Document of

The World Bank

FOR OMCUAL USE ONLY

Rq,wrt No. 5553

PROJECT COMPLETION REPORT

TANZANIA - FIFTH EDUCATION PROJECT(CREDIT 607-TA)

March 27, 1985

Education and Manpower Development DivisionEastern and Southern Africa Regional Office

This document has a restricted distributiou and may be used by recipients only in the perfennsce oftheir officiau duties. Its contents may not otherwise be disclosed without Word Bck autorization.

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FOR OMCIL USE ONLY

GLOSSARY

DCA Development Credit Agreemeat

DSA Dar-Es-Sa]3am School of Accounting

MNE Ministry of National Education

NAD National Accountancy Diploma

NBAA National Board of Accountants and Auditors

NABOCE National Bookkeeping Certificate

PCR Project Completion Report

PIS Project Implementation Section

PMO Prime Minister's Office

ROA Rural Development Assistant

UDC&k Ujamaa Cooperative Assistants

UPE Universal Primary Education

VMT Village Management Technicians

VMTP Village Management Technician Training Program

First Education Project, Credit No. 45-TA (December 1963)Second Education Project, Credit No. 149-TA (May 1969)Third Education Project, Credit No. 232-TA (February 1971)Fourth Educatioa Project, Credit No. 371-TA (April 1973)Fifth Education Project, Credit No. 607-TA (January 1976)Sixth Education Project, Credit No. 861-TA (January 1979)Seventh Education Project, Credit No. 1056-TA (September 1980)

Tis document has a restricted distibution and may be used by recipients only in the performance oftheir official duties. Its contents mnay not otherwise be disclsed without World Bank authorization.

TANANiIA- FIFTR EDUCATION PROJECT

CREDIT 607-TA

PROJECT COMPLETION REPORT

TABLE OF CONTENTS

Page NoPREFACE ................................................ i

KEY PROJECT DATA . ................................ i

HIGHLIGHTS .............................................. vi

1. SUMOIRY AND RECOMIIENDATIONS ............................. 1

II. INTRODUCTION ............................................ 4

III. PROJECT BACKGROUND ...................................... 5

Socio-Economic Setting . . ................ .. 5Development Strategy .. 5The Education Sector .. 5Project Formulation .. 6Project Objectives ....................- 6Project Compoen.. .. 7Amendments to the Development Credit Agreement. 7Covenants ......................... ................. 8

IV. PROJECT IMPLEMENTATION .................................. 9

General ........... ..................................... 9Project Management ...................................... 9Physical Implementation .10Village Management Technician Training Program .10Secondary School Program .11Technical Assistance and Fellowships .13

V. PROJECT COST AND FINANCING ............................-. 14

Project Costs ........................... 14Disbursements ..................................... 14

Table of Contents (Continued) Page No

Vi. PROJECT OPERATING OUTCOME .1.........15

PART A - Village Mangement Technician Training Program.. 15PART B - Secondary School Program .......... 19PART C - Special Studies .... ....................... 22Bank Group Performance. .. .... 25

ANNEXES

Annex 1 Organization Chart of the Project Implementation Section 27Annex 2 PIS Staffing Situation as of February 1983 28Annex 3 Structure of the Education System 29Annex 4 Comparative Enrollment Data for Public Schools by

Level, Grade, and Sex 1961, 1971, and 1982 30Annex 5 Technical Assistance and Costs 31Annex 6 Organization Chart of the NBA 33Annex 7 NBAA Accomplishments, 1973-1983 34Annex 8 Planned and Actual Project Implementation Schedule 36Annex 9 Comparative Analysis of Estimated and Actual Areas in

Secondary Schools 37Annex 10 Summary of Total Project Costs by Type of Expenditure 38Annex 11 Project Costs by Component and Category of Expenditure

Compared with Appraisal Estimates, 39Annex 12 Construction Cost Index 40Annex 13 Enrollment and Passes in the VMT Training Courses

per VMTC 41Annex 14 Simmary of Findings and Recommendations of the

Secondary School Educational Facilities Survey (Extract) 42Annex 15 Problems with New Construction in General Secondary Schools

Built Under Education V (Extract) 49

ATTACHMENT I

Comments from the Borrower 51

PROJECT COMPLEION REPORTTANZIA - FIMFT EDUCATION PROJECT

CREDIT NO 607-TA

PREFACE

1. This is a Project Completion Report on the above mentionedproject for which a Credit of US$11.0 million vas approved on December 30,1975 and which became effective March 23, 1'.76. The Credit was formallyclosed on June 30, 1982 as originally anticipated but a further eighteenwonths was allowed for finalizing accounts. A sun of US$3.9 millionremained undisbursed and vas cancelled on December 30, 1983 when the CreditAccount was closed.

2. The Borrower did not prepare its own Project Completion Report(PCR) since this was not stipulated in the Development Credit Agreement(DCA) but a number of related documents vas made available to thecompletion mission and the Project Implementation Section (PIS) wasextremely helpful in assembling all the necessary materials for thisreport.

3. In accordance with the revised procedures for Project PerformanceReporting, this Project Completion Report was read by the OperationsEvaluation Department (OED) but the Project was not audited by OED staff.The draft PCR was sent to the Borrower and its agencies and comentsreceived have been taken into account in finalizing the report and arereproduced as Attachment I.

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PROJECT COMPLETION REPORTTANZANIA - FIFTH EDUCATION PROJECT

CREDIT NO. 607-TA

BASIC DATA SHEET

Key Project Data

Item Appraisal ActualEstimate

Total Cost of Project (US$ Million) 15.00 8.8Cost Underrun (Z in US$ Terms) - 41Credit Amount (US$ Million) - 11.00Amount Disbursed (US$ Million) 7.06Cancelled (US$ Million) 3.94

Date Physical Components Completed June 30, 1981 December 31, 1982Proportion Completed by Above Date 1OOZ 65%Proportion of Time Overrun 25ZInstitutional Performance Satisfactory

Other Project Data

Item Original Plan Actual

First Mentioned in Timetable - April 9, 1974Government's Application - April 15, 1975Negotiations - November 24, 1975Board Approval - December 30, 1975Credit Agreement Date January 29, 1976Effectiveness Date April 30, 1976 March 23, 1976Closing Date June 30, 1982 June 30, 1982

Borrower United Republic of Tanzania

Executing Agencies - Project Implementation Section of theMinistry of National Education.

- Executive Group of the Prime Minister'sOffice.

- National Board of Accounting andAuditing.

Fiscal Year of Borrower July 1-June 30

id rtsfamtia Venom J_ 74

Zaminauauu mA-Voue. Now. 74 1 1 1 2 Due 74 O(oteh) W the

odwi. sAw...iD Apr- 75 3 1 3 _ a 75 O(oeht) ur an

NaY agrlmElturalit.sa visited thu

th. lFt

p ntata. S*baso NaW 75 NW 75

AMrualal IDA Juas 75 1 1 1 1 1 L Doc. 73 o(othw) mm aa5rcauitOurllet

Appraima- Neavlaw, Oct- 75 2 O(ochur) co..iac.iNoM. ot the 7. z e(t .111

and am aBd.cuL-

Supacwola, Jan. 76 1/Z I I I rob. 76

. _ J 76. 1 I 2 Joan74

_ - Oet. 76 1 1 1 2 vow. 76 O(other) NM aacconsoatf. The

- awialtad

_-_ Ja 77 1 1 1 1 3 rob. 77 O(oCh) Wm the

C11.1. RAPIDJ_ly 77 2 1 1 * Sopt.7?

_ _ lab- 75 2 I 1 2 NW 7f

_ _ Sept. 73 2 1 1 3 Oct. 78 jolt.: WM. 3

s.coudary' school.

- _ Apr 79 I1/2 1 1 1/2 a 7 .1.cl: &,urcondary schools

- - Oct. 79 2 1 1 4 oW. 79 wIalta: VNT. Icecoodry School.

