RETURN TO RESTRICTED

REPORTS3 M_.^ t 7Report No. PE-22a

WITHINONE WEEPZ__

This report was prepared for use within the Bank and its affiliated organizations.They do not accept responsibility for its accuracy or completeness. The report maynot be published nor may it be quoted as representing their views.

INTERNATIONAL BANK FOR RECONSTRUCTION AND DEVELOPMENT

INTERNATIONAL DEVELOPMENT ASSOCIATION

APPRAISAL OF A

SECOND EDUCATION PROJECT

IN

ETHIOPIA

March 17, 1971

Education Projects Department

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CURRENCY EJIVALIEnTS

US$ 1 = Eth $ 2.5Et $= us $ 0.4Eth $ 1 millon = US $ 0.4 million

APPRAISAL OF A SECOND EDUCATION PROJECT IN ETHIOPIA

TABLE OF CONTENTS

Page No.

BASIC DATA

SUMMARY AND CONCLUSIONS .................................... i

I. INTRODUCTION. 1History... 1Socio-economic Background. . . 2Education and Training. . 2

II. THE COST AND FINANCING OF EDUCATION . . 4Total Expenditure.... 4Recurrent Expenditure... . 4Capital Expenditure.... 5Projections of Future Expenditure . .5

(a) Recurrent expenditure. . 5(b) Capital expenditure... 6

Financing of Agricultural Education . . 6

III. THE NEED FOR THE PROJECT ... 6Education and Training for Economic Growth 6Secondary Education.... 7Teacher Training.. ..... 8Technical Education.. . 9

IV. THE PROJECT .. 10Teacher Training. 11

(a) Academy of Pedagogy .11(b) Primary Teacher Training Institutes 11(c) Junior Secondary Teacher Training

Institute .11General Secondary Education . .12Rural Education Institutes . 12Agricultural Education. 13

(a) Agricultural Institutes .13(b) Agricultural Training Centers 13

Boarding Facilities and Staff Housing 13Technical Assistance..... 13Cost of the Project .14

This report is based on the findings of an appraisal mission which visitedEthiopia during February-March, 1970. The mission consisted of Messrs.0. Markgren, (general education) and G. Pennisi (economist) of the Bank andMessrs. A. Apodaca (FAO, agricultural education) and A. Kinawy (consultant,architect) and was assisted by Messrs. M. Hultin (educational adviser) andG. Naleppa (school building adviser).

TABLE OF CONTENTS (Cont'd)

Page No.

V. MPLEM4ENTATION AND DISBURSEMENTS ................. 17Professional Services ................ ............. 17The Project Unit ................................. 17

VI. RECOMMENDATIONS ..... 19

ANNEXES

1. Enrollments by Grade and Controlling Authority, 1968/69

2. Teachers and Enrollments in Government Primary Schools, 1968/69 -1979/8"0

3. Teachers and Enrollments in Government Junior Secondary Schools,1968/69 - 1979/80

4. Teachers and Enrollments in Government Senior Secondary Schools,1968/69 - 1979/80

5. Distribution and Output of Secondary School Teachers,1968/69 - 1979/80

6. Total Expenditure on Education and Training, 1968/69

7. Capital Expenditure on Education, 1965-1969

8. Recurrent Expenditures by the Ministry of Education and HaileSelassie I University, 1965-1968

9. Ministry of Education - Projections of Recurrent Expenditures,1975 and 1980

10. Expenditures on Agricultural Institutes, 1964-1974

11. Agricultural Middle Level Manpower, 1969-1973

12. Summary of Estimated Project Costs

13. Contingency Allowances

14. Implementation Schedule

16. Time Schedule for Technical Assistance

CHARTS

1. Structure of the Government Education System, 1968/69

2. Education Pyramid, 1968/69

MAP Of Ethiopia showing project schools

BASIC DATA

General (19'70)

Size of country 470,000 sq. mi.

Total population (est.) 24 million

Population grow+,h 2% p.aa

Population density 51 per sq. mi.

Urban population 8% of total

Education (1968-69)

Primary school enrollment as % ofrelevant age group 12.5%

Secondary school enrollment as %of relevant age group 3.7%

Total expenditure on education as% of GDP 4.7%

Expenditure on education as % ofmonetary GDP 7%

Percentage of Government recurrentrevenue spent on education 16%

SI1MBARY AND CONCLUSIONS

i. In 1966, IDA extended a credit of US$ 7.2 million to Ethiopia foran education project (Credit No. 84-ET) which is expected to be satisfactor-ily completed by '.ate 19.11. It provided for the expansion of secondary edu-cation, teacher training and technical education.

ii. Initial government proposals for a second project incluided aconsiderable expansion of the country's secondary education systemtogether with investments in teacher training and agricultural andtechnical education. Some of these proposals were not appropriate aLEthiopia's present stage of educational development and its presentfinancial position. Despite the present low enrollment figures,additional resources for future commitments, especially for recurrentexpenditure, are extremely limited. While only 16%' of the centralgovernment's recurrent budget is devoted to education, as much as 40%of recurrent education expenditure is dependent on foreign assistance.Furthermore, the structure of present enrollments and the distributionamong different types of education are not in harmony with Ethiopia'sdevelopment requirements, e.g., too little emphasis on primary educatiorand practical subjects. In the absence of complete ranpower estimates,the need for more than limited expansion of general secondary educatio7is not clear. Finally, there is an acute shortage of qualifiedEthiopian teachers for all levels and types of education.

iii. There is a great need for a comprehensive review of educatieiand for restructuring the system to attain maximUM developmental impactfrom limited resources. Pending such a review, Ethiopia should devoteits resources to meeting obvious priority needs.

iv. The present project, which has emerged from extensive discussionswith the government before and during the appraisal visit, is based on theconsiderations summarized in the preceding paragraphs. It would assistteacher training and agricultural education and training. A liLmited expan-sion of secondary education would be assisted to improve its quality andregional distribution. Technical assistance would provide for a study ofthe education sector, the completion of a manpower survey, the establishmentof a school maintenance section and project implementation.

v. Staff for the institutions included in the project would be avail-

able and supported as necessary by technical assistance, financed by multi-lateral and/or bilateral agencies and, in the short-term, development ofjunior secondary teacher training, agricultural and technical education, bythe project. There would be an adequate supply of qualified students to en-sure sufficient intake into the project schools.

vi. Accommodation schedules and equipment lists have been reviewed andare acceptable. Sites for all the new schools and institutes have beenselected and are satisfactory. All the existing sites for extensions areadequate except for 5 schools for which adequate land will be acquired withinone year from the signing of the Credit Agreement.

vii. A project unit within the Mintstry of Education would beresponsible for project implementation. A consultant firm of architectswould be employed to design and supervise construction of the Academyof Pedagogy, the Junior Secondary Teacher Training Institute and anyother institutions not designed by the project unit. Contracts for con-struction as well as for furniture and equipment would be grouped in appro-priate bid packages and awarded through international competitive bidding.

viii. The project is estimated to cost US$ 13.4 million equivalentwith a foreign exchange component of US$ 7.3 million or 55Z of the to-tal. Subject to the provisions set out in paras. 6.01-6.02, the proposed

project is suitable as a basis for an IDA credit of US$ 9.5 million (or71% of the total estimated cost) which would provide for the foreignexchange component and $2.2 million of local currency expenditure.

I. INTRODUCTION

History

1.01 The As2cciation first assisted education in Ethiopia in 1966when a credit of US$ 7.2 million was extended to help finance a major ex-pansion of secondary education, teacher training and technical education.This project, which is expected to be satisfactorily completed by late1971, has also aided the introduction of comprehensive curricula and theteaching of practical subjects at the secondary level. In December, 1968,a UNESCO project preparation mission assisted the government in preparinga second education project for Bank/IDA financing. The government pro-posals were for the construction of 82 new and expansions to 47 existingschools, to provide a total of 42,500 places of which 38,000 would bein general secondary education.

1.02 It became clear at an early stage that this request was based oninadequate planning. A pre-appraisal mission visited Ethiopia in October,1969, and discussed with the government the following major problem areas:(i) the imbalance in the enrollment structure of secondary education, withits preponderance of general academic studies; (ii) the absence of a com-plete manpower study which made it difficult to evaluate the need fortechnical education; (iii) the financial constraints; and (iv) the short-age of qualified Ethiopian teachers. It was agreed that Ethiopia neededto replan its education and training system.

1.03 The proposed second education project was therefore revisedto focus on specific needs and to include only those investment itemswhich were of immediate priority. This project was appraised inFebruary-March, 1970, by a mission composed of Messrs. 0. Markgren(general education) G. Pennisi (economist), T. Apodaca (agriculturaleducation, FAO), A. Kinawy (architect, consultant), assisted by Messrs.M. Hlultin (education adviser) and C. Naleppa (school building adviser).

1.04 The project is designed to assist a thorough replanning ofEthiopian education and training, expand teacher training and agri-cultural education, and improve secondary education. As modifiedduring pre-appraisal and appraisal, it would consist of:

(i) the construction and equipment of:

(a) An Academy of Pedagogy including a PrimaryTeacher Training Institute; a new Primary TeacherTraining Institute; an extension to one PrimaryTeacher Training Institute; and a Junior SecondaryTeacher Training Institute;

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(b) 12 new general secondary schools; extensionsto 19 general secondary schools; multipurposehalls for 23 secondary schools;

(c) three rural education institutes;

(d) three agricultural training centers, and exten-sions to two Agricultural Institutes; and

(ii) technical assistance to complete on-going manpower studies,to conduct an education sector review, to organize a schoolmaintenance section, and to assist the implementation oftechnical, agricultural education, and junior secondaryteacher training programs.

Socio-economic background

1.05 The total population (1970) is estimated at 24 million and isgrowing at an annual rate of about 2%. More than 90% of the populationlive in rural areas. About 45% of the population is below 14 years ofage.

