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Report No. TO-505A

This report was prepared for use within thf, Bank and its affiliated organizations.IThey do not accept responsibility for its acctiracy 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

EDUCATIONAL PROJECTS

IN

anay 25r 19664

Prioject TDepanrtm.ent

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CURRENCY EQ UIVAJL-NT

Currency Unit Dollar (Eth$)

U. S. $1 = Eth $2. 50E:,i. th I .$= CU. 0.4 An

Eth $1 million = u.S. $400, 000

APPRAIS'AL OF EDUCATIONAL PROJECTS IN EiHIOPIA

TABLE OF CONTENTS

Para. No. Page No.,RASTIG nATA

5qTThMAT?VYT 1i\V[l4 T 'PfTTl'1TllT,

I. IMT nVJTA 1Tn. I 3 1

IT OOTA[r' AN\M ECONOMIC nPACKGrVTO Tvrr I

TTT L'T hTT-A A-rTf\CT A MT:P A TMTTrT ' 0 -o

The Education System (o - 12)Primary Education (13 - 14)

sUSeeral Seotnuduary £jULUatiUl-

Technical and Vocational Education (20 - 22)TeachIer Taraining (23 - 29)Higher Education (30)The Financing of Education (31 - 32)

IV.\ THE NEED FOR rHE F-O WJCT 33 - 42 9 - lu

V. 1Us= P?3JECT 43 - 64 11 - 16

Project Components and Costs (43 - 59)Administration (60 - 62)Architectural Services (63)Financial Implications (64)

VI. BUILDING CONSTRUCTION 65 - 78 17 - 18

VII. CONCLUSIONS AND RECOMMENDATIONS 79 - 90 19 - 20

ANNEXES

Annex 1 - Organization Chart of Ministry of Education.Annex 2 - Secondary School Teacher Training With Projections.Annex 3 - Educational System (Flow Diagram).Annex 4 - Educational Pyramid.Annex 5 - Student Enrollment in Grades 1-12 (1952-6h) and Projections

(1964-74) in Government Schools.Annex 6 - Primary and Secondary School Enrollment (1959-68)oAnnex 7 - List of Schools and Institutes in Project with Costs.Annex 8 - Estimated Disbursement Rate.

MAP of Ethiopia Showing Project Schools.

BASIC DATA

PopuLation: 22 million (estimated 1.962). Growth rate 2% p.a.

Area: 461,000 sq. miles

National income per head: US$44o (1963)

Natiornal income by origin! 1962/3

Tlotal (million US$) U2,$884

Distribut,ion (%):

Agriculture 70

Manufacturing, miningand construction 8

Ail others 22

1()0

APPRAISAL OF EDUCATIONAL PROJECTS IN ETHIOPIA

SUMARtY

i. .The Ethiopian Government has made a request to the InternationalDevelopment Association for financial assistance to construct and equip 5hnew secondary schools and additions to 23 existing secondary schools, 3 newteacher trGiinine institutes; one npw technical institute and additions toan existing technical institute.

ii. The project is considered to be an urgent and high priority need.Tt will permit a- major reision of the -zeon-r- s-andcurriculum to include practical subjects and will increase secondary schoolenrollre71n+ rcnapait from 1, 000 to 1 1.J0 with a trebling of g rad 19

graduates. There will be 1,330 additional places in trade training and 300morne primary -ar. 27 O more -ra - n-4e;--I 4t-r -;n, 4-pl-ees.

' ' jLa -LL. 4. Is ,..Wn ,~ O- A V.~CLt.,.. uca.,I~.0 LZ .L.L±J.LL4e, F_~

iiio H:11'ostel accom,m,odat-ion for abc-ut 5/0 o --)- s". -lnt has -I, beer.I,J _LJ IWL~iL'L U J .UL C UL,'U _I/ UJ± adL4- 0 !4 - I L C1±~LJO L

included at, 32 schools after careful study of their gar,graphical location; n re_'o lo ;a c n ar a 131 e _u_s C-4 -1 _4 - u.1 .- ., -, - .- .v L_e_. .nX u'eJ. J CL.U±J U U. LdLA ijIaIe1kLi d Cd. ± v i UiiU±.d± D I.idi_ I ti dk_ ue ZUdji .11 I .L UUCU

at an economical price and of a modest, standard suitable for school direc-uors± representing ' . 7I ofL thlie cost Of '± tA1e project.

iv. EthioUJan trained teachers in secorldary schools araount to only 7%of secondary school teachers, the remainder are mainly expatriates and PeaceCorps Volunteers; but e,xisting training facilities together with thoseproposed in this project will result in an increase to 22% by 1970 and 80%by 1980.

v. Only 1% of children in that age group receive any secondary sc:noolecducation and the annual output of grade 12 graduates is less than 1,000;most are of a quality not suited to the essential needs of industry, com-merce and entry into the professions. The need for batter trained workersis evident from the testimon- of employe-:s and the fact that most skilledwork is performed by expatriates. Tt is probable that shorta.e of localskilled manpower is one of the main reasons that implementation of the1962-67 Five Year Plan is so greatly behind schedule.

vi. There is no shortage of foreign private architects, engineers orcontractors in Ethiopia but there is insufficient technical staff in theGovernment to execute the work involved in the proposed project. TheEthiopian Government has therefore agreed that a firm of architecturalconsultants should be engaged to prepare all plans and drawings, advise onthe award of contracts, supervise the work and certify its execution forpurposes of disbursement (para. 60).

vii. The proposed project is soundly based and meets vital requirementsfor the countryts development. Estimated cost is about US$11.n million, theforeign exchange component amounts to about US$3.6 million. The estimatedannual current expenditure created by the project is US$2.5 million. Bo-ththe capital contribution and the recurrent costs are within the capacity cfthe govermment. Subject to certain conditions being fulfilled (para. 89)the project is suitable for an IDA credit in the amount of US$7.2 millionequivalent.

APPRAISAI OF EDUCATIONAL PROJECTS IN ETHIOPIA

I. INTRODIJCTION

1. In April 1965, the Internationa.l Development Association receiveda reiques. f'rnm t.he> E+thiinni nr (lriP-rnimDYt fror nn e1ductionnn1 crerlit- Afte rexamination of the Government's proposed project it was modified to allowfor the constructien and equipment of Sh new secondary schools plus addi-tions to 23 existing secondary schools; 3 new teacher training institutes;one new,

4 c-a ol institute~ 4 ~and,- - o4 ns t anr rx

4+ +og tehnil i4nst+i ++te

The 77 schools, plus one other not in the modified project, comprise all ofE?+h-;op a Is secondary coos

2. 5;hi"ve est;4, ..... at cos of the -p.^jc 4is -about 4-TT11 0 mlllion:4r- IAI PJ.UJt:;",~~~~~~L' , LO Ul U.L, 1 A~1di,

Iotal_ Foreign exchangeCost component

Construction costs 7.7 1.9

Furniture and equipment 3.3 1.9

Total US$ million 11.0 3.8

The project, will provide 20,4OO additional secondary school places, 300primary teacher and. 270 secondary practical teacher additional places, and1,330 more students will be undert;aking trade training.

3.. An appraisal mission comprising Messrs. R. F. McNIahon (leader),M. Hultin, H. Ziegler and K. Andersen (Urnesco) visited Ethiopia duringMay - June, 1965. This report results from visits made to educationalinstitutions throughout the country, from discussions held with officialsin the Ministries of Education, Finance, Public Works and Labor, thePlanning O1fice, with the British Council and USAID and from contacts withthe British, Swedish and U.S. embassies. The mission also had discussicinswith Unescc) officials in Paris and Addis Ababa and had the findings ofprevious missions to Ethiopia, including a Unesco Educational InvestmentPrograming Mission (1962), an ILO/Unesco Mission which advised on thedevelopment of technical and vocational education (1964), Bank economicmissions (1963 and 1965) and a Unesco project preparation mission (1964),available t;o them.

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II. SOCIAL AND ECONOMIC BACKGROUND

h. General. Rthiopia lies in the tropics between latitudes 3°N and18°N but the great range of altitudes within the country considerablyM nAd 4- cc ,'1

4, m + n orA l cran + + rn-i cit. +h .a+ +hn A.r-,l a I mnxnc ^f 1 i mn

4 4C +fvni n

from tropical desert to Afro-Alpine condition is found. It has an area ofh61,OOO square miles and an estimated pop'ation. (1962) of m-The population is very unevenly distributed; the dry lowlands are sparselypopulated a. nd1 'A 9_ of41 the population l,ves abuove the 3.,00 'eel contour liin the more humid highlands.

5., Agriculture. The country's agricultural and natural resources haveyet to be fully expluoited0 Th,e land, alithough varyling in productivity, hasgreat potentiality but development will depend inter alia upon reform of the'.and ownership system. mne livestock potential and forest resources areconsiderable. Agriculture provides about 7D5 of the G.N.P., supports moretnan 90`1 of' the population and suppliebs almost 1O01o of tne country's exports.

60 Industry is still in its infancy but progress is evidenced by tneestablishment during the last five years of a wide variety of light industrialenterprises. Further development particularly of light and consumer goodsindLustries is anticipated. Hydro-electric power prospects are good and thenew Assab petroleum. refinery can more than satisfy domestic requirements.

7. A scarcity of trained manpower has limited industrial developmentto areas such as textiles, cement manufacture and food processing where arelatively small proportion of trained manpower is needed. Future industrialdevelopments will call for more highly skilled personnel. Aside from shortageof funds, this scarcity may be considered as a serious bottleneck in theeconomic development of Ethiopia. As a result of all these conditions percapita inccme is only about UIS$O per annum.

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III. EDUCATIONI AND TRAINING

8. The Educational Svstem. The organization and administration ofeducation is centralized under the Ministry of Education with headquarters atAddis Ababa (Annex 1). the Minister of State for Education being anpointed bythe Emperor. Two Assistant Ministers of State are responsible respectivelyfor aniministration and eduantional nolinv, Separate departments. eatAh under adirector, are responsible for elementary, general secondary, technical andsnecimtl iJ erdcio'i+.in andi teacher trainin, ei _acnr'h hwvincr te atm sub-din sions

for inspect:ion, research and statistics.