_ Hay so0 I L I 2 Nay s0 wItrA:Sdcool ofASoe! cy.2 Sue.

_ _ Now. S0 s o 12 1 1 3 Dc 50 so ZtO9:SChno ofAccountancy

_ _ Apr- B1 2 1 1 4 Key SI wimitu:Z wilugasMy (vrm). Schaal f

Accounltancy

_ - NOr. e1 112-1 1 1 2 2 1/2 oDc. 81 O(othar): DeputyCtblf.SAPED * Fn_.

mmmaguouot Spac.

wIaitc:SCbhoo ofAccountICy.2 Sec.School.

may 82 3 1 1 1 3 June t52 w±ite:Sciool ofAcconocanty.2 Sea.

Oct. 82 1 112 I Jo_ S3 t.Itm SeDot. a

l __ _~~~~~~~~~~~ I I I Schools

Surce- Compiled by che DOD.loo

1In o f1D c*A. t.. Ion aaber eade o-lapplag or *p-urate -late to thb coantry. The doratito d tbhiroraa ale. warled. For uwala. thu t t uborm of tbh Puhrrary-Nrch 1971 Supr"l-aon Ka12_0 Outed

separately with cu ctauyng owr a .ik and the ocher under a wush. Thoe. t totsl wko and Chu nUbr

of ___-vuuka Is thu conatry both tuo.

21 VislC. to lomtlcutlo ootsldu of th0 project haw not beo included.

31 nmIP: Vilage lanageasct Traainng Prosr?.; VNTC: VI a.1 o Yanamunt Training Canter

Oiber di Soprwialon Kiaio - 15

Inulano intarwal betwaun .nlanm - 7 oothniul Intereal hetuman Woola - - 3 onth.

L.?flD: CZ - Cu_aral educatorTZ - Tachaca IEdecaturAR - AgrIcek.r.i lducatorA - ArchltectCC - Comuist

0 - Othur - Se twu- k r actlon.

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Follow on Projects: Sixth Education Project, Credit No. 861-TAUS$12.0 Million.Seventh Education Project, Credit No. 1056-TAIDA US$25.0 Million and Danish Kroners 115Million (US$20.0 Million equivalent).

Currency Exchange rate*

Name of Currency: Tanzania Shilling (T.Sh.)

Exchange Rate:

Appraisal Year 1975: US$1.00 - T.Sh. 8.051976: US$1.00 - T.Sh. 8.31

Intervening Years* 1977: US$1.00 - T.Sh. 7.941978: US$1.00 - T.Sh. 7.411979: US$1.00 - T.Sh. 8.221980: US$1.00 - T.Sh. 8.181981: US$1.00 - T.Sh. 8.37

Completion Year* 1982: US$1.00 - T.Sh. 9.33

As of December 31, of each year.

Cumulative Estimated and Actual Disbursements

FY: 1976 1977 1978 1979 1980 1981 1982 1983 1984

a) Estimated at - 1.30 4.81 9.17 10.75 10.98 11.00 11.00 11.00Appraisal

b) Actual 11Disbursements - 0.44 1,51 2.40 3.98 5.18 6.10 6.94 7o.06

c) b as Z of a - 34 31 26 37 47 55 63 64

1/ Final disbursement on December 30, 1983 and balance of US$3.94 millioncancelled.

Allocation of Credit Proceeds(Ua$)

ORIGINALCATEGORY ALLOCATION ACTUAL

(1) Civil Works, and 5,300,000 2,809,524.88Materials for VMTHouses

(2) Furniture, Vehicles 2,000,000 2,402,191.18and Equipmenta) Importedb) Imported but Procured

Locallyc) Locally Manufactured

(3) Project Administration and 550,000 1,125,340.04Operational Costs of PartsA and B of the Project

(4) Consultants Services 750,000 726,472.15

(5) Unallocated 3,400,000 t

TOTAL 11,000,000 7,063,528.25

CANCELLED 3,936,471.75

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PROJECT COMPLETION REPORTTANZANIA - FIPTH EDUWCATION PROJECT

(CREDIT 607-TA)

HIGBLIGHTS

Objectives

1. The US$11.0 million IDA Credit financed a project designed to:(a) expedite rural development through training and the provision oflogistical support and housing to Village Management Technicians (VMTs);(b) assist in the diversification of the secondary school curricula beingimplemented since 1963 by the Government through provision of facilitiesfor the teaching of science and practical subjects; (c) rationalize andupgrade the training of accounting and auditing personnel; and (d)establish a basis for the future planning of primary and secondary schooldevelopment by carrying out a comprehensive inventory of existing secondaryschool facilities as well as review of the content and the delivery systemof primary education (paras. 1.01 and 3.11).

Implementation

2. The Credit Agreement was amended in August, 1977 to enable thefunds to be used to rehabilitate some buildings associated with the VillageManagement Training Program (VMTP) and to change the percentage offinancing for materials for the VMTP bouses. The Project was closed onJune 30, 1982, its original Closing Date. The Project's objectives forcivil works, equipment, and furniture were partially met although only lessthan half of the transport facilities provided by the Credit was actuallypurchased and used (900 bycicles out of 2000 estimated at appraisal). Theconstruction of houses for the VMTP was only partially completed (420houses were built compared to 1500 projected at appraisal) due to severalfactors: (a) lack of counterpart funds; (b) non availability of buildingmaterials, construction equipment, and transportation facilities; (c) lowmotivation towards self-help approach; and (d) inadequate supervision byregional and district authorities. In general, however, the constructionof the secondary schools was quite successful even though only 13 out ofthe 15 schools were completed. The two remaining schools could not beundertaken because of lack of interest by contractors in tendering for thembecause of their location (paras. 4.06, 4.07, 4.10, and 4.13).

3. From a narrow viewpoint the training component of the VMTP wassuccessful insofar as slightly more than the planned 1,500 VMTsparticipated. Given that this component was designed to support theGovernment's "Villagization program, and that the Government later changedits policy as well as emphasis, the VMTP could hardly have been expected tosucceed under such circumstances. The secondary school component has notmet expectations in terms of the ready availability of qualified teachers,particularly in mathematics, sciences, and practical subjects and increasedenrollment. During the period 1980-83 enrollment rose in the 13 retained

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project schools from about 6,000 to about 6,400 (6%), while at appraisal anincrease of 30 percent was envliaged. In addition, a complex curriculumoffering too many optional subjects, among them a variety of practicalsubjects; shortage of qualified teachers, partlcularly in mathematics,science, and practical subjects; and limited recurrent funds havecontributed to a low utillration of the facilities provided (paras. 6.10,6.16, 6.20, and 6.23).

Technical Assistance, Studies, and Fellowships

4. The Project Included eight man-years of technical assistance tothe National Board of Accountants and Auditors (NBAM) for the curriculumdevelopment standardization of Instructional materials as well as 1Vman-year of technical assistance for the survey of existing educationalfacilities. In additlon, the Project provided funds for 300 man-months ofoverseas fellowship for acquisition of skills In clvll engineering,building construction, quantity surveying, and architecture and forstudies. The institutional objectlves of the technical assistance verefully achieved. All the fellowships were used and the studies were carriedout satisfactorily (Paras 4.19, 6.24, 6.25, 6.29, 6.30, and 6.35).

Outcomes

5. The MVTP Component. The Project outcomes of this component wereenormously afected by a change in the Government policy regarding'Villagization Program" in 1981. The training element of the MVTP producedmore MVTs than anticipated because the Government recognizing theimportance of this component at the time provided additional funds. Whilethe quality of the training is questionable, this training program wasnonetheless successful (paras. 1.05, 6.08, 6.10, and 6.11).

6. Diversification of Secondary Education Curricula. Thebroadening of curricula in secondary education to include practicalsubjects and the expansion of secondary school capacity have not beensuccessful because of the shortage of practical subject teachers, poorlydesigned workshops, substandard equipment, and low enrollment (paras. 1.06,6.16, and 6.23).