1.06 The country is still at an early stage of economic and socialdevelopment. Per capita income is about US$ 63 per year. The economyis largely based on subsistence agriculture. Agriculture contributes58% of GDP; manufacturing only 8%. Coffee is the major cash crop andprovides more than half of export earnings. A few large agriculturalplantations provide the basis for some import substitution industries,such as sugar. Farming and ranching are primitive. Modernization andimproved productivity require well-trained agricultural technicians anda raising of the education level of the farm population.

1.07 From 1960 until 1966, the economy grew at a rate of 4.6% peryear, mainly as a result of a relatively rapid expansion of the non-agricultural sectors. However, in the past three years, the monetarysector of the economy underwent a mild recession, largely due to adecline in coffee prices. This slowed down the rate of growth of totalGDP from 4.6% to 4.3%. The recession seriously affected the Governmentbudget and public savings in 1968/69 were completely eliminated.

1.08 The economy is now undergoing a period of revival, largelydue to the increase in world coffee prices. The fiscal outlook is alsoimproving because of increases in the proceeds of export and importduties, better tax collection and the proposed introduction of new taxes.Recurrent expenditures are expected to be more effectively controlled.Private and public investments should then increase.

Education and Training

1.09 The education system comprises a six-year primary course, asecondary level with a two-year junior cycle and a four-year senior cycleand a tertiary level of university and non-university courses (Chart 1).

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1.10 Primary education enrollments increased by about 250% duringthe last decade to 513,800 students in 1968/69 of which 74% were ingovernment schools (Annex 1 and Chart 2). In spite of this increase, theparticipation rate is only 12.5% of the relevant age group as against65% in Kenya (1968) and 35% in Tanzania (1969). The government contem-plates an increase- in government school enrollments from 382,000 in 1968/69to 1.1 million in 1979/80. The drop-out rate is extremely high in grades1-3 in rural areas, because most schools have only these lower grades andoperate in provisional facilities. The curriculum needs revision to alignit with the needs for rural development.

1.11 Of the 7,110 teachers in public primary schools in 1968/69,63% were qualified by official standards (Annex 2). Teacher trainingneeds expansion and re-orientation towards practical courses to relateeducation more closely to development needs.

1.12 General secondary education enrollments in government schools haveincreased from 19,200 students in 1960/61 to 94,000 in 1969/70, growth beingparticularly rapid since 1965. As a result, half the pupils in junior se-condary schools are in inadequate facilities. In 1968/69 about 3.3% of theage group was enrolled in general secondary schools 1/ with private institu-tions providing for about 13% of the total. The quality of the output ispoor. In order to allow for qualitative improvements and for a gradual re-adjustment of the system, expansion should be controlled and a new type ofsecondary education, better geared to the rural environment, should be ex-perimented on a pilot scale.

1.13 About 16% of the total staff of 2,610 teachers in governmentsecondary schools in 1968/69 were qualified Ethiopians, including uni-versity service students 2/. Forty-two percent of the total staff wererecruited from abroad. The training program for senior secondary schoolteachers is conducted at Haile Selassie I University and seems to be ade-quate but teacher training for the junior level urgently needs expansion.(Annexes 3-5).

1.14 Government technical school enrollments were 3,834 in 1968/69;private schools catered for 2,672 students. Lack of proper managementand coordination with industry, leading to poor employment prospects forstudents, have adversely affected enrollments in technical schools, in-cluding those financed under the first IDA credit.

1/ Primary teacher training and technical schools catered for an addi-tional 0.4%.

2/ The students of Haile Selassie I University spend a year in fieldwork (mostly teaching), called University Service.

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1.15 Government agricultural education at secondary level is given onlyin comprehensive schools supported by the first IDA project. To staff pro-perly the agricultural streams in secondary schools, agricultural teachertraining needs expansion. Also needed is a unit comprising at least twoagricultural experts within the Ministry of Education to deal with all agri-cultural education activities in general schools and assurances that such aunit will be formed were given by the government during negotiations. Thisunit will collaborate with the Ministry of Agriculture which operates twopost-secondary agricultural schools at Ambo and Jimma.

II. THE COST AND FINANCING OF EDUCATION

Total Expenditure

2.01 Financing of the education system is shared by several Govern-ment Ministries, semi-Government agencies, churches, missions and privateinstitutions. The Ministry of Education is responsible for about 70% ofthe government's total recurrent expenditure on education. The remaining30% is allocated chiefly to the Haile Selassie I University and the Minist-ries of National Community Development and Agriculture. Semi-governmentalagencies and public authorities provide training programs without specificGovernment contributions. Very few subsidies are given to the privatesector. Public education is free. Allowances are provided for studentsin technical and agricultural education, teacher training, and highereducation. A tax on agricultural land, which yields about Eth. $ 5.0million annually, is earmarked to assist financing of primary education.No records of past total expenditures exist. Estimates of total publicand private expenditures on education for 1968/69 are as follows (Annex 6);

Estimated Expenditures in Eth $ millions, 1968/69

Recurrent Capital TotalDomestic/Foreign Assistance Domestic/Foreign Assistance

84.1 42.8 8.2 9.7 144.9

Recurrenrt Expenditure

2.02 The central government's recurrent expenditures on educationin 1968/69 (Eth. $64 million) account for 18% of the total recurrentgovernment expenditure. This is less than the total recurrent cost ofeducation since, for 1968/69 alone, foreign assistance, covering mainlythe salaries of teachers and experts, was approximately Eth. $42.8 mil-lion (Annex 7). Recurrent expenditures of the University and the Min-istry of Education increased by about 10% per year since 1965 comparedwith a 6% p.a. average growth rate in total government recurrent revenue(Annex 8).

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2.03 An ever-increasing share of the recurrent budget of the Ministryof Education is absorbed by teachers' salaries; in primary education teach-ers' salaries rose from 90%01 in 1965 to 98% in 1968 as percentage of costand in secondary education from 86% to 91%. The lack of school maintenanceand the absence or shortage of materials and equipment adversely affectsthe quality of instruction. Future increases in teachers' salaries shouldnot be made at the expense of maintenance. During negotiations the govern-ment gave assurances that the student timetable in general secondaryschools would be reduced from 40 periods per week - unnecessarily excessive- to about 30 without diminishing the teaching load per staff member. Thiswould save about Eth. $4 million for 1970/71 and as much as Eth. $75 millionfor the decade 1970/1980.

Capital Expenditure

2.04 From 1965/66 to 1968/69 (Annex 7), domestically financedgovernment capital expenditures on education were Eth. $ 12.7Tmillion - equivalent to only 5% of central government capital spending.Foreign aid - both loans and grants - for capital expenditures isestimated at some Eth. $17.3 million. The rapid increase in enrollmentin public, primary and secondary schools alone should have necessitatedsome Eth. $65 million. Ilence, provision for capital spending was muchbelow requirements, which is reflected in the overcrowding of schools.

Projections of Future Expenditure

2.05 (a) Recurrent expenditure. Pending the completion of a new govern-ment plan for the expansion of primary and secondary education, it is diffi-cult to project future expenditures. The projection shown below is basedon discernible short-term enrollment trends such as a building program fi-nanced at 50% by SIDA for 7,000 primary classrooms and a conservativeextrapolation of these trends based on the assumptions that: (a) the govern-ment would succeed in limiting the growth of school enrollment; (b) adequateprovision would be made for equipment and maintenance; (c) growth in teachers'salaries would be limited; and (d) payment of expatriate teachers would bemaintained at the present level (Annexes 2, 3, 4, and 9).

1968/69 1975/76 1979/80

(Eth $ million)

Ministry of Education 43.1 102.1 154.7Haile Selassie I University 11.4 20.0 25.0Other Ministries 9.5 15.0 20.0

Total 64.0 137.1 199.7

Annual rate of increase (compounded) ------------ 12%---------------

Total as a % of government recurrent revenue 16.2 19.7 23.2

Total as a % of government recurrent expenditure 17.7 22.7 24.5

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In view of the expected rapid increase in recurrent expenditure on educationduring the next three years, estimated at 14% per annum, the government hasapproved an income tax increase and an urben property tax, to be earmarkedfor education. Of greater significance than short-term remedies of limitedimpact, however, is a thorough replanning of the future development of theeducation sector. Such replanning would be based on an education sectorsurvey, the financing of which would be part of the proposed IDA project.

2.06 (b) Capital expenditure. In projecting the capital budget ofthe Ministry of Education and of Haile Selassie I University, foreign as-sisted programs and projects are assumed to be the major source of capitalfinancing. This source may yield Eth. $50.9 million in the period 1970-1975.Domestically financed central government capital expenditures are estimatedat some Eth. $45.6 million. These amounts would be sufficient to meet shortterm investment needs provided that a double shift system is introduced inthe secondary schools in urban areas. During negotiations, assurances weregiven by the government that at least 14,000 of the student places to beadded to the system by 1972/73 will be through the introduction of double-shift working in existing schools.

2.07 Financing of Agricultural Education. Ministry of Agricultureappropriations for its education department (para 1.15) are estimated tohave averaged about Eth. $0.5 million per annum in the last 5 years (Annex10), equivalent to 1% of total government recurrent expenditure on educationand training in 1968/69. Capital expenditures have been negligible, beingestimated at about Eth. $160,000 over the last 5 years or less than 1% of to-tal capital spending by the Ministry of Agriculture. Lack of adequate recur-rent financing has been a major constraint to the proper operation of the twoschools. Despite the high number of applicants for admission to one of theschools, (about 1,000 in 1968), only 130 students were admitted although theschool capacity is 200. Annual recurrent expenditures for the two schoolsand three training centers included in the project would be approximatelyEth. $1.0 million when in full operation.

III. THE NEED FOR THE PROJECT

Education and Training for Economic Growth

3.01 Lack of adequately trained manpower at adl levels is one ofthe main constraints to Ethiopian economic growth. Information on theexisting labor force, wage employment and future manpower requirementsis inadequate but discussions with major employers. trade unions andthe employment exchanges indicate that the present situation ischaracterized by two contrasting features: (a) insufficient supply ofmiddle and high level manpower; and (b) growing unemployment of generalsecondary and technical school graduates and "dropouts". These pro-blems stem from an education system which does not prepare its outputfor productive employment, weaknesses of the employment exchange serviceand salary classifications too rigidly bound to formal education attain-ments.

