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WITIHIN FILE CO?Y Report No. TO647a

ONE WEEK

This report was prepored for use within the Sank and its offiliated organizations.Thny do not accept responsibility for its accuracy or compl.ten.ss. The report moy

not b. published nor moy it be quoted as representing their views.

INTERNÂTIONAL BANK POR RECONSTRUCTION AND DEVELOPMENT

INTERNATIONAL DEVELOPMENT ASSOCIATION

APPRAISAL OF

AN EDUCATION PROJECT

IN

CHAD

July 26, 1968

Projects Department

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CURRENCY EQUIVALENTS

US$1 247 francs CFACFA francs 100 US$0. 4CFA francs 1, 000, 000 = US$4. 050

MEASURES EQUIVALENTS

1 m2 1. 196 sq yd2 10. 764 sq ft

1 km = 0. 386 sq miles1 hectare - 2.47 acres

TABLE OF CONTENTS

ParagraphNumber

BASIC DATA

GLOSSARY

SUMRY i

1. INTRODUCTION 1.01

2. THE EDUCATION SYSTEM

Administration 2.01Structure 2.03Primary Education 2.06General Secondary Education 2.08Teacher Training 2.12Technical Education 2.16Agricultural Education 2.20Higher Education 2.25

3. SCHCOL PLANNING AND CONSTRUCTION

Planning and Design 3.01Construction 3.o5Maintenance 3.09

4. EDUCATIONAL FINANCES

Recurrent Expenditure 4.01Capital Expenditure h.03Future Expenditure h.05

5. THE NEED FOR THE PROJECT

Manpower Aspects 5.01Teacher Training Plan 5.06Technical Training for Agriculture 5.13The Development Need 5.20

6. THE PROJECT

General 6.01Teacher Training Center - Moundou 6.08

continued..

This report is based on the findings of a mission to Chad in May/June1967, composed of Messrs. Blakey, Macris and Naleppa of the Bank andMr. Carelli (UNESCO).

TABLE OF COITENTS (continued)

ParagraphNumber

Agricultural Center - Fort Lamy 6.13Technical Assistance and Recurrent Costs 6.18Equipment and Furniture 6.20Sites and Buildings 6.21Maintenance 6.24Implementation 60 25Disbursement 6.28

7. CONCLUSIONS AND RECOMINMTDATIONS 7.01

ANNEXES

1. Organization of the Ministry of Education, 1966-672. Education System, 1966-673. Educational Pyramid, 1966-67h. Primary School Age Group and Primary School Ehrollment5. Primary and General Secondary Education, Enroliments,

1962-19656. Primary School Enrollment in 1967 by Grade, Age and Sex7. Public General Secondary School Enrollment, 1947-678. Estimated Enrollment in the First Cycle of General

Secondary Education9. Estimated Enrollment in the Second Cycle of General

Secondary Education10. Technical and Vocational Education, Enrollments,

1966-6711. Costs of Education and Total Governnent Expenditures,

1957-196612. Primary School Teachers - Demand and Planned Supply13. Project Cost EstimAtes14. Project Schedule and Estimated Disbursement Rate

Map of Chad: Density of Population, Distribution ofEducational Establishments

CHAD

BASIC DATA - 1967

GENERAL

Size of country l,284,000 km2

Total population (est.) 3,440,000

Annual rate of population growth (1965 est.) 1.4 percent

Average density of population 2.7 inhabitants per km2

Average expectation of life at birth 31 years

Literacy rate 7 percent

Gross domestic product (1965) US$239 million

GDP per inhabitant (1965) US$71

Central Governnent current revenueas percent of GDP (1965) 13 percent

ELUCATION AND MANPOWIER

Population aged 5-14 years 850,000

Active population (15 - 65) 1,400,000

Rural population 92 percent

Primary school enrollment Equivalent to 28 per-cent of 7-12 age group

Secondary school enrollment 2 percent of 13-18 agegroup

Education expenditure financed by Chad Government, average 1960-65 --

As proportion of GDP 2.4 percent

As proportion of national budget 15 percent

Total education expenditure (including foreign assistance) --

As proportion of GDP 3.5 percent

Per capita US$2.3

GLOSSARY

Senior teacher (instituteur) - The highest grade of primary schoolteacher; one year's training after experience as assistantteacher.

Assistant teacher (instituteur adjoint) - A qualified primary schoolteacher; completion of first cycle secondary plus two years' train-ing and at least one year's teaching experience.

Monitor (moniteur) - A member of primary school staff who has notqualified as assistant teacher, including:

(a) Monitor I, a new grade comprising selected monitozs (b)and (c) after upgrading course;

(b) Monitor, higher level (moniteur superieur); ^ne yetr oftraining after 3 - 4 years of sccondary educat-ion;

(c) Monitor, ordinary level (moniteur); two years' trainingafter 1 - 2 years of secondary education;

(d) Monitor, lower level (moniteur contractuel); completodprimary education.

CHAD

APPRAISAL OF AN EDUCATION PROJECT

SUMMARY

i. In April, 1967, the Governrent of Chad applied to the Inter-national Development Association for financial assistance for the con-struction and equipment of (a) two primary teacher training centers,(b) a training center for agricultural technicians, and (c) an *ndustrialtraining center. Technical assistance to be provided by the FrenchGovernment would be an integral part of the proposed project.

ii. The technical training item (c) was not appraised because of apending Unesco-FAC survey of needs for technical education and vocationaltraining. This w-a s completed in February, 1968, and the center ma3rbe considered as part mf a later project.

iii. It was recommended by IDA and agreed by the Government that onelarger teacher training center should replace the two proposed and thatthe enrollments in both the te-.cher training and agricultural trainingcenters should be substantially greater than originaliy proposed.

iv. The present project vould provide 400 places for full-timestudents in the teacher training center and in-service training supple-mented by ccrrespondence courses for an additional 400 teachers. Theagricultural training center would provide 120 places. The two projectschools would not make full provision for the country's needs but wouldestablish a basis for further developments which could within about tenyears make a decisive impact on shortages of these types.

v. During its first five years of operation, the teacher trainingcenter would raise the numnber of qualified primary teachers for Chad fromabout 400 to over 1,000, or from about 10 percent to 20 percent of thetotal, and would give intensive training to about 1,000 monitors. Theagricultural center would require five to six years to meet the urgentneed for 150 technicians for the agricultural extension service and forstaffing rural development centers and production projects.

vi. Technical assistance by the Fonds d'Aide et de Cooperation ofthe French Government (FAC) would provide experienced staff to teach inthe project institutions and train their Chadian replacements.

vii. The training programs would be integrated with developments forthe improvement of school buildings, school curricula, secondary andfurther education, and plans for the economic and social development ofChad.

viii. Recurrent costs of the project schools are within the finan-cial means of the Chad Governnent but it would be difficult for theGovernment to make a large contribution to capital costs.

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ix. An adequate supply of qualified entrants for the agriculturaland teacher training centers is assured. No lack of opportunities foremployment and further advancement for trainees is expected.

x. Construction design would be austere and buildings and equip-ment consistent with functional requirements. Estimated costs of con-struction, equipment and furniture are high owing to special conditions--in particular, transport costs of imported materials and components.Procurement would be by international competitive bidding.

xi. A project unit with a full-time director would be necessaryfor implementation. The employment of private architects would alsobe required.

xii. Total cost of the project is estimated at US$4 million, ofwhich $2.1 million would be for construction and equipment and $1.9 mil-lion for technical assistance. The latter would be met partly by a grantof $1.65 million by the French Government, leaving $0.25 million to befinanced by Chad. Of the $2.1 million for construction and equipment,the foreign exchange component is estimated at $1.5 million or 71 percentof total cost.

xiii. Agreement having been reached on conditions set out in para-graph 7.10 below, the project would provide a suitable basis for a creditof $1.8 million for a period of 50 years including a grace period of tenyears.

xiv. The Chad Government vould finance the remaining $0.3 millionof costs of construction and equipment. This, together with the contri-bution towards French technical assistance, would make the Chadian sharein project coats $0.55 million.

APPRAISAL OF AN EDUCATION PROJECT IN CHAD

1. INTRODUCTION

1.01 In April 1967 the Government submitted a request to the Inter-national Development Association for financial assistance for the establish-ment of two teacher training centers, a center for training agriculturaltechnicians and a technical training center. As explained below (para.6.o0), the two teacher training centers have been replaced in the proposedproject by one larger center in order to produce substantial economies incapital and recurrent expenditure and the proposed enrollments for teachertraining and for the training of agricultural technicians have been in-creased. Consideration of the technical training center was deferred un-til a possible second project, pending evaluation of the results of anFAC/Unesco survey of technical education in Chad which was completed inFebruary, 1968.

1.02 The request followed a Unesco/Bank identification mission andassistance to the Governnent from Unesco in the preparation of the pro-ject. Appraisal of the project was undertaken by Messrs. Blakey, Macrisand Naleppa of the Bank and Mr. Carelli (tnesco) who were in Chad duringMay and June, 1967.

Background

1.03 Chad is one of the most extensive countries of Africa and oneof the poorest. It is land-lccked territory, virtually isolated forsome months during the rainy season, and 1600 kms, frori tho sea. It coversmore than twice the area of France or 1,284,000 km.2 of which some 50percent is desert. The rest, mainly savannah country, supports themajority of a total population of aboet 3,500,0O0. Density of population,varying from 0.54 inhabitants per km. in the northern region to 12 inthe south, averages 2,6 per square kilometer. Birth rate and mortalityrate are both high; estimated annual rate of natural increase of popula-tion is 1.4 percent. The official language is French. Arabic is im-portant among the three other principal languages of the people.

1.04 The economy is based on agricultural and pastoral production,mainly at subsistence levels. Urbanization and commercial and industrialactivities are expanding but are limited by lack of internal and externaltransport connections, water and power resources and trained manpower.