7. The objectives of the studies on primary and secondary educationand accountancy have largely been achieved. Also, all technical assistanceprovided under the Project has been judged as successful (Paras 1.07, 4.19,6.24, and 6.36).

Project Costs

8. The total cost of the project was US$8.8 million equivalentversus the US$15.0 million estimated at appraisal. The substantialdifference originates mainly in the shortfall of the self-help housing

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scheme included In the VNTP component (about 420 houses were built ascompared with 1,500 projected at appraisal) and a lower than expectedincrease In the building cost index in the early years of implementationwhen the bulk of the secondary schools were constructed (paras. 5.01, and5.02).

Leasons Learned

9. The experience In implementing this project brings forth thefollowing: (a) the need to exert great caution In the formulation/appraisalstage of projects whlch Involve sweeping social/polltical reforms despiteapparent benefits. Also the necessity to insure, through appropriatecovenants in the development credit agreement, the minimization of risks;and (b) the necessity to closely assess and monitor the Government'scapability In terms of providing specialized teachers as well as resourcesfor training materials when providing workshops and specialized facilitiesas was the case of the Secondary School Diversification Program(paras. 1.08, 6.31, and 6.39).

PROJECT COMPLETION REPORTTANZANIA - FIFI EDUCATION PROJECT

(CREDIT 607-TA)

I. SUMHARY AND RECOMMENDATIONS

The Project and its Objectlves

1.01 The project was designed to: (a) expedite rural developmentthrough the training and the provision of logistical support and housing tovillage management technicians; (b) asssist in the diversification of thecurriculum of the general secondary schools and to increase enrollments in15 project schools; (c) rationalize and upgrade the training system foraccountants and auditors and to establlsh professional standards in thoseflelds; (d) assist planning at the secondary level through a survey ofschool facilities and their utilization; and (e) carry out a sub-sectorreview of primary education In order to facilitate future planning for thatlevel.

Project Formulation

1.02 The 18-month preparation process leading to the Project wassystematic and missions took place in a timely manner. However there areserious reservations about the formulation of two components of theproject, namely the Vi llage Management Training Program (VMTP) and theSecondary School Diversification Program (paras. 1.05 and 1.06).

Project Components

1.03 The project as appraised consisted of Part A: training, equlppingand housing of 1,500 Village Management Technicians (VNT); Part B:construction, equippiug and furnishing of 15 secondary schools; and Part C:studies of primary and secondary education and accountancy training. Theproject largely met its targets under Part B (para. 6.08) and Part C(paras- 6.18 and 6.21), but under Part A, while training of VNT exceededthe target, the construction of VMT houses was curtailed to about 400 ofthe 1,500 foreseen due, inter alia, to lack of local funds and interest onthe part of the villagers (paras. 4.07, 4.08 and 6.13).

Project Implementation

1.04 Implementation was hampered by the existence of three projectunits and the fact that each component involved country-wide activities.The Project Implementation Section (PIS) of the Ministry of NationalEducation (MME) was further handicapped by extensive staff shortages(para. 4.03) (Annex 1) and project commitments involving nine donoragencies. Notwithstanding these constraints, the PIS was able to handlethese projects in parallel with the secondary school extensions under thisproject and generally performed satisfactorily. The YMTP Project ExecutiveGroup functioned efficiently 'n the early years considering the complexityand size of the component. Among its problems was the irregular provisionof C-overnment funds. The departure of the Nordic team (para. 4.19) and the

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departure of the finance controller and the accountant due to transfers,seriously reduced the unit's effectiveness. The National Board ofAccountants and Auditors (NBAA) appears to have performed adequately,although it did not provide the VMTP Executive Group with up-to-dateinformation concerning the technical assistance sub-component during acertain period. Design and construction of the secondary sebool componentwas generally satisfactory and benefitted from gradual refinementsdeveloped under former IDA education projects. Similarly, furniture forthe project proved to be well designed and built. Equipment procurementwas carried out on time and with the exception of one major supplierproviding sub-standard equipment was generally satisfactory. Installationof workshop equipment was not completed in most project schools, but fundshave been allocated under the Sixth Education Project (Credit 861-TA) tocarry out this work.

Project Outcomes

1.05 The VMTP component cannot be separated from the fact that at thestart of the project this program was a maior priority of the Government aspart of its villagizatlon program started in 1972 and reinforced throughthe Ujamsa aud Villages Act of 1975. However project outcomes with respectto this component were enormously affected by a change in Government policyin 1981 which altered earlier commitments. The training element of theVMTP produced nore VMTs than anticipated because tae Government whichrecognized the importance of the component at the time provided additionalfunds. While the quality of the training has been questioned, it wasprobably as successful as it could be expected, given the difficultiesencountered in carrrying out a program of this nature. On the other hand,the outcome of the hardware aspect of this component proved disappointing:for example, out of the estimated 1,500 VMT houses, only 400 were built dueto the failure of the self-help construction scheme (para. 4.07) and of2,000 bicycles, about 900 were bought and distributed since the number ofVMTs fell far short of the number estimated at appraisal, and becausebicycles were not the best mode of transportaion in some remote villages,where some of the MVTs were posted (para. 4.10). Also out of 500motorcycles purchased for the program, 40 were comna-leered by the policeand neither returned nor paid for: a corresponding amount was subsequentlycancelled from the Credit. The Development Credit Agreement did notrequire annual audits as is the case for all follow-up projects.

1.06 The component concerning the diversification of secondary schoolcurriculum and the expansion of school capacity has not been successful(paras. 6.16-6.23). Two major problems remain namely: (a) the shortage ofpractical subjects teachers; and (b) low enrollments. Other negativeaspects are as follows: (a) the wood and metal workshops were designed andconstructed before the curricula were developed and other importantcriteria considered; (b) the workshops are oversized and will likely be

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under-utilized; (c) the operating costs of these workshops have not beenstudied and it appears that to date there are no budget allocations forthem; (d) most of the workshop equipment and tools are sub-standard andwill have to be replaced; (e) only one metal-work teacher has been assignedand to date only one school has a metal-work teacher while nine schoolshave woodwork teachers; and (f) between 1980 and 1983, the enrollment atthe project schools increased only by 358 (62) 1/ (Re Table 1, page 18).

1.07 The objectives of the three studies (Part C of the project) havelargely been achieved.

Lessons Learned and Recoumendations

1.08 The principal lessons to be learned from the project are thefollowing:

'a) much greater caution should have been exercised insupporting the VMITP program. Because of its complexity,implementation difficulties and social/politicalsensitivity, it would have been preferable to supportsimpler components which are likely to yield better results;

(b) in the diversification of the curriculum in generalsecondary schools, much greater attention should havebeen given to the supply of practical subjects teachers aswell as curriculum development, potential utilization andcosts in relation to benefits, prior to investment inbuildings;

(c) the sub-standard equipment supplied to the schoolsemphasizes the need to inspect the equipment prior to itscrating and shipment, and by inference, strengthening ofproject management capacity;

(d) technical assistance financed under the Credit proved to beeffective and the judicious inclusion of it in futureprojects should be encouraged;

(e) the involvement of three project units created difficultiesin the supervision of project implementation. It issuggested that this multi-project management approach shouldbe avoided; and

(f) project completion missions occur too soon to evaluateeducational outcomes. In critical cases, this should bedone later.

1/ These findings should be seen in conjunction with the OPS -DISCUS'Study, prepared as part of the World Bank Research Project DiversifiedSecondary Education Curricula (RPO 672-45).

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II. INTRODUCTION

2.01 This report is based on findings of a mission by Messrs. R.Welter (Sr. Architect - RMFA) and J. Bolibaugh (Educator, Consultant) Whichvisited Tanzania in January 1984 to collect information related to allaspects of the project from formulation to completion, a process whichcovered about nine years (1974-1983). Since this project was implementedfor the most part at the same time as the Fourth Education Project (Credit371-TA), much background information is common to both projects. Thus thisreport should be read in conjunction with the Project Completion Report(PCR) for the Fourth Project, dated May 28, 1982.