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3.02 The education systeM as a whole requires a critical examinationif it is to produce the ranpower which would meet the quantitative andqualitative needs of the Ethiopian economy. Therefore, an education sec-tor review should be undertaken with adequate technical assistance. Thesector review should: (a) analyze the system's capacity to promote eco-nomic, social ani cultural development; (b) recommend improvements and ex-pansion of the system within the limits of the country's financial resour-ces; and (c) identify priority investments in education. The sector re-view should be available before the preparation of the Fourth Five YearDevelopment Plan 1973-78. To this end, the manpower studies now being car-ried out by the Department of Labor of the Ministry of National CommunityDevelopment and Social Affairs should receive adequate technical assistancein order to provide data in time for the education survey. During negotia-tions, assurances were received that these studies will be completed byJune 30, 1972.

Secondary Education

3.03 While there is insufficient economic justification for a majorexpansion program of secondary education, limited assistance, to provideadditional accommodation and equipment at a number of existing schoolsand to make secondary education available in new developing areas, shouldbe given at this time to allow fuller use of existing facilities and toimplement more widely the diversified curriculum introduced into thesecondary school system by the first IDA education project. In this way,provision would be made for pupils already entered in lower forms of sec-ondary schools, some In fonner primary scliools. to enter higher formsequipped for the new curriculum with its sclentif-c and practical subjects.Extensions to secondary schools in urban areas and the addition of studyhalls to permit the introduction of double-shflf working are also recom-men(led. Further expansion of secondary educaion would be inadvisablebefore the probable restructuring of the Ethiopian education system fol-lowing the manpower survey and the education sector review. With the newschools and extensions included in the present project, the number ofpupils in inadequate accommodation would fall from 37,000 (1969) to about22,000 (1974-75) provided that the growth in secondary education enroll-ment is controlled. To this effect, during negotIations, the governmentconfirmed its proposal to limit general secondary enrollment to 115,000by 1972-73.

3.04 Ethiopia's education needs to become better geared to ruralenvironment. Although a major reform of the system is expected to stemfrom the education sector review included in the project (para. 3.02),the starting of a pilot scheme of Rural Education Institutes is recom-mended. The three institutes included in the project would concentrate,in collaboration with the extension service, on practical agriculturaltraining for primary school leavers and farmers and would be located inareas with different ecological and agricultural conditions in order togain the widest possible experience during this pilot stage.

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Agricultural Education

3.05 Ethiopia's continuing economic development chiefly depends uponagricultural output and efficiency. Current government projects affectonly a small proportion of the four million farm families in the subsis-tence sector. The extension service is very weak, with only 138 qualifiedextension workers in the field. Budgetary appropriations for the exten-sion service are no likely to allow more than 60 additional field assis-tants and 10-20 extension agents per year although Ethiopia requires amuch larger body of qualified extension workers engaged in the field.

3.06 Field assistants are also in great demand by the major employers;the annual need for the period 1969-1973 is estimated at 175. The outputof the three pilot training centers included in the proposed project, about120 per year at full capacity, should therefore easily find employment (An-nex 11). Pending completion of the manpower studies, provision for a largeroutput would not be advisable.

3.07 Intermediate level agricultural technicians - trained at theAmbo and Jimma Institutes - are needed to strengthen the extension serviceand other departments of the Ministry of Agriculture, to provide special-ized personnel for agricultural development and to supply teachers of agri-culture in secondary schools. In addition, mechanization in commercialfarming and new emphasis in livestock production require the training ofspecialists in agricultural machinery and animal production. Extensionand upgrading of the Ambo and Jimma Institutes, as proposed in the project,would increase the output from about 100 to 180 graduates per year when atfull capacity. The public sector alone is expected to employ about two-thirds of the graduates.

Teacher Training

3.08 Teacher training for primary and secondary schools is a highpriority. By 1979/80 about 25,000 government primary school teachers willbe needed for which the training requirement will be about 23,000. Theexisting teacher training institutes can supply only about 14,000 (Annex 2).

3.09 Teacher training should be improved qualitatively to permit theintroduction of a primary school curriculum more closely geared to Ethio-pian needs, especially in rural areas. Supervision of primary schoolsshould be strengthened. Only 52 Ethiopian teacher trainers are on thestaff of the five existing primary teacher training institutes. By 1979/80 these five and the three in the project will need at least 330 teachertrainers. At least 200 primary school supervisors will be required. Anew institute, the Academy of Pedagogy, should therefore be established fordeveloping curriculum research and training primary school teacher trainers

and supervisors.

3.10 At the junior secondary level, about 3,300 teachers will be need-ed by 1980 (Annex 3), for which the training requirement Is 3,600. Sincethe Faculty of Education of Haile Selassie I University is phasing out its

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junior secondary teacher training program for general subjects - which isnow provisionally transferred to the Technical Institute of Addis Ababa -new facilities are required. For the training of teachers in practicalsubjects, the University, together with a proposed junior secondary teach-er training institute, will provide the required supply (Annex 3), andlargely eliminat: the country's dependence on foreign and unqualifiedteachers by about 1979/80. reacher training requirements are shown inAnnexes 2-5 and summarized below.

Teacher Training Requirements

1969-1980

Primary Education Junior Secondary Education

1969-70 Stock ofqualified teachers 5,500 500

1969-80 Trainingrequirements 23,000 3,600

1969-80 Supply:without the projectinstitutions 14,400 1,460

With the projectinstitutions 22,000 3,680

Technical Education

3.11 Before the completion of a manpower survey, it is impossible toquantify requirements of specific skills to be produced by the technicalschools. Because the present schools are under-utilized (para. 1.14), thegovernment should be assisted in making greater use of existing facilities.This requires technical assistance in teaching, curriculum development andadministration as an interim measure, pending the overall replanning ofEthiopia's education system.

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IV. THE PROJECT

4.01 The project would comprise the f-ollowing:

A. Construction & Equipment:

Teaching Bo4rdingA-romoodation Accommodation Staff

Type of Institution Number Additional Total Additional Total Houses

1. TEACHER TRAINING

(a) Academy of Pedagogy,Bahr Dar 1 400 400 300 300 18

(b) Primary TeacherTraining Institutes;

New-Bahr Dar, Awassa 2 080, 10B80 1080 1080 1Extension-Asmara 1 215. 540 215 540 -

(c) Junior SecondaryTeacher TrainingInstitute, Nazareth 1 640' 640 640 640 25

2. SECONDARY EDUCATION

(a) Secondary Schools

New 12 340 3400 - - 7

Extensions 19 4OW 14880 - - -

(b) Multipurpose Halls 23 27160 - - -

(extensions)

3. RURAL EDUCATIONINSTITUTES

New: Robi, Bure 2 480 430 60 60 4

Extension, Shambu 1 160 320 30 30 2

4. AGRICULTURAL EDUCATION

(a) AgriculturalInstitutes(extensions):Jimma, Ambo 2 90 390 80 390 1

(b) Agriculture TrainingCenters (new):Holetta, Adwa, AlemMaya 3 120 120 1 12Q 6

67 10585 49410 2525 3160 64

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The project schools would have 49,410 student places of which 10,585 wouldbe provided by this project.

B. Technical Assistance for:

(a) comple-irn of on-going manpower studies;

(b) an education sector survey;

(c) introduction of a school maintenance section; and

(d) project implementation.

Teacher Training

4.02 (a) Academy of Pedagogy - A post-secondary institution, locatedat Bahr Dar, would train teachers for primary teacher training institutesand primary school supervisors. The four-year course would have two years ofspecialization in subject areas, one year of teaching practice and one yearof courses in education and administration. The Academy would introduce newteaching methods, carry out curriculum development projects aimed at im-proved instruction in rural subjects in primary schools and teacher traininginstitutes and offer in-service training for supervisors.

4.03 Entrants would have a minimum of three years teaching experience.Enrollment would be 400 with an annual output of 80-100. In rotation, 100students would always be engaged in practice teaching away from the institu-tion; boarding places therefore number 300. By 1980, it would provide theprimary school system with an adequate supply of teacher trainers and super-visors. The Academy would share the same campus with a new primary teachertraining institute of 540 students which would serve as a practice school.

4.04 (b) Primary Teacher Training Institutes - In addition to the newprinary teacher training institute mentioned in para. 4.03, the projectwould include a new primary teacher training institute, with an enrollmentof 540 students in a two-year course, at Awassa in southwest Ethiopia. Theproject would also extend the existing primary teacher training instituteat Asmara from its present capacity of 325 to 540. The activities of thenew and existing institutions would be closely integrated with present teach-er training programs, including those of the Academy of Pedagogy.

4.05 (c) Junior Secondary Teacher Training Institute - This new insti-tution, to be located at Nazareth, south of Addis Ababa, for 640 students,would train teachers for junior secondary schools in academic and practicalsubjects in a two-year course following grade 12. Curriculum developmentand equipment and textbook production projects for junior secondary educa-tion would be included in the activities of the institution. It would alsohave in-service training schemes for secondary school principals and teach-ers as well as an extension service for former graduates from the institutein order to reduce the attrition rate among teachers.

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4.06 Adequate links need to be established between the Academy ofPedagogy, the Junior Secondary Teacher Training Institute, the IlaileSelassie I University, Ministries and other establishments involved inteacher training. Assurances were given by the government during nego-tiations that satisfactory arrangements for the coordination of teachertraining activities in the country will be made within one year from thedate of effectiveness of the credit agreement.

4.07 The UNDP/Special Fund is expected to provide technical assistancefor the Academy of Pedagogy. For the Junior Secondary Teacher Training In-stitute, the governmnet may obtain technical assistance from SIDA. In viewof the uncertainty of the SIDA assistance, however, provision is made forsuch assistance in the proposed project.

General Secondary Education

4.08 The project would provide 12 new secondary schools; extensions for19 general secondary schools; and multipurpose assembly halls to 23 similarschools as a form of interim assistance to secondary education, pending acomprehensive replanning of the education system. These items would assistthe government to make better use of existing facilities through the intro-duction of a double-shift system, improve quality through a wider implementa-tion of the diversified curriculum and spread educational opportunities tonew developing areas.