9. Ethiopia comprises fourteen provinces and at each provincial capitalis Provin,zia - l Educ+i O^ff i-er (P.E .) 0 whI- I responsibl forthe eff-e+J T

operation, including inspection, of all schools in his province and who reportsdircectly to the appropriate assistant ini ster. He_ is ast btworhe

assistant inspectors.

10. In general, the administration is reasonably well organized andlStaffed but sulffers from a lack of' qualifLed and experienced technical educa-tion specia:Lists anci of a properly manned buildings maintenance section

(aa72) 4

11. The school inspectorate is satisfactory and can be expected toi1ProVe qUickly In efficiency as more qualified peopie are available Lrom theuniversity"s training program (Annex 2 and para. 27). The efficient function-ing of the research and statistics units is hampered by an acute shortage Ofqualified staff; whilst arrangements for collecting and analyzing statisticswithin the Ministry are effective, liaison with other ministries in thesematters is minimal.. The Ministry's FLnance Department is efficient andthere is good cooperation between it and the Ministry of Finance.

12. The system of education is in process of change from eight years ofprimary education followed by four years of secondary education to six yearsof primary, two years of junior secondary and four years of senior secondaryeducation (Annex 3). Amharic will continue to be the medium of instructionin primary schools but a gradual change from Amharic to English is to occur inthe junior secondary schools and Eiglish will be used throughout the seniorsecondary schools. In this report grades 1-6 will be designated primaryschools and grades 7-12 secondary schools.

13. In Primary Education, the general standard of classroom accommodationand equipment, particularly in the lower classes, is not conducive to efficientlearning. There is an acute shortage of furniture, books, stationery and.teaching aidls. The average class has 45 pupils but lower grades frequentlyhave as many as 65 pupils. High "drop--out" rates are a serious problem; ofthose starting school in grade 1, only one child in six reaches grade 6 andsome two-thirds of the losses occur in the first two years. About onequarter of the students are girls (Annexes h and 5).

114. Primary enrollment has increased from 224,000 in 1960/61 to 317,000in 1963/6X, with a -uhqt2ntiaI part. of the increase cnming frnm the tnanlningrole of non-government schools, as shclim in Table 1. Despite this rapidnP-rpenr.ctP innncra onz r)nlybouti 1 t.inf'< nof nrimnrvr sr-hool agep pnr)nII1 _1.inn arpecurrently enrolled. This is one of th.e lowest indices in the world. Planneddevelopm.ents a.re estimated to.rv inca +b.inm e f' of hildr,ren. in nri'manrschools to 900,000 by 1969 or 28% of the primary age population (Annex 6).Th; T.ri s til+; I a h e'trAnrrow mn fz- +1o nIIIII+i ^nMl vr"nyrn

Ta:le l -I 1 l';.l-l Len4- - -goverr 4 -iet non-government primary schools

Grades 1960/61 1961/62 1962/63 1963/64

1 93,o52 93,773 110,598 134,9932 46,<v8 50,649~)U 54,98 6,9

3 33,234 36,495 40,137 45,6944 224,259 25,923 29,128 34,1535 15,694 17,695 19,,412 22,6806 11,520 12,801 14,080 15,721

Totals 2214,017 237,336 268,353 317,240(government and non-government)

Non-govIt. onl,y 49,212 541,114 63,943 82,800

' of non-gov't. 22% 23%e 24c/ 26%to total enrollments

15. General Secondary Education (Table 2) provides for only about 1l,% ofthe appropriate school age population.

Table 2 - Secondary school enrollments;Government and non-government schlools

Grades 1960/61 1961/62 1962/63 1963/64

7 8,366 9,595 10,953 11,0298 7,448 8,594 9,193 10,0929 2,869 3,975 4,401 5,396

10 1,720 2,292 2,725 3,60811 1,500 1,442 1,502 1,92712 693 986 812 996

'Totals 22,596 26,79b 29,586 33,048

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The proportion of school age population attending secondary schools islc,wer than in other countries as shown. in the following table:

Country p enrollment in secondary schoolsto aproprinate school age populatinn

E.thi ni n 1.n

\igeria 3.6Thrv, i5 a ii, .1

Turkey 14.4.A±LC-hana 1.3LJPakistan 18.6Canada LA '7

U.S.A. 68.9

16. Enrollmen-t of general secondary students in non-government schoolsamount's lo abu 13, of the 4oa but the n e 4s not I-ee -A -- rise4 4~IILUL1U~ U dUJU ±.)/ UL J . L,L JU UUUUeLILtn11ii± .LO LIU U CYjt,,UU UVJ I LO

substantially because of the high costs involved in following the Ministry'snew curric-uIlUI \JJd(ar. 1 7).

17. Tlhe curriuuiuii of all secuxidaiy schools formerly inclwued academicsubjects only but about two years ago two government schools added practicalsubjects to the curriculum and this nas since been extended to five gover-nmritschooLs, USAID providing appropriate equipment and teaching staff. Thesepilot schemes have been successful and it is now proposed to use them asmodels for all secondary schools.

18. The general standard of accommodation in secondary schools is :Low.Teaching eq:uipment and visual aids are practically non-existent, buildingmaintenance is poor,and insufficient financial provision is made to supportopera-tions in a satisfactory manner. Facilities for printing textbooks andstationery are in short supply but the completion later this year of the newgovernment ?rinting press could alleviate these shortages.

l9¢ The "drop-out" rate is high; only about 3,' of those starting grrade7 complete grade 12 and only 205% of grade 12 graduates obtain a school cer-tificate at a standard adequate for university entrance (Annexes 4 and 5).The performance of the students in school certificate examinations is par-ticularly weak in mathematics and science subjects, due to shortages ofsuitably skilled teachers and lack of equipment.

20. Technical and Vocational Education (Table 3) has received minorattention in the educational system. The government maintains two techni.calinstitutes for the training of craftsmen and a commercial institute; a poly-technic for technicians is supported by the USSR. The Ethio-Swedish BuildingInstitute trains building technicians. Two agricultural schools trainstudents to craft level.

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Table 3 - Enrollment in technical and

Mnme! Rrnroll menr-t

1ecnralni r'.n Trt±.it uPt 825

Commercial Institute 648PnI ir+,cst'1jri t- Tn Q+A f.ii±.o Polytechrlic Institute 352Building Institute 120A.gricl11tua nt+ue ),I

Tota l. o -)lr

21. Tile two tecn.cal i arhoused Jn unsuitabUle bu.lding -s- i * X U . -h -h.'

most of the equipment is worn out and obsolete. The polytechnic has new andweldesigned bkuildings -- u1t rm.ch -f 4the .modern and -,nv -equipment is

large and cumbersome and unsuitable for training students.

22. Several industrial concerns and government departments have trainings l iwLI.LiL dy a aught such skills as 'elecU1Iu,,-iciUdLnU_ engi-

neering, printing, aircraft maintenance, building trades and general mechanicale2ngineering subjecLs. Statisics giving the total numbers under trainingare not available8

23. Teacher Training (Table 4). There are about 7,000 primary schoolteachers, aii Ethiopians. No record of their training or qualifications isavailable but discussions with school directors indicated that as many as20, have had no teacher training and t;heir education is iimited to aboutseven years at school. Primary teachers are trained at four governmenttraining institutes. Students are selected after completing grade 10 ofsecondary education. and then receive a two-year training course. Assistancetowards the staffing and operation of these institutes is provided by acombined Unesco/Unicef project.

Table 4 - Output, actual and planned, of fourprimary teacher training institutes

Year Output

1963/64 571 (Includes 200 on 1 year emergency course)1964/65 907 ( 51500 , )1965/66, 864 ( " 500 " i )1966/67' 8001967/68 7141968/65 950 (maximum output)

24. Ethiopian staff for the primary teacher training institutes comefrom a four-year university degree coLrse following completion of secondaryschool grade 12. Output is planned to reach a maximum of 100 per year by1973 which should enable all these institutes to be staffed by Ethiopians by1975 (Annex 2).

I7-

school teachers as follows:

Ethiopians Trained 100Ts T- 4- i n1d vvv

900

Expatriates U.S. Peace Corps 324Ir.diar.s29Others 33

Total: i, 3

Aoout 100 of the total teach practical subjects; only 10 of these areEthiopians,. The average student-teacher ratio in secondary schools is 20:1.This figure is low because in many schools the facilities in the upper gradesare not fully utilized.

26. Ethiopian secondary school tleachers are university trained by a teamfrom Utah University under contract to USAID; the program includes trainingoverseas for some better students who will eventually take over the duties ofthle Utah team as this program is phased out (Annex 2). Grade 12 schoolgraduates receive either a four-year course to qualify them to teach in seniorsecondary schools or a two-year course for a junior secondary school teachingqualification. Annual output is estimated to rise to 105 for senior secondaryschools and. 122 for junior secondary schools by 1970.

27. The university provides a one-year course for school directors,supervisors and inspectors. Specially experienced and qualified teachers areselected for this course the output from which is planned to reach a maximumof 100 by 1966; this is sufficient to meet the planned needs of primary andsecondary school staffs at that level.

28. The university also runs a two-year course for physical educationspecialists, the output from which is planned to rise to 70 by 1970. Alluniversity students are required to serve one year as a teacher in secondaryschools; this year of service occurs between the third and fourth years ofstudy and helps appreciably in the supply of teachers.

29. No facilities exist for practical teacher training. Ethiopianteachers in the polytechnic and technical institutes are all graduates of oneof the two technical institutes. A few have had experience in engineeringworks overseas, but the majority have negligible industrial experience. Theresignation rate of staff from these institutes is at a seriously high level;the salaries are too low to attractr arid keepn comnetent staff when nomnnred withlocal industry.

