Quality of Supervision: Satisfactory Implementing Agency/Agencies: Satisfactory

Overall Bank Performance: Satisfactory Overall Borrower

Performance: Satisfactory

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C.3 Quality at Entry and Implementation Performance Indicators Implementation Performance Indicators QAG Assessments (if any) Rating Potential Problem Project at any time (Yes/No): No Quality at Entry (QEA): None

Problem Project at any time (Yes/No): Yes Quality of Supervision

(QSA): None

DO rating before Closing/Inactive status:

Moderately Satisfactory

D. Sector and Theme Codes

Original Actual Sector Code (as % of total Bank financing)-STHEP Tertiary Education 88 Central Government administration 12 Sector Code (as % of total Bank financing)-STHEP-AF Tertiary Education 100

Theme Code (as % of total Bank financing) STHEP /AF Education for the Knowledge economy 100 E. Bank Staff

Positions At ICR At Approval Vice President: Makhtar Diop Obiageli Katryn Ezekwesili Country Director: Bella Bird John Murray McIntire Practice Manager/Manager: Sajitha Bashir Christopher D. Walker Project Team Leader: Cornelia Jesse Arun Joshi ICR Team Leader: Ruth Charo Not applicable ICR Primary Author: Ruth Charo Not applicable

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F. Results Framework Analysis Project Development Objectives(PDO) (from Project Appraisal Document) The objective of the project was to increase the quantity and quality of higher education graduates, with special emphasis on science, technology, and education, through an improved learning environment. This will be achieved by: (a) increasing capacity to deliver specific degree programs of higher priority; and (b) building institutions and systems to support higher education overall. This PDO was applicable until June 2014. Revised PDO (as approved by original approving authority) and Key Indicators, and reasons/justification The PDO was modified to read, “to increase quantity and quality of higher education graduates, with special emphasis on science, technology, and education; and to lay the foundation for improved responsiveness of tertiary education to the labor market”. (a) PDO Indicator(s)

Indicator Baseline Value

Original Target Values (from

approval documents)

Formally Revised Target Values

Actual Value Achieved at

Completion or Target Years

Indicator 1 : Number of new degree-holding teachers hired in secondary schools each school year, qualified to teach: (a) mathematics; (b) sciences; and (c) English.

Value quantitative

181 1039 4150 6215

Date achieved 01-Dec-2007 2013 31-Jan-2016 31 December 2015

Comments (incl. % achievement)

Target exceeded 150%. Indicator’s wording revised at restructuring. Original read; ‘More degree-holding Secondary school teachers relevantly employed’.

Indicator 2 : Number of PhD and MSc holding lecturers in priority disciplines Value quantitative

564 n/a 1,650 2573

Date achieved 30-Nov-2012 31-Jan-2016 11 November 2015

Target exceeded 156%. Baseline established at restructuring (retrospectively obtained).

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Indicator 3 : Number of scientific publications by these PhD and MSc holding lecturers in priority disciplines each year

Value quantitative

784 n.a 980

1397

Date achieved 30-Nov-2012 31-Jan-2016 11 November 2015 Comments (incl. % achievement)

Target exceeded 143%. Baseline established at restructuring (retrospectively obtained).

Indicator 4 : Direct Project Beneficiaries (number) of which female (%) Value quantitative

40150 45000 n.a 59889

Date achieved 20-Dec-2012 31-Jan-2016 n.a 3 December 2015 Female beneficiaries (%) Value quantitative

33.70 37.00 n.a 38.83

Date achieved 20-Dec-2012 31-Jan-2016 n.a 3 December 2015

Comments (incl. % achievement)

Target exceeded for overall direct beneficiaries 133%. Target exceeded for female beneficiaries 104%. Indicator introduced in 2011/2012 through project restructuring

Indicator 5 : Quantity: Number of graduates from science and technology degree programs. Value quantitative 1312 3035 3700 6698

Date achieved 01-Dec-2007 2013 31-Jan-2016 31 December 2015 Comments (incl. % achievement)

Target exceeded 181%.

Indicator 6: Customized FFF Operations Manual endorsed by MoEVT for implementation

Value qualitative FFF operations

manual endorsed

FFF operations manual endorsed by MoEVT

Date achieved 31-Jan-2016 11 November 2015 Comments (incl. % achievement)

Target achieved 100%. Indicator and target introduced at restructuring.

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Indicator 7: Institutional mechanisms for using ICT in teacher training in place.

Value qualitative

Institutional mechanisms for using ICT in teacher training in place.

Yes

Date achieved 22-Jan-2016

Comments (incl. % achievement)

Target achieved , 100% A teacher professional center, including a science laboratory is established at DUCE with a capacity of 8000 learners per week for teaching learning and training. The facility includes technology equipment and production facilities. More teachers will therefore benefit from distance learning once the facility is fully operational. The project also developed similar facilities at MUCE. Target and indicator introduced at restructuring.

Indicator 8 : Appropriate ICT-enhanced method(s) for teacher training identified from pilot experiments

Value qualitative

Retooling program pilot

Retooling program pilot conducted

Date achieved 31-Jan-2016 22 January 2016

Comments (incl. % achievement)

Target achieved 100%. Target and indicator introduced at restructuring. The Retooling program was successfully piloted. DUCE is utilizing the retooling materials for teacher preparedness, and MoEVT is considering the retooling materials for the e-learning.

Indicator 9 : A strategy and operational plan for skills development in priority growth sectors developed and endorsed by key stakeholders

Value qualitative Strategy and

operational plan

Strategy and operational plan developed

Date achieved 31-Jan-2016 22 January 2016 Comments (incl. % achievement)

Target achieved 100%. Final draft of the strategy and operational plan in place and endorsed by MoEVT.

Indicator 10 : Percent of students who are satisfied with quality in science and technology degree programs

Value quantitative

41.80% 60.00% n/a 47.10%

Date achieved 30-Nov-2012 31-Jan-2016 n/a 15 January 2016

Comments (incl. % achievement)

Target partially achieved 79%. Indicator and target introduced at restructuring. The survey assessed student’s satisfaction with the teaching and learning environment. However, the survey questionnaire did not focus only on the project’s target disciplines and students enrolled in these disciplines. This definitely interfered with the results.

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(b) Intermediate Outcome Indicator(s)

Indicator Baseline Value

Original Target Values (from

approval documents)

Formally Revised Target

Values

Actual Value Achieved at

Completion or Target Years

Indicator 1 : Number of students enrolled in programs supported by Component 1A of the Program (Science and Technology students enrolled)

Value quantitative

3353 7844 8742 9738

Date achieved 01-Dec-2007 2012 31-Jan-2016 03 December 2015 Comments (incl. % achievement)

Target exceeded 111% Indicator wording revised at restructuring. ‘Science and Technology students enrolled’ included.

Indicator 2 : Number of new courses (not previously offered) in science and technology disciplines.

Value quantitative

None None 224 273

Date achieved 01-Dec-2007 31-Jan-2016 03 December 2015 Comments (incl. % achievement)

Target exceeded 122%. Indicator wording revised at restructuring. ‘not previously offered’ included.

Indicator 3 : Number of student workstations in teaching workshops and laboratories for science and technology.

Value quantitative

1025 None 1,878 3975

Date achieved 01-Dec-2007 31-Jan-2016 03 December 2015 Comments (incl. % achievement)

Target exceeded 212%. Indicator wording revised at restructuring. ‘Laboratories’ included in addition to ‘workshops’.

Indicator 4 : Number of new degree-holding secondary school teachers graduated each year qualified to teach (a) mathematics (b) sciences (c) English.

Value quantitative

172 1610 4150

5702

Date achieved 31-Jan-2007 2013 31-Jan-2016 11 November 2015 Comments (incl. % achievement)

Target exceeded 137%

Indicator 5 : Enrollment in degree-level secondary school teacher preparation to teach mathematics, sciences and English.

Value quantitative

1130 3047 5150

5178

Date achieved 12/31/2007 2013 31-Jan-2016 11 November 2015

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Comments (incl. % achievement)

Target exceeded 101%.

Indicator 6 : Percentage of student borrowers with mature student loans who are repaying on schedule, as of Dec. 31 of each year.

Value quantitative

5.6% 80.7% 80.7% 50%

Date achieved 01-Dec-2007 2013 31-Jan-2016 11 November 2015, Comments (incl. % achievement)

Target not achieved 62%.

Indicator 7 : Degrees of score increase between pre- and post-training assessments of science teachers participated in the pilot

Value qualitative n/a n/a 22%

Date achieved 11 November 2015

Comments (incl. % achievement)

Target was achieved 100% The overall degrees of score between pre- and post-training assessments of the teachers, increased by 21.78% for the retooling pilot program. Indicator introduced at restructuring.

Indicator 8 : Number of O-Level science teachers trained through the pilot Value quantitative

None

None 2000 1920

Date achieved January 2016 22 January 2016 Comments (incl. % achievement)

Target not achieved 96%. Indicator introduced at restructuring.

Indicator 9 : Number of assessments & studies completed Value qualitative

5 16 completed

Date achieved 31-Jan-2016 January 2015

Comments (incl. % achievement)

Target exceeded 320%. Indicator introduced at restructuring. -Study on Rapid assessment of TVET system -Study on institutional arrangements and financing mechanisms -Study on human resource needs and skills gaps in agribusiness -Study on human resource needs and skills gaps in Transport & Logistics -Study on human resource needs and skills gaps in Tourism& Hospitality -Three studies on Flexible Financing Facility (FFF) -STHEP M&E Assessment -STHEP Quality Assessment: Students Satisfaction baseline Survey -Study on Tertiary Education Labour Market Observatory (TELMO) -Independent Review of MUCE Science laboratory Civil Works -Study on Expansion of SUZA training programs. -STHEP Independent review

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-Environmental and Social Management Framework (ESMF). -Study on Development of Higher Education Hubs

Indicator 10 : A “Lab” completed for developing a strategy and operational plan for skills development in priority growth areas.

Value qualitative Completed

Date achieved 31-Jan-2016 15 September 2015

Comments (incl. % achievement)

Target achieved 100%. Indicator introduced at restructuring “Lab” was an intensive three weeks closed door workshop to develop the National Skills Strategy, based on the five studies.

NB: The STHEP I and STHEP-AF RF was combined since the AF entailed completion of remaining activities under STHEP , revision of the additional indicators to facilitate monitoring and four new indicators within the original components.

G. Ratings of Project Performance in ISRs No. Date ISR

Archived DO IP Actual Disbursements (USD millions)

1 12/24/2008 Satisfactory Satisfactory 0.36 2 06/30/2009 Satisfactory Satisfactory 11.96 3 12/22/2009 Satisfactory Moderately Satisfactory 11.96 4 06/27/2010 Satisfactory Moderately Satisfactory 16.89 5 03/26/2011 Satisfactory Satisfactory 29.21 6 12/26/2011 Satisfactory Satisfactory 74.42 7 06/24/2012 Satisfactory Moderately Satisfactory 74.42 8 12/25/2012 Satisfactory Satisfactory 74.42 9 05/23/2013 Satisfactory Satisfactory 92.02 10 12/04/2013 Satisfactory Moderately Satisfactory 93.68 11 06/04/2014 Satisfactory Moderately Satisfactory 93.68 12 12/01/2014 Moderately Satisfactory Moderately Satisfactory 108.00 13 06/05/2015 Moderately Unsatisfactory Moderately Satisfactory 108.00 14 01/11/2016 Moderately Satisfactory Moderately Satisfactory 108.21 15 01/31/2016 Moderately Satisfactory Moderately Satisfactory 108.21

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H. Restructuring (if any)

Restructuring Date(s)

Board Approved PDO

Change

ISR Ratings at Restructuring

Amount Disbursed at

Restructuring in USD millions

Reason for Restructuring & Key Changes Made DO IP

April 24 2012 No S S 74.42

To reallocate savings across categories to finance ongoing and new agreed activities that are in need of additional resources; and to replace one of the PDO indicators designed to assess ‘education quality’ with three alternative ones: (a) Number of PhD and MSc holding lecturers in priority disciples and (b) Number of scientific publications by these PhD and MSc holding lecturers in priority disciplines each year. (c) Percent of students who are satisfied with quality in science and technology degree programs. Original indicator was “scores on standardized assessments of learning of S&T students in their final year of first-degree studies”.