2.02 This report is based on: documnents in Bank Group files;information obtained from the three authorities who sharad theresponsibility of implementation, namely the Prime Minister's Office 'PKO)for the Village Management Technician Training Program (VMTP), the ProjectImplementation Section (PIS) of the Ministry of National Education (MM)for the Secondary School Program, and the National Board of Accountants andAuditors (NBAM) for Rationalization and Upgrading of Training forAccountants and Auditors, visits to project institutions, and discussionswith other Government officials, principals, staff and students of projectinstitutions and Bank Group staff familiar with the project.

2.03 In terms of financial overview and because of important gaps ofinformation on costs, particularly in relation to the VHTP, actualexpenditures of the project had to be reconstructed by tabulating allwithdrawal applications submitted by category of expenditure and componentof the project.

2.04 In the field, the mission visited most of the institutions(para. 3.12) under Part B of the project as well as Part C which werecentralized in Dar-es-Salaam. Because the VMTP (Part A) was scatteredacross the country and in remote areas, evaluation of both construction andtraining aspects of the program was a more difficult process. It wasphysically impossible to visit enough housing and talk with a sufficientnumber of Village Management Technicians (VET) to get a comprehensive viewof this component, and the mission therefore had to rely on centralizedinformation available from the PMO as well as progress reports which werevery comprehensive during the Nordic Group's involvement (para. 6.05) withthe program.

2.05 The Government did not prepare its own completion report (notstipulated in Development Credit Agreement (DCA)) but a number of relatedreports provided valuable information and the PIS was extremely helpful ingathering much of the information contained in this report.

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III. PROJECT BACKGROUND

Socio-Economic Setting

3.01 Tanzania has a land area of about 945,000 km2 , some 19.8 millionpeople (1982) and a population density of about 21 inhabitants per km2.About 73% of the population reside in rural areas with only 13% living inurban areas. The population growth rate is close to 3.3% per annum andabout 46% of the population is below 15 years of age. The estimated GNPper capita in 1980 was about US$260. Life expectancy is estimated at 51years. Kiswahili is the national language and the medium of instruction inthe primary schools, while English is used in the secondary schools.

3.02 Some 90% of the labor force works in agriculture, mostly insubsistence farming. Agriculture accounts for 51% of the GDP and over 80Zof exports. This significant dependence on cash crops for foreignexchange, fiscal revenue and employment leaves the economy quite vulnerableto variations in the world commodity markets for raw materials as well asto weather conditions.

Development Strategy

3.03 The Arusha Declaration of 1967 defines the broad aims ofdevelopment: to create a socialist economy and society devoid of tribalprivilege and economic exploitation and to achieve rapid economic growth inorder to improve the material and social well-being of the mass of thepopulation. Strict priority is given to rural development. The strategyto achieve these aims includes: (a) increased equity in incomedistribution; (b) public ownership of all major companies; (c)modernization of agriculture; and (d) growth of manufacturing mainly tosupport rural development.

3.04 The Government now owns or controls nearly all importantenterprises. Private investment has declined sharply and nmany foreignershave left the country. As a result, the shortage of managerial personnelfor the public and parastatal sectors has been aggravated. Since 1978, theeconomic situation has worsened as indicated by a 3.5% decrease in GDPbetween 1980 and 1981. A number of policy reforms have been introducedlately but, even if vigorously pursued, whether they will be adequate tostimulate a beginning of economic recovery remains to be seen.

The Education Sector

3.05 The general education system (Annex 3) consists of seven years ofprimary (Standards I-VII), four years of lower secondary (Forms I-IV), twoyears of higher secondary (Forms V-VI), and higher education. After theprimary level, there are various types of technical, vocational and teachertraining courses.

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3.06 Comparative enrollment data for public schools by grade, leveland sex for the years 1961, 1971 and 1982 are provided in Annex 4. In1982, the primary level gross enrollment ratio was reported to be about 97Zof the 7-13 age group with a net ratio of about 711. The enrollment bulge(Standard V in 1982) was due to a 1978 major campaign to reach UniversalPrimary Education (UPE). The financial constraints imposed upon generalsecondary education by the emphasis upon UPE as well as conservative humanresource planning and the high costs of boarding schools led to a virtualstagnation of public general secondary school enrollments after 1975.While there has been a significant increase in private general secondaryschool enrollments (43Z of total enrollments in 1982) due to social demand,the gross enrollment ratio of the 14-19 years of age group was estioated tobe only about 3Z in 1982. This stagnation has been accompanied by a lossof quality due to poor physical conditions of public scbools and shortageof instructional equipment and materials, as well as of qt"lified scienceand mathematics teachers-

3.07 The under-development of secondary education has led to smallintakes at the University which is operating far below capacity and with ateacher-student ratio of about 1 to 4. The output of trained professionalsis too small to significantly reduce the serious shortage of high-levelmanpower which exists in most economic sectors.

Project Formulation

3.08 A Unesco project identification mission visited Tanzania in June1974 and the report was released in the early fall of that year. This wasfollowed by a joint IDA-Unesco reconnaissance mission in November 1974. ABank Group agriculturalist visited the country in April-May 1975 for threeweeks to assist in the preparation of the proposed VMTP. In May 1975, aUnesco project preparation mission helped the Government to complete itsrequest for the Fifth Education Project.

3.09 The June 1974 Unesco identification report proposed seven majorproject components. The joint Bank Group-Unesco mission estimated the costof such a project at US$50 million or about five times as much as theavailable IDA allocation- Hence, the Government jointly with the missionselected three of the seven components for preparation and these wereincluded in the Project (Para. 3.12).

3.10 A Bank Group appraisal mission visited Tanzania in June 1975 anda further Bank Group mission visited the country in October-November ofthat year to discuss the draft report with the Government.

Project Objectives

3.11 The principal objectives of the project were to: (a) improve themanagement and organization of about 7,500 Ujamaa villages through theprovision of personnel trained in appropriate skills; (b) continue thereorientation of secondary education started in 1963 through provision of

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facilities for the teaching of science and pract-ical subjects;(c) rationalize and plan training and development of accounting, auditingand allied subjects; and (d) establish a basis for the future planning ofprimary and secondary school development by carrying out a comprehensiveInvento:y of existing secondary school facilities as well as review of thecontenc and delivery system of primary education.

Project Components

3.12 The project consisted of the fol;vwing:

Part A: A program to train about 1,500 cooperative inspectors andcommunity development workers to become Village ManagementTechnicians, and the provision of essential facilities at locallevel so as to enable them to operate effectively in thevillages. Part A includes equipping, furnishing, and provisionof vehicles for about five Rural Training Centers, provision ofabout 2,000 pedal-cycles, materials for bookkeeping and localpurchases, construction of about 1,500 modest houses, andprovision of about 500 motorcycles for supervisory staff atdistrict headquarters.

Part B: Expansion of the capacity of about 15 secondary schools, from anaggregate of about 6,900 students to about 9,000 students, toachieve increased teaching of science and practical subjects.Part B includes construction, equipping and furnishing of theadditional facilities.

Part C: (i) A survey of existing training facilities for accountantsand auditors, the formulation of a national training plantherefore, and the definition of professional standards tobe applied by them.

(ii) A survey of educational facilities in all secondary schoolsand an assessment of their utilization.

(iii) A primary education sub-sector review.

Amendments to the Development Credit Agreement (DCA)

3.13 The DCA was amended on August 9, 1977 to add the followingcomponents:

(a) the renovation of Village Management Training Centersand the Village Management Training ProgramHeadquarters (Part A, Schedule 2);

(b) expansion of the Rural Village Management TrainingCenters (Part A, Schedule 2); and

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(c) materials for VMT houses (Category I, Schedule I). Thepercent of expenditures to be financed was changed to100Z foreign expenditure and 75Z of local expenditures.