4.09 Of the 12 new secondary schools, 9 are in rural areas and 3 arein urban centers. The curriculum of each school will be tailored to itsenvironment to the maximum extent possible. In rural areas emphasis willbe placed on agriculture and home economics while in urban areas industrialart and commerce will be emphasized. The extensions to the 19 schoolswould consist of laboratories and workshops, a limited number of classroomsand equipment. These additions would provide 4,000 new places in singleshift. The construction of multipurpose halls in 23 schools is to allowdouble-shift working by providing accommodation for out-of-class study andextra curricular activities for students during that part of the day whenthey do not receive classroom instruction.

Rural Education Institutes

4.10 The three Rural Education Institutes - of which one would resultfrom the extension and conversion of an existing secondary school - would bea departure from traditional secondary education since they would offer apractically oriented agricultural training both to primary school leaversand to adults. The curriculum outline of the primary school leavers program,already approved by the government, makes provision for a two-year course in-cluding practical work for fifty percent of the time, the remainder being de-voted to basic subjects of junior secondary education. Services to adultswould include community development and agricu1tural extension work. Theformer would provide instruction in literacy, rura' handicrafts, leadership,citizenship, together with lessons on nutrition and other aspects of home

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economics for women. During negotiations assurances were given by the gov-ernment that the draft curricula will be forwarded to the Association forits review within one year from the signing of the Credit Agreement.

Agricultural Education

4.11 (a) Agricultural Institutes - The project would provide facili-ties at the Ambo and Jimma Agricultural Institutes for: (i) two-year agri-cultural teacher training courses for 100 students at Jimma; (ii) one-yearagricultural machinery courses for 20 students at Jimma; and (iii) one-yearanimal production technicians' courses for 20 students at Ambo. Enrollmentat the Institutes would be increased from 300 to 390 students.

4.12 (b) Agricultural Training Centers - The three new agriculturaltraining centers, to be financed as part of the project, would each provideaccommodation for 40 students in a nine-month practical course for field as-sistants. They would be administered in close collaboration with the exten-sion service. The sites have been selected in areas with major regional dif-ferences in ecology and culture and close to the main research stations atlioletta, Tigre and Alem Maya. The students would have a minimum age of 19and completed junior secondary education. The course, to be taught by ex-perienced extension agents, would be directly related to the type of agricul-ture that is within reach of average farmers. Short courses for farmerswould be organized with the aid of the students. The centers would also beused for in-service training for Ministry of Agriculture staff.

Boarding Facilities and Staff Housing

4.13 The proposed project would contain boarding accommodation for2,525 students and 64 staff houses, the cost of which would amount to about16, of the total project cost. No boarding facilities would be providedfor the general secondary schools. The remaining institutions, however, areof a national or regional character, enrolling students from widely dispersedareas and, in view of the absence of suitable living accommodation near theschool, boarding facilities need to be provided.

4.14 Staff houses are provided at agricultural schools, rural institutesand secondary schools in areas where houses for rent are not available. Staffhouses for the Academy of Pedagogy and the Junior Secondary Teacher TrainingInstitute are for foreign staff participating in the technical assistance pro-grams for these schools.

Technical Assistance

4.15 Technical assistance, amounting to 53-1/12 man/years, is included inthe project and described in detail in an Appendix. Assurances have been giv-en by government that (a) firms, agencies and experts employed in the techni-cal assistance program financed under the project and their terms of referencewill be acceptable to the Association; (b) qualified counterparts will be as-signed to the experts; and (c) sufficient local staff will be provided for theeducation and manpower surveys.

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Cost of the Project

4.16 The cost estimates for school buildings in the proposed projectare based on examples of school building contracts from the final phase ofthe first IDA project, information obtained from public and private enter-prises and other relevant facts. The estimated construction costs - freeof customs duties - per m2 gross area (Addis Ababa prices, March 1970) werethe following: (i) US$ 56 for schools and institutes with standards similarto corresponding establishments in the first project but with allowance forimprovements; (ii) US$ 76 for institutes which need special design and con-struction (the Academy of Pedagogy, its Primary Teacher Training Instituteand the Junior Secondary Teacher Training Institute at Nazareth); and (iii)US$ 40 for farm buildings. Local cost adjustments are added to the figures.

4.17 The estimated costs of the various parts of the proposed projectare sumnarized in page 15 and in Annex 12:

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Eth. Dollars US Dollars % of(millions) (millions) Total % of

Project Foreign

Local Foreign Total Local Foreign Total Cost Exchange

1. Buildings

a) Academic &Communal 5.98 3.99 9.97 2.39 1.60 3.99 29.8% 40%

b) Boarding 2.33 1.55 3.88 0.93 0.62 1.55 11.6% 40%

c) Staff Housing 0.83 0.56 1.39 0.34 0.22 0.56 4.2% 40%

d) Site Devel. 1.82 0.45 2.27 0.73 0.18 0.91 6.8% 20%

Total Const. 10.96 6.55 17.51 4.39 2.62 7.01 52.4% 37.4%

e) Prof. Fees* 0.47 0.20 0.67 0.19 0.08 0.27 2.0% 29%

Sub-Total 11.43 6.75 18.18 4.58 2.70 7.28 54.4% 37.1%

2. Furniture 0.33 1.33 1.66 0.13 0.53 0.66 4.9% 80%

3. Equipment - 3.80 3.80 - 1.52 1.52 11.4% 100%

4. Technical Asst. 0.94 3.74 4.68 0.38 1.49 1.87 14.0% 80%

5. Contingencies

a) Physical (4%) 0.62 0.53 1.15 0.25 0.21 0.46 3.4% 45.6%

b) PriceIncrease (14%) 1.88 2.10 3.98 0.75 0.84 1.59 11.9% 52.6%

Sub-TotalAll Contin. 2.50 2.63 5.13 1.00 1.05 2.05 15.3% 51%(18%)

TOTAL PROJECT COST 15.20 18.25 33.45 6.09 7.29 13.38 100% 54.5%

* Consultant architect services required for 4 project institutions only.Design and supervision of all other project institutions to be carriedout by the Project Unit.

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4.18 The average annual increase in construction costs is estimatedat about 6% during the implementation period. Contingencies for construc-tion, technical assistance, project unit and maintenance section coststherefore include 14% against the likely rise in prices during the projectimplementation period and 4% for unforeseen events (Annex 13). The contin-gencies allowance for furniture and equipment is 10% to allow for priceescalation during implementation. The estimated foreign exchange componentfor building (40%) and site development (20%) includes directly importedmaterials, the estimated foreign exchange component of locally producedmaterials and the depreciation of the contractors' imported plant over theconstruction period.

4.19 Furniture and equipment cost estimates were reviewed for allschools. Reasonable bulk costs for these categories of goods have beenestablished and included in the project cost but detailed lists withitemized costs will be compiled during the design stages and supplied toIDA for review before procurement.

4.20 Estimated costs per student place in the new project schools,excluding professional fees and contingencies, are as follows:

Type of Facilities Net Area Cost per Student Place (US$)per student SitePlace (o2) Develop. Building Furniture Equipment Total

Academic and Communal

Academy of Pedagogywith PrimaryTeacher Training 5.0 88 590 65 297 1,040

Primary TeacherTraining 4.5 48 324 44 105 521

Junior SecondaryTeacher Training 5.3 81 541 59 328 1,009

Secondary Education 3.3 62 271 44 71 448

AgriculturalTraining 7.0 281 580 36 285 1,182

Boarding

Academy of Pedagogywith PrimaryTeacher Training 8.4 109 726 44 30 909

Primary TeacherTraining 5.6 61 407 38 24 530

Junior SecondaryTeacher Training 8.4 96 637 49 52 834

AgriculturalTraining 7.7 144 559 48 9 760

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These unit costs compare favorably with similar buildings inneighboring countries. For instance, in the Sudan project financed underCredit 112-SU estimated unit costs in teacher training schools are US$1,749for academic and communal and US$598 for boarding accommodation.

4.21 The additional recurrent expenditure generated by the project wouldbe about Eth$8.7 million or 6.5% of the projected Central Government expend-iture on education in 1975-76.

V. IMPLEMENTATION AND DISBURSEMENTS

5.01 The proposed project would be implemented during 1971-1975 andconstruction completed about 3-1/2 years after the credit becomes effective(Annex 14). Civil works contracts would be awarded and equipment and furn-iture procured on the basis of international competitive bidding. For civilworks, bids would be invited for groups of schools or for single units toallow tendering by both international and Ethiopian contractors on one singleunit or several units within the group of schools in each bid invitation.All civil works contracts are expected to be awarded to local firms.

Professional Services

5.02 Project implementation requires the employment of professionalservices beyond present government resources. A firm of architectural con-sultants, acceptable to IDA, will therefore be needed for design work andthe supervision of construction of four out of the five teacher training in-stitutions. The remaining project schools are similar to those in the firsteducation project and design and supervision will be undertaken by the Proj-ect Unit.

The Project Unit

5.03 A project unit, already established for the execution of the firstproject, is headed by a project manager who is a Vice Minister of Education.He is supported by a full-time project coordinator. SIDA has supplied theunit with an architect, three engineers and a number of supporting staff.Since SIDA aid may not continue, provision would be made under the proposedproject for an architect to assist the project unit for four years. Duringnegotiations assurances were given by the government that the posts of (a)project manager; (b) project coordinator; and (c) project architect, thelast named two to be full-time posts, and an accountant and necessary sup-porting staff will be appointed to the project unit. The project manager,the project coordinator and the project architect will be mutually accept-able to the government and the Association. The project manager and theproject coordinator would be appointed before the credit is declared ef-fective. The project unit would (i) coordinate and supervise the execu-tion of the project; (ii) control costs, variation orders, and progress ofwork and (iii) coordinate with other parties concerned, including the Min-istry of Agriculture.