1.05 In the last five years gross domestic product has increased ata slightly higher rate than population. Estimates of the current rate ofincrease of real income per head vary from 1 to 2 percent per annum.Production for subsistence over the past five years has been estimated ata fairly constant 48 percent of GDP. Agricultural, livestock and otherfood production has decreased relatively from 59 percent to about 50-55percent of GDP. Construction and manufacturing have increased withoutsigniificantly affecting the predominantly rural character of the economy.

1.06 It is estimated that 45 percent of the population are underthe age of fifteen. Of the active population of about 1.4 million,

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about 90 percent depend on agriculture. Practically all of the smallnumber of Chadians who have any technical qualifications are in thegovernment service. In private enterprise, apart from artisanal work-shops, nearly all upper and middle level management is in the hands ofexpatriates and some 75 percent of aIl technicaIly trained personnel arealso expatriates.

2. THE EUCATION SYSTEM

Administration

2.01 Control is highly centralized under the Ministry of Education(Annex 1). At all levels French tecbnical assistance personnel carry

much administrative responsibilîty. Within the Ministry of Educationand in the National Center for Educational Planning which links theadministration of education with the Ministry of Planning, the Frenchtechnical advisors and administrators are mainly responsible for thecoordination of reforme in progress.

2.02 The administration has not yet achieved a high level of over-aU efficiency and coordinatiol in spite of the good quality of technicalassistance provided. This is due largely to the rapid expansion of theeducation system, difficulties of internal transport and communicationf,and lack of homogeneity axnong rygions. These difficulties should becomemanageable as more Chadians acquire the training and experience requiredto cope with them.

Structure

2.03 Primary education comprises six grades in three two-year cyclesand leads to the primary leaving certificate. Admission into secondaryschools depends on the results of a special competitive examination. Insecondary general schools a firat cycle of four years ends with a leav-ing exanination (BEPC). The second cycle of three years leads to thebaccalaureat, required for entry into universities abroad (Annex 2).A smali proportion of the pupils who pasa primary or first cycle second-ary leaving examinations enter technical or vocational education. Thereis no university-level education in the country but some small govern-ment training establishments offer vocational training extending inspecial cases to post-secondary level. Several local languages arespoken in Chad but none is used universally and so French is used as thelanguage of instruction. No tuition fees are charged.

2.04 The pattern of administrative grades and school structure,the status of school leaving certificates and daily schedules of second-ary and technical school curricula have in the past followed Frenchpractice but these are now being adapted to Chadian conditions andrequirements.

2.05 Private schools controlled by religious oîganizations are sub-sidized by the Government; they are subject to inspection by the

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Ministry and conform to the pattern of public education. They accountfor about 12 percent of primary schools enrollment and less than6 percent of secondary.

Primary Education

2.06 Public primary school enrollment has increased more than ten-fold in twelve years. In 1966-67 it was 19 percent or, if over-agechildren are included, 28 percent of the relevant age group; totalenrollment was 1 49,000. The number of pupils per class and per teacherranged up to 200 and averaged 72. Out of 2,100 primary school teachers,including only 69 women, 12 percent vere qualified. Given the 10wteacher qualifications and other difficulties described above, theteacher/inspector ratio at about 120:1 is too high for effective super-vision. Shortages of staff, accomnmodation, books and equipment arereflected in high drop-out and repetition rates (Annexes 3-6).

2.07 School buildings are poor and classrooma overcrowded. Manyclasses are accoemodated in straw huts; most of the more solidly const-riicted achools are ill-designed for the climate.

Ge2eral Secondary Education

2.08 Public general secondary education is new to Chad. It wasinitiated in 1947 but the fui) two cycles of 4 and 3 years respectivelywere not availabie until 1960. There are-now 18 first cycle schools(colleges dtensignnient general) and 5 two-cycle schools (lycees), eachgroup containing about half the total enrollment. Enrollment was 7s50Oin 1966-67 with 6 percent girls (Annexes 7-9). Expatriate childrenconstitute a large proportion of enrollments in higher grades - 22 per-cent in 7th grade -- and last year accounted for 40 percent of thesuccesseS in the baccalaureat. Out of the total of 305 secondary schoolteachers in 1966-67 over 200 were supplied by French teclnical assistanceand 35 by other bilateral and internaticnal programs,

2.09 In recent years the standard of the competitive entrance -examination to secondary schools has not been high even though in 1966-67only 38 percent of candidates were admitted. The first cycle leavingexamination has not set high standards, These conditions, together withlow primary sabool standards and the high rate of expansion of secondaryenrollment, are the main causes of the low succeas rate in secondaryeducation as a whole. Standards have now been raised; only 18 percentof candidates for admission to secondary school were accepted for 1967-68,and only 35 percent of candidates passed this year1 s first cycle leavingexamination. The number of Chadians passing the first cycle leavingexamination should increase frcm 366 in 1966 to about, 700 by 1970, andthose passing the baccalaureat should rise from 19 to over 80 in the sameperiod, This would provide on a minimal basis for employment needs andfor planned enrollments for further schooling or vocational training.

2.10 Agricultural courses in general secondary schools are tocimuence in 1968¨69 with a single clasa of 25 at Koumra. With theirextension to other rural centers9 enrollment should increase to about275 by 1971-72 (Annex 8, Note (iii) ).

2.11 Improvements in accommodation and equipment., better provisionof textbooks, and further change in the structure and orientation ofsecondary education are contemplated but a prior need is adequate prep-aration for pupils in primary schools.

Teacher Training

2.12 As school enrollments have multiplied in Chad, teacher train-ing has been very much a matter of improvisation. In primary schools,where teachers are ai' Chadians, only 12 percent are adequately trained.With an average of 72 pupils per class, they are overwhelmed by numbers.In secondary general, technical, and agricultural and teacher trainingschools, teaching depends largely on some 320 French technical assistancepersonnel. Present planning gives absolute priority to the improvefmentand extension of training for primary aclhool teachers in order to providethe necessary foundation for longer term plans for secondary and furthereducation and training,

2.13 Primary schcol teachers are trained in two pedagogical centersat Bongor and Fort LaTiy and Li the Normal School at Fort Archaubault.The Bongor center trains highrc level monitors IV in a one-year courseafter three to four years of secondary schoolinge and ordinary level --monitors 1/ in two years after 1-2 years of secondary education. Enroll-ment in 1965-66 was 250 pupils which is 100 above the planned capacity.The Fort Lamy center is attached to the largest secon&d«ry school in thecountry. It trains ordinary leel moniturs in a two-year course. Itsnormal capacity is 140 day students but enrollment for two years has beenover 250.

l/2.14 The Normal School, opened in 1966, trains assistant teachers intwo years after they have completed the four years of first cycle second-ary school; until this year one year of course work was followed by oneyear of teaching practice under supervision but for 1967-68 the coursemork vas extended to two years. Enrollment was 58 students in 1966-67.It is now proposed that the training of assistant teachers should betransferred to a new înstitutionlind that the Normal School undertakethe training of Grade I monitors-J with enrollment expanded to 150.

2,15 Two-thirds of the teacher training staff or 24 out of a totalof 36 in the three institutions are French technical assistance personnel.Within the limitations of accommodation and personnel available, thethree centers operate efficiently. The curriculum is based on the mainacademic content of primary achool activity but requires adaptation to

l/ Seeë lossary

take account of the special problems of school children who are notfamiliar with the language of instruction. The curriculum also needsto be more closely related to the chbidrenst environnent. Althoughchanges have been initiatedt these must, for the most part, awaitreforms in teacher training (paras. 6o08P6,12) and the effects ofUnesco/UNICEF program for the in-service retraining of 120 teacherseach year.

Technical Education

2.16 Two technical achools, controlled by the Ministry of Education,offer technical training after two years of general secondary educationat junior (certificate) and senior (brevet) levels. Total enrollmentin 1966-67 was 234 pupils and most were enrolled in the junior courses:109 in commerce at Fort Lany, and 68 in industrial courses at FortArchambault; of the senior pupils, 17 were in commerce and 40 ixn indus-trial courses (Annex 10)o Of the teachers 17 were Chadian and theremaining 33 were supplied by French technical assistanoe,

2.17 At the Fort Lamy commerce lycee, teaching and administrationare effective. In the industrial ly¢ee at Fort Archambault there is agap between the theoretîcal teaching and practical work and instructionis not closely related to the demands of the working environuent inChad; present plans to convert it into a diversified induatrial train-ing center are designed to correct these faults and at the sane timeexpand its enrollment.

2.18 A number of small training centers under the Ministry ofEducation give one-year courses in the use of tools to primary schoolleavers. The Ministry of Labor provides one-year courses in specialvocational training centers for a small number of youths. Trainingof government officials is organized by the appropriate ministries inadministration, public works, telecommunications, and nursing (Annex 10).

2.19 Chad depends almost entirely on expatriate personnel fortechnical and management services. The need for more technical edue-ation is obvious and the rudimentary system aiready established providesa basis for future development. However, planning for the future awaitsthe evaluation of results of the survey by FAC/Unesco on technical andvocational training completed in pèbru&ry; 1968.

Agricultural Education

2.20 An agricultural school for training technicians is operatedby the Ministry of Agriculture at Ba-Illi. Entrants must have passedthe secondary school entrance examination. Some 45 students are admittedevery year from over 300 applicants, A four-year course leads to acertificate of agricultural studies equivalent to the leaving certificateof first-cycle secondary education (BEPC). Holders of this certilicateare appointed as field agents.

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2.21 A regional Veterinary and Animal Husbandry Institute forCentral Africa near Fort Lamy offers a three-year secondary level coursefor middle-level technicians in animal husbandry. Of 47 students,21 are Chadians; most of the others come from neighboring countries.Enrollment is to rise to 60 when new accommodation becomies avaflableand the institute will then upgrade the course to post-secondary.