3.14 Also the contract between the Government and Unesco, financedunder the project, was amended on two occasions to increase the technicalassistance as follows:

(a) January 9, 1980: (first addendum to the Agreement betweenthe Government of Tanzania and Unesco): The number ofman-months for expert services was increased from theoriginal 24 to 48.

(b) March 11, 1981: (second addendum to the Agreement betweenthe Government of Tanzania and Unesco): Another 24man-months for expert services was added making a total of72.

Covenants

3.15 The covenants were generally complied with except as follows:

(a) Sections 4.01 and 4.02 where the Project Executive Group ofthe VMTP was unable to finalize the accounting due to lackof staff; and

(b) Section 4.03, where the maintenance of secondary schoolbuildings had not been adequate.

3.16 Covenants in the DCA were mostly of a general nature and did notaddress problems related to reviewing and monitoring the VMTP program norto the supply of practical subjects teachers for the secondary educationdiversification program.

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IV. PROJECT IMPLEMENTATION

General

4.01 The Development Credit Agreement was signed January 29, 1976 andbecame effective within less than two months, on March 23, 1976 duebasically to the existence of a viable project unit with administrativeexperience gained on previous Bank Group assisted education projects. Thesecondary schools included in the project utilized previously developedarchitectural designs and procurement of civil works, furniture andequipment was carried out according to Bank Group guidelines with which PISwas well acquainted. The studies of: (a) the training system for and theestablishment of professional standards of accountants and auditors; (b)educational facilities in secondary schools; and (c) the review of primaryeducation have been completed. The major incomplete sub-component was theconstruction of houses for Village Management Technicians. The failure tomeet even remotely the target of 1,500 houses included in the project wasdue mainly to lack of motivation among villagers and shortages of localfunds, inter alia. The project was closed as scheduled on June 30, 1982,while withdrawal applications were honored until May 31, 1983. Since theclosing of the project occurred during the period of suspension ofdisbursements by the Bank Group, at which time there was littlecommunication with the Government, the decision came as a surprise to theGovernment. However, since the attainment of the objectives of the projectwould not have been much different had postponement of the Closing Datebeen granted, the Bank Group maintained its decision to allow the projectto close as originally scheduled. Final disbursemeat occured on July 7,1983 and the remaining undisbursed funds of US$3.94 million were cancelled.

Project Management

4.02 Among the internal problems of the project was the dispersion ofadministrative control, since there were three project units. The PISdealt with Parts B and C (ii)-(iii) while Part A was the responsibility ofthe h;nject Executive Group of the PMO and Part C (i) was under theadminitration of the NBAA. Another problem was germane to the nature ofthe VMTP, as it involved large numbers of people and institutionsthroughout the country. To a much lesser extent, the dispersed locationsof the general secondary schools made supervision difficult. Annex 5 liststechnical assistance specialists and fellowships financed under the projectincluding those for project management.

4.03 The PIS (Annex 1), in February 1983, cons'sted of 40 professionaland technical personnel of which 20 were Tanzanians. However, since therequired staff was 91, there was a substantial shortfall (Annex 2). Amajor and continuing problem for the PIS staff was the backlog of projectsbeing implemented concurrently with this project and the fact that theseinvolved 19 different donor agencies. In spite of these problems, the workof the PIS was quite satisfactory; not the least due to the services of acompetent project coordinator.

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4.04 The Project Executive Group of the PNO was assisted by the NordicGroup which furnished initially five experts. However, as the nature ofthe VMTP changed, the number was reduced to one and eventually none.Further, two key Tanzanian specialists were transferred, the financecontroller in February 1981 and the accountant in March 1982. The teamoperated well considering the complexities and size of the component.However, with the departure of the Nordic team and the transfer of theabove two specialists, the group became less effective.

4.05 The component concerning the NBAA was administrated by itsBoard, and included a major technical assistance element with minorequipment and transport components. The NBAA administration experiencedsome administrative difficulties in the beginning, but given the relativelysuccessful outcomes, the NBAA must be considered a satisfactory projectimplementation unit (Organization Chart of NBAA, and NBAA Accomplishments1973-1983, Annexes 6 and 7).

Physical Implementation 2/

Village Management Technician Training Program (Part A)

4.06 Construction of VMT Houses. From the start of implementation,the construction component of the VMTP ran into difficulties and asrepeatedly reported in the course of Bank Group supervisions going as farback as 1978, it was clear that the full complement of 1,500 houses wouldnever be built. The number of houses reported to have been constructedvaries considerably between supervision reports and VMTP progress reports.Because of the diffusion throughout the country, verification of exactnumbers is difficult but the final number completed is estimated at about420 houses with 70 to 170 houses at various stages of completion.

4.07 The reasons for this poor performance are the followiag: (a) lackof counterpart funds; (b) shortages or non-availability of buildingmaterials, construction equipment and means of transport; (c) lowmotivation towards the self-help approach; and (d) inadequate supervisionby regional and district authorities.

4.08 Two other indirect factors were also responsible for the failureof the constructioo program; namely, the war in Uganda and the change inthe Government's policies under which the VMTP was no longer a matte, ofnational priority. A major factor among the ones listed above wes the lackof commitment shown by many communities towards self-help construction.Bank Group supervision missions discussed with the PMO implementation teamas early as October 1975, the possibility of diverting the constructionprogram to the private sector by employing contractors but this idea wasnot followed up since it was learned that the Government would not be infavor of this approach on ideological grounds.

2/ Planned and actual implementation schedules in Annex 8.

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4.09 Equipment for the VMTP. With respect to the vehicles andequipment for the training program, the results were much more positive andprocurement and distribution was basically carried out as scheduled andwithin original cost estimates and following closely agreed procurementprocedures. Whereas many vehic'es were procured through the purchasingfacilities of UNICEF the bulk of equipment went to ICB.

4.10 With respect to transport facilities and the 500 motorcyclespurchased for the program, 40 were commandeered by the police.Consequently, the corresponding amount was cancelled from Credit proceeds.Secondly, instead of 2,000 bicycles, only about 900 were bought anddistributed since the number of VMTs felt far short of the number estimatedat appraisal, and because bicycles were not considered by the Government tobe the best mode of transportation in some remote villages, where some VNTswere posted and due to the abandonment of the program to post VMT in ruralwards in July 1981-

Secondary School Program (Part B)

4.11 Sites. There were no problems related to the siting of thesecondary school extensions, since the proposed facilities were all builton developed land adjacent to existing school buildings. All sites weresurveyed prior to the designing of facilities, and selection in each casewas decided by a PIS team in conjunction with water and electricityauthorities, and the regional planning and education officers.

4.12 Design. As part of the Fourth Education Project and in responseto the need to simplify buildings and reduce construction costs astandardized system of building construction was developed by a group ofDANIDA architects within the PIS. This system based on a modular principleproved to be very successful both in terms of design and as a means ofcontrolling c,sts. The resulting facilities are appropriate for the needs,relatively easy to construct and provide well-lit and cross-ventilatedrooms which can be used with great flexibility for most academic purposes.Because the system was reasonably successful it was used with slightmodifications in the Fifth Education Project. These changes consistedmainly in redesigning the roof structures and foundations to make thestructure lighter and more economical. Apart from the overall success ofthe system, the following positive aspects should also be noted: all windowand door frames are the same size which facilitates both fabrication in theworkshop and erection on site to decrease cost. Also, the roofs which wereover-designed in the Fourth Education Project were simplified in thisproject with good results, although the new design required additionalsupervision during erecticn. Overall spaces have been criticized for beingsomewhat generous and these have been scaled down in the Sixth EducationProject. It would also have to be added that the column and beamstructural system was designed with utmost flexibility in mind, butconsidering the fact that most academic requirements can be accommodated insingle storey buildings, concrete structures are not required and istherefore a more costly solution for a flexibility which is not essential.

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4.13 Civil Works. Contractors were prequalified with advertisingcarried out in newspapers and advising foreign embassies. However, onlylocal contractors responded since the volume of work did not even attractClass I contractors within the country who were registered for work aboveTSh. 15 million. In general, construction of the secondary schools turnedout quite successfully with 13 out of 15 schools built. The two schoolswhich were not constructed, Kigonsera and Ndanda, although tendered twice,did not attract contractors due to the remoteness and inaccessibility ofthe sites.