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5.04 Local firms of furniture manufacturers would produce many itemsof school furniture. Improved design and specifications of furniture wouldbe prepared by the consultants during the design stages of the project items.

5.05 Sites for all the new schools and for the extensions in the proj-ect have been selected and are satisfactory except for the secondary schoolsat Goba, Fenoti Selam, Bahr Dar, Bonga and Debre Sina. During negotiations,assurances were given by the government that adequate land for these schoolswill be acquired and evidence of legal title received by the Associationwithin one year of the signing of the Credit Agreement.

5.06 In order to improve maintenance, assurances were given duringnegotiations that a sufficient annual sum will be included in the budgetsof the Ministries of Education and Agriculture for the maintenance of theproject schools and that a special section for maintenance will be estab-lished within the Construction Department of the Ministry of Education, toinitiate and implement adequate maintenance procedures. To help bring aboutimproved maintenance for schools in the first project and the proposed proj-ect, the proposed credit would include provision for one man-year of tech-nical assistance to establish and organize this maintenance section.

5.07 The total cost of the project is estimated at $13.4 million ofwhich the foreign exchange component comprises $7.3 million. The proposedIDA credit of $9.5 million would cover 71% of the project cost, includingthe whole of the foreign exchange costs and a portion of the local currencycost.

5.08 The estimated disbursement schedule is shown at Annex 15. Theproposed credit of US$9.5 million would be disbursed to meet:

(a) 100% of the direct identifiable c.i.f. costs of importedfurniture, equipment and construction materials;

(b) 100% of the foreign expenditure cost of technical assis-tance; and

(c) 44% of total costs of civil works, locally procured furni-ture and equipment and architectural services.

In the event that expenditure should exceed the present estimated cost ofUS$13.4 million, these percentages would be adjusted so that withdrawalsfrom the credit would not exceed US$9.5 million. Savings in any categorywould be available to cover overruns in any other category. Undisbursedamounts would be available for cancellation.

5.09 Retroactive disbursement would be allowed for the professionalservices for the design of the Academy of Pedagogy and the Junior Secon-dary Teacher Training Institute. These project items have been initiatedin order to meet urgent needs and to meet the UNDP/SF schedule for techni-cal assistance to the Academy of Pedagogy. The amount of expenditureincurred before the Credit Agreement is approved which would be eligiblefor retroactive financing is not expected to exceed US$100,000.

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VI. RECOMMENDATIONS

6.01 During credit negotiations, agreement was reached on the follow-ing principal points:

(a) establishment, within the Ministry of Education, of an agri-cultural education unit and of a school maintenance section(paras. 1.15 and 5.08);

(b) revision of the student timetable, introduction of double-shift working and future expansion of secondary educationenrollment (paras. 2.03, 2.06 and 3.03);

(c) coordination of teacher training activities (para. 4.06);

(d) curricula for the Rural Education Institutes (para. 4.09);

(e) technical assistance for manpower studies, an educationsector survey, technical and agricultural education andproject implementation (paras. 4.15, 5.03 and Appendix);and

(f) acquisition of sites for project schools (para. 5.05).

6.02 A condition for effectiveness of the credit is the appointment bythe Government of the project manager, the project coordinator and the proj-ect architect (para. 5.03).

6.03 Retroactive disbursement would be allowed for professional serv-ices related to the design of the Academy of Pedagogy and the Junior Second-ary Teacher Training Institute (para. 5.09).

6.04 The proposed project provides a suitable basis for a DevelopmentCredit of US$9.5 million equivalent to the Empire of Ethiopia for a term of50 years including a 10 year grace period.

March 17, 1971

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APPENDIX

TECHNICAL ASSISTANCE

1. Systera:ic educational planning has been hampered by lack ofcomprehensive manpower data. Structural imbalances in the educationand training system are such that the output is in many instances qual-itatively and quantitatively untrained for productive employment. Therapid enrollment growth has also resulted in a considerable burden onpublic finance. Replanning and upgrading of the education system as wellas manpower planning are needed.

2. The manpower survey currently being conducted by the Departmentof Labor, Ministry of National Community Development and Social Affairs,is to be complemented by three studies on: (a) changes in the level ofemployment; (b) the educational profile of the labor forces; and (c) thefunctioning of the labor market. Technical assistance has been includedin the project to assist the conduct of these studies parallel to the edu-cation survey and their completion before the preparation of the FourthFive Year Development Plan.

3. Technical assistance for an education survey is included in theproject, which would have the following objectives:

(a) to analyze the education and training system of Ethiopiaand its capacity to promote economic, social and culturaldevelopments efficiently; and

(b) to suggest ways to improve and expand the education andtraining system within the limits of available resourcesin capital and manpower to make it relevant both to thesociety and to the overall development of the country.

Under a Development Planning Project financed by UNDP, a manpower/humanresources adviser will be assigned to the Planning Commission and an edu-cational planning adviser will be assigned to the Ministry of Education.Their long-term assignment will assist the replanning of the education andtraining system resulting from the completion of the manpower studies andof the education sector review.

4. Technical assistance in agricultural education would provideexpert services in agricultural education and teacher training for Jimmaand Ambo Agricultural Institutes and the three agricultural training cen-ters included in the project. The expert services would also assist thesection in the Ministry of Education dealing with agricultural educationmatters and arrange for its coordination with the Department of AgriculturalEducation in the Ministry of Agriculture.

- 2 -

5. Technical assistance for technical education would provide thetrade schools at Addis Ababa and Asmara - included in the first IDA educa-tion project - with expert teachers of mechanical engineering, civil engi-neering and electrical engineering. The experts would also assist theschool principals in school organisation, liaison with industry and thedevelopment of curricula suited to the needs of students and employers.

6. Technical assistance to the Junior Secondary Teacher TrainingInstitute at Nazareth would provide expert services in (a) administrationand organization of teacher training, (b) in-service training and extensionwork, and (c) expert teachers in the following subject areas: language,social science, science and mathematics, industrial arts, commerce and homeeconomics.

7. Technical assistance has been included in the project to assistthe Government to establish maintenance procedures and a maintenance sec-tion in the Ministry of Education. Experience from the first educationproject shows that maintenance of schools buildings and equipment is un-satisfactory.

8. The proposed project would therefore include the cost of 531/12man-years of special services. Total cost is estimated at about US$1.87million and the implementation period is about four years (Annex 16). De-tails of the implementation program and terms of reference for the expertswere discussed and agreed upon during negotiations.

9. The program would consist of the following experts (numbers inparentheses indicate man-years if not otherwise indicated):

Cost-US$ equivalent

(a) Education survey (37 man months) one 120,000economist-human resources expert (9months), one socio anthropologist-demographer (5 months), one generaleducator (7 months), one industry-commerce expert (4 months), oneagriculture expert (4 months), onemass-media expert (4 months), onemanagement expert (4 months).

(b) Manpower studies (3); one labor market 160,000*analyst (1); one occupational analyst(1): one statistician (1).

(c) Agricultural education (5); one expert on 120,000agricultural education, planning and tea hertraining (3); external fellowship for oneyear (2);

* Includes supporting services

- 3 -

(d) Technical education (18); two mechanical 630,000engineers (6); two civil engineers (6); twoelectrical engineers (6);

(e) Junior secondary teacher training (19); one 665,000advise; to the principal (3); one curriculumdevelopment expert (3); one expert on in-servicetraining and extension (1); expert teachers inlanguages, social science, science and mathe-matics, industrial arts, commerce, homeeconomics (12);

(f) School maintenance section (1); one building 35,000maintenance specialist; during two periodsof six months (1):

(g) Project Unit (4); one project architect. 140,000

Total 1,870,000

10. The Government has submitted a request to the UNDP/SF for tech-nical assistance for the Academy of Pedagogy at Bahr Dar (para. 4.07), andhas also requested technical assistance from SIDA for the Junior SecondaryTeacher Training Institute at Nazareth. In the event that satisfactoryarrangements are concluded with SIDA technical assistance for the Institutewould be deleted fromi this project (para. 4.07).

11. The technical assistance program would be a flexible one. Withinthe total amount allocated to technical assistance and subject to IDA agree-ment, the length of the specialists' services could be varied as needs andcircumstances may warrant over the project period.

ETHIOPIA 1IDIIUTS r GRADE AND OONTRJIG AUTHORITY 19j6/69

A. Primwx_y Ecication (Mlidstry of Education)TOTAL GRAN fi

GRADE I GRADE 2 GRU! 3 Ge 4 GRA DE 5 GRADE 6 BOYS GIRLS TAL TJAL

PUBLIC 110,251 73,332 63,643 54,665 43,973 36,136 270,250 11,750 382,000 7k

PRIVATE 53,261 25,926 20,233 146,62 10,476 7,512 87,192 44,658 131,850 26

TOTAL 163,512 ,9,258 83,876 69,107 56,149 43,64B 357,442 156,108 513,85D 1D

B. General Secondary Education (Ministry of Education)

t : ~ SUB-TOTAL SUIB-TOTALTOAL GRArND % OF,GRADE 7 GRADE 8 FIRST CICLE GRAMDE 9 GRADE 10 GRAIE 11 GRAJE 12 SlICONI CYCLE BOYS TOTAL TOTAL

PUBLIC 26,262 22,210 48,472 12,J44 8,008 5,154 3,422 29,O24 59,712 17,784 77,496 87

PRIVATE 4,648 3,769 8)417 1,071 922 698 493 3,184 7,409 4,192 11,6u1 13

TOTAL 30,910 25,979 56,889 13,511 8,930 5,852 3,915 32,208 67,121 21,976 89,197 100

Secondary Education By Type

TOTAL 5 OF TOTAL

GEIN;AL SECONDARY 89,097 91.0

PRIMARY TEACHER TIAINING 2,355 2.4

TECHNICAL EDUCATION 6,50 6.6

TOTAL 97,958 loc.o

Son.ur: Ainistry of juatt_

ETHIOPIA: TEACHERS AND ENROLLMENTS IN GOVERNMGKT PRIMART SCHOOLS 1968/69 - 1979/80

Wastage ofOutput of Teachers Qualified Teachers

Enrol] Teachers Teacher _ Teachers AvailableYEAR ments in needed pupil Existing New and exten-

primary ratio institutes ded institutes Un- kglifiededucation 1 year course 2year course Totsl % 4umber Qual1ified Qialified eachers

(000o' ) _ _ __.