2,22 Chad has been sending students abroad for agricultural train-ing at higher levels than that provided by the Ba-Illi school butpresent policy is to limit this to students for higher diplomas anddegrees and to use only institutions in neighboring African countries,namely, the agricultural faculty of Yaounlde, Cameroone and the RegionalCenter for Training Diploma Agriculturiats (Ingenieurs des TravauxAgricoles) of the Central African Republic. The lack of qualifiedstudents has prevented Chad from making much use of these regionalfacilities but it is expected that increasing numbers will be trainedin them in the future.

2.23 Practical or vocational training for about 200 young farmersis offered in six school farms established and operated with assistancefrom the Goverrments of Switzerland and the Federal Republic of Germany,ILO and private organizations. A Center for Rural Leadership (Centred'Animation Rurale de Baro) conducts its training proj-ram in the villagesthrough specially organized youth groups. The Agricultural Service inthe Prefecture of Fort ;rchamb_uit has also started youth centers in thevilla3es. In the absence of qiualified local teachers, al.l these progransdepend heavily on foreign experts.

2.24 Extension education for adult farmers has resulted in signif-icant development, especially in regard to the introduction of draftanimals and iaprovements in the cotton crop. Further progre5s is hand-icapped by the absence of a strong extension service staffed with welltrained field workers and qualified superrisors and subject-matterspecialists.

Higher Education

2.25 Having no institutions of higher education, Chad has sentincreasing nunbers of students abroad in recent yearso In 1966-67 83Chadians were studying for degrees in foreign universities and another245 were doing professional training in other countries. Medical andrelated studies and agriculture were about equally represented andaccounted for over half the total number.

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3. SCHOOL PL['JING AND CONSTRUCTION

Planning and Design

3,01 The Ministry of Education is in charge of school planning anddepends on its Center for Educational Planning for programs and statis-tics. School buildings other than those for primary schools are desig-ned by foreign architects while the Ministry of Works organizes tender-ing and supervises construction,

3.02 With mo architects or school building experts on the staffof either the Ministry of Education or the Ministry of Works, achoolshave been built without basic research on de8ign and without sufficientbriefing of architects or evaluation of comapleted work. Also, littleeffort has been made to develop local building materials. A UNDP-Unesco-FAC school building unit ig to etart operations in July 1968. Thisshould bring about some improvement in design of new buildings and inmaintenance.

3.03 Primary schools are mostly constructed by self-help withlocally available materials like mud-bricks and straw. These localefforts have been strongly supported by coemunities in some parts ofthe country but generally lack guidance on design and methods ofconstruction. The result, overcrowding in poorly constructed huts,is to be observed even in the main towns.

3.04 The Cew recently constructed secondary schools are of reason-able standard but construction costs have been very high. Some schoolsshow a lack of proper planning and insufficient regard to climaticconditions,

Construction

3.05 The building construction industry in Chad consists of aboutsix contracting firms, most of them local subsidiaries of large Frenchfirms. Firms from other West European countries also compete for const-ruction contractae particularly for those financed through bilateral andmultilateral aid. Of af. construction activity, 90 percent is undergovernment contracta. Owing to the limited and unstable nature of themarket, some contracting firms maintain only smalU permanent officesin the country but are capable of rapid expansion to meet a demand,

3.06 There are several furniture manufacturera in Fort Lamy whoproduce school furniture at reasonable standards and costs, usingimported plywood and tubular steel,

3.07 Tendering and contract award procedures follow generallyacceptable practice, Control over bidding procedures would be necessaryto ensure truly international competitive procurement.

3.08 Construction costs in Chad are among the highest, if not the

highest in Africa. Only about 10 percent of construction materials arelocal and transportation costs for the remaining 90 percent are extremelyhigh owing to the geographical situation of the country. Transportationof materials is hampered by roads being impassable for several monthseach year. For example, the cost of cement is doubled between the Africanport of entry and Fort Lamy. It may be possible to reduce constructioncosts by closer attention to material specifications and to the possi-bilities of utilizing materials available locally or in neighboringcountries.

Maintenance

3.09 Funds for maintenance of school buildings are included in theannual recurrent budget, but the organization and the financial provisionare at present inadequate and even recently completed schools are indanger of deteriorating. One of the purposes of the Unesco/UNDP/FACschool building unit (para. 3.02) is to set up an effective system formaintenance of buildings.

4. E WCATIONAL FINANCES

Recurrent Expenditure

4.01 Government recurrent expenditure on education has increasedfive-fold in the last 12 years. As a proportion of the Government'sannual budget, it rose from 12 percent in 1957 to 18 percent in 1964,but in the last three years other components of internally-financedcentral governient expenditure have risen more rapidly. The effect hasbeen to reduce the share of education to 13 percent in 1966 (Annex 11).The proportion of GDP devoted to education in the last five years hasaveraged 2.4 percent. Although substantial in relation to the Gover--ment's total budget and as a pioportion of GDP, this allocation to ec&ucation is small in absolute terms. It has been supplemented by annualgrants from the French Government.

4.02 The sources of finance and the distribution of expenditure forrecurrent costs of education are shown below on the basis of 1965 and1966 financial years:

Main Recuirent Er3iication -xditures Averaged for 1965-1966(millions of C.F.A. francs)

Primary Secona Technical Total (%)

Ministry of Education 599.3 134.8 51.0 7854l 48Other Ministries 154.1 192.9 28.8 3,',8 24FAC (French assistance) 37.4 361.4 53.6 452.4 28

Totals 790.8 689.1 133.4 1,613.3 100

Percentages 49 43 8 100

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Capital Expenditure

4.03 Capital outlay on education has been provided mainly fromexternal sources - the French Fonds d'Aide et de Cooperation and theFonds Europeen de Developpement. Total inxvestment expenditure for1960-66 is accounted for as follows:

Total Percentage(millions of C.F.A. francs)

Chad Government 250.0 14.9FAC (French) 767.4 45.7FED (European) 663.0 39.4

1,680.4 100.0

Aggregate investment rose to a peak in 1964. It slackened in 1965-67but now the outlay should increase again to provide for heavy demandsfor increased accommodation in all branches of education.

4.04 Community efforts have also aided the raipid development ofeducation in the last 12 years but contributions have been mainly inkind. Services and materials provided by the communes are now theprincipal means available for constructing primary schools.

Future Expenditure

4.05 The following capital outlays, planned for the last four yearsof the current Five-Year Plan period, will depend largely on the avail-ability of external aid:

1967 1968 1969 19707millions of C.F.A. francs)

Primary 328 487 500 596Secondary 190 365 240 316

Total 518 852 740 912

Considerable increase in recurrent expenditure is also implied by plansto develop education. For the immediate future the Government looks togrants and loans from abroad for the financing of most of the capitaldevelopment but plans to reduce progressively its dependence on externalassistance for recurrent expenditure which at present is mainly forstaff salaries.

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Financial Projections(In constant 1965 Erices)

1965 1972 1976 1980-Ts$ 00oTos7

lc GoDeP, 239,000 275,000 306,000 354.0002. Public recurrent expenditure 303400 37,300 43,000 49,5003. Public recurrent revenue 31,000 .1,900 48o000 55,0004. Education recurrent expenditure 5,hoo 7,300 8,450 10,5005. 4 as percentage of 1 2.2 2.7 2.8 3.06. 4 as percentage of 2 17 19 20 217. External assistance, recurrent

expenditures 13900 1,900 1,900 1,9008. Project-generated recurrent costs - 480 556 l1o

NOTE: (i) Base-year figures for iteas 2, 3 and 4 are three-year averagescentered on 1965.

(ii) Growth of GDP is assuned to be 2% a year to the end of thecurrent plan period, 1965-70, 2-1/2% over the next plan periodand for 1976-80 it is assumed that it wi11 approach the offic-ial target rate of 4-5%.

(iii) Elxternal assistance is not included in items 2, 3 and 4*

4.06 At present the Government can increase only slightly theproportion of its total budget going to education. However., totalrevenue should increase with rising GDP and increasing efficiency oftax collection, so that a rise of some 5% a year in recurrent expend-iture on education should be feasible. With the bila.-';eral aid expecited,this would be adequate in the next five years to provîde for the costsof the principal planned developments in education and recurrent costsgenerated by the proposed project,

5. NEED FOR THE PROJECT

Manpower Aspects

5.01 In the goverrmient sector all the key administrative andtechnical services depend heaiily on tecbnical assistance personnel.In the private sector, except in artisanal workshops and smnall scaleretailing, the managers and entrepreneurs are all expatriates. Thedistribution of employnent in private sector services, which is typicalof the "modemr sector of the economy is as follows:

P E R C E NT AG E SOf Total La'orForce Chadians Expatriates

Unskilled and semi-skilled 75 95 5Skilled workers 15 81 19Craftsmen and technicians 4 25 75Management 6 0 100(Goverment Manpower Survey of Private Sector - 1965)o

The lack of trained Chadians is one of the main factors limiting econ-omie developnent in Chad. Expatriate persolmel are expensive and with-out qualified supporting staff they are not highly productive.

5.02 Agriculture, dominated by traditional methods and by sub-sistence needs, supports some 90% of the population. Extensive land,water resources, and sources of power are under-utilized because oflack of incentive, knowledge, and technical and managerial skills.However, some promising developments have begun in commercial cropping,cattle raising, fishing, and related processing and servicing activities.Supporting infrastructure developments are also urgently needed. Hereagain, the lack of trained manpower affects not only the implementationof infrastructure projects but also their viability in the long run.