April 22 2013 No S S 74.42

Extend STHEP closing date by 8 months from June 30, 2013 until February 28, 2014. The proposed extension was necessary to complete ongoing activities, the performance of which was affected by extensive delays during the first two years of the implementation.

January 27 2014 No S MS 100

Extend the STHEP closing date from February 28, 2014 to July 31, 2014 for a period of 5 months. The proposed extension was to provide the needed time for the approval of an Additional Financing operation which would help the Borrower resolve the financial shortage and achieve the original PDO.

July 10 2014 Yes S MS 100

An additional Credit of SDR 9.8 million for STHEP to: (i) implement remaining activities under STHEP which could not be fully completed due to a Credit loss of US$6.6 million arising from exchange rate fluctuations over the

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Restructuring Date(s)

Board Approved PDO

Change

ISR Ratings at Restructuring

Amount Disbursed at

Restructuring in USD millions

Reason for Restructuring & Key Changes Made DO IP

implementation period; (ii) pilot two programs to sustain the momentum of key reforms in science teacher training and performance-based financing in higher; and (iii) develop a strategy and operational plan for human capital and skills development at the tertiary level. The PDO was modified to read, “to increase quantity and quality of higher education graduates, with special emphasis on science, technology, and education; and to lay the foundation for improved responsiveness of tertiary education to the labor market”. The additional financing was for 18-months.

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I. Disbursement Profile

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1. Project Context, Development Objectives and Design 1.1 Context at Appraisal Country Context. At project preparation, Tanzania’s real economic growth was more than 6% per year. Its development agenda was guided by the National Strategy for Growth and Reduction of Poverty I&II (MKUKUTA I&II)1 which aimed to transform the country to a market oriented economy through investments in infrastructure and improvements in human capital and the business environment. Among other strategic focus areas, MKUKUTA prioritized increased investment in quality education, science and technology; use of information and communications technologies; a competitive knowledge-based economy; and an efficient Government. Particularly, the strategy aimed to increase the amount and quality of human capital available, and make better use of knowledge. To achieve this, there was need to increase transition rates from primary to secondary education from around 23% in 2004 to 50% in 2010, and the cohort’s participation rate in higher and technical education from the low level of about 2% in 2004 to around 6% in 2012. Sector Context. Between 2000 and 2007, Tanzania’s Gross Enrollment Rate (GER) for primary education increased from 78% to 114%, while Primary Completion Rate (PCR), had reached 71 % in 2006. At the secondary level, the GER for Forms 1-6 had doubled from 7% in 2003 to 15% in 2006. The quality of the teaching force at the secondary level was a serious concern given that about 80% held only diplomas. Enrollments in the higher and technical education institutions were extremely low and barely increasing. Only 23,000 were enrolled in tertiary education in 2001/02, which increased to 55,000 in 2005/06. Furthermore, enrollments were not aligned to labor market needs leading to underemployment and concerns about the relevance of education provided. Investment in ‘capital intensive’ disciplines particularly in sciences, technology, and engineering, were unable to attract the resources needed to provide education of adequate quality. The appraisal document noted insufficiency of education inputs needed for quality education such as textbooks, qualified teaching staff, laboratory equipment, libraries and ICT facilities leading to a perceptible weakness of graduates in logical reasoning, fluency in communication, and problem-solving skills. Project Rationale. At the time of appraisal, HEIs had been slow in responding to the growing demand for graduates in key economic sectors such as Energy, Transportation, Food Agriculture, ICT, Management, Tourism, Marine Sciences, and Applied Sciences and Engineering including basic sciences, materials, mining and minerals, transportation, manufacturing systems, and land management. Capital intensive disciplines, especially in science, technology, and engineering, had been unable to attract the resources needed to provide quality and relevant education. These disciplines had remained small and under-funded, while arts and social sciences had expanded rapidly.

1 The strategy was an operational plan for the Tanzania’s vision 2025.

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1.2 Original Project Development Objectives (PDO) and Key Indicators (as approved). The original Tanzania Science and Technology Higher Education Project (STHEP) development objective (PDO) was to increase the quantity and quality of higher education graduates, with special emphasis on science, technology, and education, through an improved learning environment. Upon completion of the project, two PDO outcomes were envisaged: a) More and better quality science and technology graduates; and b) More degree-holding secondary school teachers.

Table 1: Key PDO indicators for STHEP.

Project Outcome Indicator

Baseline Target Status at ICR

Number of graduates from science and technology degree programs.

1,312(2007)

3,035(2013) 6,698 (2015) Target was achieved

Improvement in scores on formal assessments of learning of S&T students in their final year of first degree studies

n/a n/a This indicator was replaced in April 2012 with three alternative ones: (a) Number of PhD and MSc holding lecturers in priority disciples and (b) Number of scientific publications by these PhD and MSc holding lecturers in priority disciplines each year.

Number of new degree-holding teachers hired in secondary schools each school year, qualified to teach: (a) mathematics; (b) sciences; and (c) English.

181 (2007) 1,039 (2013) 6,215 (2015) Target was achieved

1.3 Revised PDO (as approved by original approving authority) and Key Indicators, and Reasons/Justification The PDO was modified to read, “to increase quantity and quality of higher education graduates, with special emphasis on science, technology, and education; and to lay the foundation for improved responsiveness of tertiary education to the labor market” in July 2014, at the time of the approval of Additional Financing for STHEP (STHEP AF). The main reasons for the revision of the PDO, and the AF were: a) to meet a credit loss of US$6.6 million due to exchange rate fluctuations which affected

the full completion of certain critical activities under STHEP such as the construction, PhD program and equipment/furniture for some buildings;

b) strengthen education reforms initiated in STHEP. Particularly, ‘push’ reforms further to address severe shortage of qualified secondary school science teachers; and reinforce weak linkages between higher education institutions and the private sector, to make higher education responsive to the needs of economic growth in the country; and

c) develop a national skills strategy and operational plan to support human capital and skills needs for priority growth sectors. Development of this strategy, encompassed the TVET subsector in addition to higher education, thus necessitating a change in the PDO to reflect tertiary education (higher and TVET sub sectors).

1.4 Main Beneficiaries The main beneficiaries for both the STHEP and STHEP-AF were: • Students enrolled in target programs;

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• Approximately, 2,573 faculty in target institutions benefitting from the staff training program at masters and doctorate levels; • An estimated, 5,178 secondary school science teachers; and • Key tertiary education agencies and institutions including Tanzania Commission for Universities (TCU), Higher Education Students Loans Board (HESLB), National Council for Technical Education (NACTE), Tanzania Education Authority (TEA), Tanzanian Commission for Science and Technology (COSTECH), Ministry of Education and Vocational Training (MoEVT). 1.5 Original Components (as approved). The original project had four components summarized in Table 2 below. 1.6 Revised Components Although the project was restructured during the STHEP-AF, the components and their primary objectives remained the same. The STHEP-AF included financing for the completion of activities under the original project activities; but also supported the following new activities: • an innovative pilot of ICT-based subject knowledge upgrading training (‘Retooling’) for

secondary school science and mathematics teachers; • operationalization of the Flexible Financing Facility (FFF), a competitive fund developed

under the original Credit; and • development of a strategy and operational plan for human capital and skills development

in priority economic growth areas. 1.7 Other significant changes In April 2012, one of the outcome indicators, “scores on standardized assessments of learning of S&T students in their final year of first-degree studies” was changed due to absence of reliable standardized assessments. The Government and the Bank, in consultation with key stakeholders including Universities, agreed to replace this indicator with the four indicators listed below: • Number of PhD and MSc holding lecturers in priority disciplines; • Number of scientific publications by these PhD and MSc holding lecturers in priority

disciplines each year; and • Percent of students who are satisfied with quality in science and technology degree

programs. Four additional indicators were added at the time of additional financing of STHEP to account for the increased scope of activities and to measure performance of the new PDO: • Customized FFF Operations Manual endorsed by MoEVT for implementation • Institutional mechanisms for using ICT in teacher training in place • Appropriate ICT-enhanced method(s) for teacher training identified from pilot experiments • A strategy and operational plan for skills development in priority growth sectors developed

and endorsed by key stakeholders. The project was extended twice, in April 2013 by eight months from June 30, 2013 until February 28, 2014. The proposed extension was necessary to complete ongoing activities. Another extension was approved in January 2014 from February 28, 2014 to July 31, 2014 for a period of five months to allow time for processing of the Additional Financing for the Project.

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Table 2: Original Project Components

Component (US$M)

Component amounts and main activities Revised component amounts and activities

Component 1A: Investments in Priority Disciplines for Economic Growth

• $47.30m • Staff development • Curriculum revision • Upgrading physical infrastructure, and academic and private sector linkages. • Increase in enrolment in priority disciplines.

• $51.01m • Additional financing for the completion of STHEP I activities in the areas of staff training, remaining external works and civil works, lab equipment, and other goods.

Component 1B: Expanded Capacity for Teacher Preparation, and for Graduate Studies in Education

• $35.00m • Support preparation of degree-holding teachers, particularly for mathematics, science and language teaching. • Staff development • Revision and production of instructional materials • Improve laboratories • Provision of equipment, including ICT • Mainly targeted faculties of education and science at DUCE SUZA, OUT and MUCE

• $40.66m • Retooling activities for teachers • Build institutional mechanisms and capacity for applying information and communications technology (ICT) in teacher training with the introduction of a pilot training program that upgrades the content knowledge of science teachers in difficult subject areas.

Component 2A: Strengthening Key Higher Education Agencies and Institutions

• $8.5m • Strengthen TCU, HESLB, NACTE, TEA, COSTECH and MoEVT through staff development, improved infrastructure and service delivery • Define, refine and implement key strategic reforms.

• $13.13m • Establishing institutional mechanisms and procedures for the Flexible Financing Facility (FFF) which was developed under STHEP I. • Developing a strategy and operational plan for skills development from the technical/vocational level to higher education.

Component 2B: Investment in System-wide ICT Development and Libraries

• $7m • Support higher education system to better manage the increasing numbers of students; improve quality of data enhance knowledge sharing; and improve classroom study, and research capability. • Provision of high-quality connectivity to research and higher education institutions (HEIs), as well as the MoEVT and other sub-sector agencies.

• $8m • Completion of the STHEP I activity – Last Mile Connectivity – to connect eight higher education institutions that had remained with the National ICT Broadband Backbone.