4.14 In two instances for tendering purposes, schools were grouped inpairs (two in Dar-es-Salaam and two in the Mbeya regions) and contractsawarded accordingly. With a few exceptions, where construction extendedover a period of three to four years, most schools were built withinacceptable time limits and with good workmanship. Schools which werestarted earlier in the project were also completed more quickly since latercontracts suffered from the gradual deterioration of conditions due to theoverall economic situation and to causes described previously in thisreport. The chief causes of delay were the lack of cement and thescarcity of imported materials such as sanitary ware, electrical fittingsand ironmongery. The supply of these materials dwindled to a complete stopthus preventing many of the schools to be timely opened, although in termsof the basic structure they were in the finishing stages. Mainly becauseof larger than planned wood and metal workshops, total areas providedexceeded somewhat appraisal estimates (Annex 9).

4.15 Furniture. Procurement of furniture was enormously facilitatedby the standardized drawings and specifications which had been preparedunder the Fourth IDA Education Project. With the exception of minormodifications to basic chairs, no changes were necessary and the designs interms of durability, use of local wood and appropriateness must beconsidered as a great success which might be taken advantage of in similarprojects. The furniture is easy to build, easy to assemble and mostimportant, easy to repair. For maintenance only glue and screws arerequired. In terms of production, furniture for each school was tenderedseparately using similar procedures as for civil works. At first, due tothe lack of familiarity with the designs, furniture contractors did notcompete very keenly but with repeated contracts, competition and qualityimproved resulting in lower costs.

4.16 Equipment. Lists, including all workshop, domestic science andscience laboratory equipment were prepared in a timely fashion by thespecification specialist within the PIS with the cooperation of theSecondary Education Section of the NNE. Preparation of lists and tenderdocuments was completed in early 1978. Tendering took place in May, 1978,and contracts were awarded in July, 1978. Seven international firms,shortlisted by the PIS, took part in the tendering, which was carried outaccording to ICB regulations.

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4.17 Delivery of equipment was carried out without problems except forone supplier. This supplier required extensions of letters of credit notless than six times and all the equipment supplied proved to besub-standard and virtually unusable. These defects were discovered at thetime of clearing the goods in the port of Dar-es-Salaam and therefore toolate to allow for corrections. In the future equipment should be inspectedprior to shipment by technical as well as procurement experts.

4.18 No other problems with equipment delivery from other supplierswere experienced either in quality or time of delivery. Additional scienceequipment which was ordered later in the project was inspected in the UKand USA by "General Superintendent of Stores" which is an internationalorganization whose services consist of inspection of goods prior toshipment.

Technical Assistance and Fellowships

4.19 All project components were assisted by experts and specializedconsultants during the implementation of the project. A total of about 600man-months of technical assistance was supplied by the Nordic Group inaddition to that provided under the project. The Nordic Group providedtechnical assistance for the VMTP, the secondary school constructionprogram and all fellowships, while for the three studies technicalassistance was financed under the project. As for the VMT program theassistance focussed on management, financial control, training, planningand evaluation. The PIS assistance concentrated on the constructionprogram for secondary schools and provided expertise in buildingconstruction, design, quantity surveying and accounting. With regard tothe studies on primary and secondary education facilities as well as theNB M study Unesco was involved together with local consultants. Thetechnical assistance was overall successful and contributed substantiallyto the achievements during implementation. More details on technicalassistance outcome and performance are to be found under Chapter VI,Project Operating Outcomes. For details on technical assistance positionsand duration of assignments, refer to Annex 5. Overseas fellowships to UKand U.S.A. amounting to about 300 man-months were awarded in civilengineering, building construction, quantity surveying and architecture.

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V. PROJECT COST AND FINANCING

Project Costs

5.01 The final cost of the project was TSh. 76.1 million or US$8.8million, excluding taxes. Compared to appraisal estimates of TSh. 120.8million and US$15 million net of taxes this represents 63% and 59Z of therespective totals in Tanzanian and US currencies. The differentpercer-ges are the result of fluctuating exchange rates during the periodof implementation.

5.02 Comparison of the project costs as estimated at appraisal and asactually implemented are shown in Annexes 10 and 11 where these costs arebroken down by type of expenditure and by project components,respectively. The total cost of civil works was only about 36Z ofappraisal estimates (including contingencies). This can be explained by:(a) the failure of the housing program within the VMTP component (para.4.06); (b) the smaller than intended number of secondary schools includedin the project (para 4.13); and (c) the lower than projected increases inthe building cost index in the first years of project implementation(between 1980 and 1982, and as shown in Annex 12, the cost index increasedsubstantially more than projected) when the bulk of the construction tookplace.

5.03 The actual cost of furniture in the project exceeded by about 502appraisal estimates. This can be attributed to an apparent increase in thevolume acquired and to delays in its procurement (Annex 8). In the case ofequipment, a reduction in volume for the VMTP component more thancompensated the cost effect of delays in the procurement for secondaryschools. Regarding project administration, the difficulties anduncertainties encountered, in particular in the implementation of the VHTPcomponent, explains the excess of actual cost over appraisal estimates.

Disbursements

5.04 A comparison of actual and estimated disbursements shows thatappraisal expectations of a very sharp rise in the three middle years ofimplementation, namely FY78-80 did not materialize but instead thedisbursement curve remained fairly constant throughout the implementationperiod. Apart from the VMTP civil works component, the balance of theproject followed a steady rate of disbursement which could be consideredsatisfactory. During the last year of implementation, the suspension ofdisbursements which applied to all Bank Group projects in Tanzania affectedwithdrawals adversely since some sizeable applications related toadministrative costs of the VMTP could not be submitted on time andtherefore are not included in the overall disbursement figure. The BankGroup subsequently agreed to have the Government resubmit theseapplications under the Sixth Education Project (Credit 861-TA).

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VI. PROJECT OPERATI8 OUTCME

PART A - Village Mget Tecbniciaa Training Program

6.01 Mackground. This compomet was the result of the Goverment'spolicy on Rural Development as enunciated by the Decentralization Act of1972 followed by the Villages and Uamaa Village Act of 1975. Uhle bothacts involved resettlement of individual land-holders into villages and acommunal approach to rural development, the 1975 Act addressed perceivedweaknesses of the policy by delegating further Government powers to thevillages, making every recognized and registered village a self rulingentity run by a village council comprising 5 committees: (a) Hmnance andPlanning; (b) Production and Marketing; (c) Education, Culture and SocialWelfare; (d) Works and Transport; and (e) Security and Defence. Financialresponsibility was substantially transferred to the villages by the sameact with powers to establish capital as well as reserve funds with theultimate purpose of having the villages function as MultipurposeCooperative Societies.

6.02 Participants. The implementation of this Act called for theinjection of management skills to village functionaries and in order toachieve this goal the Government decided to retrain about 1,500 UjamasCooperative Development Assistants (UDCA) who were employees of theDepartment of Ujamaa and Cooperatives in the Prime Minister's Office andwere working In different regions and districts of the country. This groupwas made up of about 800 Rural Development Assistants and 700 CooperativeIuspectors. Eligibility for attending the retraining course was employmentstatus as a UCPA and preparedness to work in the rural areas aftersuccessfully completing the course as a Village Management Technician(V-T).

6.03 Training Objectives. The anticipated outcome of the training wasfor VMT's to have acquired enough knowledge and skills to: (a) trainVillage Functionaries (Chairman, Secretary, Book-keeper) and Village Bodies(Council, Assembly) in their respective roles and responsibilities; (b)assist in identifying and implementing viable economic activities andseeking Government assistance when necessary; (c) impart management skillsto the villages with respect to savings and credit schemes, wholesale andretail activities, and book-keeping and accounting for village property;(c) carry out inspection of accounts of village economic activities; and(d) organize data at village level for proper future planning.