5.03 Prospects of emerging froma conditions of economic stagnationhave been raised by the educational advance of the last 12 years. Over20% of school age children have now the opportunity of some h years ofprimary schooling; but the achievement by even 10% of that number of asound basis for post-primary and further education and training, whichis the plan target for 1972, depends on reforma which include a doublingof the supply of qualified teachers,

5.04 The countryts need for education and training is further shownby the figures below:

Illiteracy rate 93%

Proportion of 7-12 age-group enrolled in primary schools 19%

Secondary school enrollment as proportion of 13-18 age-group 2%

Propvrtion of qualified teachers in primary schools 1966-67 12%Average size of primary school classes - 72 pupils (range up to 200)

5.05 The need for educated people in a population of 3.5 millionclearly cannot be supplied by the 19 Chadian secondary school graduates(in 1966) or the 366 Chadians who passed the first cycle secondaryleaving examination the same year. A prior condition for the develop-ment of a secondary school system to supply this need is an efficientprimary school systen. The highest priority, therefore, has been givento the provision of trained teachers for the primary schools which arenow under-staffed and dependent on teachers who themselves for the mostpart have had little education beyond primary level.

Te&cher Training Plan

5.o6 Improvement in primary teacher training is the crux of theplan lor educational development. Owing to financial stringency andto the limited nuaber of qualified instructors and recruits forteacher training, the plan is limited in its scope. For at leastanother decade it cannot meet the entire need for trained teachers

-12.-.

nor cover all deficiencies of accommodation and equipment. However,if implemented according to schedule, it will within 10 years estab-lish a sound basis for development of a comprebhnsive education andtraining system.

5.07 The effect of the Plan in increasing the supply of qualifiedteachers should be as shown in detail in Annex 12, and summarized below.

1968 1970 1975 1980

Total primary enrollment 182,320 201,000 269,400 343,700Average class size 66 60 45 45Aggregate demand for teachers 2,760 3,35o 5,99o 7,640

Planned teacher supply -/

(î) Teacher trainers- - - 234 430(ii) Senior teachers 6 6 239 440

(iii) Assistant teachers2/ 366 360 520 1,530(iv) Monitors I 2/ - 75 914 2,600

Deficiency to be filled bymonitors, types (b), (c) and 'd) 2,388 2,909 4,083 25,64

5.08 This development wouild have two important results:

(i) The proportion of inadequately trained monitors wouldbe reduced from 86% to 35% of teachers in service, and

(ii) The qualified staff would have received training whichwould be much superior to that now available.

This training Aould initially be provided by full-time courses ofinstruction at the proposed Center at Moundou and in-service trainingorganized by the Center. Later, the existing centers at Fort Archambault,Fort Lwny and Bongor would be upgraded to the same level as Moundou.

5.09 An important deficiency ef current teaching practice is itslack of relevance to the local environment. The new curriculum fortraining teachers would improve on this situation. Laboratory work,together wLth wood and metal workshop practice, farm work and exper-ience of building maintenance would not only help trainees to bringtheir teaching into rapport with local conditions but also equip themfor community developmaent work,,

1/ See paras.6b.M, 6.09,,r/ See Glossary

-13-

5.10 This development of teacher training is essential to the plan-ned change in the primary curriculum which has been initiated in pilotschools in the Moundou-Koumra area and is supported by a new curriculumdevelopment section attached to the National Center for EducationPlanning. This center, with support from UNESCO and FAC is collabor-ating with UNESCO centers in Accra and Bangui and the UNDP RegionalCenter in Brazzaville to develop appropriate teachiing progea5Is andteaching aids for primary achool courses and also for teacher training.

5.11 The assistant teacher training program wi11 help trainees toovercome one of the greatest obstacles to effective teaching in Chad,which is limited knowledge of French by the pupils. Language labor-atory work for student teachers is to be supplemented by specialistteaching on methods of dealing with this problem (para. 2.03).

5.12 Correspondence courses combined with supervision in thefirst year of teaching experience after graduation are an importantfeature of the Plan. Initially, this 'il1 be the responsibility of -French technical assistance staff but the training of Chadian special-ists for this work forms part of the program.

Technical Training for Agriculture

5.13 Agriculture is the main producing sector of the economy andland is the principal resource for development so that, at this stage,prospects for national develop'ment depend principally on increasedefficiency of land use. An ef_ective extension service is a firstrequirement for the achievement of expansion, diversification, andincreased productivity in agriculture. As a consequence of delayededucational development there are not enough qualified recruits fortraining to supply more than minimum immediate needs for this purpose:personnel now available consist of a small group of expatriate agrie-ulturists, supported mainly by technically unqualified staff.

5.14 The total of 750 field agents now employed by the Departmentof Agriculture is made up of 450 who have had no tecbnical training andlittle or no general education and 300 technicians of whom 80% have had8 years' schooling or less.

5.15 Estimated requirements for the extension service at present areas follows: (a) 15 Chadian degree-level agriculturists, to head the -district services (secteurs agricoles), (b) 30 dipploma-level agricul-turista, or one for each of 30 sub-districts (sous-secteurs agricoles),(c) five extension agents per sub-district, or one per 2000 families,making 150 in all, and (d) two field assistants for each of the exten-sion agents or a total of 300.

5.16 The training of Chadians for the two higher-level categories,(a) and (b) above, has begun through the provision of scholarships forregional institutions in Cameroon, Senegal, and the Central AfricanRepublic 0 However, the number of recruits who can qualify for entry intothese institutions is so limited that replacement of expatriate personnel

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is not envisaged in present plans. At present, there is only oneChadian degree-level agrieulturist and four of diploma level (ingenieursde travaux agricoles).

5.17 The supply of field assistants, category (d) above, is providedin adequate numbers by the training center at Ba-Unli (para. 2.20). Atits present level of operations, this center can supp2y field assistantsas rapidly as they can be absorbed into the service. With improvementsin primary schooling and consequent improvement in the educational levelof its intake of trainees, it should be able to rai-se the level ofqualification of its output of graduates.9t

5.18 .The crucial requirements, for which no provision exists inChad, is at the extension agent level, category (c) above. The proposedCenter for Training Agricultural Technicians, limited initially to anoutput of about 30 graduates a year because of the lack of candidateswith iniuw;num educational requirements, would require about 5 years tosupply the minimum requirement of 150.

5.19 The proposed progran for training agricultural techniciansshould supply staff capable of implementing short-range plans to raiseagricultural output and in thc long run it should supply nuch of theskill and leadership required to bring about sustained agriculturaldevelopment.

The Development Need

5.20 Poor conditions in schools, dependence on expatriate manpower,and inefficient use of resources in agriculture and in industry, are allcloaely interrelated. The programs outlined above which include theproposed project are a necessary step towards changing these conditions.

5.21 Tha projected development of teacher training for primaryschools is a vital need for the development of the entire education -and training system. Alone, it cannot achieve the necessary improve-ment of the system, but it is an essential step to which the Govrernmentgives first priority, It should be followed by accelerated developmentof secondary education and vocational training including further expan-sion of the training of agricultural technicians.

5.22 The project proposal for teacher training and agriculturaltechnician training was initiated as part of the 1966-70 Five-YearEconomic Plan. However, the project itself becaae the foeus of aprogram of educational reform and expansion. Its preparation was -associated with the initiation of cmplementary measures for adapt-ation of primary teaching to Chadian conditions, for organization andguidance of community building of primary classrooms, development ofagricultural courses in secondary schools, and restructuring technicaland industrial training. Consequently, the educational content of theEcoriomic Plan-has been superseded by an Interim Plan for Education andTraIning 1968-70 which, to a large extent, is the result of work and

experience associated with the preparation and appraisal of the IDAprojecto

5.23 The Interim Plan includes an industrial training center atFort Archambault; extension of existing rural artisan training centerswhich would become satellites of the Fort Archambailt Center; andeight new secondary schools. Development of courses in agriculture(para. 2.10) would be a feature of the new secondary schools. Thes-eare items which could be considered later as a possible second educ-ation project in Chad.

6. THE PIC`JECT

General

6.01 The proposed project is the construction and equipment of (i) ateacher training center at Moundou and (ii) a training center for agricul-tural technicians at Fort Lamy. It would also include technical assistancesupplied by the French Government over a period of seven years.

6.02 Estimated costs of the project (Annex 13) are as follows:

Estimated Project Costs

EstimateaForeignExchangeComponer.t

CFAF US$ equiv. % of US$(millions) ands) Total (thousands)

1. Teacher Training CenterAcademic and general facilitîes 121.7 495 42 351Hostel accommodation 123.9 503 42 356Staff housing 47.5 193 16 136Contingencies 10% 29.3 119 _ 85

Total 322.4 130 923

2. Agricultural Training CenterAcademic and general facilities 77.6 314 48 22>4Hostel accomodation 35.5 144 22 102Staff housing 48.5 196 30 132Contingencies 10% 16.2 66 - 47

Total 177"7 728 MOO 77-

3. Project Administration 17.3 70 5D

4. Totals, administration,construction and equipment 517-5 2,100 g 00

5. Technical assistanceiboth project items)On FAC budget 411.4 1,650 87 1590On Chad budget 64.0 250 13

Total 4775. 100 159

6. Aggregate expendituresAdministration, construction

and equipment, etc. 517.5 2,100 52Technical assistance 475.4 1 900 48 i$yo

Total 992.9 000 l00 3059

(if technical assistance is excluded, the foreign. exchange component is est-iikitedat 71%; for the project including technical assistance it is M7;Z)

- 17 -

6.03 The project would be implemented in 1968-71, so that the TeacherTraining Center would reach capacity enrollment by October 1971 and theAgricultural Training Center by October 1972. The former would provide400 new places in teacher training to meet the country's more urgent needsin terms of better training for primary teachers and an increased supplyof trained teachers (para0 5.07). The latter center would provide 120places in a 3-year course for the training of agricultural technicians(paras0 5.18, 5.19).