Project implementation ($2.2m)

• Project operational costs No change

2. Key Factors Affecting Implementation and Outcomes 2.1 Project Preparation, Design and Quality at Entry Tanzania aspires to be a middle income country by 2025, and has prioritized increased investment in quality education, science mathematics, and technology; and use of information and communications technologies. Shortage in skills among the labor force in Tanzania is considered a major constraint to the competitiveness of Tanzanian industries, including attracting foreign

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investors2. It is estimated, that only 3% of Tanzanian working population is classified as high- skilled while the majority 84% are low-skilled3. At the time of project preparation, enrollment in higher education was extremely low (GER of 2%) with the share of those enrolled in sciences and engineering subjects at a mere 34 percent in 2004 while demand for high skilled labor to meet its aspirations was high. There had been minimal investment in the higher education subsector for more than 30 years resulting in very low enrolment at the tertiary level and the weak capacity of HEIs and the supporting system which suffered from neglect. Development partner support was targeted to the basic education levels with no support for the higher education sub-sector. There was thus strong rationale for investment in the sub-sector. The project’s challenge was to strengthen higher education systems and lay a foundation for sustained reforms, and at the same time support production of the most needed graduates in priority sciences and engineering programs. STHEP was designed to address the immediate high skills needs to support Tanzania’s growth. As highlighted by Vision 2025 and the CAS, skills requirements were mainly in sciences, technology, engineering and mathematics. At the time of preparation, Tanzania was relying fully on foreign expertise for the energy sector for example and needed to build local expertise in the sector. Based on priorities identified in Tanzania’s Vision 2025 and MKUKUTA I & II, the Project identified key economic sectors, to inform priority training programs in: telecommunications and computer engineering; energy course; food science and technology; industrial biotechnology; agribusiness; tourism and aquatic sciences; mining related course; water engineering and land management courses. Competitive proposals were sourced from existing Universities, to conduct trainings in these disciplines. At the same time, the project supported successful universities, through staff training at masters and PhD levels, ICT and through relevant infrastructure development including buildings and equipment. As a result, the project facilitated enrollment of about 9738 new students in priority programs, as well as training of an additional 5178 new secondary school teachers in sciences, mathematics and languages. Impacting on enrollment in higher education for the priority programs was the poor learning outcome at the secondary school level, particularly in sciences and mathematics. The project therefore focused on addressing this in order to ensure a quality ‘pipeline’ into higher education priority disciplines, and in the required numbers. The immediate challenge identified was inadequate qualified teachers, specifically in sciences and mathematics. The demand for new graduate secondary school teachers was projected to be 77,000 between 2007 and 2015. In order to build and strengthen systems to initiate and support higher education reforms, the Project focused on building ICT enhanced infrastructure and staff development, strengthening of

2 Tanzania ranked 120 out of 144 countries in 2012 global competitiveness ranking. World Bank, 2012 3 Attaining Middle Income Status – Tanzania: Growth and Structural Transformation Required to Reach Middle Income Status by 2025”, International Growth Center, London School of Economics, 2010

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key higher education agencies and institutions, responsible for higher education legal frameworks, quality assurance and other legislations. These institutions included TCU, HESLB, NACTE, TEA, and COSTECH. Notably, the establishment of the computerized admissions system at the TCU; and the online loan application system established at HESLB improved efficiencies and service delivery. Figure 1 on the next page, illustrates how the activities supported by the project led to achievement of its development objectives. Project design was realistic. An analysis of MoEVT capacity was undertaken to identify the required skills mix for the project staff proposed and budgeted for. However, at preparation, the significant capacity gaps in the MoEVT to coordinate, monitor and drive the operation resulting from an absence of any investment in the sub-sector for several decades was underestimated. A detailed implementation plan was prepared in September 2008, outlining specific roles for each of the agencies involved. The project considered various options to improve the higher education sector to best meet Tanzania’s needs. A science research funding project, was excluded based on the fact that quality and relevant research would require first a basic university infrastructure to be in place and a diverse set of graduate education in the sciences and engineering. A general higher education improvement project was also not considered, since the Government was already focusing on expansion in tertiary education particularly with an emphasis on science and technology. The main concern was quality and relevance of this education, and the need to improve capacity in specific areas related to the higher education system. Originally, the project was to be delivered in two phases. The CAS, envisaged a phased programmatic approach to higher education subsector. A STHEP 1, USD 100M and a STHEP II, USD 120m were included in the CAS investment operations. STHEP II was however not prepared although a project concept note was developed in 2014. Instead, additional financing was delivered in 2014 to ensure continuity of the work that had begun under the project and was beginning to show results. Project’s Quality at Entry The project process included extensive consultations with diverse stakeholder groups including academics, private sector, line Ministries and subject matter experts and other resource persons. The project adopted a structured components approach to address development needs identified during preparation ie investment in priority disciplines, expanded capacity for teacher preparation; strengthening key tertiary education agencies and institutions; and investments in system-wide ICT and libraries. This selective method, facilitated investments in priority activities under each component, to meaningfully respond to the country’s development needs and also create a platform to facilitate reform in tertiary education with a focus on quality, relevance and efficiency.

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Figure 1: Results chain Project activities/outputs Outcomes

The need to strengthen key higher education agencies was also taken into account. This was important to enable the agencies to carry out their mandate, to regulate quality and relevance in the expanding higher education sub sector, as well to improve efficiency in service delivery. The systems at target HEIs agencies, (TCU, HESLB, NACTE, TEA and COSTECH) were weak, resulting in expensive and inadequate service delivery. The project targeted to strengthen systems in these institutions, through provision of equipment and ICT software, training and staff development, and relevant technical assistance, in order to set the ground for the needed reforms. This was crucial to drive higher education policy reform beyond the project period. Notably, the project’s main interventions are anchored within existing University education management and agencies frameworks for ownership, sustainability and the need to generate momentum for reform

Construction and equipping of teaching and learning facilities (laboratories, classrooms, connectivity, text books, ICT fixtures & furniture).

Increased quality and quantity of HE graduates in

science, technology, and

education

Staff capacities developed at Masters and PhD levels in priority disciplines, mainly sciences and engineering. Curricula revised and developed in priority disciplines, mainly sciences and engineering.

Establish institutional mechanisms and procedures for a Flexible Financing Facility (FFF) to foster linkages between higher education institutions and the private sector.

Support preparation of degree-holding teachers, particularly for mathematics, science and language teaching.

Strengthen and support reforms in key tertiary education agencies and institutions (TCU, HESLB, NACTE, TEA, COSTECH and MoEVT) through staff development, improved infrastructure and systems development.

Investments in system-wide ICT and Libraries (Provision of high-quality Optic Fiber Cable (OFC) connecting 28 Higher Education and Research Institutions -HERIs).

Develop a National Skills Development Plan and its operational plan

Foundation for improved responsiveness of tertiary education to the labor market.

Improved quality and quantity of pipeline of students to HE

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The project incorporated various experiences and lessons from other countries, and similar Bank financed operations to inform strategy of specific project interventions. For example, lessons were incorporated from the ICR from the Chile Higher education improvement project to inform the Flexible Financing Facility (FFF) model and the HESLB reforms; Bank experience with the Uganda Millennium Science Initiative (MSI) informed the competitive aspects of the subprojects implemented by the Universities under the project; lessons from Argentina on a gradual approach to reforms and building up existing institutional capacity as reforms are designed and implemented-the project adopted this in strengthening key tertiary education agencies. The STHEP-AF applied two innovative ideas to further ‘push’ reforms and create a foundation for scaling up of the STHEP initiated activities. The innovation included an ICT approach for in-service secondary school sciences and mathematics teachers, to equip them with skills to master, and be able to teach identified ‘hard to teach’ topics. The second innovation was the use of the ‘SMS’ platform for follow up of these teachers. Three research papers are published on the retooling ICT approach and use of the ‘SMS’ platform. Development of a comprehensive National skills strategy would further inform reforms towards relevance and quality of education and training to meet the market needs. Assessment of Risks The critical risks identified and mitigation measures were relevant. The overall risk rating at STHEP was modest/substantial. At preparation, potential risks relating to delays in project delivery due to weak capacities and poor coordination were identified. The mitigation measures applied were technical assistance (TA) support, close supervision and formation of inter university committee for network and libraries. To some extent, the TA support facilitated project implementation; for example, the project replaced the national coordinator, with much more experienced staff to fast track implementation. The implementing institutions appointed project teams to oversee project delivery at the institutional level, and to provide linkages with the institution’s senior management. A critical risk highlighted at preparation was potential inadequate uptake of policy and institutiona l reforms. The proposed phased approach to reforms was relevant although the planned STHEP phase II project did not materialize. All the same, the systemic reforms carried out at the higher education agencies were well received and institutionalized. The Faculty trained abroad, under both STHEP and STHEP AF did come back to Tanzania. However, there has been some transfers within the Universities. 2.2 Implementation

Despite significant start off delays, the project picked up and sustained implementation momentum to deliver main project activities. STHEP’s closing date was extended twice, for a total of thirteen months. Low capacity, poor coordination, inadequate communication and a lack of understanding of Bank procedures among the project implementers resulting from inattention to the sector and institutions for decades led to project startup delays in the initial stages. The effectiveness of STHEP-AF was delayed and reduced the implementation period from eighteen months to about fourteen months due to a delay in submission of the legal opinion. The government and implementing agencies however made strong efforts to turn around project performance

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demonstrated by the large scope of activities under STHEP-AF which included procurement of goods, works, a number of consultancies, a major training pilot, a large-scale policy lab, and the preparation of a new Government policy, that were all implemented within eighteen months. The project had multiple implementing partners at the national and University levels which complicated coordination, reporting and feedback. Two ministries were involved in project implementation, the Ministry of Works, Transport and Communication (MoWTC) and MoESTVT in addition to seven implementing higher education institutions and five higher education regulatory and oversight agencies (TCU, HESLB, NACTE, TEA, and COSTECH). The two Ministries were a result of Government reorganization. Although a detailed implementation plan dated September 2008 was in place, coordination was also weak between the Ministry and implementing institutions. Once a strong, stable lead for MoEVT was put in place to drive the project and link with the relevant Government agencies, performance improved dramatically. A crowded and poor quality (and quantity) infrastructure in target institutions also affected timely project delivery in the initial stages. Project interventions, however, helped to rectify the initial capacity weaknesses which contributed to the turnaround in performance. The Ministry and the Bank worked very closely to turn around the slow progress in implementation in the initial phases. The change in project coordinator, and establishment of strong project teams in the institutions enabled the project to speed up implementation, particularly during the second and third phases. A major implementation challenge faced by the Project was the variation in quality of the implementing HEIs. Some institutions were very successful at taking the planned project activities and organizing themselves to deliver in the best way possible. This however, was not always the case with some institutions showing very weak performance. This could partly be explained by the number of project activities, and complexity of these activities at each of these institutions but leadership at the institution was a key determinant. Intensive monitoring and support by the Bank team and MoEVT ensured that the main project activities at each institution were completed by project closure. The Ministry acknowledged Bank’s support in addressing emerging project implementation matters. For example, the Bank team recommended UDSM to prepare civil works designs ‘in-house’ as opposed to advertising, thus cutting at least six to eight months from the implementation timeline. The project’s supervision aide memories and ISRs systematically documented the project’s implementation status, challenges and provided proposals to address these, including technical assistance from the Bank’s side, which was availed. 2.3 Monitoring and Evaluation (M&E) Design, Implementation and Utilization Design The original project’s result framework was defined with three PDO indicators and six intermediate indicators. The project’s results framework was strong, however, one of the main PDO outcome indicator was revised, since attempts to measure the indicator related to scores on standardized assessments, proved challenging in Tanzania. The Government and the Bank agreed on alternative indicators to measure quality, which included the number of staff trained in Masters

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and PhD, number of publications, and percentage of students satisfied with the degree programs. Taking into account the low base the project was starting at, these indicators were the most relevant, to lay a foundation for the priority programs, and thereafter assess learning outcomes. The project satisfactory aligned the PDO indicators to the intended outcomes of the project. An M&E consultant was recruited during STHEP-AF to collect and compile data on the project as per the revised indicators. The data was collected by institution and complied. Data from the specific implementing institutions is available at MoEVT and the Bank. Implementation The MoEVT’s department of policy and planning was responsible for project monitoring with support from project staff, mainly the coordinator. There was no comprehensive M&E system developed which was identified as a weakness throughout implementation. Project data was collected by individual consultants as per the results framework. Utilization Although data from the project does not seem to be integrated in the overall MoEVT education information, MoEVT has utilized it well. For example, studies supported by the project provided input into the recently approved Tanzania Five Year Development Plan 2016-2021 (FYDP II). This includes the National Skills Strategy developed under the project. Data collected under the project was also used to report on the project progress and inform formulation of the STHEP-AF. In addition, the key higher education agencies such as TEA, TCU and HESLB utilized data from the project to inform further systems upgrade required as well as resource mobilization. At the end of the project, the required project data, by each indicator was available and verified in some of the institutions visited during the ICR mission. 2.4 Safeguard and Fiduciary Compliance Safeguard The Project was a category B and the environmental safeguards category S2 due to the construction and rehabilitation expected under the Project. Civil works were done within the existing higher education institutions premises, and therefore no ‘new’ land needed to be acquired. The categorization remained during the STHEP-AF, since none of the new activities triggered any additional or change in the STHEP existing social and environmental safeguards policies. An environmental audit was undertaken in July 2014 to assess extent to which beneficiary institutions were adhering to the ESMF requirements and procedures. The assessment concluded that the beneficiary institutions generally adhered to the requirements of the EMSF. The subprojects incorporated some of the inherent environmental and social requirements through environment sensitive designs and observance of existing building codes. However, it was noted that there is still need to align fully with the Tanzania’s Environmental Management Act (2004) provisions for EIA. Moving forward, the audit concludes that the in-Country specific EIA provisions could be integrated into the overall project’s EMSF. Procurement Procurement capacity was weak in the early stages of the project, specifically from 2008 to 2010, but improved significantly following intense follow up by MoEVT and the Bank to build procurement capacity at the HEI level. Some of the weaknesses included preparation of complete