1968/6 382 7108 _ :5) 1, 0, 13C 7 315 503 2605 63

196/7 I3 8261 1:52 13r4fl _ 1300 7 384 5488 2773 66

7_____ 7____4729242 1:51 1!65 _ 11)65 7 448 6404 2838 69

172/7 519 10335 1 :5) C )4)4o 1 LC 7 519 7h21 291) 72

17 2/7 57c jll559 1:L9 JJl 250 169< 7 58) W3L 2 3217 72

?97?/7 626 12929 1:1,8 lLiJ,I 25; _-. 19)4 7 661 9h48b 3481 73

1974/7 687 14458 1 :48 1)4)4 250 _r_ _ 2290 7 751 10727 3731 74

1975/7 755 16493 1.47 iL4o 229__ _ 6_3 1Z366 _ _ 127 75

1976/7 R30 181m00 1:46 ]L4c; _____1_ 25( 25i.( 5 697 1]9L ? 4157 77

1977/7 912 20253 1:L5 114()4 250 ... 2790 5 789 15786 4)467 78

1978/7 1002 j22659 l:L2 14)4/ _______________: 13. 27Xc 5 889 17787 4872 78

J2 I - -__688 5633 78

r "-,ra .s -'s thl Rr1sa1Y'ssic.n

ETHIOPIA: TTACOERS A)M '9WOLTlIS TN ( vg! WT JUNIOR SECOI)AP. SCHOOLS 1968/62 - 1979/80

Enroll- Output of Teachers Teachers AvailableYear ments (in Teachers Junior J<c. Training

D00's) Needed 1/ Teacher forTraining Practical Total Wastage Un- QualIfiedIn-'itute- SubJect.s 5% Qualified Qualifi d Teachers

1968/69 48.5 _ 1467 40 70 110 19 377 1090 26

1969/70 1 55.7 1434 25 1 5 120 23 468 966 3

1970/71 55.2 1498 80 _ 01 1 85 28 565 933 8

1971/72 1579 80 1 56. < _ _ 125 36 8 d57 46

1972 /73 6 2 . -±686 30 3 _15S|_ t 5 _90 785 _ _ _

1973/78 65.B 1> J70 7j 1 91 4° 7 763 58

197,4,175 71_ ?8 19$56 _r ?ir ! 3 'C 3 7 fRt 5°4 7~2;_~~~ O 1 h' ___ _ f_ .___ __ _ _ ~ 2 ~ Ž L .- - - - ~ _ _ _ _ _ _ _ _ _ 8 6 h72

1975/76 i 80.3 1 ,1 5 7C 1 " Lo_ 88 1 _5i7 46. 79

1976/,',7 91.7 _ _5 7 135 __' O l 073 4l343 82

1977/7| 10lLl 2777 1 270 359 j 374 403 85____ _ 0 0 _______ _______ __ _ _ ___ __ __ __f___._ .................

1978/79 11O.0 3020 - 135 __4_5 _ 133 | 660 360 88

19,9/80 119.4 3277 2 135 - 2 894

I/ Calculations from 1969/70 based ontclass size 4oclass hours 30teaching7 load ?' (computer calculations)

2/ Includin- 306 non-Ethiopian teachers

Source: Ministry of EducationComputations by Appraisal Mission

ETH1OPIA: T?ACHERS AND) ENDOLLMENTS IN GOVERNMENT SI(OR SECONLARY SCHOOL$ 1968/69-1979/80

Output of Teachers Teachers Availableinroll- 2 Wastage

Year ments Teachers H.S.I.U._! H.S.I.U.I' 5% 4ualified %(in 0OQ's) Needed 1/ General Practical Total Ethiopian Un- Qualified

Subjects Subjects Teachers (Jaalified Teachers

1968/69 29 1141 _ _ _ 2 36 1105 3

1969/70 39 1207 60 20 80 2 34 1173-/ 3

1970/71 46 1475 63 55 118 6 112 1363 8

1971/72 49.2 1689 78 55 133 11 224 1465 13

1972/73 5'.7 1821 95 55 150 17 346 1475 19

1973/74 54.9 1842 115 60 ? 214 479 1363 26

1974/75 55.9 1869 119 65 __ _ 32 630 1239 34

1975/76 58.7 1946 119 65 184 39 782 1161 40

1976/7? 62.5 - 2059 484 65 5145 '6 92'7 1132 45

1977/78 69.7 2282 484 65 54? 7 - 1430 852 63

1978/79 78.0 2546 484 65 5Lo 95 1907 639 75

1979/80 86.9 2839 144 65 5149 113 2361 478 83

1/ Calculations from i.9/70 based onsclas=< size 4 Cclass houars 30teaching load '9i (computer calculations)

2/ TSIU = Haile ,elassie I University3/ Includes 802 qualified non-2thiopian teachers

Source: Ministry of EducationComputations by Appraisal Mission

ETHIOPIA

DISTRIBUTION AND OUTPUT OF SECONDARY SCHOOL TEACHERS 1968/69 - 1979/80

JUINIOR SECONDARY TEACHERS SENIOR SECONDARY TEACHERS

Ministryof Educ.

H.S.1.U. Jr. Sec. H.S.l.U. Jimma Bahr Dar H.S.1.U. H.S.1,.U. H.S.1.U. Alemaya

General Teacher Practical Agric. Technical General Agric. Practical Home

Year Sublects Train-InstSubjects Subjects Sub.jects TOTAL Sub-lects Subjects Subjects Economics TOTAL

1968/69 4c, 20 50 110

1969/70 25 25 20 50 120 60 10 10 80

1970/71 80 35 20 5° 185 63 10 35 10 118

1971/72 80 35 50 50 215 78 10 35 10 133

1972/73 80 35 50 50 215 95 10 35 10 150

1973/74 270 35 50 5o 405 115 15 35 10 175

1974/75 270 35 5o 5o 405 119 20 35 10 184

1975/76 270 35 5( 5°o 05 119 20 35 10 184

1976/77 270 35 50 50 1405 484 20 35 10 549

1977/78 270 35 5° 5° 405 484 20 35 10 549

1978/79 270 35 50 50 405 484 20 35 10 549

19795/80 270 35 50 50 405 1484 20 35 10 549

TOTAL 65 2130 375 510 600 3680 2585 175 350 110 3220

H.S.I.U. = Haile Selassie I University

Source: Ministry of Education and Haile Selassie I University

ETHIOPIA: TDTAL KEGPENDITUrOl$ ON EDUCATONAN TRAIND(l 1968j69 (911.9 'lOGe)

Domeetic Financin. Foreign Assistance Total Grand T.talRPcurrent Capital Totia Hscurrent CaPital Total Resurrent Gapital

I. GIoER?MENT

1. Ministry of Education 43,o69.6 6,734.9 19,806.5 36,102.3 9,556.7 45,661.0 79,171.9 16,293.6 95,465.5

2. Hail. S.l-lsie I University 11,386.7 - 11,386.7 5,000.0 - 5,000.0 16,386.7 - 16,386.7

3. Ministry ef Agricultnre:

a) Ambo and Jiaaa 534.4 _ 53h.1 - - 534.4 _ 534.4

b) Debre Zet 187.3 _ 187.3 711.2 - 711.2 898.5 _ 898.5

L. Mini-try ef Information 173.5 173.5 221.0 221.0 394.5 - 394.5

5. Ministry ef Commeres and Induetry 304.0 26.1 330.1 _ - - 30o40 26.1 330.1

6. Ministry of Pests and Telegraphs 378.0 - 376.0 530.0 - 530.0 908.0 - 908.0

7. Ministry of National C-onity Develop-est.

a) M8aoag-snt Treining Center 231.7 . 231.7 _ - - 231.7 - 231.7

b) AW-Se Community Center 346.4 231.4 577.8 _ - - 346.4 231.4 577.8

8. Ministry of Public Health

n) Nursing and Dre-.usr Training Scheel 1,500.0 29.3 1,535.3 200.0 - 200.0 1,700.0 29.3 1,729.3

b) Malaria Er-dieati-n Training Pjo3eet 145.6 15.6 _ _ _ 145.6 - 165.6

9. Ciil Service Cudmis.i-n Instiute of PublicAdssieistr-tion 240.0 240.0 _ _ 240.0 - 240.0

10. Poltce end Military Schools 5,511.3 - 5,511.3 - - - 5.511.3 - 5,511.3

Sub-total (A) 64,008.5 7,021.7 71,030.2 42,764.5 9,558.7 52,323.2 106,773.0 166580.4 123,353.4

II. SEMC-GOVERNKEIT. DEPARTMENTS

1. Cee-er-tal Bank of Ethiopia Training Pregrma 97.0 3.0 10.0 - - 97.0 3.0 100.0

2. Imperial Highway Authority Training Center 639.0 - 635.0 _ - - 639.0 - 639.0

3. Ethiopian Eleotrir Light & Power Auth-ritytrteinig pr-gram 215,0 105.0 32C.0 20.0 160.0 180.0 235.0 265.0 500.0

h. Y.M.C.A. Training Antivitiee 215.4 - 215.4 74.0 - 76.0 289.4 - 289.6

5. Y.W.C.A. Training Activities 31.3 31.3 18.6 - 18.6 49.9 - 49.9

6. National Liter..y Caepnign 36.9 36.9 _ _ 36.9 - 36.9

7. Ethiopian Air tines Tr-ining Progr-m 2,500.0 - 2,5CC.0 o _ 2,500.0 - 2,500.0

8. Red Crnus and Mi.eien Prugrase for Nureceend Dressers 549.2 . 549.2 _ _ _ 549.2 - 549.2

9. Hails Selessi I Fo-ndation Ed-cational Activities 380.0 282.3 662.3 _- - 380.0 282.3 662.3

S.b-totel (B) 4,663.8 390.3 5.05h.1 112.6 160.0 272.6 4.776.4 550.3 5,326.7

III. CiUURCR AND M 0SSION SCHOOLS

1. The Voihe of Gospel Adult Educatien Progr-m 1,170.7 - 1,17C.7 - - 1,170.7 - 1,170.7

2. Mission Scheels 6,059.0 388.6 1,447.6 4 _ 4,059.0 388.6 4,447.6

3. Churoh Sehools 370.6 - 37C.6 - 370.6 - 370.6

Sub-total (C) 5,600.3 309.6 5,980.9 _ _ - 5,600.3 388.6 5.988.9

IV. CCMHNI1TY SCHOOIS 2,200.9 423.4 2,624.3 _ - 2,200.9 423.4 2.624.3

V. PRIVATE SCHOOIS 7,653 --- 7,653.5 _- - 7.653.4 - 7.653.4

11AND TOTAL6 81,127.0 8,221).0 92,351.0 2,877 .1 9,718.7 52,595.8 127,004.0 17.942.7 164,946.7Souccee, Ceet-al Government A'ctnl Accounts; Gover-nent and

Seni-Gnvernment Coepanlee- Budgets; Ministry ofEducation e-timates; Misior estim.t-e.