6.04 The estimated costs of the proposed project have been reducedsubstantially during appraisal. This is due mainly to the substitutionof one large teacher training center for two small ones, increased totalenrollments planned for both teacher training and agricultural training,and the application of more economical standards for both constructionand equipment.

6.05 Other modifications have been designed to improve the trainingprograms and extend their impact. Among them, for the agricultural center,are the lengthening of the period of training and increased provision forfield vork associated with major production projects in different partsof the country. The teacher training program has alseo been strengthenedby the extended provision for in-service training, particularly formonitors, and correspondence courses.

6,o6 With these changes, the two institutions would be well adaptedto the country's needs, Capita7l outlay per student place would be lessthan 50% of that foreseen in the original estimate and the reduction incosta per graduate would be still greater. These economies are importantbecause of current financial stringency in Chad. Also, future develop-ment will benefit from the introduction of the more economical standardsof construction and equipment. Further reduction in unit costs shouldbe achieved in the future, especially in the Agricultural Center, withincreasing enrollments.

6.07 It is anticipated that there will be no shortage of qualifiedapplicants for both institutions.

Teacher Training Center - Moundou

6.o8 The Moundou Center would integrate teaching practice andpractical farm and workshop courses with the progran of formal instruction.The whole would be related closely to community needs and developmentopportunities. In-service training supplemented by correspondence courseswould also be undertaken by the Center. Unesco and FAC have collaboratedwith the National Center for Education Planning in devising a detailedplan of oporations which would meet the most urgent needs of the educationsystem, would not overstrain the limited resources available, and wouldbe geared to expansion and growing independence of external aid.

6.09 The proposed Center would have a total enrollment of 400 full-time students, and would conduct and supervise correspondence courses andin-service training for a further 400 teachers. The annual output of themain two-year course would be 125 graduates who would become qualified

-18 -

assistant teachers aIter a further year oe satisfactcry teaching perform-ance under supervision from the Center, In addition 50 experienced assist-ant teachers would be selected each year for a course leading to higherappointments -- mainly as school principals. Another 50 selected on thebasis of experience and aptitude would be trained each year as teachertrainers for the in-service traiting progr=. There would also be an in-take of 150 monitors each year for an intensive 3-month retraining coursefollowed by correspondence work-;

6.10 The course would be 65% general education, 25% professional train-ing which combined course work with teaching practice, and 10% practicalinstruction in the workshop and on the farm. Students would follow a rotatiJonof extra-curricular assignments to gain experience in maintenance of buildingsand plant, purchasing, marketing, and accounting. The curriculum is wellbalanced and well-adapted both to primary school development requirementsand to the role of teachers in community development. In particular, theprogram for practical work in the workshop and on the farm, and the orien-tation of the curriculum to Chadian conditions, are designed to equipgraduates for community work as well as for teaching and school adminis-tration.

6.11 Academic facilities would consist of six general clasarooms, onesocial science room, a special room for art classes, a sciencelaboratory, a demonstration laboratory, a workshop, four study rooms and alibrary. The dining room would also be used for lectures. Provision ofhostel accomaodation for 75% of the students is necessary because recruit-ment would be nation-wide and boarding facilities in Mîoundou are extre-mely lixited. Senior expatriate staff would have housing provided.

6.12 During their first year after graduation, teachers trained inthe Center would work under supervision and receive further in-servicetraining coordinated with correspondence courses. They would be requiredto continue in the education service for a minimum period or to reimbursethe costs of their training. The period proposed by the Government is10 years.

The Agricultural Institute - Fort Lany

6.13 The Agricultural Center would train middle-level agriculturaltechnicians (conducteurs agricoles) through a 3-year course offered tostudents with the first secondary cycle certificate (BEFPC) This wouldbe a considerable advance on courses offered up to the present. As theprincipal agricultural education center, the Center would train the corepersonnel for agricultural services and also assist other training pro-grams. Purther, the program of the Agricultural Center would be closelycoordinated with that of the existing Animal Husbandry Institute. The newinstitution would adjoin the latter and the two would develop integratedfarming and livestock raising programs. Veterinarians and animal husbandryspecialists of the latter Institute would teach their specialized subjectsto students of both institutions.

6.14 The required annual output of 30 agricultural techrLicians com-bined with the requirement that approximately 15 students take the intro-ductory one-year course in preparation for training in animal husbandrywould necessitate a total enrollment of 120. This includes a margin foratudent losses. Students would be selected from both the general educ-ation stream and among graduates of the Ba-Illi Agricultural School. Asufficient number of qualified candidates should be avaiLable to providefor the projected enrollment with sufficient margin for selection poera.09)

6.15 The instruction program would consist of general education (onethird) and specialized professional instruction (two-thirds). A prelimi-nary period of practical farm work at one of the State Farms in the cottonbelt would be part of the selection process. In addition each class groupin turn would undertake practical work on development projects in differentrural areas, so that one year out of the three years' training would be fr1l-time practical work. Practical training would also be provided in a 25-hectare farm attached to the school and in livestock and poultry enterprisesconducted in cooperation with the Animal Husbandry Institute. Professionalcourses would include crop production, animal husbandry, agricultural engi-neering, farm economics and agricultural extension. The Center would alsooffer specialized short courses to prepare technicians for special areasand production projects or to supply extension agents in service tdith up-to-date information regarding Lnproved management of crops and liivestockproduction.

6.16 Since animal husbandry and elements of veterinary science wouldbe taught by specialists of the Animal Husbandry Institute, only four agri-culture teachers would be required, i.e., one specialist for each of theagricultural subjects,together with one teacher of general education sub-jects (mainly laJiguage) 0 Although teachers supplied under technicalassistance would be necessary for its initial operation, a sufficientnumber of Chadians are in training abroad to ensure that Chadian degree-level agriculturista could staff the Conter by 1975. This shouldprovide a sound base for the future expansion of the Genter as thenucleus of a complex of agricultural institutions catering for privateenterprise as wsle as growing requirements of Governnent extensionservices.

6.17 Academic facilities of the Center would consist of one generalsubject classroom, two classrooms for demonstrations and laboratory work,a workshop and a library. The dining room would be used also for lectures.Students would be admitted from all parts of the country and boarding fa-cilities for 60% would be required. At any one time at least 30 studentswould be away engaged in field work, and 15-20 would be day students enroJLedfor the first year course only. The latter would complete their trainingin other specialized agricultural training prograns. Housing would be pro-vided for senior staff.

Technical Assistance and Recurrent Costs

6.18 The French Government has agreed to supply staff required butnot locally available, to finance the greater part of staff salaries, andto organize training for Chadian personnel to replace French technical

-20-

assistance staff. The period for this technical assistance operation is set atseven years but the replacement of French staff in teacher training is expectedto take longer. The foUowing replacement schedule and schedule of recurrentexpenditures (at constant 1967 salaries and prices) should be possible:

1970 1971 1972 1973 1974 1975 1976

Teacher Training Institute

Personnel:

(i) Technical assistance 12 20 24 26 24 22 22(ii) Chadian 2 4 4 8 10 12 12

Salaries and related costs:(CFAF 000Qs)

(i) On FAC budget 28,560 47,600 574120 61,880 57,120 52,360 52,360(Mi) on Chad budget 6,480 11,400 12,960 17,340 18,360 19,360 19,360

Other recurrent costs (Chad)21,290 25 470 37 530 37 530 37,530 37,530 37,530Total recurrent expenditurEso6,43O h7,h70 107,610 115,010 109,20 109 1092cO

ILstitute of Agriculture

Personnel:

(M) Technical assistance 2 4 5 5 3 2(ii) Chadian - - - 1 2 3

Salaries and related costs:(CFAF 0OOOs)

(i) On FAC budget 5,180 10,360 12,950 12,950 7,770 5,180 -

(ii) On Chad budget 540 1,080 1,350 2,190 2,250 2,820 3,480Other recurrent costs (Chad) 9 370 9 700 12,700 16,730 16 730 16 730 16730Total recurrent expendituresl§9 2 27,000 31,870 2 2730 20,210

6.19 The replacement of technical assistance staff would reduce total recurrentexpencditures for the project schools owing to the lower salaries of Chadian per-sonnel. In consequence, as shown in the following table, the reduction and eventualtermination of this aid by the French Government should not lead to a very greatincrease in expenses incurred by the Chad Government a.Vter the end of the7-year period:

-21-

Project Recurrent Costs(CFAF OOOs)

Long-Term1970 1973 1976 Target

(i) On FAC budget 33,740 74,830 52,360 -(ii) On Chad budget 37,68o 73,790 77,100 89,000

Total 1 1h8,620 129,460 89,000

î/Estimated on basis of current prices and salaries; the "long-term target"- is full replacement of technical assistance personnel, which should be

possible by the early nineteen-eighties. In paragraph 4.05 increasedrecurrent costs of education due to the project include in addition tothe above project recurrent costs the estimated effect of the projecton primary teacherst salaries through upgrading.

Equipment and Furniture

6.20 Equipment and furniture lists have been reviewed. As amendedduring appraisal they are adequate and estimated costs are considered rea-sonable under the special conditions of the country.

Sites and Building

6.21 The two sites required have been designated and are suitable.Their acquisition has been confirmed and site plans have been provided.

6.22 Cost estimates for the buildings in the proposed project have beer,based on recent cost experience. In view of recent trends in building costscontingencies of 10% have been added to cover possible price increases duringimplementation.

6.23 Factors which contribute to the extremely high costs per studentplace ($2,900 per full-time student place at the Teacher Training Center,and $5,4QO per student place in the Center for Agriculture) are:

(i) Construction costs for boarding accommodation and for staffhousing together are over 50% of the total constructionand site utilities costs of the project. This is un-avoidable because both project institutes would be uniquenational centers, recruiting from all parts of the country,and because staff housing is necessary to attract the morehighly qualified staff supplied under technical assistance.