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procurement bidding documents and timely bid evaluation. In addition, based on post procurement reviews, proper contract management and records keeping remained an issue throughout the project. The Bank carried out fiduciary trainings on the required rules and procedures, once the project teams, both at MoEVT and at the implementing institutions, were in place. At the end of the project, the project had completed all its main procurements. Financial Management The financial management arrangements in place for the project were satisfactory. A dedicated and qualified FM officer was in place at the MoEVT. The project’s interim financial reports were prepared and submitted to the Bank on time. Furthermore, the project’s audits are up to date and accepted by the Bank; a final project audit report is due in December 2016. FM related trainings were conducted for MoEVT and implementing institutions. Although project funds were fully disbursed from the Bank side, beneficiary institutions returned some funds to the Ministry after the closing date. MoESTVT is carrying out final designated accounts reconciliations and preparing for the final project audit. 2.5 Post-completion Operation/Next Phase The proposed Tanzania Education and Skills for Productive Jobs (ESPJ) builds on the reforms initiated under STHEP. The ESPJ, SDR 100m, was approved in June 2016. The ESPJ aims to strengthen the institutional capacity of the skills development system and to promote the expansion and quality of skills development opportunities in select economic sectors. The project aim is to strengthen the institutional capacity of Tanzania’s skills development system, and support expansion and quality of labor market driven skills in select economic sectors. Notably, the ESPJ will operationalize and scale up the comprehensive National Skills Development Strategy (NSDS). The proposed ESPJ will also implement the FFF operational plan developed during STHEP I, as the planned skill fund. The project’s investment in Sokoine, alongside support from USAID, EU and Japan, also contributed to Sokione’s approval as a beneficiary for the approved Eastern and Southern Africa Higher Education Centers of Excellence II (ACE II) Project. This will enable Sokoine to further train local and regional students at Masters and PhD levels and conduct relevant research and publications. 3. Assessment of Outcomes A split rating methodology was adopted to assess achievement of outcome given that there were two project restructurings, resulting in three project phases. Phase 1 covered the time period from project approval in 2008 to April 2012; Phase 2 started from the time the PDO indicators were revised in April 2012; and Phase 3, covered the period from July 2014 to January 2016, period coinciding with the implementation of the AF. Overall, the Project performance with respect to achievement of its PDO was satisfactory. The Following paragraphs provide details of the achievements of the Project and the challenges it faced during the three phases.

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3.1 Relevance of Objectives, Design and Implementation Relevance of Objectives was high for all three phases. The Project aimed to directly contribute to an increase in graduates with emphasis on science, technology and mathematics which was in line with Tanzania’s Vision 2025 and the CAS. Vision 2025 requires continuous development of a relevant and quality workforce to support the growth of key economic sectors. At the time of STHEP preparation, only 3 percent of Tanzania’s working population was considered high-skilled, while 33 percent was medium skilled. The project objectives were also aligned with several pillars of the World Bank’s Country Assistance Strategy (CAS) 2010–2015. Specifically, it contributed to the third CAS pillar of Strengthening Human Capital and Safety Nets and within this pillar, improved access to and quality of education, as there is wide recognition that both the quality and quantity of skills pose constraints to the growth of key industries. The CAS highlights the need to generate the required number of workers with appropriate skills for the growth sectors such as manufacturing, tourism, mining, services and trade logistics through vocational education, higher education and non-formal education. The Project contributed significantly to this CAS objective demonstrating its high relevance. A new Country Partnership Framework (CPF) is currently under preparation and expected to be completed by July 2016. Given the challenges and opportunities facing Tanzania, one area of focus in the CPF will be economic empowerment of the poor, which will include enhancing human capital opportunities as a key lever for economic empowerment 4 further demonstrating the continued relevance of the objectives of the Project. The STHEP AF, included an additional objective, ‘to lay the foundation for improved responsiveness of tertiary education to the labor market’. The MKUKUTA aimed at ensuring that education and training systems produce skills demanded by the labor market. The AF therefore supported establishment of institutional mechanisms and procedures, such as the FFF to foster greater linkages between higher education institutions and the private sector. Several tracer studies conducted in Tanzania, such as the Labor Market Demand Survey for Occupations, have pointed to the mismatch between labor market demand and graduates’ skills. The project therefore aimed to lay a foundation for HEIs reforms, to contribute to this supply of high skilled labor relevant to Tanzania’s development context. Relevance of design The Project adopted a highly relevant design approach, taking into account the low base in the higher education system at project preparation. It focused on institution building and strengthening in order to lay a strong foundation for reforms and make more sustainable gains for its investment in higher education. At the same time, it employed a bottom up approach, to invest directly in competitively selected HEIs, to ensure quick gains through expanding the capacity of universities to produce graduates in priority programs, and lay a foundation in the specific institutions, for continued training in relevant priority disciplines.

4 World Bank, Tanzania Systematic Country Diagnostic (SCD), draft February 2016.

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The Project’s reform perspective entailed a rapid scale up in higher education, science, and technology to enable supply and employment of a skilled workforce for key economic sectors to contribute to the country’s growth. To initiate this reform in a sustainable manner, the Project adopted a gradual reform approach, by targeting strengthening of education and training in specific priority disciplines through competitively selected Universities, and capacity-building of key agencies for higher education such as HESLB, TCU and TEA to provide oversight, and improve service delivery in the higher education subsector. The new central admission system at TCU and the online loan application platform at the HESLB, remain highly relevant for efficient service delivery. Both TCU and HESLB are continuing to improve the new systems using their own resources. The need for graduate secondary school teachers in sciences and mathematics in Tanzania is enormous given that only 20% held degrees. This in turn impacted the learning outcomes of students and thus the input to higher education institutes compromising Tanzania’s objectives of improving its human capital. Table 3 shows the resultant high deficiencies in math and science performance of students. One key design feature of the Project was to increase the number of degree-holding secondary school teachers qualified to teach mathematics and sciences to improve the learning of secondary students who then would have higher chances of success at the higher levels especially in the fields of science and technology. The retooling in-service teachers program, under the STHEP AF was intended to improve mastery of subject matter content and strengthen pedagogical skills in teaching of sciences and mathematics.

Table 3: Percentages Pass for CSEE Results in Natural Science and Mathematics Subjects

Subject

% Passed by year 2006 2007 2008 2009 2010 2011 2012

Mathematics 23.67 31.32 24.33 17.78 16.09 14.6 09.11 Biology 51.40 57.47 46.3 43.19 30.49 43.4 26.42 Physics 60.93 61.47 53.6 55.46 44.63 43.2 34.51 Chemistry 74.33 69.58 62.1 57.06 43.88 43.3 38.15

Source: Final Consultant Report of the STHEP Evaluation, July 2014 Project investments in system-wide ICT and Libraries, as well as laboratories, lecture theaters and equipment, under both STHEP and STHEP AF, contributed to increased research and publications by the PhD and Masters lecturers. Research publications increased to 1,397 by November 2015, up from 784 in November 2012. Although the research uptake was not evaluated, it is expected that the findings have at least contributed to inform new courses under the Project and curriculum revisions. Strengthening of key tertiary education agencies and institutions under both STHEP and STHEP AF, facilitated improved service delivery and efficiencies as detailed in the next section. The agencies include HESLB, NACTE, TEA and TCU. Project activities in these institutions, laid a foundation for higher education reforms, through ICT enhanced systems development, establishment of accreditation standards, and building staff capacity in relevant skills. This resulted in significant improvements in service delivery, particularly for the online loan application system at HESLB; the Central admission online platform at TCU; and increased resources mobilizat ion and recovery of soft loans from education institutions at TEA. TCU conducted a higher education

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student’s unit cost study which has informed a differentiated unit cost approach for each degree cluster and also informed budgeting. This contributed significantly to the quality aspect of the PDO. The project supported development of a FFF’s operational plan, which will be used in delivery of the ESPJ skills fund, and in the framework of the national skills strategy, also developed by the project. The FFF mechanism, and the first national skills development strategy, lay emphasis on a structured engagement with the private sector in development of quality and relevant skills for key economic sectors. Tanzania’s dynamic economic growth path, and the bulk of employment opportunities will be in the private sector, with increasing numbers employed in non-agricultura l sectors and in higher skilled occupations (Tanzania National Bureau of Statistics 2015). Relevance of Implementation Implementation of the subprojects by the Universities, under component 1A and 1B, enabled the Project to build on existing program delivery to further strengthen the quality and relevance of these programs. This approach was also relevant in enhancing fiduciary processes at these institutions, as well as sustainability. For example, Sokoine University reported it has adopted the project’s fiduciary procedures as good practice in running of the University. Project activities, under component 3, were also implemented by key higher education agencies such as HESLB, TCU and TEA, enabling them to address actual systemic needs to improve service delivery and overall, efficiently deliver on their core mandate. 3.2 Achievement of the Project Development Objective The Project was successful at achieving its PDO to increase the quantity and quality of higher education graduates, with special emphasis on science, technology, and education, through an improved learning environment. The Project contributed to increased enrollments and graduates in sciences, education and mathematics at the tertiary level; improved quality of the teaching and learning environment; and strengthened higher education regulatory agencies. Since the 1980’s, minimal investment has been targeted to higher education institutions. The target implementing universities and agencies did not receive any other donor support. The project achievements reported, are therefore highly likely to be a direct result of Project interventions. The following paragraphs discuss in detail the specific objectives achieved by the Project under the three phases. The assessment in this section is combined for the three phases and weighted in Table 11. STHEP-AF did not finance ‘independent’ project activities as such. It mainly supported completion of ongoing STHEP activities arising from the exchange rate losses, and to further ‘push’ reforms through activities initiated under STHEP I such as the FFF, the secondary school teachers training and preparation of the National Skills Strategy. It is therefore not possible to ‘separate’ the achievements for the three phases in assessing the Project’s achievements.

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PDO 1: Increase in quantity of higher education graduates, with special emphasis on science, technology, and education. This PDO aspect was highly achieved. Under the Project, 273 new courses (not previously offered) in science and technology disciplines were introduced by December 2015, against a target of 224 by January 2016. The Project supported development of new degree sciences programs, and also review of old ones, in key economic sectors. Table 4 below, shows examples of new programs and courses and for which students are enrolled. Development of these programs was mainly facilitated by the return from abroad of the new graduates from masters and PhD training, also supported by the Project. The courses developed are highly relevant to Tanzania’s needs given that they are in line with the key economic sectors in need of highly skilled labor identified in Tanzania’s Vision 2025 and MKUKUTA I & II, such as energy, transportation, food agriculture, ICT, management, tourism, marine sciences, applied sciences and engineering (basic sciences, materials, mining and minerals, transportation, manufacturing systems, and land management). Table 4: Examples of new courses developed under the project in target Universities.

University Examples of new programs and courses ARU

Environmental Studies and Environmental management; English and Communication skills; Public Finance & Taxation; and Financial Accounting &Marketing of Financial Services.