30. Higher Education. The Haile! Selassie I University, Ethiopia'sonlvy iniversitJy was foun.ded in 1961. TI has faculties of Arts, Law,Science, Medicine, Agriculture, Engineering, Architecture, Social WTork,Theolo r, Co.m.m.erce, and Education. About 1,630 students are currently e:nrolledand there is an annual intake of 800. Less than 0.1% of the university school

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agep nonnlntion attend inniv i tv fin tn the diifficu-rl ty in obhtainingrstudents of adequate ability the full facilities of the university are notut.iIized.pl Most- of t.he 800 students amteannuaillyv tie not fiilfi'll thezuniversity's minimum entrance standard. and are given a one-year pre-if~ vers~-i+ course.V~~ The properW (el env of the iiniverso y -r. depend--.. ~~~~_ r - _~ -_ -whe'-*

upon an improvement in the quantity and quality of secondary school

310 Th-e Fin -4-.i, of Edua-tion. Full record's ofl eAucational f.nanc4ia!~ J.S '.J.L. ~4L~dL. "%", L fli 1± ULJ.L t u.J. LL L u UU.c±L L.d L- 4Ad14-L.

statistics prior to 1964 are not available, but available figures for expend-iture on education for recent years ar-e:

1/EdI~ h1 ill±±ion

19614/651961/62 1962L-.3 1963/604 Expected 1965/66Actual Actua.l Actual Actual Budget

Ministry of Education Breakdown not available. Breakdown 25.0 26.7External assistance Unknown, none included, not 7.0 9.9

availableUniversity Breakdown not available. ii 8.5 8.5External assistance Unknown, none included. it 6.5 6.7

Total (in Eth$ millions) 20.7 24.7 146.2 47.0 51.9Total (in US$ millions) U.28 9.Mb lb04db 18. 20.7,5As % of GNP 1l0 115 1.9 210 2,2

32. In 1963/64 the total spent cn education was about US$18148 million(Eth$ 146,2) or US$O.84 per capita. This per capita figure is below that inmost other countries as shown in the following table.

Country Per capita expenditure % of GNP spenton education (US$) on education

Pakistan 0.8e4 1e2Ethiopia 0.84 1.9Nigeria 1.48 1.9Ghana 2.48 1.5Turkey 4.85 2.2Tunisia 5.90 3.4Canada 87.75 4.5USA 118 4.6

1/ The figures given for 1961/62 and 1962/63 do not include expendituresin Eritrea; subsequent years show expenditures including Eritrea.

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IV. THE NEID FOR TEE PROJECT

33. T'he present Five Year Plan (:1962-67) gives estimates of the addi-tional needs of various categories of skilled manpower during the period ofthe P'lan. WThilst it is now clear that full implementation of the Plan willnot be achieved by 1967, it is possib:Le that major parts of it will beimple!mented by about 1970 and arrangements should now be made to provide thenecessary skilled ranpower. Additional. skilled manpower requirement for fullimplementat;ion of the Plan would i.nclude:

Technical insitAute 'rrd]ntes: 5.000General secondary school graduates: 10,000

34. FBecause of a lack of systematic manpower figures in Ethiopiad i nns: were heldr T.Ti th PmriIrerr 1;o assess preent andi flitii-re needs ofskilled personnel. The majority of employers asserted that present secondaryschool graduates were generally untsuitalble for employm.ent because of th.eirlow overall quality and lack of training in useful basic skills; all feltthat training oriented towards gro-_ ng industrial emplo.ym..ent opportunitiesshould be a prime function of secondary school instruction. Most positionsreuii ing t.echAc P sk-l are filled by e r s a.d in or de +o rJe4iJe.%re

industry of the attendant high cost, there is an urgent need to expand andflVfp ov- technical training prr, og r s to produce skilled -fv,.len alndA

technicians,

35. Ihe state of secondary education in Ethiopia presents a very clearneedu for uxrgentU eX-anSJionL It- is esti.mate -ha ther ar the --il11~~U i . U± ~11U ~AjdAL~J.Ii. 4.U Lo .;D~UJ.IIIdAAIVU tIAkdU '4I± lZI UIII e_17 II4.±..L.L'JUII

children aged 13-18 and of these only 31,000, about 1%, attended governmentsecondary schools in the year 496i4/65 in the --- y o

grade 12, cf whom some 20 percent obtained a school leaving certificate ofStuific±eiiu sL.aiiard to perurL u.u R to enutev university. ±n±S smnall output oqualified students has caused the university to admit unqualified students(para. 30) to the general detriment oI' university standards.

36. !uanltUitati-vely, it is clear that the outpuut fromri grade 12 is grosslyinsufficient to meet the needs of the university, government departments,coimmerce and industry. Further, the government is planning an improvement inthe quality and an increase in the quantity of primary school pupils and thi3will then lead to an increasing demand on secondary school places. A largeexpansion in secondary school enrollment is therefore considered to be essentialto the economic needs of Ethiopia and to a properly balanced system of education.

37. Qualitatively, representatires of government departments, commerceand industry were unanimous that the standard of secondary education needsconsiderable improvement. To meet the: needs of a developing country, a widerand more appropriate range of subjects should be included to modernize theschool curriculum. For a predominantl.y agricultural country and where lightindustry and commerce are emerging, subjects of a practical type should betaught in all secondary schools in addition to the academic subjects previouslyoffered, To help to ensure an increase in the quality of pupils enteringsecondary schools strengthening of primary schools with well trained teachers,for which the project provides two primary teacher training institutes, wasconsidered to be a factor which would give a sound foundation to the wholeproject.

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38. PrimLary T'eacher Training. An increased supply of trained teachersis essentiaLl to meet the needs for expansion and improvement of primaryeducation. There are now about 7,000 pri.mary school teachers, 20% of themuntrained, for 317,000 pupils. The government's policy is to triple schoolcapacity to 900.000 pupils during the four years 1965-69. ImDlementaticn ofthis policy whilst maintaining the present pupil/teacher ratio and repla.cinguntrained by trained teachers with allowance for a 5% teacher annual loss wouldneed at least 17,000 more trained teachers. Output of teachers from existingtraining institutes; during 1965-69 (Table I,) is exnPcted to 'h only 3;.330!this falls so far short of requiremenbs that full implementation of the govern-ment4s nolicv is unrealist3if A w niser polit-v is for an PYn1nsionn in nrim.rv

school teacher training to which would be geared an expansion of primaryschool S

39. Practical Teacher Trainin. Mnost positionsn incormm.erce and inrustryrequiring practical or commercial ski:Lls are filled by expatriates whose earlyrPn1 ace.imsnt byr Ethiopians should bet a ma;jor objective of the educationalsystem but, until recently, academic subjects only have been taught in second-ary *.chools. As st;ated abvTe (pran. 37) it+ J 4

mpor+tnt+ +tIh+ irnig people

should have an early introduction to some of the basic skills of agriculture,inAnc,+Yrtr ,'nrnm"rro ndA hnome -nomics. O epresentatcs of industry 'A

commerce were particularly critical of the standard of secondary school

practical Subjects appropriate to employment opportunities. To provide thisteaching ~ ~ ~~~~~4 of -rcia ujcs ti v-i; 4 tha the-4 + eon- school - 3o-1A

be staffed with trained teachers.

0O. In addit.ion to secondary schlool requirements for trained staff forprazl;ical subjects.Jes., miost t eachlers atL Lui1, JthLe Uptec.hn dIIc U a U_JJJJ.L.ncaL .LLn st4. UUL±es

have had no teacher training.IThere are.L~ oUdUCy abUoUU 10V Lrailn1tdU 1It4i.LUJpJ.cuI

teachers ofE practical subjects whereas planned expansion in the next fouryears will require about 700 such teachers. The immediate provision of apractical teacher training institute is regarded as a most vital part of thewhole project.

14.1.. ±itcere~ .isi an wI-lsab.Lifeu d dUt11±Ul .L.LVI!k ui1uu0iI.vy WId goverruJltlu Udep t U

ments for craftsmen. Discussions with the directors of the two technicalinstitutes indicated an annually increas.ing deman,d for their studenbs, exceptin woodwiork subjects where some difficulty in placing students is now beingexperienced. The output oI craftsmen from both institutes is at present onlyabout 175 per year which is too small to meet the needs of industry. Anincreased output to 500 craftsmen couid readily be absorbed by industry.. Partof this output would attend the practical teacher training institute and sohelp to solve the difficult problem of recruiting suitable students.

42. Some towns, particularly Dire Dawa and Nazareth, have a graduallydeve:loping light industry which is creating a demand for skilled tradesrnen.This demand is not being satisfied from local sources. To promote thisindustrial development suitable local facilities for technical training arerequired; no such facilities are now available.

- 11 .

V. THE PROJECT

h3. The reauest from the EthioDian government to IDA. apDroved bv theCouncil of Ministers with the full support of the Emperor, asks for financialasisstnnGe for t.he constrnction or Prtennsion to 8) qecond2rv schools; rcn-struction of three teacher training institutes and construction or equippingof' ±.t,TO ±echnial irnstitutes; student host.els and stqff hoiusP. were innlidepat most sites. The! cost of the proposed project totalled US$9.26 million(Eth$23.15 mnillion). ExamTination of t;his project showed its cost had beenunderestimated, the proposed standards of buildings and equipment were ontoo low a scale, and it contained sevelra' schools of too smal" a size to beeconomically viable. In order to keep the costs down to acceptable limits,dhan,ges Jal to- be r,de In Lhe- prjet. 4isusio ----- 4 Mii4rJ -- -Educ/.-- a-tionIL.L IAJ U~ I- U J-IL WIU PI UJR:,' Ui, 1.JA..U-,A0 .LiJii VV J. U4 rll Q I-. .WLJ.0U P LJJ L.L LiLU CUA.L'I1

officials resulted in an agreement to eliminate seven secondary schools andreduce the number of hostels and staff` houses, leavig the followingproject:

1) (a) construction and equipment of 54 new secondary schools.(b)/ extension. an'u eq-uipment of± 23 existing secondary sch-oo's.

The secoiiuary schioo'l deve'Lopment allows Ifr a tota± enro±Irneni of51,400 pupils of which 20,400 would be new places. Provision ofindustrial arts equipment for io oI the scnools listed at (b) isbeing undertaken by USAID.

2) construction. and equipment of 70 hostels at 31 secondary schools andat c,ne primary teacher training institute to accommodate 2,520students.

3) construction. of one staff house at each of 29 secondary schools andat each of two primary teacher training institutes.

4) construction and equipment of two new primary teacher traininginstitutes for a total enrollment of 800 students.