(ii) Because of initiajly low enrollment figures, more particu-larly in the Agricultural Center, space utilization isbelow the technical maximum. This is due to the limitedsupply of qualified entrants. However, schedules of

-22-

accommodation as amended by the mission are approp-riate; and future extensions will be accompanied bymore intensive utilization of space and lower costsper student place.

(iii) The practical nature of the training programs to begiven, which is dictated by production developmentand commnity development needs, makes the costs ofequipment for both centers much higher than they wouldbe if the emphasis were on clas3-room inctruction.

Maintenance

6.24 Maintenance costs and other project recurrent expenses wouldbe borne by the Ministry of Education for the teacher training centerand the the Ministry of Agriculture for the agricultural center.Implementation

6.25 Procurement procedures for furniture, equipment and all build-ing construction would follow international competitive bidding, (Seeabove, paras. 3.05 - 3.08).

6.26 Both institutions should be in a position to receive firstyear students in late 1970 and by early 1971 buildin3 constructionand procurement of furniture and equipment are expected to be complete(Annex 15).6.27 For reasons mentioned in Chapter 3 (para. 3.02) on schoolplanning and construction and because the implemeiitation of the projectwould impose a burden beyond the present capacity of the administration,it is considered essential that:

(i) A Project Director acceptable to the Association,with overall responsibility for the project, and twoassistants, should be appointed and attached to theMinistry of Education.

(ii) The salaries of the Project Director and two assist-ants would be included in project costs to be financ-ed in part by the IDA credit (para. 6.02, subsection 3);

(iii) A firm of architectural consultants should be commiss-ioned to design the project schools.

Disbursfment

6.28 An IDA credit of US$1.8 million would represent 45% of thetotal project costs of US$ 4 million or 85% of construction and equip-ment costs. It would cover the estimated foreign exchange componentand 50% of the local cost component of construction and equipment costs.The Association would diaburse or reimburse;

(i) 100% of professional fees, project administration costs,and foreign exchange coste of equipment and furniture,and

-23-

(ii) 84% of total costs of civil works and local currencyexpenditures on furniture and equipment.

However, should actual expenditure exceed present estimates of cost, thepercentage reimbursement under (ii) would be revised doiminard so that dis-bursements uould be spread.through the implementation period and theirtermination coincide with the completion of the project. 2unds not dis-bursed at the completion of the project would be available for cancellation.Estimated disbursement rate is showi in Annex 15.

6.29 The Chad Government would finanice the remaining costa of construc-tion and equipment, $0.30 million, together with its share of $0.25 millionin co0ts of technical assistance. A technical assistance grant of $1.65 mii-lion by the French Government would account for the balance of project finance.

7. CONCLUSIONS AND RECOMMNDATIONS

7.01 One of the main restraints on economic and social development inChad is a shortage of educated and trained manpower (paras. 5.01-5.05). Theproposed project, by establishing an improved system of teacher trainingand a program for training agricultural technicians, would meet part of thisshortage (paras. 5.07, 5.18, 6.03).

7.02 The Teacher Training Center would supply each year 125 newlyqualified primary school teachers and by intensive courses for upgradingand retraining would progressively improve the qualifications and orien-tation of those in service. Output of all internal and external courseswould be over 700 teachers a year. The organization of education wouldbe strengthened by advanced training at the Center for graduates selectedfor positions of higher responsibility (paras. 6.o8 - 6.12).

7.03 The Center for Training Agricultural Technicians wculd train ex-tension and supervisory workers and would be the nucleus of a complex ofa2ricultural institutions catering for national needs (paras.6.13 - 6.17)6

7.04 The planned output of 30 agricultural graduates a year is themaximum feasible under existing conditions because of the limited supplyof candidates qualified for admission. This number would supply minimumcurrent needs for agricultural services and projects but it is a basis forfuture expansion (paras. 5.18, 6.14)-

7.05 Thc train~ c, nte-rs zould provide appropriate conditionsfor course work and for practical work under conditions in whichgraduates woJuld be employed (paras. 6.10, 6.15)*

7.06 The number of applicants for entry into each center would besufficient to provide the enrollment planned (paras. 2.09, 6.07).

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7.07 The building designs would conform to acceptable standards,ensure economic utilization of teaching space and meet the requirementsof the two training programs. Boarding and staff housing wouldbe austere and provided on a minimum scale. Furniture andequipment as proposed are adequate in amount and specifications. Costestimates are reasonable in view of the special conditions prevailingin Chad (paras. 6.20,-6.23).

7.09 The Government share of the capital cost and the recurrentcosts which wculdbe generated by the project are within Chadts financ-ial capabilities under existing bilateral arrangements (paras. 4.05.h.o6, 6.18, 6ol9).

7.10 The following condition has been fulfilled:

(i) Formal agreement by the French Government to supply thetechnical assistance required for the project centers(para. 6.18).

In addition, the following assurances were obtained from the ChadGovernnent representatives during negotiations:

(ii) A Project Director, acceptable to the Association, wilbe appointed and attached to the Ministry of Educationand will have orerail responeibility for implementationof the project (.ara. 6.27).

(iii) Architectural consultants will be commissioned to designthe two project centers (para. 6.27).

The project forms a s-aitable basis for an IDA credit ofUS$1n8 million, which is 85% of total project costs for constractionand equipment of US$2.10 million equivalent or 45% of the total projectcost of uS$4h.0 million equivalent. The credit would cover foreignexchange costa estimated at US$1,50 million and U*0$.30 millicn equivalentof the local currency costs of construction and equipment, leavirgUS$o.55 million to be financed by the Goverr=ent of Chad and US$1.65million by bilateral assistance £rom the French Governrent.

July, 1968

CHAD: ORGANIZATION OF THE MINISTRY OF EDUCATION, 1966-67

MINISTER OF EDUCATION MINISTER OF PLANNING

GENERAL DIRECTORATEOF EDUCATION

UREAU 0F PERSONE FBUREAU 0F FINANCE BUREAU 0FUMNAINCTEAND SUPPLY EXAMINATIONS

PRIMARY EDUCATION ONST UTE TIN TECOHNICAL EDUCATION SCHOOL BUILDINGS SCHOOL HYGIENESPEAKING POPULATION

zmIBRD- 3457

CHAD: EDUCATION SYSTEM, 1966-67

AGRICULTURE AGRICULTURE

MINISTRY OFAGRICULTURE3 0

TRAININGMONINI ITORS I TEACHER TRAINING

l~~~~~~~~ ~PBI ATDMINISTRTO

OTHER~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~HI

PRIMARY EDUCATION SECONDARY-FIRST CYCLE SECONDARY-SECOND CYCLE OTHER

2 3( r4COUNTrRIES

MINISTRY OFEDUCATION i T

JUNIOR TECHNICAL r

i ~ ~~~ I

VOCATIONAL 2nTRAINING SENiOR TECHNICAL rn

I.. -~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~r

A ENTRANCE EXAMINATION ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~~~~PBLC DNNSTATO

NURSINI SCHOOL rI SCHOOL

r

m~~~~~~~~~~~~~~~~~~x

rr

NOTHER Scoîaegaerîtosi plisoî hnsuet oetruh h ytmwtotrpoigocPUBLIC WORKS SCHOOL

IPROPOSED PROJECTr SCHOOLS

à ENTRANCE EXAMINATIONTELECOMMUNICATIONS SCHOOL

O LEAVING _

SCHOOL YEAR I 2 3 4 5 6 7 8 9 10 il 12 13 D

AGE 7 8 9 10 1 1 IZ 13 14 15 16 1 7 18 19 Zm

NOTE: School age-grode relotionship opplies only when $tudtnts move through the system wIthout repenting a closs. (R)ISRD- 3458 X

CHAD: EDUCATIONAL PYRAMIDGRADES PUBLIC AND PRIVATE ENROLLMENT, 1966-1967

SECONDARY

7 104 14

6 90 8

5 288 31

4 1,015 72

3 BOYS 1 347 89 GIRLS

2 1,786 142

PRIMARY 2,804 230

PRIMARY

6 13,440 1289

5 11" 5 1,77

4 14,728 2,465

3 18,85 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~. ..... .... ..... _. . ,36

2 1 l26,225l |07,02

l 52,5es ::.k;.V556 5 18,092

60,000 50,000 40,000 30,000 20,000 10,000 0 10,000 20,000

BOYS GIRLS r(2R)IBRD-36o2

CHAD: PRIMARY SCHOOL AGE GROUP AND PRIMARY SCHOOLENROLLMENT(THOUSANDS OF PUPILS)

600 600PRIMARY SCHOOL AGE GROUP (7-12)

500 500

55% OF AGE GROUP ENROLLED;

400 2 % OVER AGE.

45% OF AGE GROUP ENROLLED- -10% OVER AGE.

300 300

PRIMARY SCHOOL ENROLLMENT _ _

200 200

_,,S^^-- ~~20%/ OF AGE GROUP ENROLLED;35% OVER AGE.