UDSM Science education and training; Technical and engineering education; Biotechnology; Mining and mineral processing; Sustainable energy; ICT and E pedagogy; Transportation and Geotechnical engineering; and Electrical and computer systems engineering

DIT Telecom Engineering; Multimedia/film technology; Renewable energy technology; Biomedical engineering; Food science and technology; Highway engineering

SUA Post-Harvest Technology ; and Food quality and control

Source: M&E forms completed by the target HEIs. These courses contributed to increased enrollment and graduates at the tertiary level substantially, increasing the supply of high-skilled labor in key growth sectors of the country. Compared to 2.5 percent in 2008, in 2014 3.7 percent of the college-age population in Tanzania were enrolled in higher education. Although this is still low and reliable data is not available, the country seems to be on an upward trend. Specifically, enrollment in science and engineering programs, under the Project more than tripled to 9,738 from a baseline of 3,353 in December 2007, and against a target of 8,742 by January 2016. According to MoEVT data, the overall number of science and technology graduates has increased from 1312 in 2007/08, to 3759. Overall, TCU data shows that the total number of students enrolled in degree programs in universities almost doubled from 81,782 in 2008/09 to 162,510 in 2012/13. Program wise, enrollment in engineering sciences improved from a total of 456 in 2008/2009, to 2549 in 2012/2013, while enrollments in sciences and ICT increased from 2369 in 2008/2009 to 3880 in 2012/2013. Agriculture enrollments also increased from 482 in 2008/2009 to 921 in 2012/2013. The results presented above, have no doubt contributed not only to this change, but also possible meaningful employment of the beneficiaries. According to the Tanzania Skills for SMEs study, 2013University graduates have higher chances of employment; about 80 percent of university

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degree holders are employed in a paid job. In 2012-2013, an individual with a university degree and paid employment earned about 8,200 USD annually, about 2.5 times the earnings of one with an upper secondary degree on average. The project made a significant contribution to helping plug the gap in qualified secondary teachers. As Figure 2 shows, there was an exponential increase in the number of degree holding teachers in the country as a result of project interventions specifically in the high demand topics of Science, English and Mathematics. Figure 2: Number of new degree holding teachers in sciences, math and English

Source: MoEVT STHEP M&E report, February 2014 The proportion of staff with PhDs in most Universities in Tanzania was less than 20% in 20115. Although current data on the stock of PhDs is not available, the project contributed significant ly to the increase of staff with PhD in the target Universities. For example at SUZA, the science department up to 2012, had only one PhD holder , yet the department’s core mandate is to train quality science teachers. Through the Project, SUZA obtained an additional thirty six PhD holders, and also one hundred and three masters’ holders. This staff development, coupled with the science equipment provided through the Project, enabled SUZA to establish a ful-fledged School of Science. The Project’s total number of PhD and MSc holding lecturers rose to 2,573 by November 2015 from 564 in November 2012 against a target of 1,650 by January 2016, as shown in Figure 3 below. The Project has been the main financier of academic staff development in the target institutions. The PhDs include: ARU seven (7) PhDs; MUCE, six (6) PhDs; and UDSM nineteen (19) PhDs. The PhDs’ areas of specialization were relevant to the key economic sectors and priority science and engineering disciplines. Most of the PhD trainings were undertaken in Europe. SUZA, Sokoine and Ardhi reported that the new PhD and Msc trained lecturers have alleviated chronic staff shortage in the Universities and are also working on new programs and revision of the existing ones.

5 Review and Evaluation of the Performance of Tanzania’s Higher Education Institutions in Science, Technology and Innovation, June 2011

0 1000 2000 3000 4000 5000 6000

200720132015

No. of new degree holding teachers in sciences, maths and english

17

Figure 3: Trends in the Number of Academic Staff with Masters and PhD

PDO 2: Quality of higher education graduates, with special emphasis on science, technology, and

education through an improved learning environment. This PDO aspect is rated ‘substantial’. The main quality aspect of the PDO, entailed improvement in the teaching and learning environment for priority science disciplines, as well as development of guidelines on quality education. To appreciate this PDO aspect, it is critical to acknowledge the very low base that the Project was starting from. Without the basics, such as qualified staff, adequate learning space and relevant equipment, quality related outcomes, would take a while to be meaningfully achieved. All the same, this PDO aspect was achieved as follows: The Project aimed at improving the teaching and learning environments, to ultimately improve the overall quality of higher education graduates. Availability of standard laboratories and laboratory equipment in the selected disciplines, enabled provision of an improved teaching and learning environment. The negative perceptions, with respect to the quality of education institutions manifests in the hiring patterns of employers. Therefore, there was need to improve and modernize infrastructure for an appropriate teaching learning and research environment. The last mile connectivity to the twenty eight institutions, facilitated access to centralized/group services academic/educational applications; affordable and reliable internet services; improved collaborations; and enhanced sharing of information.

To further strengthen quality of education and training, the Project supported development of Tanzania’s first National Qualifications Framework, based on which technical institutions are registered and accredited. There were no similar quality assurance mechanisms before the Project intervention. Consequently, the number of accredited technical institutions and teachers by NACTE, has continued to increase as shown in table 5 (MoEVT, Design and Implementation of Monitoring and Evaluation Framework for Concluding STHEP I Report, February 2014). These quality assurance frameworks and mechanisms in place, will continue to enhance delivery of quality and relevant education and training. The frameworks have established mechanisms for scrutiny and accreditation of tertiary institutions, including curriculum and the teachers. This institutional strengthening in management and quality assurance is intended to regulate, for quality and relevance, the rapid expansion of tertiary institutions in the country. The ability of NACTE to timely conduct registration and accreditation against a set criteria, has also contributed to

564 648 754 756268

1501

2573

0

1000

2000

3000

2007/08 2008/09 2009/10 2010/11 2011/12 2012/13 2014/15

No. of PhD and MSc holding lecturers in priority disciplines

No. of PhD and MSc holding lecturers in priority disciplines

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expansion, registration and accreditation of private universities, colleges, and technical education institutions thus contributing to an increase in enrollment.

Table 5: National Qualifications Framework Activity by NACTE

National Qualifications Framework Activity by NACTE

Outputs Jan 2009

Dec 2010

July 2011

June 2013

1. Registration of Technical Institutions (TI)

Number of registered TIs 188 216 231 316

2. Accreditation of TIs Number of accredited TIs 55 95 98 108 3. Qualification Standard setting

Number of programs 12 37 -

4. Validation of curricula Validated curricula 82 212 240 303 5. Registration of Technical Teachers

Number of registered teachers 707 1740 2120 2,198

6. M&E of accredited TIs Number of monitored TIs 12 28 16 60 7. Training of Technical Teachers in CBET

Number of teachers trained in CBET 174 309 135 315

The other quality aspect related to an increase in scientific publications by the trained PhD and Masters staff under the Project. Publications increased to 1,397 in November 2015 from a baseline of 784 in November 2012, and against a target of 980 by January 2016. Knowledge and technology transfers are needed for the country’s economic development particularly when linked to solving emerging development challenges. The Project enhanced HEI’s capabilities to conduct applied research. An analysis of the nature of research and the process for publication was not conducted. However, in the 2012 Knowledge Economic Index (KEI) Tanzania was the 129th country with a score of 1.79, well behind Kenya which was 111th Country with a score of 2.88 and also behind Uganda and Rwanda (118th and 128th Countries) with scores of 2.37 and 1.83. It is likely that the Project will contribute to an improvement of subsequent Tanzania’s KEI scores. The retooling program has also resulted in three research publications. The increased publications were partly attributed to new workstations in teaching laboratories, which increased from 1,025 in 2007 to 3,975 in 2014/15, and against a target of 1,878 in January 2016. SUA, ARU and DUCE for example reported increased utilization of the laboratory equipment by faculty for research. Twenty eight universities and college campuses are connected to the National ICT fiber backbone. This was reported to have enhanced research and students’ online learning. For example SUZA University is working on an online educational platform. Some learning materials are already uploaded online although not yet accessible to ‘external’ clients. The percentage of students who were satisfied with quality in science and technology degree programs improved from 41.80% in November 2012 to 47.10% as at January 2015, and against a target of 60%. Administration of the survey questionnaire seemed inadequate. The questionnaire was not specific to the discipline targeted by the Project. Also, students filling the questionnaire, were not necessarily drawn from the Project’s target faculties. Since the initially proposed students leaning assessment was not conducted, a follow up employer survey or tracer studies would have to be conducted to further ascertain the quality of graduates from an employer’s perspective.

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The STHEP AF supported an ICT-based retooling pilot program, targeting ‘difficult to teach topics’ in four subjects namely biology, chemistry, physics and mathematics. The program contributed to improved mastery of subject matter content among secondary school teachers for sciences and mathematics. The June 2015 impact assessment report for the retooling program, showed a significant improvement in performance of participating teachers in the post test after the trainings. The overall degrees of score between pre- and post-training assessments of the teachers, increased by 21.78%. Participating teachers were monitored through a ‘SMS’ mobile phone service. The assessment would have benefited from a baseline in performance of students in the four subjects, and an assessment later to assess improvements in learning outcomes. A total of 1920 secondary school teachers received the retooling training against a target of 2000 by January 2016. This increased capacity of secondary school teachers is expected to lead to better learning outcomes and thus preparation for higher education for its secondary students which in turn will lead to higher quality higher education graduates. This activity was critical to set a strong foundation for improved higher education outcomes given that skills taught at the secondary level are critical for learning at the higher levels. The Project thus has strengthened the pipeline for higher education graduates that stretches well beyond the Project time period. PDO 3: Lay foundation for improved responsiveness of tertiary education to the labor market. The Project laid strong foundations for reforms in key higher education agencies to improve service delivery and efficiencies- aspects related to the quality of education delivered. The Project has effectively addressed admission challenges through the development and operationalization of the Central Admission System (CAS) at the Tanzania Commission for Universities (TCU). The CAS has minimized admission obstacles, as well as the costs incurred by applicants. By 2014, about 44,000 students applied to over 50 public and private HEIs, using the online system. Of these students, approximately 5,000 used mobile telephone platforms, and thus did not have to travel to TCU premises. This system has the added advantage of increasing access for poorer students to HEIs. The automated HESLB online loan application system has reduced travel, application and processing costs. The accuracy of data has also improved leading to a reduction in cases of cheating. The initial manual process and manual data was prone to errors and possible manipulation. Applicants can now use reliable payment methods, such as mobile money with real time verification and reporting. In addition, it now takes HESLB a maximum of four weeks to process a downloaded online application, compared to up to three months in the past. HESLB student’s loan recovery had also improved to 35% by November 2015 from 5.6% in December 2007, against a target of 80% by January 2016. However, this target may not have been practical owing to the fact that Tanzania does not issue national identity cards, making it very difficult for HESLB to trace the students once employed. Rwanda, Kenya and Uganda mainly uses the identity card numbers to trace students with loans who are employment. Figure 4 below shows dramatic improvement in loan recovery over five years, although the project’s 80% target was not met.

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Figure 4: HESLB loan repayments 2006/2007 to 2011/2012

Source: HESLB, 2012

Improvements in loan recovery, and an efficient loan system, has enabled the HESLB to mobilize additional resources and increase loans to a growing number of needy students. The improved loan system has also facilitated better targeting and improved means-testing, thus helping HESLB to plan, conduct realistic projections and plan for resources. The Tanzania Education Authority (TEA) benefitted from relevant staff trainings in areas such as planning, finance, M&E, resource mobilization and loan administration. In addition, TEA conducted an impact assessment of its previously funded projects in June 2012. The assessment informed TEA’s new approach to proposal evaluation, resource mobilization, and allocation of loans to education institutions, as well as recovery of these soft loans. TEA has reduced the period for processing requests for funding from 21 days to 7 days, and the loan recovery rate has increased from 36% to the current 79%. TEA will be the skill fund manager for the proposed ESPJ project. TEA is still implementing the assessment’s recommendations. A National Skills Development Strategy (NSDS), for 2016-2026, and an accompanying implementation plan for 2016-21 was developed and endorsed by MoEVT through support from the Project. This is Tanzania’s first National Skills Strategy and is referenced in the recently adopted Tanzania Five Year Development Plan (FYDP II) 2016-2021. The NSDS aims to put in place a set of strategic system level reforms, while using innovative, competitive financing mechanisms to increase impact and accountability of skills training provision. The strategy is relevant and of high quality. Five consultancy studies informed the skills needs. Private sector, training providers and international experts participated in the strategy’s formulation, which is benchmarked against international standards including the Bank’s SABER-Workforce Development tool.