6.04 Training Program. Two types of courses were to be conductedconsecutively: (a) an Orientation Course of five weeks to be attended byevery UCDA who had formerly been a Rural Development Assistant (RDA) withthe following subjects to be taught: (a) commercial arithmetic,book-keeping and internal auditing, cooperative management and law; and (b)a Village Management Course of nine weeks to be attended jointly by RDA'supon completion of the Orientation Course and former Cooperative Inspectors

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with the following subjects to be taught: management, village planning andtraining, book-keeping, village shop, agricultural economies, transport andstorage, data collection and analysis and political education.

6.05 Implementation. Administration of the program was theresponsibility of an Executive Task Force in the Prime Minister's Office,headed by a Tanzanian Director who was assisted by a Nordic Group DeputyDirector. Each of four specialized Tanzanian officers was assisted byNordic specialists for planning, finance, training and extension aidsdesign and production. Training took place in five training centers eachof which was staffed by a principal and tutors. Initial training ofprincipals and tutors took place in December 1975. Hence by May 1976 thefirst orientation courses were started in three centers followed by VillageManagement courses in July 1976. Soon thereafter, courses were conductedin all five training centers so that by June 1979 all UCDA's in theDepartment, numbering 1,444, had gone through the courses. In all, ninecourses were conducted (Annex 13).

6.06 As a result of the appointment of 507 VMT to become VillageManagers early in 1978, the Department requested IDA to reallocate TSh. 9.0million from Civil Works to enable them to train 240 form IV leavers tobecome VMT. With IDA's approval, the course was carried out in 1979/1980and the 240 participants graduated in June 1980, thus bringing the totalnumber of MVT produced by the Training Centers to 1,684. At the closing ofthe training, a total of about TSh. 20.0 million had been spent onoperational administration costs.

6.07 In 1971, a major policy change took place whereby the UjamaaCooperative Department was split into two Departments namely a CooperativeDepartment and a Community Development Department. Most of the VMT weredivided between these two departments, while some were relocated tostreng .n district headquarters. With this decision of the Government,the VMT Program lost most of its momentum and very little progress tookplace from that point onwards up to the closing of the project.

6.08 Evaluation. During the period of project preparation thiscomponent was considered by the Government to be of the highest prioritysince it coincided with th^' introduction of the Villagization Program.Although it was recognized as a high risk item by the Bank Group, it wasalso perceived as a crash program- to answer an immediate problem of skillshortage which was becoming increasingly acute in view of the Government'sdecentralIzation policy. Furthermore this program included relativelyminor investment in buildings and equipment when compared to traditionaleducational facilities, particularly at a time when overruns on civil worksof the Fourth Project were extremely high. Almost as soon asimplementation o' the project started, the difficulties inherent in thiscomponent became even more apparent and the task of supervising such a vastef'ort proved to be extremely difficult as mentioned in most supervisionreports-

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6.09 In term of the long term objective of accelerating ruraldevelopment through improving the management and organization of Ujawaavillages, no major evaluation of the outcomes has been made. With theGovernment's 1981 decision to split the Ujanaa Cooperative Departaent intotwo separate Departments, the impetus of the villagization program dwindledand was no longer seen as the major priority it was at the time of itsinception-

6.10 From the quantitative standpoint, the training aspect of thecomponent has been successful. Although specific figures in severalreports differ slightly on the number of trainees enrolled and passing thenine courses, they are all of the same order of magnitude and indicate thatmore than the planned 1,500 technicians received training. The fivetraining centers accommodated on the average 40-60 trainees. The one VMTC,which was taken over by the military after offering five courses, wassubsequently compensated for by the Ministry and replaced by Tengeru VMTC_The five VMTCs were used until completion of training, at whiich time, onewas converted into a cooperative training college and the other three intodistrict vocational centers in line with the change in Government policy.

6.11 The quality of the training was criticized in some supervisionreports and other documents. The content was referred to as overloaded andtoo diverse in view of the duration of the courses, teaching methods wereviewed as largely limited to lectures and the teachers were assessed asinadequately prepared to teach certain subjects. Other negative commentsincluded the low education level of trainees, the lack of instructionalmaterials and the difficulties of recruiting and retaining candidates.

6.12 In terms of the VMT performance within the villages, reports varyconsiderably as to the assessment of their effectiveness and the degree ofacceptance on the part of villagers. Whereas some reports indicate thatthe VMT contributed valuable advice and assistance, particularly withrespect to book-keeping and accounting, interviews with a few individualsfamiliar with the program indicated that some VMT were rejected orneglected by villagers. Finally, the fact that many of the technicianswere diverted into becoming village managers and cooperative assistants mayrepresent a setback in terms of the objectives of the proiect component,but it may be considered having achieved the overall objective to expediterural development. When the nature of the VHTP changed and the staff wasreduced, valuable services were still rendered in terms of the large scaletraining of village book-keepers and shop-managers which then took place inthe Folk Development Colleges. Despite heavy attrition rates, some 6,800book-keepers and about 5,400 shop managers were trained between 1979-82.

6.13 The software aspects could be considered to be satisfactory,however the construction of VMT housing failed to meet remotely estiaatedtargets for the reasons given earlier in the report but the main reasonbeing the problem of self-help. The lack of response can be attributed toseveral reasons: (a) housing, through self-help program was required for anumber of village level functionaries such as teachers, rural health

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workers and agricultural extension agents. Therefore, it had to beprioritized. The villagers were more willing to house the teacher and themedical worker, because of the direct Impact of their services; (b) due toworsening economic situation,the zeal for self-help had eroded. Already,efficiency and productivity of village level enterprises were low, due tothe preoccupation of workers with garnering their daily supply of food andfuel; and (c) the number of salaried personnel, partly paid from villageresources, increased steadily. At the village level, at least nine posts(chairman, manager, secretary, book-keeper, shop manager, teacher, healthworker, agriculture extension agent and UCDA/VMT) were occupied by salariedpersonnel. Consequently, the villagers were reluctant to pursue self-helpprograms for their comfort. Under these circumstances, the target ofconstructing 1,500 VMr houses was quite unrealistic. With respect to thehouses that were actually built and within village structures, the partyheads would decide as to the ultimate use of these houses and with theshift in emphasis of the VMTP, it is doubtful that all were provided to theVillage Management Technicians -

6.14 Finally, the Prime Minister's Office did not prepare a finalaccount of the VMTP. In this connection, the next-to-last Progress Report(April-June 1981) indicates that of the TSh. 6.3 million allocated fortraining book-keepers and shop managers, some TSh. 2.5 million wereunaccounted for. However, these came from local rural production funds andsavings from various crops which were all local resources. The last VKTPprogress report (July 1981-June 1982) noted that of some TSh. 14.3 milliontransferred to the districts for the construction of houses, almostTSh. 3.0 million were unaccounted for. These problems were attributed tothe inadequate record keeping at the district and regional levels as wellas at the Folk Development Colleges (FDCs), and to the fact that the VHTPproject unit had no longer a finance controller as of February 1981 nor anaccountant as of March 1982.

6.15 Since all IDA reimbursements were made on submission of progresscertificates for completed construction work, the administrative procedureof the VMTP was to advance money for construction to each region and uponevidence of work done, withdrawal applications to IDA were preparedaccordingly. With respect to TSh. 7.0 million unaccounted for, the VMTPadministration at the closing of the Project asked for the return ofunutilized funds which some regions complied with while others requested tokeep in order to complete buildings still under construction. According tothe Director of the Program, unaccountability did not mean misuse: withrespect to V1ITP housing, although not on paper, most of the money spent vasused by the regions on specified construction. Final accounts wereunavailable and therefore these unaccounted funds did not reflect anultimate financial situation but rather an incomplete one. For thisproject, the Development Credit Agreement did not require annual auditswhich are now mandatory in more recent Bank Group projects.