100 100

o I t I I I I 0 Ii r I - O 0_ N vo ~t It7 W r- ZD o) o - Na f0 *t mn (O r CD oe o<0 W M D <O {D CD D <0 Eo r- r- r r- - - - - r r

~D CD ~D <O {0 «0 tD <D . <.0D f- r N f r f f r- f- o} 0~ ol os oe e os oœ ou ' o> oœ c» o) oe o) oe o) o) c

(R)IBRD-3603

CHAD: PRIMARY AND GENERAL SECONDARY EDUCATION(NUMBER OF PUPILS) )

80,000 r I 1 800 APPLICANTS

PROGRESSION OF PUPILS THROUGH SIX YEARS PROGRESSION OF PUPILS THROUGH SEVEN

OF PRIMARY EDUCATION, 1961-1966 YEARS OF GENERAL SECONDARY

70,000 ______EDUCATION, 1959- 1965

60,000 600

50,000 500

40,000 400 PASSED ENTANCE EXAMNTN

LEAVING EXAMINATION

30,000 300

20,000 _À 200PASSED LEAVING EXAMINATION

1 0.000 100

PASSED LEAVING EXAMINATION

PASSED LEAVING EXAMINATION

GRADE Ist 2nd 3rd 4th 5th 6th Ist 2nd 3rd 4th 5th 6th 7th

YEAR 1961/62 1962/63 1963/64 1964/65 1965/66 966/67 1959/60 1960/61 1961/62 1962/63 1963/64 1964/65 1965/66 z

IBRD- 3461 X

CHAD

PUBLIC PRIMARY SCHDOL ENROLLMENT IN 1967 BY GRADE, AGE AND SEX

Age:Grades Sex 5 6 7 8 9 10 il 12 13 14 15 16 17 and Total

over enrollmentM 2461 10916 11394 9504 5935 3342 1539 1018 546 294 136 123 199 h7407

lstF 979 3827 3712 2619 1736 942 386 266 131 38 17 5 103 1h761

2nd M 238 805 3308 4732 4328 3813 2377 1511 851 615 230 140 107 23055

F 31 229 757 1062 1104 803 542 348 198 109 49 10 30 5272

M 42 521 1829 2894 3361 2530 2231 1285 803 358 268 119 162413rd

F 23 135 347 520 638 510 395 252 134 68 17 )12 3081

hth M 131 549 1211 2059 2198 2346 1695 1141 580 470 181 12561

F 29 68 135 257 275 406 273 166 81 44 30 1764

5th M 97 272 851 1739 2336 2082 1418 722 520 367 10404

F 14 48 69 132 218 272 198 115 52 23 1141

6th M 61 272 987 2201 2921 2847 1210 840 903 12242

F 13 30 55 120 225 293 143 107 79 1065

M 2699 11763 15354 16711 14701 13698 11370 11643 9380 7118 3236 2361 1876 121910Totals

F 1010 4079 4633 411o 3556 2739 1900 1753 1351 938 473 235 307 2708h

ON

Source: National Center for Educatlonal Planning.

CHAL

Public General Secondary School Enrollment

1947 - 1967

Total Total Grand.3chool Year lst 2nd 3rd 4th 1st Cycle 5th 6th 7th 2nd _ycle TGtai

1947-48 74 74 719h8-49 4h 29 73 3

1949-5o 32 15 47 h.71950-51 1X2 28 7 77 77

1951-52 57 28 24 7 116 1161952-53 49 43 2h4 22 138 1381953-54 57 44 34 29 164 16!1954-55 77 55 39 42 213 2131955-56 105 66 59 33 263 139 13 281

1956-57 134 82 51 4o 307 6 15 21 328

1957-58 186 118 78 51 433 1il 15 29 462

1958-59 349 174 114 73 710 20 23 43 753

1959-60 386 316 116 103 971 33 20 53 1,024

1960-61 391 355 267 159 1,172 58 23 3 34 1,2561961-62 532 406 351 280 1,569 51 49 10 110 1,679

1962-63 1,070 516 382 342 2,310 143 55 15 2I 3 2,523

196>3-6h 1,332 1,0h5 577 436 3,390 145 98 19 262 3,6521964-65 1,452 1,102 827 470 3,851 155 117 50 322 4,173

1965-66 1,773 1,390 1,013 725 4,90o 177 122 46 3h45 ,246

1 966-67 2,860 1,809 1,345 1,061 7,075 301 89 91 "41 7,556

Source: National Center for Educational Ilanning.

ANNEX 8

CHADENROLLMENT IN FIRST CYCLE 0F GENERAL SECONDARY EDUCATION

PB3LIC SCHOOLS

Passes inleaving

School First Second Third Fourth examinationYear grade grade grade ade (BEPC)

1962-63 1070 516 382 342 190

1963-64 1332 1045 577 436 259

1964-65 1452 1102 827 470 231

1965-66 1773 1390 1013 725 366

1966-67 2860 1809 1345 1061 305

1967-68 2100 2300 1460 1250 413

1968-69 2020 2000 2065 1365 496

1969-70 2100 1900 1940 1835 724

1970-71 2220 2020 1915 1870 819

1971-72 2330 2120 2120 1855 890

Note:

(i) Actual enrol-ments are given up to 1966-67.

(ii) Preject-ions beyond 1966-67 are based on _

classreom accormmodation for admission at fi rst grade;a drop-out rate of 6% each year up to 1969-70;a decrease to 3% in the drop..out rate after 1969-70;repetition rates of 15% in first three grades and 25%in the fourth grade.

(iii) Included in the estimtes of future enrollments are those of theplanned secondary school courses oriented towards rural activity,commencing with an enroIlment of 25 in 1968-69 and increasing to275 by 1971-72.

(iv) Pass rate at BEPC, 33% in 1967, is expected to rise to 50% in 1972.

* Chadians only included.Source- National Center for Educational Planning.

ANNEX 9

CEAD

ENROLI1,]ENT IN 3EC0ITD CYCLE OF GENRAL SECONDARY EDUCATION

PUBLIC SCHOOIS

Passes in*leaving

School Fifth Sixth Seventh examinationYear grade grade grade (Baccalaureat)

1962-63 143 55 15 2

1963-64 1h5 98 19 5

1964-65 155 117 50 17

1965-66 177 122 46 19

1966-67 301 89 91 22

1967-68 319 175 108 25

1968-69 438 217 172 56

1969-70 536 317 225 84

1970-71 815 423 321 136

1971-72 910 675 435 200

Note:

(i) Actual enrollments up to 1966-67.

(ii) Projections beyond 1966-67 based on -

an increase from 33% as at present to 50% by 1971 in propor-tion of hth grade pupils admitted to 5th grade;

an increase from 50% as at present to 75% by 1971 in passesfrom 5th to 6th grades;

a constant rate of 75% in passes from 6th to 7th grades;a constant repetition rate of 30% in 7th grade.

(iii) Pass rate in the Baccalaureat, for Chadian candidates, is expectedto rise from 30% in 1967 to 50% in 1972. Enrollment of Europeansin 7th grade is expected to remain constant at about 35.

* Chadians only included.Sourxce: National Center for Educational Planning.

ANNEX 10

CHAD

TECHNICAL AND VOCATIONAL EDUCATION

A - INDIVIDUAL ESTABLISHMENTS Enroliment 1966-67

1. Lycee Technique Commercial, 'Fort Lamy -

Junior courses 109

Senior courses 17

2. Lycee Technique Industriel, Fort Archambault -

Junior courses 68

Senior courses 40

3. Ecole Nationale d'Administration 57

h. Ecole Nationale de Travaux Publics 32

5. Ecole Nationale de Telecommunications 23

6. Animal Husbandry (Farcha) 21

7. Agriculture (Ba-Illi) 184

8. Nursing 106

B -ENROLLMENT 1963-1967 IN TECHNICAL LYCEES (1 and 2 above):

1962-63 1963-64 196h-65 1965-66 1966-67

Commercial courses 100 154 156 260 126*

Industrial courses 129 149 243 304 108*

Total 229 303 399 564 234

* Reduction in numbers due to the suppression of the first cycle of 4 years'study, and the commencement of recruiting selected graduates of firstcycle general secondary education.

Source: National Center for Educational Planning.

COSTS OF EDUCATION AND TOTAL GOVERNMENT EXPENDITURES(Millions of C.F.A. francs)

1957 1958 1959 1960 1961 1962 1963 1964 1965 1966

1. Minister's Office - - 10.4 9.4 10.6 11.4 10.1 10.8 9.h 10.4

2. Director Generalîs Office 9.2 9.8 12.0 9.1 12.1 11.8 14.3 18.8 18.9 20.8

3. Secondary Education 40.8 65.9 99.1 68.1 83.0 77.9 116.4 127.2 136.0 133.6

4. Primary Education 137.8 171.3 220.8 304.8 381.3 352.6 379.2 508.5 556.9 641.7

5. Technical Education 14.3 22.0 38.3 33.7 41.3 32.2 35.1 36.8 49.o 53.0

6. Arabie Education - - - - - 33.9 41.6 48.2 56.5 60.0

7. Adult Education - - - - - - 2.9 1.4 3.7 1.7

8. Inst. of Human Sciences - - - - 1.5 1.3 2.8 5.4 5.4 6.8

9. School Hygiene - - - - - - 6.6 7.9 11.1 9.2

10. Youth and Sports 6.3 12.6 4.5 9.2 7.3 15.1 20.3 h7.6 39.6 34.2

11. Bursaries 8.5 23.4 40.8 31.8 44.1 63.7 112.4 175.4 251.1 185.8

12. Private Schools 5.5 8.9 8.6 22.5 24.3 30.5 35.4 35.6 42.2 24.2

13. UNESCO/UNICEF - - - - 4.0 1.8 4.4 1.8 4.5 4.5

Totals 222.3 313.8 43h.5 488.8 609.6 632.0 781.6 1025.5 1184.4 1185.9

14. Share Common Services 26.8 62.9 83.8 140.9 152.8 126.3 134.3 156.7 128.3 105.0

15. Share FAC Salaries 9.1 11.2 12.3 20.8 20.8 20.0 42.4 44.6 76.0 76.0

16. Share UNESCO Salaries - - - - - - - 19.2 24.3 -

General Totals 258.3 388.0 530.6 650.5 783.2 778.3 958.2 1246.1 1413.0 1366.9

Total Government Bucte 2,144 2,697 3,100 4,290 5,155 5,303 5,941 6,694 8,270 10,411

Percentage Education 12.1 14.4 17.1 15.2 15.2 14.7 16.1 18.6 17.1 13.1

Source: National Accounts.