5) construction of one new practical teacher training institute for atota.l enrollment of 270 students.

6) (a) construction and equipping new accommodation for the existingAsmara technical institute.

(b) removal of the Addis Ababa technical institute from old buildingst,o existing modern buildings, structural alterations to thesebuildings, and supply of equipment.

The estimated total enrollment is 2,065 students of which 1,240would be new places.

- 12 -

7) additional construction and equipment for trade training at twosecondary schools for a total new enrollment of 96 pupils.

The costs of' the above seven i-tems are (Annex 7):

US$ million Eth$ million

(1) Secondarv schools 7.20 18.0C)(2') Hoste!ls 0.38 0.95(3) Stiff houses 0.20 0.5C)(U) Primary teacher training institutes 0.26 0.65(',) Prqctical teacher train-ing in-,itA tt 0.22 0 __

(6) Technical institutes 0.85 2.125(7) Trade ex,tensions 0(05 0125

Consultants fees 0.92 2.3Conti.ngencies 0.92 2.3

To+-- tlo OO I Q7 2.C'

The~~J cos of "h U° qipe' eing suoppl Iel 4to 4the -18 secondary.LI~J J J UA1 U1i LJJ equLpmen-II1i u U.iI -UJML.L ILL UL UI1l -J-,,

schools is US$276,000.

The construction costs were based on a square meter cost (para. 73),furriiDw e cois's were dete-,,.ined' from II" waturing cot in Adisk..

Ababa and equipment costs were obtained from catalogs; the costs ofthe vactiAOUS lacilities in thie project are as follows:

US$ Ethr$ % of Foreign exchar.LgeMillion Million Total component US$ million

School and institute buildings 5.88 lL.70 53.7 1.59Hostels 0.40 1.01 3.7 0.10Staff' housing 0.18 0.44 1.7 0.O0Furniture 1.24 3.10 11.3 0o47Equipment 1.46 3.65 13.2 1.26Consultants; fees 0.92 2.30 8.2 NilContingencies 0e92 2.30 8.2 0.34

Total 11.00 27.50 100.0 3M80

The foreign exchange component amounts to about 35% of the total.

The increase: in annual current expenditure created by the project, isesti.mated at, US$2.5 million. Completion of the project is expect,edto t;ake about 42 years (Annex 8).

44io Secondary Schools. The estimated increase in secondary school.enrol.lments, (Annex 6) resulting from t;his item is from 31,000 in 1964 tco51L,Oo in 1968. Although the percentage of secondary school age pupilsattending school wi.ll rise only from 11% to 1.6%, an overall increase of 65%in student numbers will be achieved and the output of grade 12 graduates

- 13 -

will be more than trebled. Equally important, the standard of secondaryeducation will be considerably improved because the new facilities providedwill permit, major revision in the secondary school curriculum so as toinclude prELctical subjects including agriculture, industrial arts, commerceand home economics. USAID (para. 17) has already helped to establish prac-tical subject teaching at four l/ selected schools and they have now under-taken to supply equipment for practical subjiects to an additional lh schools;construction or extension of these schools is a part of the proposed projectand it is intended that the remaining secondary schools should be similarlvequipped and staffed with the help of the requested IDA credit. Estimatedcost ner student for the construction and equi,nmpnt of new schools sunpliedfrom the IDA credit, is US$210; this figure excludes the cost of boardingfnili iin nand stanf'f houses, The costsq pner student prlPa in sec.ondaryv schnol

in some other countries are: Morocco $300, U.K. $900 and USA from $1,000to a2, 50°-

The training of academic secondary school teachers is now beingundertaken at the university (para. 26) and it is proposed to provide newfacilities to tr prac tic all te aach *rq ( p T o f'r~n+ of +h1a.nprograms will be to increase the proportion of trained secondary school

Ethw,clan techers fP_m the- prset7V 4to 22% Iby -1070 -;s 80c by 198C.~~ ~~ ~ .~A ~ x 'JOt U'ti, P.J4._ DJ'Z; U I ,) IJL, CL -JO tJY J.,, I '- OL 'J'Jp t-j J *J-,

L J. RiUL; I'ahLdr.LY Lg .iir LUt.UUes. ThIe re placemhntof - on e1I-

existing institute and the provision of one new institute is proposed for

of a poor structural standard and is contained on a site too small to permite,xpansiuon; these factors make it quite uns-uLtable for teacher trailningpurposes.

4'7. I'he two new institutes will enroll 800 trainees and produce nearlyInn ~~~~~~,±r, -I - -- A -- -- . I 1- 1-40uU qualilied teachers per year. The net, increase Of trainees will De 30u

with an increase of' nearly 150 in the annual output of qualified teachers.The total output of' trained teachers from the five teacher training insti-tutues will then rise to 1,100 per annum by 1969 (Table 11).

48. 'Staffing for these institutes will be provided partly by universitygraduates (para. 2h) and partly by a combined Unesco/Unicef team wnich by1970 will be replaced by suitably trained graduates from the university. Theestimated cost per student place is US,$3-7.

49. P'ractical Teacher Training Institute. No facilities exist atpresent for the training of teachers of practical subjects; a new practicalteacher training institute, to be attached to the university's department ofeducation, is therefore proposed. A four-year degree course to qualifystudents to teach in senior secondary schools and a two-year diploma courseto qualify students to teach in junior secondary schools will be organized.

50. UTSAID have under active consideration the provision of suitablestaff' and have sent, a Utah University representative to Addis Ababa to studyand report on the setting up of this institute. 11hilst final details have

1/ USAID have supplied five schools, one of which is not included in therevised project.

to be determined, it is understood that IJSAID would commission a U.S.University to supply a team of about 6 technical staff to be assigned tothe project and phased out over a period of 7 years as trained Ethiopiansbecome available. IDA funds would finance the buildings and equinment.

51. The annual intake of students wiould be 90; k5 in the two-yearcourse and 45 in the four-year course; the annual output of trained teachersfor the senior snhools would be nhout 35 nnd for the ilnior shnools bhout40. The total enrollment would be 270 students drawn either from secondarysohon) gradie. 12 graduates or technian i icn-rt graduates= The estima1;edcost per student place is US$850.

52. Trechnic Tnstitutes There are twTo exristJng technicr1jinstituitesfor craftsTaan training, one at Addis Ababa and the other at Asmara. Bothare housed in b,nsa+isfacto J makesh4rt buildings anid much of the equ,ipJk--

is worn out and obsolete.

53. The Addis Ababa institute is to move into suitable and modernbuildlings on a adjacent site presen -- l occupied by t-e uversity depat-ment of engineering but soon to be vacated. A wide range of modern machinertrand appara1;us is required to equip thzase building cund sore- tL.Lodi .a' tto the bui-Ldings are necessary. The Alsmara institute is to be replaced,constUr I,te i- i daJii eLLqIuippU Uio an s1it i o1, IAULt per.LmeIu e r UoE LALU -. .L YD

.8'e [t iL' s plann toUU Jl; inU t:IU:t, iJAUe UtU U4 triil±U..nLi1tll U at AU A bUab fUCUd. J IJIIlL

588 to 1,336 and at Asmara from 237 to 729 by 1969. Similar courses at bothinst-it-Ut,es WIL Include rracUne show and bench fitting, welding and sheetmetal work, electricity and electronics, automobile maintenance, carpentryand building trades. Tne cost per student enrolled at Addis Ababa, based onnew equipment supplied, is estimated at US$260 and at Asmara, for newbuildiings and equipment, is uS$70. In the UK the cost per student place intechnical institutes is about $1,850 of which $450 represents equipment cost.

55. 'Trade Extensions at Two Secondary Schools. They are situatedin Dire Dawa and Nazareth where minor industries are developing and thereis an increasing need for skilled craftsmen. The trade extensions willenable part-time day and evening classes to be offered in a range ofpractical subjects., This type of education is new to Ethiopia and thereforeexperimental in nature. If successful, and similar training in Europeindicates it probably will be, then a valuable link between the schools andlocal industry will be made. The arrangement also has the added economicadvantage of utilizing, during the evenings, the schools' daytime facilities0

56. It is an-ticipated that all students will be part time day orevening and will normally attend school for one day or two or three eveningsper week; the courses of instruction would extend for two or three years0The facilities for 48 places provided at each school would thus allow about336 students to at-tend planned programs of instruction. The cost of eachof the 48 places is estimated at US$500.

57. Student IHostels. 31 secondary schools and one primary teachertraining inistitute are situated in areas of low population density andstudent hostels are therefore proposed for these. The hos-tels will be builtin standardlized units, each to house 36 students and will include super-visor's accommodation suitable for a single person. They will be of aneconomic and minimal standard and wil:L include washing and cooking facilities.Accommodation for 2,520 students, i.e., less than 5% of all students, willbe provided at a cost of US$lhO per student.

58. Staff Housing. It is desirable that the school director shouldlive on the campus of all schools having hostels, particularly since accom-modation for boys and girls is sometirmes provided. One staff house is to beprovided at each of 29 schools. The other schools with proposed hostelsalready have staff houses. A staff house for the school director is alsoprovided at each of the two primary teacher training institutes. Thehousqes will be economieailyv desijJgned and sniJt.,qbhJ fonr 1 nm1 living conditionsto cost US$6,800 each.

59. Schedules of accommodation prepared for each school were revisedduring the project cndeosts acjusted to a realnis.Ji figivro.

Equipment requirements were established with close reference to the instruc-tion program end r-m-bers of pu,pils in each school . Audio-visual teach;ng

aids and laboratory equipment are provided for all schools. Equipment on a.reasonable scale and cost- is provided for the uwo technical institutes

60. Administration, The implemeDntation of the project will imposcadditional burdens on the Ministry of Education. The assistant ministerin charge of administration is uui4idered to be a suitable person to takecharge of the project. It is suggested that he should be the Chairman ofa Project 1mplementtation Cormm.ittee whose members wo-ulu iSclude seniorrepresentatives from the Ministry of Public Works and Ministry of Finance.Tle Commit;ee should be empowered to appoint consulting architects, wi"t

whom it should establish close working relationships, award contracts andcarry out avl other duties relevaint to the project.