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3.3 Efficiency The overall project’s Net Present Value is estimated at about 2.3 million USD with a discount rate of 7.6 percent, and an Internal Rate of Return of 36.5 percent (see Annex 3 for details). These results represent even higher net returns to higher education investment than those indicated at project appraisal, due to most project outcomes exceeding targets. The project is likely to have generated greater returns than those captured in this economic analysis. Economic studies have shown that educational investments can provide economic benefits to society that are greater than the sum of its benefits to individuals. By accelerating innovation, technology transfer, and scientific discovery, for example, education can help boost economic growth, leading to poverty reduction and shared prosperity. In addition, the World Bank has brought global knowledge and expertise through project studies and activities. For this project, Economic benefits are measured in terms of the wage premium of graduates from tertiary education institutions relative to wages of graduates from secondary institutions. Data used in the analysis comes from project documents, and from the National Panel Survey (NPS) of 2012-2013. As indicated earlier, an individual with a university degree and paid employment earned about 2.5 times the earnings of one with an upper secondary degree on average, and is likely to be employed (80%) in a paid job. Given an internal rate of return of 36%, the overall economic efficiency is considered high. 3.4 Justification of Overall Outcome Rating The overall outcome at ICR is rated moderately satisfactory, based on the weighted evaluation presented in Table 6 below. Generally, the Project played a major role in the Country’s tertiary education subsector, and laid the required foundations for further investments. To appreciate the Project’s contribution, it is important to recognize the very low base that the investment was starting at; the Project was the largest public investment in higher education in Tanzania in more than three decades. • The Project’s objectives are highly relevant to the context and developmental challenges

of Tanzania and well-aligned to its development needs, particularly for the required skills in key economic growth sectors.

• Its design was initially substantially relevant, however with a greater focus on strengthening systems for larger impact and more sustained outcomes at the stage of Additional Financing, the design was strengthened and became highly relevant for Tanzania’s needs.

• There were initial delays in implementation which compromised the Project’s ability to achieve outcomes with respect to increasing the quality and quantity of HEI graduates in the first phase. Progress picked up after that with performance in achieving the quantity related outcome becoming highly satisfactory and exceeding targets by Project closing. There were minor deficiencies in achieving the quality outcomes reflected mainly in the beneficiary feedback on quality of HEIs.

• The third PDO to strengthen higher education systems was introduced in the third phase and was achieved fully.

• A single efficiency analysis was conducted for the project which found its performance highly satisfactory.

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In summary, the Project was able to achieve its development objectives as evidenced by the performance against its original and revised PDO indicators discussed in the sections above. Project investments, laid a solid foundation for further improvements in quality of higher education, through strengthening of the key higher education agencies for improved service delivery and enhanced regulation of education and training. Furthermore, the Project laid the needed foundation for the newly approved ESPJ operation through support for development of the endorsed National Skills Strategy and operational plan; formulation of the FFF operational manual; and enhanced institutional capacity at TEA.

Table 6: Weighting of Original and Revised PDOs Phase 1 (2008-2012) Phase 2 (April 2012-2014) Phase 3 (July 2014-2016) Relevance Substantial High High Objectives Design

High Substantial

High Substantial

High High

Efficacy PDO1 PDO2 PDO3

Substantial Substantial Modest n/a

Substantial High Substantial n/a

High High Substantial High

Efficiency High Outcome Rating Moderately Satisfactory Moderately Satisfactory Satisfactory

Rating value 4 4 5

US$ million disbursed 74.42 25.58 15

% disbursed 64.71 22.24 13.05 Weighted value 2.59 0.89 0.65

Cumulative 4.13 (MS) 3.5 Overarching Themes, Other Outcomes and Impacts (a) Poverty Impacts, Gender Aspects, and Social Development Poverty Impacts The central online admission system (CAS) at TCU has contributed to gains in equitable access, as it offers lower-income applicants opportunities for otherwise expensive multiple applications. The CAS has provided substantial savings for applicants through a single application to multiple institutions: previously per-student application costs were limited to a maximum payment of TSH 30,000 per student for consideration in 12 institutions. As a result, direct application costs have been reduced, which included travel costs to the city, removing a barrier for the poorer segments of society from accessing higher education opportunities. The HESLB has also increased students loans, thus facilitating access to higher education to needy students, through the introduction of the new version mean testing of mean testing. In addition to the education background, the new version takes into account the following adjustments: orphanage; disability of the applicant and of the parents; and single parency.

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Gender Aspects, and Social Development About 38% of project beneficiaries were females enrolled in the priority disciplines, teacher education degree programs, and the retooling in-service program for secondary school teachers. The project enabled access to quality science programs that are relevant to the market needs. (b) Institutional Change/Strengthening The second project component supported strengthening of key higher education agencies and institutions responsible for higher education legal frameworks, quality assurance and other legislations. These institutions included TCU, HESLB, NACTE, TEA, and COSTECH. These have been discussed in earlier sections. (c) Other Unintended Outcomes and Impacts (positive or negative) Not applicable. 3.6 Summary of Findings of Beneficiary Survey and/or Stakeholder Workshops A student survey was conducted during 2012 and 2013 and in November and December 2015 as part of the project’s M&E exercise in seven STHEP recipient institutions. The survey covered curriculum, human resources, and learning environment including infrastructure and ICTs. The survey shows that overall student satisfaction improved from 41.80% in November 2012 to 47.10% by January 2015 meaning that on average half of tsh students of the supported institutions were satisfied with their quality. Notably, the Open University of Tanzania had the highest student satisfaction level, at 53.3%. However, it is important to note that the initial baseline questionnaire was not very specific to STHEP interventions, and this could have impacted the survey results. It is therefore not possible to rule out external factors affecting the results as these are not explained. 4. Assessment of Risk to Development Outcome The overall risk to development outcome is rated moderate for the following reasons: a) No significant risk to development outcomes is foreseen for project investments at the key

higher education agencies such as TEA, TCU and HESLB. The systems development are institutionalized and expected to be further enhanced by these institutions.

b) Financial risk to development outcome seems low. For this financial year, the new Government has committed a significant increase to the tertiary education budget, including to the HESLB.

c) Governance is not expected to be a key issue, or affect the project’s development outcome after project closure. The main project activities, were implemented at the University level, and at the higher education agencies, therefore a continued oversight on project investments is expected. The HEIs, will continue to offer the degree programs supported within their regular mandates, and improve on the programs as required.

d) The HEIs, need to put in place an equipment and physical facilities preventive maintenance plan and or a specific maintenance budget.

e) The national skills strategy and the FFF operational manual will be implemented through the ESPJ project. STHEP laid groundwork for the ESJP; the ESJP adopted the skills strategy as its program for support. The FFF’s operational plan will be used in delivery of

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the proposed ESJP skills fund. Furthermore, some of the institutions strengthened by STHEP such as TEA, will support implementation of the ESJP.

5. Assessment of Bank and Borrower Performance 5.1 Bank Performance (a) Bank Performance in Ensuring Quality at Entry The Bank took adequate measures to ensure quality at entry. Necessary analysis, in regard to human capital needs in Tanzania was carried out to ensure the priority disciplines respond to skills needs of key economic growth sector’s needs. The project’s main focus areas, were informed by these needs. The preparation of the project included consultations, through field visits and workshops, with beneficiary HEIs, private sector and policy institutions. These institutions helped in identifying the priority areas of the economy that would be the focus of the project’s training areas. Students and parents also participated through focused group discussions. The project adopted a competitive procedure for qualifying the University’s subprojects in order to build on existing programs, and ensure ownership and sustainability. A thorough analysis of the education sector was conducted to inform systemic gaps, particularly for the higher education subsector. The project also supported preparation of graduate teachers, particularly in mathematics, sciences and languages in order to facilitate a qualified ‘pipeline’ for the priority disciplines at tertiary education level. Investments in strengthening key higher education institutions and systems were also critical in laying a foundation for higher education reforms. The project approach and design was based on good practices as well as lessons learned from various countries including Chile, Uganda and Argentina. Implementation arrangements were spelt out as well as environmental and social requirements. The required fiduciary procedures were also outlined. For the STHEP-AF, the project paper had foreseen possibilities of some activities not being fully completed, for example operationalization of the FFF, weak M&E systems and inadequate capacities to timely deliver activities under the AF. The risks for these aspects was rated substantial. b) Quality of Supervision The project was supervised regularly as required. The project’s implementation status reports (ISRs) and aide memoires, adequately reported on project outputs, implementation challenges, and recommended remedial measures. The aide memoires and ISRs, reflected candid dialogues about project challenges and assessment of performance. Concrete recommendations to address emerging implementation issues were discussed and documented. For example, the Bank supported ‘in-house’ civil works designs to address procurement delays. In addition, the supervisions reviewed indicators, and recommended adjustments through restructurings as necessary. Due attention was given to the capacity of MoEVT and the project staff as concerns project delivery. The STHEP-AF facilitated completion of outstanding activities, and to further ’push’ reforms for impact on the PDO. These demonstrated a ‘close’ watch by the Bank on the

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achievement of the PDO’s indicators. Fiduciary clinics were conducted for the project staff and the implementing institutions. (c) Justification of Rating for Overall Bank Performance Overall Bank performance is rated satisfactory. The team critically looked into project issues, outlined relevant risks and constraints, and monitored these to ensure satisfactory project delivery. The Bank team proposed relevant mitigation measures and recommendations to the Ministry, and the project teams in order to address emerging issues. For example, the ‘in-house’ civil works designs approach cited above, and hiring of consultants for capacity building, and to ensure that the project was adequately monitored and data availed. 5.2 Borrower Performance (a) Government Performance Government performance was satisfactory, taking into account the context. MoEVT was learning by doing; adopting a paradigm shift in project implementation, where project funds were directly disbursed to the implementing institutions, for project execution. The main project components, component 1 and 2, were implemented by competitively selected Universities and key higher education agencies. Government, in this case MoEVT, provided project oversight, through the project steering committee. It was a daunting task for MoEVT, with a lean team, to closely monitor each of the implementing institutions, and ensure these report back as required. Although there were challenges in the startup phase of the project given the lack of experience with project management (including fiduciary aspects) due mainly to the absence of any support to the sector in three decades, there was strong commitment to achieving results under the project and performance picked up significantly in the second half of the project with completion of all planned activities leading to satisfactory achievement of objectives. The Government is fully committed to the initiated reforms; Government allocation to HEIs is expected to increase in the coming FY. In addition, the national skills strategy is referenced in the Five Year Development Plan 2016-2021. The proposed ESPJ project builds on the foundations laid by STHEP, thus demonstrating Government commitment to continued investment in education and training, and the importance of this project investments. (b) Implementing Agency or Agencies Performance Performance of the Implementing Agencies was initially moderately satisfactory, but improved to satisfactory by project closure. Again, due to the lack of experience with project management requirements, there were significant delays in the initial phases of implementation when significant capacity support was required to undertake project activities. The institutions were also not adequately reporting to MoEVT on project progress and challenges on the ground as required. The institutions however, improved implementation after the fiduciary training and close follow up by the MoEVT project staff. The majority of the Universities have demonstrated ownership of the project investments, and are eager to scale up enrollment and research by utilizing the staff trained and facilities upgraded. (c) Justification of Rating for Overall Borrower Performance Overall Borrower performance is rated overall satisfactory given the high level of commitment to sector reform and ownership of project activities which is reflective in the continued push for