CHAD 1/Primary Schcàol Teachers =-reaand and F.armed Supp1y

Total Average Aggregate Recruitment A re ate Su iprimary class demand Monitors 3/ Teachers Monitors t Teachers

enrollr.ent size for teachers II I III II I I I IlI Ir T

1968 182,320 66 2760 350 - 20 - 2388 _ 366 6 _

1969 191,400 63 3040 330 40 - 2640 - 394 6 _

1970 201,000 60 3350 255 75 80 - 2909 75 360 6

1971 221,600 57 3880 290 150 100 50 50 3096 223 455 56 50

1972 232,700 54 4310 185 150 125 50 50 3277 366 465 104 98

1973 244,300 50 4880 345 150 125 50 50 3606 504 475 150 145

1974 256,500 47 5450 315 200 125 50 50 3893 687 485 195 190

1975 269,400 45 5990 130 250 150 50 50 4083 914 520 239 234

1976 282,800 45 6280 -100 300 200 50 50 3946 -1B4 6O5g- 280 275

1977 297,000 45 6600 -160 350 250 50 50 3743 1485 725 322 315

1978 311,800 45 6930 -240 400 3Î0 50 50 3468 1846 901 360 355

1979 327,800 45 7280 -21t 450 400 50 50 3080 2235 U70 400 395

1980 343,700 45 7650 -48o 450 500 50 50 2650 2600 1530 440 430

1/ Main assumptions:Enrollments increase as shown in Annex 4.New project teacher training center opens in 1970 and subsequent upgrading of three other training

centers maintains expansion of teacher training program.2/ Includes recruitment for the same year, and shows the effect of 3.1/3% annual loss through rotirements.3/ Monitors II are those trained under the existing system,(see Glossary) who are inadequately trained, and INonitors

I are to be trained under the new system which will be graduaUy assimilated to fuil assistant teacher training.Teachers III, II and I are respectively assistant teachers, senisr teachers, and teacher trainers.

ANNEX 13CHAD Page I

PROJECT COST ESTI14ATES I

TEACHER TRAINING CENTER

A. Construction and Site Development CFAF

1. Academic and communal facilities 70,455,000

2. Boarding accQmmodation90,090,000

3. Farm buildings1,5~00,000

4. Staff housing32,,400,000

5. Site development, utilities 30,000,000

Sub-total A 224,h45,000

B. Professional fees 17,955,600

CO Furniture and Equipment *

Furniture 26,l50,600

Equioment 24,545,000

Sub-total C 5O,695,600

Sum,nary

A. Construction and site development 224,445,000

B. Professional fees 17,955,600

C. Furniture and Equipment 50,695,600

293,o96,200

(I.e., CFAF 732,740 or US$2,900 per student place).

Contingencies, 10/ of A-C 29,309,600

Grand Total 322,405,800

* See sunmary list on page 3 of this annex.

PROJEWT COST EST2ATES II ANNEX 13Page 2

.GRICULTUIXAL TRANING CENTER

A. Construction and Site Development CFAF

1. Academic and ConniunalFacilities 34,320,000

2. Boarding accommodation 23,760,000

3. Farm buildings 4,000,000

4. Staff housing 31,600,000

5. Site development, utilities 27,500,000

Sub-total A 121,180,000

B. Professional fees 9,695,400

C. Furniture and Equipment ç

1. Furniture 9,974,900

2. Equiprment 20,804,900

Sub-total C 30,779,800

Summiary

A. Construction and site development 121,180,000

B. Professional fees 9,695,400

C. Furniture and equipment 30,779,800

l61,655,200

(i.e., CFAF 1,346,000 or US$5,400 per student place).

Contingencies, 10% of A-C 16,165,500

Grand total 177,820,700

* See summary list on page 3 of this annex.

Chad Amex 13PROJECT COST ESTIMATES III Page 3

COSTS OF FUR'IITURE AND EQUIPMENT

1. Teacher Training Center

CFAF

Furniture -

Academic facilities and general services 8,q024h,900

Student hostel 13e555e700

Staff housing h ,570 000

Equipment -

Academic facilities and general services 21,765o000

Student hostel -

Staff housing 24,780 000

2. Agricultural Center

Furniture -

Academic facilities and general services 2,613,600

Student hostel 3,319,300

Staff housing "O0h2,000

9,974,900

Equipment -

Academic faci.ities and general services 19,344,o900

Student hostel _

Staff housing 1 460 000

kmnnex 13Page 4iI

PROJECT COSTS ESTI14ATES IV

FOREIGN EXCHUiGE COMPONENT OF PROJECT COSTS,AND SOURCES OF FUTDS

CFA US$francs

(000o000) (000,000) %

1. Construction, Equipment andProject Admdnistration

(a) Estimated cost components

Foreign exchange component 367.0 1.50 71Local currency component 150.5 0.60 29

Total 517.5 2.10 100

(b) Proposed sources of funds

Proposed IDA credit 443.1 1.80 85Proposed Chad contribution 0.30 15

Total 517.5 2.10 100

2. Technical Assistance

Francea. Fonds dtAide et deCooperation 411.4 1.65 88

Proposed Chad contribution 64.0 025 12Total 75.4 1.90 100

3. Total: Construction, equipment,administration and technicalassistance

Proposed MA credit 443,1 1.80 45.0Proposed FAC assistance 411.4 1.65 41.2Proposed Chad contributions 138e,4 0.55 13.8

Total 992.9 É755 10070

Note:(1) Estimates of the foreign exchange component of construction and equipm.en$t

costs are based on recent building experience in Chade documerited inter-nally iii I4inistries of Works and of Customs Official internal revEnuetax and customs duty schedules» together with a,. analljsis otf projectcosta components, were the basis of estimates of tax components.

Page 5

(ii) The incidence of project expenditures on Chad's balance of payments willbe greater than the net foreign exchange component because (a) reimburse-ment of customs duties to Chad by the Customs Union (UDEAC) will not beaffected directly by duty collected on imported project requirements, and(b) a high marginal propensity to import (over one-third) in the "modernsector" of the Chad econoeW. means that local currency expenditures willhave a strong multiplier effect on demand for imported goods. Also re-current expenditures will have a multiplier effect on demand for foreignexchange.

CHAD: PROJECT SCHEDULE AND ESTIMATED DISBURSEMENT RATETEACHER TRAINING CENTER, MOUNDOU

ANDAGRICULTURAL TRAINING CENTER, FORT LAMY

MONTHSSIGNING

DATE 3 6 9 12 15 18 21 24 27 30 33 36 39 42

SURVEY ANDPREPARATION OF SITES

DESIGNS AND _WORKING DRAWINGS _

TENDER AND AWARD OFCONTRACTS FOR CIVIL

WORKS AND FOR SUPPLY BOTH INSTITUTIONS OPENOF EQUIPMENT FOR Ist YEAR STUDENTS

CONTRACT MOBILIZATION

CONST_RUCTION

DELIVERYOF EQUIPMENT

DEFECTS AND LIABILITY PERIOD

54(3%) 54(3%) 72(4%) 360(20%) 1,080(60%) 90(5%) 90(5%) DJ z

f ~~~~~~~~~~~~~~zESTIMATED DISBURSEMENT (THOUSANDS OF U.S. DOLLARS AND PERCENT OF TOTAL) xm

(R) IBRD - 3933 _

C H A D

EDUCATION PROJECT

DISTRIBUTION OFZ F _ , POST-PRIMARY SCNOOLS

*..N No. Enrollment\, N. 1% M . Two-cycle secondary 5 2,925

QI One cycle secondary 18 4,040 !POPULATION DENSITY and SCHOOL ENROLLMENT N t Technical 2 234

Densit; Oc~~~~hool N.ATeacher training 3 591District inhabitants/ks

2enrollment index

B.E.T. 0.1 6.3% X Agricultural 2 Planned

Kanem 1.5 5.3% Enrollment

Lake 5.1 35% S Project items*.1 3.5% (1) Moundou 1 400

Biltine 2.7 2.8% (2) Ft. Lamy 1 120

Ouaddai 4.1 3.8%

Salamat 1.3 14.6% - -..

Batha 3.3 3.8%

Chari Baguirmi 5.0 22.6%

Guera 2.7 28.7%

Moyen Chari 8.3 55.0%

East Logone 8.4 58.4% ?BORKOU-ENNED/- T/BEST/5West Logone 21.9 61.4%

Tandjile 12.6 40.5% L, E

Mayo Xebbi 16.2 28.9L

IV~~~~~~~~~~~ i~~~ .. ' '

iîiflt K A N / I B I ITINE

1111] I I .t

9,~ ~~ ~~ -I - t, N. - rrE i |

/ ,. 40 n fl4, 2 t M ...... 5.;:.; .A Tr H A a ABEC-E

LAXE r$ fl V O AT/DDA i' vi iit 1* BAIbjr 1 r -'OUA DOA

-k' - *-<« LG U E R A _- 'd M,11

/ j<5 .i1 lil, B hil ! . { X A 1 A MU A r

<Il - C e $ i I | |: / (y Préf ecture)

- ost E 5 °r m ^ W l L I I4~~~~~~~~~~~~-ô !3°à Oer 10 -J >r W' -C !. 0 0 0 0ri, À .sii."i

. X G g s N g K I LOM E ~~~~~~ATS FER KM2

.

MAY~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 196 IBD-08R

-- 'JIre IIIve 1

~~ v tT ~~ j4q.. Lt,

TflflI ~~~~ft~~9~~NE *.i ~~~ Less than 2

2 00 398 488 580

I i ~~~KILOMETERSs

MAY 1968 IBRD-2088RI.