61.. nhe assistant minister woul(i need the help of an accountant, anarchitect and a technical adviser for the execution of the project. It isprobable that an architect may be available through bilateral aid from theSwedish government and Unesco is taking steps to provide a technicaladviser. Ihe Ministry of Education is prepared to appoint an accountanitinto its finance department, who, together with necessary assistants,would be engaged on the project. Suitable links exist between the Ministryof Education's FinEnee Department and the Ministry of Finance to ensure thenecessary iinancial cooperation between them and the Association.

62. Commissioning of the schools as they are built and become availa-ble, including the training and appointing of staff would be the responsi-bility of the assistant minister in charge of the education division. ]-tis proposed to appoint the directors of new schools at an early date sothat they could give some assistance and supervision during the developmentstages of their schools.

- 16 -

63. Arechitectura-l SeAr-rvi cs S,incea thei l'4i is a,vZr of PRlil Ation lis r.oarchitects, the project provides for employment by the Ministry of a firmof anrchite+cts+ with 'appropriate expe-rience tor work orn the project 1--ti 1t+completion. There are several competent and experienced firms of architectsir AAdi4 A-akb -a a s-ince i + 4 probab-l1 +-+ one or mor- o-f +thm. may be

appointed for the project, no foreign exchange component has been includedin teaciet'fees. r;.e fi,e , ofaciecs*il aete ol-n44-sn ~ -in 1'1,n 14'4. a4' CI n44 C-s.,'1'1 l... 4-l,- P 11-4 -

5.k 1l ± Cs.VIJ.L U%eV . Lk ~I A. J ± I±I.L U e W.L.L I1 ilve L'1r, ±L .. V .4r

responsibilities.

Stage I Survey and Design

- To conduct a field survey of existing facilities of all projectscnools.

- To develop economical and uniform design standards.- To work out alternative design solutions for component building

types to arrive at standardized and most economical structures.- To prepare detailed master plans for all the 78 schoois in the

project.

Stage II Preparation of Contract Documents and Supervision ofConstruction

- To prepare comprehensive working drawings and specifications.- To approve the list of building contractors and sub-contractors,

recommend the bidding procedure and award of contracts.- To mobiLize office and on-the-site supervisory staff for the

entire construction phase, with qualified professional super.-visors stationed in the field as needed.

- To oversee the entire project until certified final completionhas been issued.

64. Financial Implications. The additional recurrent expenditureraised by t'he project is estimated at US$2.5 million and this is consideredto be well within the capacity of the Government's finances as is also acontribution of US$:3.8 million to the capital cost.

- 17 -

VI. BUILDING CONSTRUCTION

65. There are many large private and public buildings in Addis Ababaof an excellent standard, both structurally and architecturally, but thegeneral standard of school construction varies widely; a few are built ofstone, but many are made from mud and wood (locally called "chica"). Somenewer school buildings are fabricated from precast concrete blocks. Main-tenance of most schools is not of a satisfactory standard. The Hinistry ofEducation has a property and maintenance section; but this would need to bebetter staffed and financed to become properly effective. An allowance formaintenance of school buildings has been included in the estimated annua:Lrecurrent costs of US$2.5 million raised by the project.

66. Building activities have increased during the last few years but,owing to greatly increased competition in the building industry, costs haveremained reasonable and static. Introduction of the quantity of buildingpronosed in this project would be well wi-thin local building capacitv andshoaLd cause no pressure on general building costs.

67. The larger building firms are asually foreign based with registeredsubsidiarie in Rthionia; most locnl firms are small "jibhing" builders.There is plenty of general labor but skil:led craftsmen and supervisors arein shortsuppnly.

68. LMDaTr,l b-uildingy matnf-rials! aren av1anilabh l n quni .t1; a 1teel

mill processes scrap steel and produces roof trusses and other steel bui:Ldingproducs+. ElectricP1-r-'re+qu, i',l equiprent, CO"nit ary fit+ + i glas " nld rl+b in items

must be imported bu-t the Mission was informed that items required for thebuildings in this p!-ojeCt will not be subject to- cies

6°. T:he Ministy of Public Works has - few prof'essional en-,---rs <md

architects on its staff but they are too preoccupied with their presentdutles to be available for detailed work on thlis project.

I o iLesyons.LU.ly .L fL l,hI Vd. of 1skchL building rtsU wtUh4 tJhe

Ministry of Public Works. T'endering, bidding and contract awards for schoolconstruction follow an acceptable system. Tendering is usually public andadvertized in the local papers; for the proposed project the government willInvite internationa.L bidding ior the supply of imported apparatus andu equip-ment, but because of the wide variation in conditions at the 78 buildingsites of the project-, it will probably be advisabie to award contracts forthe construction of buildings to Ethiopial contractors experienced in localconditions.

71. with the exception of some primary schools erected by communities,schoo:Ls constructed during the last ten years have all been designed by -theMinistry of Public Works and built by locally based contractors.

72. FunLds for the maintenance of school buildings are centrallycontrolled by the Ministry of Education, a. system which leads to unreason-able delays in executing urgent repairs. Some decentralization of respon-sibility to enable provincial education officers and school directors toundertake maintenance is necessary.

73, The basis of cost estimates for construction for all project itemsin this report is a square meter cost for the particular type of constructioninvolved. These basic costs were the Subject of careful investigation andwere determined after consultations with MKinistry of Education and Ministryof Public Works officials and local private consultants and contractors.Owing to wide differences in clLmatic and topographical conditions andtransport difficulties in various parts of the country, together with ashorta.ge of skilled labor in some areas, there are variations of basic costsat the building sites amounting to as much as 50 per cent. These factorshave been taken into account in the cost estimates (Annex 7).

7h. The school designs for the proposed project are based on a standardsize classroom to hold 4O students; multiples of this structural unit areused for the! laboratories. workshons and library. Construction will be inprecast concrete blocks and steel roof trusses covered with galvanized ironsheets.

?50 The sizes of administration and staff room- classrooms; labora-tories,hostells, kitchens and workshops, and their lighting and ventilation%Tprp' q-iirli PHL rpri' c:pri ninrn mcne+i f;i s tn nn : ni

76. Standardized aaccormodantion. sched-les have been prepa-re for eachschool. for use as a basis to prepare wTorking drawings. The M"Iinistry of

>ablc: !ors ; ^oE;utaton iththe "IIinist-y of Education intend to-

appoint a fi-mL or firms of consulting architects to carry out the dutiesspecii Jeud iri ara. a77. Satisfactory sites for all schools have already been acquired,usually .as Ca g'ift from 'locaI L oI-U,LIt I- J.Ls or at a nominal cost. cos N 1 Iio landcosts are included in the project.

78. Ihe building and commissioning of the schools will be phased scUlta c:or.u1pJJLt:;io nJ Loeir e PLJJ wI VL 5 < U " 'L42 J years \ -Lex 8/. The.

correspondirLg disbursement rate has been carefully estimated taking dueaccounu of all k uow-Ei. IdaCto-Os. 1uI-Lng the LIZ.E-ZU 21 mor.thso pr.o-jtzu U

implementati.on US$2.26 million should be disbursed, US$4.14 million andUSA . - I A _ I - _ _ 1_ -- _ " 1f .. L1...L- _ -- - ,_US).u au Ml ion d.uri.ng each of thfie fiexi. 12 iI1Uiiuiis dIU uS.60p±. million

during the final 9 months.

-- 19 -

VII. CONCLUSIONS AMD RECOIvMWNDATIONS

79. Education. and training in Ethiopia urgently need expansion andimprovement. Only 10% of eligible children attend primary school grades1-6 and abcut 1% attend secondarv schnol grades 7-12. Tess than 0.1%receive education after grade 12. There is clear evidence that the qualityof teachinp iS lovw nnd the present qrualit.y of school buildin-gs and euipn-ment is below acceptable standards.

80. T'he lack of people with a sound education up to school grade 12i .sseriousl iqr hnnnori nc +h_c gnrnrnl rarrlnnyna+. t)fl' f.he r'r-n.n+,w+.r t o _r',rilcultin*re

commerce, industry and administrative services.

81. A strengthening of primary and secondary education is urgentlyneeded too prov;.de 3. so,,-d fou.-+-d ation n upon w-hich future devel opmemts i

higher education can be based. The inclusion of practical subjects,including agriculture Mand comamerce i an essentil addit;io to secondary

school curricula, which should prove of long term value to the country'sLAeve.lopm,ent.

82. An expansion of light industry is taking place, causin~g a rise inthe demand for skilled craftsmen. The present technical institutes areinadequately housed, equipped and staf'fed to produce the desired quantityand quality of craftsmen.

83. Additional teachers, particularly for primary schools and forpractIcal subjects in secondary schoo]ls an-d technnical ins-titutes, areurgently required.

81. Ihe items in the proposed project are well conceived to help toovercome these shortcomings. Tne two primary and one practical teachertraining institutes to be supported by Unesco/Urglef and USAID respectivelywill alleviate the main weakness in the present education mystem. Thebuilding and extension of 77 secondary schools and the use of new modernizedcurricula, together with the supply of suitably trained teachers, willensure schools of a good standard. The rehousing and modernizing of the twotechnical institutes and the introduction of trade extension courses at twosecondary schools will increase the flow of well trained craftsmen into newand developing industries.

85. T'he siting of secondary schools throughout the Empire has beencarefully considered, taking into account population distribution, supplyof grade 6 graduates from nearby primary schools and accessibility by roadtransport. Similar considerations inf'luenced the location of studenthostels. Quarters for one or two single supervisory staff and one schooldirector's house have been provided at; each school where consideredessential.

86. IThe scale and design of buildings to be constructed are appropriateto the purposes they are to serve and cornorm to the general standards ofconstruction in Ethiopia. They are characterized by a sense of economy andthe estimates are realistic and within acceptable limits.

- 20 -

87. For all the institutions concerned equipment needs are most urgentand unlikely to be satisfied from local resources.

88M The project submitted to IDA by the Government has been apprcvedby the Council of Ministers and has the full support of the Emperor. Thefinancial obligations, for both capit;al and recurrent expenses, have beenclearly defined and are within the capacity of the government (para. 43).