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building sector capacity and performance for improves results under ESPJ. The borrower focused on institutions building and strengthening to lay a foundation for reforms and create a base for further investments in higher education. The borrower was able to bring together various stakeholders from the industry and line ministries to develop the first National skills strategy. The borrower was also implementing a new approach to project execution in the Higher Education sector for the first time. Although initial delays were experienced, the Government eventually learned by doing, with support from the Bank, and delivered the project. 6. Lessons Learned The following four key lessons were learned from the project: a) A systems approach focused on integrating various investments in a sector for consolidated

expansion can lead to bigger impact than the sum of its investments. The Project began with tackling an immediate problem of addressing the need for highly skilled labor for Tanzania’s growth by contracting Universities to increase the supply. However it soon realized that it was important to invest in related systems for quality assurance and efficiency of the overall sector to multiply gains that the individual universities were making.

b) The Project’s strategy of investing in improving quality at the secondary level although its primary focus was on higher education, paid off. This was critical in ensuring a quality ‘pipeline’ for the needed number of HE graduates, particularly in STEM disciplines. The project demonstrates how a higher education project can therefore bring a systematic improvement to the whole education system through improving teacher quality.

c) The Project adopted a competitive selection of the implementing universities through a request for proposals. This enabled the Project to finance these HEIs, through sub grants, based on comparative advantages which included the institution’s overall mandate for ownership and sustainability, and build on existing infrastructure and faculty to strengthen this.

d) Performance varied across the implementing institutions, particularly at the beginning of the Project due to inherent variances in capacity of the institutions. A thorough capacity assessment of the institutions with respect to the capacity needed to implement their proposals would have assisted in targeted capacity support to the HEIs to prevent the slow start up. The Project did however provided intensive support during implementation which led to dramatic improvements in quality of the HEIs including selection of one as an Africa Center of Excellence through a regional competition. This demonstrates the importance of regular and technically strong support from the Bank to help promote achievement of outcomes.

7. Comments on Issues Raised by Borrower/Implementing Agencies/Partners (a) Borrower/implementing agencies No major issues were raised by the borrower. The borrower’s ICR, indicated that overall, STHEP was a highly relevant project which addressed crucial needs of the Tanzanian higher education sector, particularly in science, technology and innovation to meet the needs of key economic sectors. The ICR notes that the project was generally well-implemented and created substantial desirable outcomes and lessons. Most of the PDO and intermediate indicators were overachieved.

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The borrower’s ICR rated the project highly satisfactory. A summary of the borrower’s report is provided in Annex 7. (b) Cofinanciers Not applicable (c) Other partners and stakeholders Not applicable

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Annex 1. Project Costs and Financing a) Table 1: STHEP I Project Costs by Component (in USD Million equivalent) Sub-Project Appraisal estimate

(USD) Actual

Estimate(USD) % appraisal

Component 1A: Investments in Priority Disciplines for Economic Growth

47.30

47.30

47.3

Component 1B: Expanded Capacity for Teacher Preparation, and for Graduate Studies in Education

35.0 35.0 35

Component 2A: Strengthening Key Higher Education Agencies and Institutions

8.50 8.50 8.5

Component 2B: Investment in System-wide ICT Development and Libraries

7.0 7.0 7

2.2 2.2 2.2 Total 100,000,000.00 100,000,000.00 100

(b) Financing Table 2: Sources of Funds

Source of Funds Type of Cofinancing

Appraisal Estimate (US$ millions)

Actual/Latest Estimate (US$ millions)

Percentage of Appraisal

Borrower International Development Association (IDA) 100 100 100%

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(b) Table 3: STHEP I Project Costs by Component (in USD Million equivalent) Sub-Project Appraisal estimate

(USD)

Actual Estimate(USD)

% appraisal

Component 1A: Investments in Priority Disciplines for Economic Growth

3.71

3.71

24.73

Component 1B: Expanded Capacity for Teacher Preparation, and for Graduate Studies in Education

5.66

5.66

37.73

Component 2A: Strengthening Key Higher Education Agencies and Institutions

4.63

4.63

30.87

Component 2B: Investment in System-wide ICT Development and Libraries

1.0 1.0 6.67

Total 15.0 15.0 100% (b) Financing Table 4: Sources of Funds

Source of Funds Type of Cofinancing

Appraisal Estimate (US$ millions)

Actual/Latest Estimate (US$ millions)

Percentage of Appraisal

Borrower International Development Association (IDA) 15 15 100%

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Annex 2. Outputs by Component 1. Component 1A: Investments in priority disciplines for economic growth • At December 2015, 9738 students were enrolled in programs mainly sciences and

technology • About 273 new courses (not previously offered) in science and technology disciplines

were introduced 2. Component 1B: Expanded capacity for teacher preparation and for graduate Studies in

education • In November 2015 , 5702 new degree-holding secondary school teachers graduated each

year qualified to teach (a) mathematics (b) sciences (c) English • In December 2015, 6215 new degree-holding teachers hired in secondary schools each

school year, qualified to teach: (a) mathematics; (b) sciences; and (c) English. • Retooling program established and 1920 secondary school teachers trained 3. Component 2A: Strengthening key tertiary education agencies and institutions • In November 2015 about 1397 new scientific publications submitted • A strategy and operational plan for skills development in priority growth areas developed • FFF operational plan developed and adopted • Computerized admissions at the Tanzania commission for universities in place. • Capacity building at higher education students loan board helped achieve an increase in

proposition of students repaying students loans on time from 5.6% to 50% since 2007 • Networking and connectivity among 28 institutions realized • Tanzania’s first National Qualifications Framework developed. This will informed

through relevant study tours • An online centralized admission system established at TCU http://www.tcu.go.tz 4. Component 2B: Investments in System-wide ICT and Libraries. • Mechanisms for using ICT established in January 2016 and 28 institutions connected and

a few network.

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Annex 3. Economic and Financial Analysis The economic analysis below updates the economic analysis conducted at project appraisal. Costs and benefits are estimated for Component 1A (Investment in Priority disciplines), 1B (Strengthening Key Higher Education Agencies and Institutions) and 2B (Selective Investments in Systems-wide ICT development and Libraries). As mentioned in the economic analysis at project appraisal, Component 2A is for capacity development to strengthen higher education institutions, and, it is difficult to apply standard cost-benefit analysis to this component. The cost-benefit analysis is based on calculations of the present values of economic costs and economic benefits. Economic costs include the project costs of components 1A, 1B, and 2B, household expenses (school registration fees, uniforms and sport clothes, books and school supplies, costs to and from school, boarding fees and other expenses), and opportunity costs. Economic benefits are measured in terms of the wage premium of graduates from tertiary education institutions relative to wages of graduates from secondary institutions. Data used in the analysis comes from project documents and from the National Panel Survey (NPS) of 2012-2013. There are likely to be social benefits from the project, although, as at project appraisal, this economic analysis abstracts from calculation of social benefits due to data limitations. Enrolment and graduates. Table below reports the number of enrolment and graduates under the project.

Table 5. Number of enrolment and graduates under project

FY 2010/11

FY 2011/12

FY 2012/2013

FY 2013/2014

FY 2014/2015

Total number of students enrolled during FY under project 7,486 7,372 13,397 8,294 9,738 Total number of graduates during FY under project 2,113 2,113 5,084 3,579 6,698

Costs. Actual project disbursement and procurement of goods and works under components 1A, 1B and 2B are reported in Table below. Household private costs for tertiary education in 2012-2013 are estimated to be about 1,600 USD, based on the NPS of 2012-2013. Opportunity costs are the loss of earnings due to enrolment in tertiary education. In 2012-2013, an individual with an upper secondary degree and paid employment earned about 3,200 USD annually on average, and about 70 percent of upper secondary degree holders were employed in a paid job.

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Table 6. Project disbursement and procurement

Amount in USD FY

2010/11 FY

2011/12 FY

2012/13 FY

2013/14 FY

2014/15

Total amount disbursed during FY

Component 1 A 4,327,375 12,235,805 19,304,215 909,243 14,223,362

Component 1 B 2,666,154 6,201,700 10,426,078 2,982,497 18,383,572

Component 2 B 452,262 478,797 450,851 46,164 6,571,926 1A + 1B + 2B 7,445,790 18,916,302 30,181,144 3,937,904 39,178,860

Total procurement amount spent on goods (equipment, furniture, vehicles, books etc) and works (construction and facilit ies) during FY 2,696,916 10,545,940 23,984,195 1,811,128 6,916,996

Benefits. In 2012-2013, an individual with a university degree and paid employment earned about 8,200 USD annually, about 2.5 times the earnings of one with an upper secondary degree on average, and about 80 percent of university degree holders were employed in a paid job. Assumptions. As in the economic analysis at project appraisal, salaries of graduates under the project are assumed to increase by 2 percent annually, the average retirement age is assumed to be 60 years, and no unemployment period between graduation and retirement is assumed. Also as used in the economic analysis at project appraisal, the exchange rate is set at US$1 = TZS 1,600; the discount rate 7.6 percent; and the inflation rate 5.6 percent.

Limitations. Currently available data does not permit analysis for specific disciplines such as science, technology and engineering, and does not permit analysis of social benefits.

Economic analysis results. The project’s Net Present Value is estimated to be 2.3 million USD and Internal Rate of Return 36.5 percent. These results represent higher net returns to investment than those estimated at appraisal, due to project outcomes exceeding targets.

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Annex 4. Bank Lending and Implementation Support/Supervision Processes

(a) STHEP Task Team members

Name Title

Xiaonan Cao Team Leader

Pascal Tegw a Procurement Specialist

Michael Eriu Okuny Financial Management Specialist

Anne Muuna Kisumo Team Member

Edeltraut Gilgan-Hunt Team Member

Edith Ruguru Mw enda Team Member

Eva K. Ngegba Team Member

Gisbert Joseph Kinyero Team Member

Henry Forero Ramirez Team Member

Krishna Pidatala Team Member

Kristine Schw ebach Safeguards Specialist

Kristine Schw ebach Team Member

Luis M. Schw arz Team Member Maria Concepcion J. Cruz Team Member

Modupe A. Adebow ale Team Member

Nobuyuki Tanaka Team Member

Norbert O. Mugw agwa Team Member

Parminder P. S. Brar Team Member

Rest Barnabas Lasway Team Member

Richard R. Hopper Team Member

Serigne Omar Fye Safeguards Specialist

Serigne Omar Fye Team Member

Sophie Nelly Rabuku Team Member

(b) STHEP Staff Time and Cost

Source of Funding WPA Plan Commitment Amounts Labor Travel Other Total BB / Bank Admin fund 0.00 7,440.00 63,259.60 10,905.31 9,337.87 83,502.78 BB 0.00 7,440.00 63,259.60 10,905.31 9,337.87 83,502.78 TF / PHRD STAFF GRANT SUP 84,150.00 0.00 0.00 0.00 0.00 0.00 TF 84,150.00 0.00 0.00 0.00 0.00 0.00 Grand Total 84,150.00 7,440.00 63,259.60 10,905.31 9,337.87 83,502.78

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(a) STHEP-AF Task Team members

(b) Staff Time and Cost

Source of Funding WPA Plan Commitment Amounts Labor Travel Other Total BB / Bank Admin fund 0.00 0.00 63,259.60 10,905.31 16,777.87 90,942.78 BB 0.00 0.00 63,259.60 10,905.31 16,777.87 90,942.78 TF / PHRD STAFF GRANT SUP 84,150.00 0.00 0.00 0.00 0.00 0.00 TF 84,150.00 0.00 0.00 0.00 0.00 0.00 Grand Total 84,150.00 0.00 63,259.60 10,905.31 16,777.87 90,942.78

Name Title

Cornelia Jesse Team Leader Simon B. Chenjerani Chirw a Procurement Specialist

Michael Eriu Okuny Financial Management Specialist

Nobuyuki Tanaka Team Member

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Annex 5. Beneficiary Survey Results 6 The beneficiary surveys were the student satisfaction surveys; the data files for each institution is available. The student satisfaction survey, was designed to compute the STHEP quality indicator - per cent of students who are satisfied with quality in science and technology degree programs. The surveys were introduced in 2012 and 2013 and carried out in all the beneficiary Universities to establish a baseline for quantifiable quality improvement by STHEP. Both undergraduate and postgraduate students in science, technology and education fields were selected from among the academic units that were targeted for, but yet to receive STHEP project intervention. The baseline established the general mean percentage of students who were satisfied with the quality in science and technology degree program as 40.8%. The surveys assessed satisfaction with the 5 facets: adequacy, availability and quality of teaching staff and technical staff; relevance and organization of the program of study; adequacy, availability and quality of learning infrastructure; adequacy, accessibility and quality of ICT facilities; distance and online learning; and field related work. The same survey approach, with slightly modified tools was conducted in November – December, 2015 to establish the effects of STHEP on students’ satisfaction with the teaching and learning environment. The survey established the overall mean level of satisfaction with the teaching and learning environment in science and technology degree programs as 47.1 % which was slightly higher that 40.8% obtained by the baseline surveys of 2012/2013. The tables below present details of the survey findings.