ETHIOPIA: Capita! arpenditares on Sdacation , 1965/66 - 1969/70

(Eth.$ 000)

.__,___________________________________s19ore-t - 196-7,/b 196 S/69 1969 70Domestic: Foreigzn Domes,i rorele r. Domes ti Foreign Dome-stic Forei~gn Doomestic Foreign

.______________________________________ Financing Assistance Financing Assis.ance Financing Assistance Financing Assistarce Financln AssistanceBudgetary Estimates

Primary Ldur ation . ) ' .29- .: n190.6 2,000 3,625.0 ?,60(X 3,625.0

Secondary eduucation 1 1 2, 05 2no-, ava-I ~ ~ ~ ~ ~ ~ ~ ~~~}986.0v >- ,-'-- no. av§-.1able 9 2,0'-'-e,2 9~~~~~~~~~~~~~3,9?77, 4,690.5 s,833.7 98.Technical and vocational educatisn not not + i | 2 J

.availab.e availate a ie"eacher training a,-, .A 1,029 935.0

UniversIty 61i5 3,565.8

Adult education 101

Mass media .__ _ L 044.4 100.0 _

SUJB-TOTAI 757.9 286.9 ___r - | ,2L,.8 t,56.2 6,73i..9 9,558.7 1 8,908 9,113.&

Other Ministries _ 375.0 22.3 286.8 iLu81

TOTAL ?57.g 286.0 2,1 - - j ,2e6.1 ,,556.2 7,021.7 9,558. 7 10,389 9,113.8

Tecnri. ca_ asslstance to education *

16,599 22,003 32,200 h2,16L.5 n.a. _

Sources: The Actual Accounts and UN/OTC Advisory Mission estimates, as reu4sed by the appraisal mission.

* Grants in cash and in Kind, includj-ng some capital expenditures.

OPIAz R t - e A .0 I tt r, 1%5/66. 1968

in gthiopian Dollars

1965-66 GO 1966-67 oc 1967-68 OC 1968-69 OC-(1958 W) (1959 W7) (1960 E) (1961 EC)

ministry of Bauetion 30.4j0%91 35,Z.75.t70 39,603 3j6 43.052,651

(1) Head Office 2,046,532 1,916,186 i,864,544 1,807,032(2) School Ad inistratiori 1,656,542 2,516,361 2,238,475 1,998,538(3) Prinry Schools 8,4Bi90 10,590,571 13,316,392 17,218,668(4) Secondary Schools 5,605,99 7,207,55 90,31,21-5 9,663,796(5) Technical and Voecational Schools 1,563,765 2,07f,2i3b 2, 50*,36 2,417,151(6) Teacher Training Institutes 903,007 1, 352,4WO 1, 4 53,143 1,i,7,3(7) Adult Rucetion 631,962 707,402 815,211 470,552(8) ProvinciAl Schools (Educational Tax) 6,121,U1 6,331,0211 5,566,027 5,277,963(9) G}ents to students 1,056,067 1,08,0464 9M8,144 939,934

(10) Ha-la S -leBie (rants Ul8812 50,00 25,000(11) P#G.snt to Peace Corps atd University 1,277,030 1,215,616 1,200,650 1,44i6,982

Ser.vce Students(12) arents-in-aid to autoncowi Institutes 233,667 251,667 279,aSo 30k,629

HALU M I f t2".0?I .3&2 10.. MM8k1184- 0114.86 .- 18

TotdA hQ.Ei3 I 22. 0 -4a0 - 239,369

II G1_er .t LOcal Ordinary Rewaie 323,726,230 359,950,202 363,568,805 386,700,000I e %, of II 12.6 12.7 13.9 1O

TII Gov'wat ODinm'y g0e1tu4ee 324,734,612 359,822,688 380,000,000I s% or III 114.4 12.7 13.9 14.3

IV 1Gw (mintary) 3$; IXton 1,759.8 1,877.0 .,981.6 2,070.0I as % of IV 2.3 2.4 2.5 2.6

V-OD (uemtaiy_ aP neon.aetary) bttv. 3,386.0 3,483.0 3,586.0 3,661i.2

_ I aR% of V 1,2 1.j 1 _c

Sowroee- Cmi;AU oin thc baeis of information from thw ?in try of Finabhew,the Plarw14P C,miAntow and the Mtn1wtr? of l,eatiotn.

ETHIOPIA: Ministry of Education - Projection of Recurrent Expenditures (Eth.$ 000), 1975 and 1980

1968/69 1975/76 1979/80Actual Projected Projected

1. Prirary ;Aducalion 22,998 56,662 O8,00

2. Junior Secondary Education ) 8,224 15,719

11,231

3. Senior Secondary Education ) 18,794 25,637

4. Primar-y Teacher Training 1,487 3,795 5,023

5. Junior Secondary Teacher Training - 1,107 1,283

6. Academy of Pedagogy - 859 3/ 1,023 3/

7. Other LI 7,353 12,724 18,068

Total 143,069 102,112 1541,753

As a % of recurrent revenue 11 16 18

As a % of recurrent expenditures 11 17 19

1/ Includling payment, to Peace GorpO an(d Students in National Service.z/ Includinv overhead, -3chool admininstration, grants to autonomous institutions; technical and

vocational education, contribution to foreign scholarship programs etc.3/ For 1975/76, net of foreign assistance; for 1979/80, at full Ethiopionization.

EMIIOPIAs UP A I-Past AMd PfoJect Mh!;. OM

REC URRENT _ CAPITALInstitutes

1964/65 1966/A 7 1968/69 1272/73 1974/75 1964/69 197C/75projected projected Domestic imuistic Foreign

__________ __________ Assistance

Ambo & JiMa Institutes 547.5 5C38.8 534.9 850.C 975.6C 157.1 33G.9 486.7

Training Genters - - - 25.G C,C - 1302.9 2419.5

Total 5147.5 5C(8.8 5341.9 95C.C 1675.(6 157.1 1633.8 290C.2

As a % of Total Recurrentexpenditures of theMinistry of Agriculture 8 561 7.9 -1.2 6.2 _

As a % of Total Capitalexpetidi.tire s by theiMinistry of Agriculture - _ _ _ . C.7 n.a.

Source: The Xir,istry of _,iriculture, -.he Ministry of Finance ar>4 Mi.3sion's Estimates.

ETHIOPIA: AGRICULTURAL MIDDLE LEVEL MANPOWEREFFECTIVE DEMAND AND SUPPLY

1969/1973

Total Requirements1969-1973

Stock (Net additions and Supply B 3alance1969 attrition) 1969-1973

Intermediate Level Intermediate Level

Ministry of Agriculture 2w 160 Agriculturalists 41)l"Package projects'tand Public Authorities 141 110 Farm Machinery & 2CMinistry of Education ___ 200 Animal Production

Private Sector 103 80 Teachers 100

Total 444 550 Total 530 -20Field Assistants Field Assistants

Ministry of Agriculture 64 280Other n.a. 42CTotal 64 700 Total 240 -460

Source: The Ministry of Agricultare and appraisal mission estimates.

Ii

R . 3 | W9 bl S 5 -V 53 5 :... ..... .'.a f 5 n 3Ij

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o s S s | | ' ' ' > | | S g | | s E z o t O we o o o Ow O a ? _ s -| i 5 i ga L~~~~~~~~~~~. . . . . . . .

i A | ~~~~~~ ovo @89Hooowoce~~~~~~~~moo8oo.. . . .~wvoowswoo .wooeec .°° . .... S X~~ ~ ~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~ .4 . .i . .> . . .29- .S . .;Q .c0e .S .cUSc .Sl

iZ~~~ ~ ~ ~~ ~~~~~~~~~~~~~ . . . . . . . . .wf . .tc-F3st8 v e9 .eerg .cg= . .ue . ......

kW 1 |H |xsxkuk |£ is- \°°a ] ] | | g p r>@ S 14 | EII~~~~~~~~~~~~~~5 P Zn

40211090A

10NINOS2lNCY ALLWANC~S-il-.adillo3ns 8o TS 03 11ars'

SITE 'R0F'St , IS.HT&NICALDEVE1LPMET 7OASTROUSOIN FUT?'3h 47E:Vl "ns ASSTSTAkN TOTAL

Local "oreign Iota: L,oaL Ao-eign To7 0- ore gr Tatal m eigr. r-o,a> Locai YoreLgr 'o-a cv aT Forelg. cLal Local Foreign Total805 % 100% 60% f 0 4 1S o% 30 -°°S - ±°S0 100% o 1 ilS 5S ls oS 80% iooS 45.5S 54. 5S 100%

k1lowan-es 'or0hy- ral InT-eases S 5% 5% 5% 5% 5% 5% - - _ _ _ _ 5% 5% 5% ,% 5% 5% 4.92% 3. 3t% 4.o6%