89. During negotiations agreement of the Ethiopian government waEobtained on the following requirements which are considered essential forthe satisfactory implementation of the project:

(a) A person acceptable to IDA will be nominated to be in overallcharge of the project and resporLsible for its implementation tcthe Minister of State for Education (para. 60).

(b) He! will have an architect; and a specialist in technical educationas advisors. A oualified accountLnt will be anDointed to thest;aff of the Ministry of Education who would be responsible forthis projent (para 61).

(e) For all hrilding procnlns11tAinr architects acepntable toJI)A will be appointed to carr-y out all necessary work (para. 6 ).

(d) For the practical teacher training institute the EthiopiangovcrTnent will obtain staff and equipment of a quality andquantity &cceptable to IDA (para. 50).

(e) The goverrment has undertaken to pay its share of capital costsarl alnl nr,r,,' 1recre ,nt, cos. -ts (p, a. )

(f)~~~~ ~~~ UJJ;e .Proey auurd , 1 . LU _~1L ~- Y Ma-;nt enanc e Section of the, M AitJ of EdTucAtion

General Services Department will be adequately organized, financed,A4 - + ,P P -. 4 ,-+ +hk -- --AA-+-L-I1

cpux d C.J V LC L | O U w 1a L, QL1a J C I vm- a v

maintenance of all school buildings and equipment (para. 18).

90. Under these conditions, thes project provides a suitable basis foran~~U. IJH cr-o 72 ilo Ote Goverr-i-enlt of 1>h'op4a, Ths creditan IL41 creuj U- 01 .) ( r~ilLWILion Lo 'LIL ULT r1vrHLLI I 0±f ULI.JJ .L. £II± UL-UL u

will cover the foreign exchange component of US$3.8 million and the balanceoL US$.L4 million will cover i;b of local costs whiicn amrounu to US7I G

mill-ion.

RFMcMahon/spIDA

January 25, 1966

THE ETHIOPIAN GOVERNMENT-MINI,STRY OF E[)UCATICON AND FINE ARTS -S

ORGANIZATION CHART

HIIS IMPERIAL MAJESTY__EDARD OF EDUCAj -] - …---ll-__-__--_--

F- -MINISTER OF 'STATE 7~_ II_Zf

TECHNICAL ASSISTANCE PRIVATE LEGALA CULTURAL RELA IONS SECRETARIAT L ADVISOR

EDUCATI()N DIVISION ADMINISTRATION DIVISIOI

SCHOLARSHIP _ | ISSIONARN [INSPECTION AND 1 DISCIPLINE 7COMM1ITTEE r MMITTEEJ LEGAL SERVICES - -MITTEE_J

CENTRAL RESEARCHPLANNING AND STATISTICS

PLANNING TESTS AND CURRCULUM ANDAID STATISTICS NEASUREMENTS MATERIALS DEVELOPMENT

1 ___ I ELEMENTARY GENERAL TECHNICAL AND TEACHER _ FINANCE PERSONNEL [ GENERAL ]

EEIUCATION SECONDARY SPECIALIZED EDUCArION j 7 DEPAFITMENT DEPARTMENT I SERVICESDEF'ARTMENT EDUCATION EDUCATION DEPARTMENT SECRETARIAT L IL L DEPARTMEN1

HEALTH

UPERVS SUPERVISION SUPERVISION SUPEFVISION ARCHIVES ] SERVICES ]_______ _______ ______________ ______________ I ~~~O FICE J BDGET 7 R CUREMEINT PIROPERTY SUPPLY

RESEARCH RESEARCH RESEARCH 1 RESEARCH OF SERICE) AND AND AND ANDANISTICSAND AND AND A STATSTICS TRAINING MAINTENANCE DISTRIEIUTION

STATISTICS STATISTICS STATISTICS j STATISTICS JI __ __2

r LITERACY I STUDENT IIr TECHNICAL 1 I PRE- SERVICE 7 L ACCOUNTIN 1

ADMINISTRTINE;1 ____ I______AND ADULT NELFARE AND AND TEACHER I MAJJAGEMENTI DOMAIN PURCHASINGEDUCATION GUIDANCE VOCATIONAL TRAINING

I r SCHOO' I I r 1 I r IN-SERVICE n L<EACHI GX WE AINTENAIE STORESEXPANSION AND FIE I EA

SELF-HELP ARTS _TRAININV SCHOOE I ~ ~ ~ ~ ________j RIIN RHIEZTRAN1SPORT

_ I N iA F_RCHfTE(l h AND G;ARAGE I

-F DF>OUENCEAL CA r4OM OFFI L I FURNITURE II L FAC TORYrJ L COMMUNICATION

MEDIA J

ETI.TTOPTA ANNEMX 2

SECONDARY SCHOOL TEACHER AI;'lTING AT TIE UNIVERSITY

C,urrentj IijlU ,et VwF.L

Projections thrOugh 1969-70

Seiior Secondary O9`_ i965 i96 197U 1969School Degree 1965 1966 1967 1968 1969 1970

Year 1 130 150 175 225 275 3252 37 100 11' 130 170 2053 11 35 95 110 125 160

University Service 1/ 18 11 33 90 105 1204 1 18 11 33 90 105

T'otals 197 314 429 588 765 915

Jumior Seconda-r,ySchool Diploma

Year 1 24 100 125 150 175 2002 26 17 70 88 105 122

Totals 50 117 195 238 280 322

Elementary Degree

Year 1 39 75 100 125 150 1752 15 30 60 80 100 1203 5 14 28 58 75 95

University Service 1; 0 5 12 25 50 654 0 0 5 12 25 50

T'otals 59 124 205 300 400 505

Directors, Supervisorsand Inspectors

Totals 83 100 100 100 100 100_

Physical EducationTeachers

Year 1 23 35 50 70 90 1092 8 16 26 38 53 70

Totals 31 51 76 108 143 170

Grand Totals t[20 706 1005 133h 1688 2012

1/ University service means one year teaching service for all under-graduates (para. 28).

September 17, 1965

ElHIOPIA: THE S'TRUC:TURE: OF P_LYT_E__H ____C_ TCHNICIANPOL YTECHN~~~~~~~~~~~~~~~~~IC_. T 2 ER-ELEMENTARY AIND SE-CONDARY C . OFTIRAINIIG)

SEMI-SKILL E

THE ~~(12 YEARS

UNISPECIALIZT D OF TRAINING)j

TRAINN E ETRAININGCOURSE',S

SKiLLECD

L S < 3 f~~~~~~~~~~~~~~~~~~~~~~~~~~i FAULIE (12 YEWET<E ARS t tL~~~~1 2OFTEO 5 RAINIING

TCRA- TSME- AND

E ELEMENTARY SCHOOL Common programme

of general education for all students in Arnharic _

JUNICOR SECONDARY SCHOOL Common progromme _ UNSKILLED

of explorator, and general studies in English - WORKERSi

SENIOR GENIERAL SECONDARY SCHOOL (Academic, _1ndus rial Artls, Commercial, Agricultural, HomeE concimics courses)

1771 Trade Institutes F SPIA F7777 IAL~~~~~~~~--I-.

E.S.L.C. Ethiopian School Leaving Certil'icote TRAiNiNG WORKER!COl)RSES >* Elernentary School Leaving Certificate _ _ _ ___ Z

(R)IBRD- 2720 X_ _ _ _ _ _ _ U~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~C)

ETHIOPIA: EDUCATIONAL FPYRAMII)STUDENTS E-NROLLED IN GOVERNMENT SCHOOLS, 1964-615

I INII'V E 'RIT el T |

GRADES 13 TO 17(1,630)

SENIOR SECONDARY

1,2 664 198

11 1,686 552

BOIYSGRLI B 2,907 1,086

9 5,057 1,6C07

JUNIOR SElCONDARY

3 5,384 1,795

*7 1 2,468

PRIMARY

5 I7 0557 5,573

;7 60 9 |WQ4X0ff4XWW i jX _

i00,000 80,0r00 6C),000 40,C0oo 20,000 C) 20,000 40,000

BOYS (GIRLS zmx

IBROD-2722

ANNEX 5

ETHIOPIA: STUDENT E NROLLMENT IN GRADESI TO 12 (1952-64) AND PROJECTIONS (1964-74)IN (,OVERXNMENT SCHOOLS

80.0 -1-1 --11 T 1 ----

1962/63

| 60.0) NORMAL CURVE FORDEVELOPED COUNTRY

40.0 \1963/64 [ --_

30.0 -- 1 - -I. 3 925 ,. 0 \ I s ,PROJECTED CURVE WITHI \j - %% s%~J , EXPECTED DROPOUT

o 2 0 .0 1 __-__

|_ __ , \ I6 16,80C;' 968/69

PROJECTED CURVEZ IS.C)\ --

I OXI \ ASSUMING PRESENTDROPOUT ii,oop_ '

4~~~~~~~~~~094|_< _o. __ _ _ \ __ _-- TRADE SCHOoLS

I 0 ~~X _ _ _ _qs-w

zw 8.C) 0s [_ \No 8.0 l\ I %.PrI IIYT !P I YTFrwirl

I.- ___6_0 [~iIKt -| |TEACHER.]5 0 T RAINING5 REPRESENTATIVE 1__

NI EN OLLMENT 1958/59 1 973/74 CiENEIALI 4()' -

| 3.0 I 956/Z - |

1955/562.0) j

1ACTUAL 1963/64|--FIROJECTED 1963/6

\ I 961/62

|- LOGARITHMIC SCALE - 1960/610 _ __ 1 1 1 I I I I I

I * 1 2 3 4 5 6 7 8 9 10 1 1 12

[ ______- (R) I BRD - 2723

IETHIOIPIA: SCHOOL ENROLLMENT(THOUSANDS OF STUDENTS)

1, 200 r- T -1 -r 1 20

1,C00 - IC\0

8;O -80

PRIMARY AND - ___SECO1NDAFRY EDUCATIONi _

( -LEFT SCALE) _ -401400 __Z__40

_ _-- -j. The reduction in nurribers between 1963/64 and 1964/55 isdue to changing fronm an 8-4 to a 6-2-4 pattern of edlucation