Table 7: Students’ awareness of STHEP per institution

6 Summarized from borrower’s ICR April, 2016 and the consultancy report on quality assessment based on students satisfaction baseline survey in science, technology and education degree programmes in higher education institutions, October 2013

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Table 8: Level of improvement in teaching and learning processes

Table 9: Summary of mean satisfaction percentages

Annex 6. Stakeholder Workshop Report and Results N/A

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Annex 7. Summary of Borrower's ICR and/or Comments on Draft ICR I. Background STHEP was developed to address both the immediate and longer-term human resources needs of Tanzania through production of more and better qualified graduates for specified priority disciplines and through strengthening the higher education system as a whole. The project was closely aligned with the overarching policies and strategic frameworks of the country that have been driving performance and investments in the various economic sectors such as agriculture, mining and industry and commerce. These frameworks principally include the Tanzania Development Vision 2025, operationalized by the National Strategy for Growth and Reduction of Poverty I&II (popularly known as MKUKUTA I&II) and the First Five Year Development Plan (FYDP I) for 2011/12 to 2015/16. And more recently the frameworks included the Big Results Now (BRN) initiative. The emphasis of STHEP on science and technology is especially strategic and relevant to the goals and aspirations of Tanzania. Science, Engineering, Technology and Innovation are paramount for technology‐led growth. Countries with strong abilities to create, distribute, and utilize scientific and technological knowledge are better able to succeed in a competitive global market. The higher and technical education sector is crucial in enhancing Tanzania’s capacity to apply knowledge in the various economic and social sectors. In this, the country has made some notable progress in setting an appropriate institutional framework for tertiary education. II. Overall Project Objectives The original PDO of STHEP I was “to increase the quantity and quality of higher education graduates, with special emphasis on science, technology and education, through improved learning environment.” The PDO was to be achieved through two broad areas: • Increasing capacity to deliver specific degree programs of higher priority; and • Building institutions and systems to support higher education sector. The original STHEP-I PDO was slightly modified to cater for the additional project. The revised PDO was (i) to increase the quantity and quality of higher education graduates, with special emphasis on science, technology and education; and (ii) to lay the foundations for improved responsiveness of tertiary education to the labor market. STHEP-AF was conceived to (i) implement the remaining activities under STHEP which could not be fully completed due to the credit loss; (ii) pilot two programs to sustain the momentum of key reforms in science teacher training and performance-based financing in higher education; and (iii) develop a strategy and operational plan for human capital and skills development at the tertiary level in priority growth areas.

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III. List of Project Components STHEP I comprised of 4 components - implemented in a total of 15 higher education institutions , agencies and ministries: • Component 1A: Investments in Priority Disciplines for Economic Growth • Component 1B: Expanded Capacity for Teacher Preparation, and for Graduate

Studies in Education • Component 2A: Strengthening Key Higher Education Agencies and Institutions • Component 2B: Investment in System-wide ICT Development and Libraries IV. Summary of Project Achievements • 398 academic (teaching) staff received MSc and PhD studies in priority science,

technology and education. • Teaching and learning facilities in form of lecture theatres, laboratories, libraries etc. were

created for over 47,000 students and office space created for over 1700 staff in 7 public universities

• Online Loan Application System (OLAS) was established at the Higher Education Student Loan Board (HESLB) enabling a total of 115,322 high school leavers to apply for loans online as of May, 2013.

• There was increased enrolment of science and technology students from 3,353 in 2007 to 9,738 in 2014/15.

• The number of student workstations in teaching laboratories for science and technology increased from 1,025 in 2007 to 3,975 in 2014/15.

• A Central Admission System (CAS) was established at TCU which enabled applications for admission to university education to increase from 40,479 in 2010 to 52,537 applicants in 2014, while 90% of application costs have been reduced from applicants.

• New degree-holding teachers hired in secondary schools each school year, qualified to teach: (a) mathematics; (b) sciences; and (c) English increased from 181 in 2007 to 5,702 in 2014/15, exceeding the project target of 1,039

• Connection of 28 university and college campuses to the National ICT fiber backbone. • Pilot retooling of 2000 secondary school science teachers in teaching of difficult topics in

Biology, Chemistry, Mathematics and Physics carried out in April 2015, where 1920 out of 2000 did attend the training (96%), through a pilot project in 15 regions of Tanzania through 4 teacher training Universities namely MUCE, DUCE, OUT and SUZA.

• National Skills Development Strategy and Action Plan was completed. V. Evaluation of Project Objectives and Design Relevance of Objectives, Design and Implementation is rated Highly Satisfactory. The project had strategic linkages with the critical national need for skills in a rapidly expanding Tanzanian economy and the demand from the rapidly growing number of students from primary and secondary education following the success of the Primary Education Development Program (PEDP) and Secondary Education Development Program (SEDP). There was strong alignment of STHEP 1 with and integration into other national development programs/strategies (PEDP, SEDP,

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Higher Education Development Programme (HEDP), Tanzania’s Vision 2025, and Big Results Now (BRN) Initiative. Generally, the design of STHEP I and STHEP-AF was highly relevant to the objective of project on the basis of the following observations:

• The selection of beneficiary institutions was carefully done to ensure the ones that will create the most impact from the support. The selection and approval of sub-projects at the level of beneficiary institutions in Component 1A focused on the core issues facing the sector,

• For Component 1B sub-projects were required to “integrate greater quality and relevance in teacher education, while also promoting improved math and science education and developing graduate fields in education research and policy.”

• For Component 2A the emphasis was on capacity building initiatives which were “consistent with the policy making mandate of the specific institutions.”

• For Component 2B, the priority was on interventions which enhanced system wide integration, effectiveness and responsiveness in access to electronic media and information to support the core mission of higher education institutions.

VI. Evaluation of Implementation Performance and Key implementation challenges The overall basic project implementation structure was supportive to the project’s success. In particular, the project utilized the same MoEVT structure but appointed an overall project coordination unit (headed by the National Project Coordinator) to oversee the day-to-day activities of the project. The designed structure also included an Implementation Committee, chaired by the Director of Higher Education with Institutional Project Coordinators (IPC) as members and the STHEP NPC as the Secretary. This has been one of the active elements of the project structure and certainly quite useful. At the level of the implementation institutions, the designed structure had the appointed IPCs to have overall responsibility for managing the projects in the respective institutions. A small internal technical group, assisted the IPC with participants designated on an ad hoc basis, depending on the nature of the sub-component and on the stage of development of the implementation plan. The implementation structure also envisaged the need for strengthening implementation capacities for example procurement. The project also benefitted greatly from the WB staff who were particularly dedicated for providing support for the project implementation. Implementation was constrained by the following challenges: • Lack of an upfront & clear specification of the required qualifications and attributes of

coordinators and members of the various committees and supported with suitable capacity building plan for these roles.

• Lack of a structured ICT-mediated project decision support system for quick submission of requests and approvals.

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• Lack of a comprehensively defined M&E framework with supporting tools and M&E expert at the outset of the project.

VII. Overall Government Performance (covering both quality at entry and quality of supervision)

Rating: Highly Satisfactory The Government as the Borrower demonstrated very satisfactory performance during the preparation of the project. It was strongly committed to the objectives of the project. It did well in terms of preparation of the requisite technical reports and involvement of stakeholders. This ICR is of the position that the Government implemented most of its responsibilities for the project reasonably well. The MoEVT was seriously involved. The government provided staff from the implementing institutions and met their salaries throughout the life of the Project. The government provided also office space for the activities of the project. All main Government approvals related to the project were obtained and without major delays. Financial procedures were well-followed and pertinent financial reports prepared and made available in good time for periodic review. VIII. Overall World Bank Performance (covering both quality at entry and quality of

supervision) Rating: Highly Satisfactory The Bank's performance during the implementation of STHEP was satisfactory. It made sure that adequate financial and human resources were made available for supervision, mid-term review and stocktaking exercises. During the tenure of the project, several supervision missions, with an average of about two missions per year, were made. This clearly shows that the project was closely and reasonably supervised and monitored by the Bank. Following these missions, Aide-Memoires were timely prepared and circulated to all key parties. These aide-memoires were quite detailed and very useful in pointing out critical outstanding issues, solutions and actions strategies. The government and the implementing agencies found them to be quite useful and facilitated their response to the project implementation problems in a timely manner, in conformity with Bank procedures. The Bank is on record to have regularly worked with the Government and the Implementing Ministry in addressing observed delays in implementation.

Annex 8. Comments of Cofinanciers and Other Partners/Stakeholders N/A

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Annex 9. List of Supporting Documents a) Attaining Middle Income Status – Tanzania: Growth and Structural Transformation

Required to Reach Middle Income Status by 2025”, International Growth Center, London School of Economics, 2010.

b) Bank and MoEVT STHEP letters. c) HESLB Presentation, December 2012. d) Final Report of the STHEP Evaluation Submitted to the MOEVT and World Bank, 2014. e) MoEVT Borrower’s ICR, April 2016. f) MoEVT STHEP Retooling Project :Impact Assessment Report of Retooling Training

content, June, 2015.MoEVT, Quality Assessment Based on Students’ Satisfaction Baseline Survey in Science, Technology and Education Degree Programmes in Higher Education Institutions, 2013.

g) MoEVT, Statistical Data Report: Quality Assessment Based On Students’ Satisfaction Survey In Science, Technology And Education Degree Programmes In Higher Education Institutions, 2016.

h) MoEVT, Design and Implementation of Monitoring and Evaluation Framework for Concluding STHEP I Report, February 2014

i) MoEVT, STHEP-AF. Impact assessment report of Retooling training, June 2015 j) MoEVT, STHEP Project Implementation Plan, September 2008. k) MoEVET First report of the STHEP evaluation ,July 2014 l) MoEVT STHEP and STHEP-AF Data Files. m) Project Appraisal Report STHEP, 2008 n) National Strategy for Growth and Reduction of Poverty 2005 to 2010 (MKUKUTA). o) World Bank. Skill Use, Deficits and Firm Performance in Formal Sector Enterprises.

Evidence from the Tanzania Enterprise Skills Survey, 2015 p) World Bank Enterprise Survey for Tanzania 2013. q) The World Bank, Constructing Knowledge Societies: New Challenges for Tertiary

Education, 2002. r) Review and Evaluation of the Performance of Tanzania’s Higher Education Institutions in

Science, Technology and Innovation, June 2011 s) STHEP Supervision missions Aide memoires. t) STHEP Progress reports. u) STHEP and STHEP-AF ISRs. v) STHEP Additional Financing Paper, 2014. w) STHEP Environmental and Social Safeguards audit Report, July 2014. x) STHEP Financing Agreement. y) Impact Assessment of TEA funded Projects, June 2012.

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