Allowances for,Price Oncreaser S 15% 15% 15% 5% i5% 15% 1io 1.0 0% lo% lo 15- 15% L5% i5% 15% 15% 14.87% 13.42% 4. 08%

Total rontingencyAlloanqes % 20% 20% 20% 20% 20S 20f% 1 % 10% 10% - i0%0% 20% 20% 29% 20% 20% 20% 19.79% 10.78% 18.1d%

Tot-al To"the.luding o-tingencies o.776 0.182 2.908 3.o59 ?.a

T'.099 I.1 j.2 0.o6, -1.S2c1.'90 0.189 0.077 .6 0.17! 1.49t 1.870 5.081 o.245 11.326

Contingenciee

a) Unforeseen Factors(Physical) 0.037 0.04b .18 0.18 4 L.O - 9D.01C 2.oOa . . 1_ .917 3.094 9.250 0.210 0.460

b) Price IncreaseAllowance 0.109 0.027 0.13b 0.550 o.307 0.91' ).I2 -1J.OS 0.Ob7 - ' Vj53 1.151 ).X2t 1.012 %.ouo 0. 95 0 2>.?25 1.281 0.756 0.836 1.594

Total 0.146 0.030 0.181 0.734 0.489 1.j23 0.011 .95h 0.067 - 1.153 0.153 0.038 0.016 0.054 1.075 'I.300 0.375 1.006 1.04B ?.054

Totafl TootIwluding Contingencies 0.870 0.218 1.090 4.390 ,9?9 '.320 L4t 2,.58L 0.730 - 1.07. l.7- 0.277 0.Q9v 0.370 0.449 1.79% .?45 t.087 7.?93 13.360

_ _ _ _~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~9

ANI A JJ

TSLIOPIA - Second Education Project

~emenanIOI, XWI&tAire andaDsbursement 8.Soh*AeFirst. Second Third Fourth. FKfth

Date of Credit Agreement Year Year Year Year Year13 ~~~~~~ ~~~~~~~~~~~~~~~~~~Li z L _ 34' 2 1 1 1LI imenmtation Chart

First Phase /- Design & Contracts K" Xx De ec s I ial il ty e io- Construction- Furn. & Equip. Lists- Furn. & Equip. Procure- _ ri a.

ment

Second Phase 2- Dsgn & Contracts Kuxxv am x Dej eec s I iiiJ ty Pei io- Construction D _ P _- Furn. & Equip. Lists :x x x (

Furn. & Equip. Procure- _Gu rai te P ri dMont

Third Phase

De ec a- Design & Contracts x x ia il ty S-e io- Construction- Furn. & Equip.

14.sts (G rote- Furn. & Equip. Procure- il tri d

Fo#,P~2*4/ tL da,i l.iyignt ontracts xx xx x x pl d ,

Construction- Fu. & Equip.

Lists ua a Ce c o- Fumr. & Equip. Procure-

ment

B. Time S~a~.XT.

First Phase e _ _ _Second Phase _ _ _ _Third Phase _ _ - _ -

Time Schedule

Technical Assistance

- Aducation Survey- Mlanpower Survey A- Agric. Education _ -_ _- Tecl. Education _ _ _ _ _ _ _ - Jun. Sec. Teach. Trg. -_- 3choo:' Maintenance- ,ro Jct Urni t _ _

_ _ _ _ _ _ .. 1 _ _ _ _ _ o~~taili~Uart- - - ~ E- ('-I -, stilated Quarteril- s a 21 I < uO i oxpenditure U33 niili ions o o o o o A r r 4 4 C o o | o o o oo

~~_ _ __ 4__ _ .... ____H ._.+_

zstinated Quarterly Dis- o C o .0 tl O\ r, o L 00 0, 0 C\I (ll\ -0l H4 0n C tAoursemrent UJ3, Irau ion, H 0o 0 o 00 o o jHO O [ 0 _ 0 °;

Firs t Phase comprises vrouJect items: 136%, i31T./ ecorna Phc.se comprirrajes jro iect iens 135T, 174J, 178SJ, 179 c, L4UNJ,/E, jbJ/'L,"59NJ/S, 3863J/ , o3;.J , . 3u2aJA , 1 35J/H, 54E3JA, Ciei.J/,, l, h, hT

-/ 5.ird inPhase comrin-ses )r ect itens: 133T, i17T, 147J, 149J, 5J, 'tJ, 1 tn ;J,.oiJ/.2, 18N.J/, 2LXSJ/ , '-61l/, T;SJ/z, 7YNSJ/h, l2il~.JA, : 78sThf, A , sT/14, 49 6/' s'<N ? 70zaS' , DbJA., 14., 2AT.

t -urth Phase cornri3ses "r ct items: 54J, 153J, 45NJ/z, 461w/I 'saaJ/", l ,78.JI/t., 75NS,;/ , t J/A, aJ, 4aS;JAi, BlJ/h, 11aR3J/H, 43uAJhA, 44m J/4, 4/,C/__;J/H, 74iRSC,A 7 ,61,W A T, 111A., 3AT

ANNEX 15

Ethiopia - Second Education Project

FORECAST OF DISBURSEMENT

_ D I S B J R S E M E N T |IMPLEMENTATION QUARTERLY CUMULATIVE UNDISBURSED BALANCES

QUARTER * '000 US$ ' 1000 US$ % '000 US

9,500.0 100.00FIRST 2 17.3 0.18 17.3 0.18 9,482.7 99.82YEAR 68.8 0.72 86.1 0.90 9413.9 99.10

4 68.9 0.73 155.0 1.63 9,3h5.0 98.37

264.2 2.78 419.2 4.41 9,080.8 95.59SECOND 6 t69.7 3.89 788.9 8.30 8,711.1 91.70YEAR 7 985.6 10.38 1,774.5 18.68 7,725.5 81.32

8 735.1 7.74 2,509.6 26.42 6,990.4 73.58

Q 1,023.9 10.77 3,533.5 37.19 5,966.5 62.81THIRD 10 1,183.3 12.46 4,716.8 49.65 4,783.2 50.35YEAR 11 687.7 7.24 5,404.5 56.89 4,095.5 43.11

12 789.7 8.31 6,194.2 65.20 3,305.8 34.80

13 1,150.9 12.12 7,345.1 77.32 2,154.9 22.68FOURTH 14 620.5 6.53 7,965.6 83.85 1,534.4 16.15YEAR 15 515.5 5.42 8,481.1 89.27 1,018.9 10.73

16 507.3 5.34 8,988.4 94.61 511.6 5.39

17 287.5 2.03 9,275.9 97.64 224.1 2.36FIFTH 18 92.9 0.98 9,368.8 98.62 131.2 1.38YEAR 19 81.3 o.85 9,450.1 99.47 49.9 0.53

20 49.9 0.53 9,500.0 100.00 -

9,500.0 o lo%

* From date of signing Development Credit Agreement

March 4, 1971

ANNEX 16

ETHIIOPIA - Second Education Project

Technical Assistance Time Schedule

Date of Credit Signing . First Second Third Fourth Fifth_ Year Year Year Year

Technical Assistance Yan/Years 1 2 3 4 1 3 4 2 3 14 1 2 3 4 1 2 314

Educ at_inSurvgy IEconomist (Hum.Res.Expert) 9 52m mt1ISScio-anthropologist- )

demographer ) i sGeneral Educator ) 3 1/12 7 n sIndustry-commerce expert ) 4 sAgriculture expert 4 n sMass media expert ) n sManagement expert ) | , nt is

Mazwolgr surve-Y

Manpower-occupationalanalyst ) 1

'Wage analyst 1Statistician 1

AgricultuLral education

Agricultural education,planning and teacher __training expert - -F _ _ 1 1 1 _ _ - 1

Fellowships I 2 I -I -11

Technical educationMechanical engineers (2) 6 - - -I -ICivil engineers (2) 6Electrical engineers (2) 6 ! f t _ 1 1 1 1 -I

Junior secondary teacher i tralni_g j XI

Advisor to the Principal) 3 I - - :| - - - iCurriculum development ) .

expert )- Ir-service training and ) I I - - - i

eytension expert ' ' |zxpert teachers: ,

languages, soci) Jscience, science and )mathemetics, indus- )trial arts, commerce, ) I - - - - - - -

home economics (6) ) 1- |

Sc4oQl maintepance I

Project Unit IArchitect 1

(Yore tWi.n. one exrert.

ETHIOPIASTRUCTURE OF THE GOVERNMENT EDUCATION SYSTEM, 1968 / 69

Primary Secondary Higher

Generol 0 Universities

<_ Junior-, 4( Senior Cycle -

Medicine

Grade a 2 3 4 8

Fine Arts Schools Architecture, Engineering

Arts, Science, Low, Agriculture, Business

Post-Secondary Institutes0Examination/Selective Test Technical and Vocational Schools| l

x University Service l1

{ ~~~~~~~~~~Commercial Schools

Commercial Schoolss

9~~4 Primary Teocher T raining

l ~~~Primar.y {

Jobs

IBRD - 4925 (R) -

ETHIOPIA: EDUCATIONAL PYRAMIDSTUDENTS ENROLLED IN GOVERNMENT SCHOOLS, 1968/69

UNIVERSITY PARTICIPATIONGRADES 13 to 17 RATE IL 3957 337

0.3%{wSENIOR SECONDARY

12 ~~~~~~~~~~~~~~~~~4015 1061 12

1 1 21%BOYS 5713 m1275 G IRLS11 ~~2.1% BOY10 7613 1695

9 10900 2840

JUNIOR SECONDARY

58868 5.1%7 19 6461

PRIMARY

6 ....... j ~~~~~~~~25807 g1032916 5 ,31571 1 m 24024 9.4% 38329 366

3 ~~~~~~~~~45210 .| 184333

2 51870 214621 77418 32833

100,000 80,000 60,000 40,000 20,000 0 20,000 40,000

BOYS GIRLS

IBRD - 4926 (2R)

lL ENROLLEMENTS AS % OF RELEVANT AGE GROUPS.

C~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~C

'N 6~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~1

2 2~~~~~~~~~9 2c 6 5~

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I~~~~~~~~~~~~~~~~~~~

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