SECONDAIRY EDUCATION200 - GRADES 7-12 _ _ 20

(RIGHT SCALE-)

0 - -I __I- _ O:95''/60 1960.'61 I961/62 !96° /6 !963,/64 !964./5.5 I965/6fR 1966/67 1967/68 1968/69

ACADEMIC YEAR-~- -------- ACTUAL- - FROJECTED- RR z

tR) IEBRD -2721 x

AP'PRAISAL OF EDUCATIONAL PROJECTS IN IETHIOPIAANTNEX 7

LIST OF SCHOOLS ANTD INSTITTCES IN PROJECT page 1

Key to code NJ = New junior school EJ = Extension to junior schoolnumbers: NSJ = New senior-junior school 23 = fsenior

VSJ = Rebuilding seii-j u.o:c school ESJ = Elxtension to senior-ador schocl

ESTIMATED BASIC COST IN ETH-$Estimated

Dldgs .foreign ex-Ccide Province & incl. Hos- Staf f Furni- Equip- change

Number name of school Total site k_ tel s Housing _tur _ ment compTonent

Addis Ababa: JIII OR AND SENiIOR SECcNDe:RY EDUCATION

1/RSJ Shimellis Habte 444,000 336,000 - 70,000 38,000 143,000.2/ESJ Prince Makonnen 24,l000 140,0C)00 - .40,000 61,000 113,0003/ISJ Plenelik II 172,000 97,00(0 - 26,000 49,000 80,00C4/RSJ Medhane Alem 517;000 392,000 - 85,000 4.0,000 163.0006/ESJ Emfpress 1Me1en

(Crirls) 95,000 40,000 - 10,0CO 45,000 60,0007/ESJ Hai.le Selassie I 7:3,000 44,000 - - 16,000 13,000 22;,00C8/NSJ Kolfe 47:L,0oo 340,000 - 70,000 61,000 174.,0009/NJ City Hall 164,000 126,000 C - - 26,000 12,000 52,000C

10/NJ Girnfille 164+,000 126,000 - 26,000 12,000 52,000Cll/MJ Mesfin Harar 164,000 126,000 - 26,000 12,0C0 52,000

lla/PSJ Asfaw Wossen 580,000 4:L6,000 - - 59,000 75,000 205,000

Arusi rovLnce,;

12/WTSJ Ras Dargie-AseJLa 632,000 447,000 37,000 - 89,000 59,000 205,00013/NJ Sire 1g9,000 1:LO,(OO 27,000 .17,000 24,000 11,000 49,00C)15,'/!J Robi l C5,CC 37,CCC: - - 12,CC 7,OC'° 3 CCC

Bale Province:

6/FqG2 A6 0 1 0n r D350l:02n0Goba 269000O( 1';910co 3:1,GOO 35,000 44LOCIO 102,00OCi

A ;'X 7page 2

EstimatedJDUgs. foreign e

Code Province &k mincl. Hos- Staff Furni- Equip- change

Number name of schoo1 _Total site wk. tels Housing _ ture ment comiDonent_

D_U e id rruv.L C

17/3SJ Haile Selassie I,Goniar 95,000 60,000 - - 2:0,000 1 5,IOOC) 36,000

18g/NJ Debre Tabor 218,00o :135,000 27,000 17,000 27,0CO 12,00C) 64,000

19//NJ Debark 188,0CC :110,000 27,000 16,000 24,000 11., OOC) 57,0)()

201INJ Goegora 139,000 :109,000 - - 192000 11,OOC) 44,000

Eritrea Province:

21/ESJ Haile Selassie I,Asmara 210,000 :134,0O - - 28,000 48,000 89,000

22/ESJ Prince Yiakonnen,Asmara 22.4,000 49,000 - - 899,0OO 86,0CC) 123,C)00

23/NJ Asmara I 194,000 :147,000 - - 31,000 16,0C0 63,00025/P3SJ Adi Ulgri I 599,000 .417,000 23,000 14,000 913,000 52,00C) 192,C)00

26/RSJ Decamare 527,000 353,000 23,000 14,000 77,000 60,00C) 179,C)00

27//RSJ Keren 346,000 255,000 - - 55,000 36000C) 116,00028/'NJ Adi Kaieh 164,000 :126,000 - - 26,000 12,000 52,C)OO

30/'NJ Adi Quala 164,000 :126,000 - - 26,000 12,00C) 51,00031/NlJ Adi Teklezan 139,000 :105o000 - - 22, CCC 1', CC) 44,C000

32/'IJJ Agordat 213,000 :133,000 23,000 14,000 31,000 12,00C) 64,C0

33/'NJ S egeneti 115,000 85,000 - - 19,QOCO 11,0c) 38,00034/NJ Massawa 66,ooo 38,000 _ _ 16,000 12, OOC) 26,C00

AINNIE-X Xpage 3

E stimated]B Ldgs. f oreign ex-

Code Province incl. Hos- Staff Furni.- Ecuip-. changeNumber name of schoo:l Total site wk. tels Housing ture ment ccnonent

(<1Im.ll (,of a P-rro :n nrwm

35/'ESJ Arba Minclh 245,000 122,000 29,000 18,000 32,000 44,OOC) 95,(0036//NJ Gidole 207,000 :123,000 30O000 19,000 24,000 ll, OOC) 610ooo

Gojam Province:

37/tRSJ Debra Markos 558,000 370,000 37,000 15,000 78,000 58,0CO) 185,C0038/'ESJ Bahir Dar 1192000 52,000 - 21,CCC 20,000 26,000C) 5400039/NQJ DanghiLla 210,000 :129.000 26.000 16,000 27;000 12 OOC) 62,00040/NiYJ Fenote Se'lam 164,000 :126,000 - - 26,00o0 12 OOC) 51,(00

H-arar Province:

42/ES Nedhane A:Lem 79,000 35,000 _ _ 15,000 29,OOC) 42,00043/'NSJ Asbe Tafari 350,000 216,000 26,000 16,000 48,000 44,00C) 122, C)0044/tESJ Di-re D)awa 215,000 1L13,000 - _ 3,0CIO 67,000C 104,00045,/NJ Jig Jiga 106,CkC &87,C CC _ 1 2,CC 70 CC) 37, CO46//,-iJ Harar 297,CC'C 200,GCC 25,ccC 15,CCC bC,CCC 17 ,coo 89,0co

I Ilubabor Province:

47/ESJ Haile Selassie I,Gore 98,000 54,000 - - 10,000 34,00C 49,C000

48/NJ Mlatu 298,000 200O000 34,000 21,000 31,000 12,000 85, 00049/NJ Bedelle 226,000 I137,000 34,000 21,000 24,000 10 CXOCI 66,ooo

ANNLXpage 4

EstimatedB1 dtjs. ~~~~~~~~~~~~~~~fore - n ex-Code Province & inl. Hos-. Staff Furni- Ecuip.- change

Number name of school Total _site wk. tels HousinF ture ment com-oonent

50/,ESJ M:iazia - Jimma 258,000 166,000 26,0CO - 35,OC)0 31.,0CC) 86,(0051JtNJ Bonga 189,000 .110,000 27,C00 17,000 24,000 l1,OOC) 56,00052/ JJ Agtare lC6,,,CC 87,C'CC - - 1.2,0C0 i7, C000 37,CC00Shoa Province:

53/ESJ Ambo 253,000 153,000 24,000 _ 38,000 38,OCIO 92C)00054/'ESJ Ghion 356,0o0 :270,000 - - 52,000 3.,o00 1.16,00055/'NSJ Endeber 358,000 251,000 _ 21,(cc) 46,00o 40c,000C 12s,C)0056/NSJ Hosania 39E000 ;275,000 - 23,00C 51,000 47',000 Jj-4C)200G57/'NJ Shash-amane 229,00O0 146,000 25,0C0 15,000 31,000 12,0OC, 68,00058/ES J Debre Berhan 20'7, 000 :L43 ,00O - - 33,000 31,000 77,00059/,4IJ Debre Sirni 164,000 126,000 - - 26,000 12,000 52,CIO060/ESJ Nazareth 218.,000 .L53,000 - - 33,000 32,000 79,C00061/N1,SJ Debre Zeit 360,000 256,000 - - 48,000 56,OO0 133,C0062/Nj Addis Alerm 22!5,OO 175,000 - - 3.4,000 16,000 70,00063/J Fitche 297,000 200,000 25,000 15,000 40,000 17,000 89,000

Sidamo Province:

64/ESJ Ras Destaj,Yirgalem 592,00() 428,000 .26,000 16,000 833,000 39,000 180,00065/NSJ Soddo L383,00() 318,000 - 21,0CCC' 58,000 41,000 1147c00066/NJ Dilla 216,000 169,()00 - - 3:1,000 16,000 67,00067/NJ Neghel.li 925,00() 140,000 28,000 18,000 27,000 12,000 66,00068/NJ Wondo 216,0CC 169,000 - - 31,000 16,000 67,000

ANNEX 7page r

EstimatedBldgs. foreign ex-

Code Province & incl. Hos- Staf'f Furni- Equip_ chac geNumber name of school Total site wk. tels Housing ture ment component

.LI.Le ±- uv±u.u

69/ESJ Adwa 416,000 267,000 26,000 17,CO0 65,0oco 41,C)oo 14C,(0070'ESJ Atse Yohannis,

Maka11e i4o,000 80,000 24,C0O -O 20,0)00 16,C000 50,(00N71/SJ Adigrat 269,000 194,000 - - 37,0000 38,)000 97,(00

72/N.J Axun 170,000 96,000 24,COO 15,c0oo 24,000 11,C)000 52,)000

Wel'lega Province:

'74/RSJ Hai:Le Selassie I,Lekemt 545,000 365,000 41,C'oo 17,000 67,000 55,0iOO 1.79,(00

75/Ns'J Gimbi 452o000 317,000 27,000 17,000 57, 000 34,000 l4oi(,CO76/NJ Demrbidol o 160,000 126,000 - - 22,000 12,)000 50,00077/NJ Mendi 132,000 102,000 - _ 1.9,000 11,000 42,C)CO78/EJ Shambo 3C,COC - _ . 19,CC0 11,00i 0 15C,(CC

WolLo Province:

7g/N',J Waldia 338,000 216,0C0 26,000 16,c0o o2,ooo 38,0oo 115,C)0080/1EJ W. Sihen,Dessie I 1h8,000 90,0c0 26,000 - 24,000 8,00o 44,00081/NTJ Dessie II 238,000 153,000 26,000 16,000 31,000 12,000 71,00083/NJ Quoram 128,000 98,000 _ _ 19,0CC0 11,000 41,(00

ANNEX 7page 6

EslJima-tednldgs £or'eirn ex--

Code Province & incl. Hos- Staf'f Furni- Equip- changeNumber name of school Total site wk. tels; Housing ture ment component

ATPhDE ANTD! 'TrL7ThI\CTrAT. T1Th T O.jrA rrTn

Addis Ababa:

86/E Addis AbabaTechnical Institute 863,000 1go9,oo - - 43,coo 630,,000 707,coo

Eritrea Province:

87/R Asmara TechnicalInstitute 1,272,000 569,ooo - - L3,000 660,000 802,0)0(

Harar Province:

88/M Dire Dawa TradeExtension 60,000 38,000 _ - 8,0C)0 14,000 2',,00()

Shoa Province:

89M Nazareth TradeExtension 6C0, 000 38 000 14,Q000 2',,000

TEACHER EDUCATION

Addis Ababa:Q)I . Jn -_ _ ^'

t14/ I--UULb' Huaba

Elementary Teac!herTraining Institute 3 0,`00 196,000 - 17,000 4.,000 52000 l18,0OO

ANNEI 7page 7

EstimatedBldgs. foreign ex-

Code Province & lnc]. Hos- Staff Furni- Equip- changeNumber name of school Total Site wk, tels Housing ture ment component

Addis Aba.ba:

85/N Addis AbabaPract. TeacherTraining Institute 573,()00 391,,000 90,000 92,000 214,000

Kaffa. Province:

90/N Jimma. ElementaryTeacher Training

School 36ooo00 1669000 80,000 17,000 41,000 569000 133,000

'PnrP AT -)I I n i1 '/ hr\rrnr-' ~ ~~0 ( U ±L4~i2,.UUU 14U,U lt-.L L,UU )uO1UU u u 04uoc,U

Consultanit archi-tectts f'ee at10% 2,302,000 1,h76,000 94,000 53,000 312,000 367,000 Nil

Contingencies at10% 2,302,000 1,476,coo 94,000 53,000 312,000 367,000 866,000

GRANI TOT'AL 27,623,,000 17,711,,000 1,128,000 638,000 3,745,000 4,h01,000 9,528,000Eth.$

US$ 11,0h9()00 7,085,000 451,000 255,o00 1L498.000 1,760,000 3,811,00

Foreign exchangecomponent US$ 3,811,(00 1,750,000 99,000 59,000 523,000 1,380,000

October 6, 19965

ANNEX 8ESTIMATED DISBURSEMENT RATE - IN US$

STARTINW FROM SIGNTNG DATE OF LOAN DOCUMENTS

TINE FROM SIGNING DATE

.0 G0 Ga a a a | r; a |G

ra G CC G GC G n G

'rE245 H 1t 0\ VE ,._4 nJ 1> i C C 0 0 .0

ITEMS~~~~~~~~~~~~~~~~~~~~~~~~~~E

_ _n _ _ _

Consultants' fees and Contingencies Bev inTende ng-Contracts_____________________- ___ _ 56_ 533,)00 _5_ 31,000 43000 68, _

Equipment Costs Pre3pari E uipment lists & Purchase_____________________________________________________ ___- = '. -___ _ _ 627.1)00 _ _ ___ .1,55,000 - 89, 9_6 7_5- -000

Costs of Schools - Hostels - Staff Housing - FurnitureInstruction ( for projects: IL/RSJ - 2/ESJ - 3/ESJ - lla/RSJ - 12/BJ - Construction Periodr, Groupoup A ( 18/NJ - 22/ESJ - 25/RSJ 2 26/RSJ - 37/RSJ - 46/N_ - -

(7/ESJ - 5O/ES.I - 51/NJ - 5 l/ESJ - 55/NSJ - 60/ENd - 78/EJ -

6l/NSJ - 65/NSJ - 69/EsJ _ 7'1/RSJ 79/NSJ - 81/NJ - 85/N - - ____ 1,175,000 |o_ _1162 O _0 _ __294,000 ___. _ __

( -6 .of S.eiloi.Ls - iosiels - Stafif iiousing - Furniture

nstruction ( for projects: 9/NJ - 10/NJ - 13/ NJ - 16/EsJ - 7L7/ESJ - [ Constructiom Pericd for Group2oup B ( 2 3/NJ _ 28/NJ .. 38/ESJ - 39/NJ - 1 3/NSJ - 48/NJ - 54/RSJ - _ _

( 56/NSJ _ 57/NJ _ 63/NJ - 64/RsJ - 66/NJ - 70/ESJ _( 7L/NSJ - 75/NSJ _ 84/lR - 86/'E - 88/M - 90/N _ _____ _ _ 1,450,1000 _438, ___0_ _

( Cost of 5chools - Hostels - Staff Housing - Furniture _ _d

mnsLruction ( for projects: b/fSJ - 8/NSJ - lI/NJ - 19/NJ - 2:L/ESJ - EPeridction for Gioulp C Joup C ( 27/RSJ - 30/NJ - 32/NJ - 35/ESJ 1b0/NJ - 2/ES - 4h/ESJ - i _ _

( I/NJ - 58/ESJ - 59/NJ - 67/NJ - 72/NJ - 76/NJ .. 80/ESJ - T _ _ I I

8,3/NJ - 87/R - 89/N1______ _ __ _ __ 366,ooo 1,o96, oo_ 3_0 _-

nstruction ( Cost of Schools - Hostels - Staff Housing - Furniture I C e I

oup D ( for projects: 6/ESJ - 7/ESJ - 20/NJ - 31/NJ - 33/NJ - Construction Period f'or GroPb J3b/Ed - 36/NJ d 62/NJ - 68/NJ - 77/NJ - 15/Nd - 4S/NI - 52/NJ ___ ___- - -- . __ ____ t 1 _ _ __

Total year by year in US$ _ - -_ __________ L,l38,D00 | |_ 2961,00D | __ | l 2l8t+-

GRAND TOTAL | us$ ll.O99 mion

nuz,rty 21, 196B

E � u � 0 p � kri- m) n n (n) n )7 n rn) Rn R P 0 n FF 6�� VIt uu U u u uu wi F Euu�Kuuu�')

ERITREA PROVINCE BARAii PROVINCE SHOA PROVINCE

21 1E.3j HjT. Sa-..Ze T, Az,-,.aa 421ES M-`h- AZ- 531ESJ Ambo

221E.IJ P,in- Mak-.., A------ 43INSJ Aab'a T fli 541ESJ Ghion31EFJ m.,,.Zik IT 231N.1 A-.l. I 441ESJ Di'. D.. 551NSJ E �1, !'I, I I .141RSJ M.dh.- At--- 251H.5J Adi Ug,i 45INJ Jij Jij� 56INSJ H'. In61Et'J E�pl- Gill- 161R.Fi 46INJ H-r 571N sn'-n-.n./ ESJ Hiz Gal.. a 1. r 271RSJ 58IE5.1 R-;,"

81N.FJ K 281AI. AdC I.i.h rLLUBADOR PROVrNCL 69IN j Sin.qpw cify H.IL 30IN-1 Adi Q..1- 601E1 O/l/i Gi,fi1Z. JIIN. Adi T11k _an IESJ Hai 1. S.I-i. 1. C". 611NSJ D�b 'n Z� i,

32IN-1 Ag.�d,t 44111i M tl� 6 z".1i Add--- ALa,

11 IR A f. -_n 331N., I'll I ti 49 /"J Bd,11. 63/NJ Fit ".h�341E., 1_all.

AFFA IIIIINCE

ARU,3r PROVI,','Ci' GAMU COFA PROVINCE IOIESJ Mi-i. 27, Ji- SIDAMO PROVINCE

I 2135J A - I- (A.. D-gi. 61h--Z) "IN j B1191 641 SJ R-. D-t., yi,g.l-311v.� 3-'ra 351E,7J Arb. Mi-h 52INII Ag.11 651 EJ S, ,

I Is /mj Rob; 36IN-1 cid !;j D-'L.A U L) I A K A B I ABALil PROVINCE 68Ni

I 6,/"Sj A..a,h b,.g.l.h.n, Cl,ba COJAM PROVINCE

3?IRSJ D�bl. M.,k (N.g.. T.kl. h.i-nct)BEG.z'WIR PROVINCE 381ESJ B.hil D. r TICRE PRovrNCE

391"i Dn.ghil I

��_J, b' -T-.b'o, 701ESJ A-g Y�391 DII'llk 7 I /NSj Adi _th-ni�,2 0 /Nj 0_g.. 72INJ Ax-

K.

Y WELLECA PROVINCE

Ps. R.b.iu dnin,ES. 'E t-z- S�h O 7 4 IRSJ ff"il.NEZ N' � I _a ;I/ "I1, L.k-t

hG1_ J __h�Adi Ug'. 761E j D-bi�i,Zl,

tan.i- ja,li- S,h-1 7�1 or, ?INE MdiJNJ N..

7glEj S�-b'

WOLLO PRO VINCE

79INSJ W.1di.a 01ES.1 W. Sih,?n D... i.81INJ D. i.I83111i

C,

J F1C2.

G. g.1d �;

Wdi.

fthi, D.

'41

M.Idi

_�h-b. F- G,t. S 0 A AGi,,bi j Al-

. . .B'2'

A0�

-DII ABA

B'd. BAL-1

,1 A,aw

9 1

C) 10, 1IN R4

add. 0 G-E 86'(A F R I C A k,( ETHIOPIA At,I.,h D,9,10dn 65-P-ati�,tl Td-h.,

T,.intng in.tit.t.

ME.NING OF SYMBOLS

G,d.'Sah..1

-i- -h-1

T.ahni-l 1.

-ai-ng

0

UGANDA K E N y AjANiIANI IFUE -82R

IBPD-15