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PART B - Secondary School Program

6.16 The outcomes of this compotent should be further evaluatedwhen the new workshops are in full operation and all of the scienceequipment has been delivered and In use. However, there are indicationswhich suggest the element was largely conceived as a brick and mortarexercise. Insufficient attention given to factors such as software andteacher requirements. utilization rates in relation to school size andstudent options as well as the probable overall outcomes in relation tocosts.

6.17 In general terms, the question could be posed as to why and forwhat reason should the very small elite enrolled in general secondaryschools engage in such activities as welding and forging. If the valuelies in learning to work with one"s hands and to appreciate manual labor,other options exist that are less costly and which would probably provemore useful in later life. 3/

6.18 In some of the project schools the most attended optional.subjects in Forms III and IV for students aspiring for A-level entrance areadditional chemistry and physics. For example, the headmaster of AzaniaBoys General Secondary School in Dar-es-Salaamu reported that 70 percent ofForm III and IV students in the school take additional chemistry andphysics as optional subjects. It could be argued that a sound knowledge ofthe subjects would be more useful to the future of this type of studentsand to the country rather than an exposure to practice in the workshop.

6.19 The new wood and metal workshops are certain to be under-utilizedfor numerous reasons including, inter alia: (a) both type of shops are toolarge with each consisting of a block with three shops; 4/ (b) althoughthere are three workshops for each type of unit, apparentily only onewoodwork and one metalwork teacher is to be assigned to each school; (c)seven of the 13 project schools have enrollments under 500 which is oftenused as a minimum quantitative requirement to ensure normal utilization ofsuch facilities; (d) further, six of the schools are coeducational andthree are for girls only. It is likely that most girls will prefer otheroptions; (e) the schools offer up to nine other optional subjects. Hence,wood and metal work will have to compete with these for attendance; (f)aside from being optional, workshop practice will only be offered for three

3/ Diversification of the General Secondary School Curriculum has beenthe subject of a Tanzanian case study in the Bank/IDA/OPS 'DISCUSStudy (1984).

4/ Survey of Educational Facilities in Secondary Schools and TeacherTraining Colleges in Tanzania, Ministry of National EducationDar-es-Salaam 1981, page 20. It is interesting to note that the areasactually built were larger than those planned during appraisal. Noworkshops were planned for Loleza Girls School, but they were builtanyway (Annex 15).

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periods weekly; (g) the recurrent costs of operating the shops have notbeen studied and insufficient funds have been allocated to ensure efficientutilization; (h) many students drop some optional subjects during theschool year to ease their workload; (i) one visited project school, UmbveBoys, was provided with wood and metal shops under Education II. These arenot used for instruction, one is used by the school carpenter and the otherfor storage; and (j) the examination system favors academic subjects anddoes not give credit for technical/practical subjects.

6.20 The shortage of teachers in the thirteen project schools remainsa major problem. According to the PIS, only one teacher for metalwork hasbeen posted and nine for wood work. All of the six project schools visitedreported teacher shortages, one with a shortage of 11 out of a total of 58posts. Shortages were largely in the fields of science, mathematics andpractical subjects. For example, two schools had typing rooms andtypewriters but no teachers. In one case, the required number of periodsof mathematics at 0-level could not be taught due to a teacher shortage.Supervision missions reportedly had continuously discussed the teachersupply problem in depth with responsible officers in the MNE.

6.21 The syllabi for wood and metal have been prepared and a commonteachers' guide will soon be available. At least one regional seminar hasbeen held for headmasters and practical teachers. However, some confusiouappears to remain: for example, one headmaster states that the cost ofmetal would not pose a problem only smaller objects would be mademanufactured while the report of the seminar states that also larger itemscould be produced.

6.22 A major delay in introducing workshop courses was caused by thedelivery of sub-standard and incomplete power machines and hand tools.While the MNE had allocated US$250,000 from the Sixth Education Project forthe re-equipping of the workshops, the PIS had yet to draw up new equipmentlists. In this regard, at two visited schools, wood-working courses hadbeen introduced in 1983 but only theory had been taught due to the absenceof equipment.

6.23 The quantitative objective of this component was to increaseenrollments in 15 project schools from about 6,900 students to about9,000. The corresponding increase in enrollments in the 13 schoolsretained would have been from 6,010 students to 7,860 when all projectfacilities reach full operation. As shown below enrollment in 1983 inproject schools was only 6,422. It should be noted however, not allfacilities were in operation.

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ENROLLNENTS IN PROJECT SCHOOLS

Name of School Type 1980 1981 1982 1983

1. Azania Boys 699 671 713 755

2. Jagvani Girls 420 417 438 453

3. Usagara Co-ed 807 804 843 914

4. Mawenzi Co-ed 564 542 543 532

5. Umbve Boys 305 292 291 288

6. Arusha Co-ed 423 402 400 396

7. Morogoro Girls 277 255 292 308

8. Tosamaganga Boys 436 551 544 591

9. Mbeya Co-ed 300 309 291 293

10. Loleza Girls 308 294 297 391

11. Kazima Co-ed 514 492 492 519

12. Mwenge Boys 517 514 514 519

13. Mvanza Co-ed 494 459 470 469

Total 6,064 6.002 6,128 6,422

Source: Ministry of National Education

- 22 -

PART C - Special Studies

6.24 The Rationalization and Upgrading of the Training System forAccountants and Auditors, and the Establishment of Professional Standards.At the time of appraisal, there were seven institutions offering comercialtraining including accountants/book-keepers in courses varying considerablyin content, duration and quality. Recognizing the qualitative problem aswell as the need to increase output and to maintain professional standards,the Government in 1972 created the National Board of Accountants andAuditors (NBAA).

6.25 The Project included: eight man-years of technical assistance toassist the NBAA in the areas of curriculum development and standardization,instructional materials, and the assessment of existing facilities andstaff. 5/ In total, nine years and eight months of technical assistancewere financed under the Project and three additional specialists are beingfinanced under the Sixth IDA Education Project.

6.26 The inclusion of this component in the project should beconsidered particularly timely and useful. Discussions with NBAA staffindicate that the objectives of the component have been largely achievedeven though further consolidation and improvement is required. A briefsummary of some accomplishments follows. In addition, the structure andfunctions of the NBAA and a statement of its achievements from 1973 to 1983are provided in Annexes 6 and 7 respectively.

6.27 The survey of facilities for accountancy training was carried outby the Ministry of Finance and its report was published in 1973. 61 Thesurvey partially facilitated the inclusion of the rehabilitation of theDar-es-Salam School of Accountancy (DSA) in the Sixth Education Projectand the construction by the Government of a School of Accountancy atArusha, to provide National Book-keeping Certificate (NABOCE) levelgraduates for the parastatal and commercial sector. The specialistsprovided under the project examined the existing facilities at DSA andassisted in preparing technical papers, study materials, in conductingcourses, seminars and workshops, and in reviewing examinations structures.In addition, the following accomplishments can be in some measure relatedto this project component:

(a) a national accountancy training and examination scheme wasestablished in 1974 and the output up to September 1983 has beenas follows: (i) at the technician level, 2,429 candidates havepassed the NABOCE; (ii) at the semi-professional level, theNational Accountancy Diploma (NAD), 563 have passed; (iii) at theprofessional level, 215 have passed the Certified PublicAccountants examination;

5/ The project also included funds for office and printing equipment andtransport.

6/ Published as Cabinet Paper No. 12, 1973, Ministry of Finance.

- 23 -

(b) a new course and examination will soon be liitiated at a lowerlevel vhich will train primary school leavers to become accountclerks;

(c) from 1975 to 1983, a series of review courses at the three levelshave been run on a part-time (15 weeks) and full-time blockrelease (four to nine weeks depending on the level) basis foremployed personnel. During the period, 20,783 participants werereported in attendance; 7/

(d) in terms of professional standards, the Tanzania Statements ofStandard Accounting Practice was approved by the Governing Boardof the NBAA in June. 1983 and published in September 1983. Inaddition to numerous brief teaching materials, the NBAA hasproduced a textbook detailing standards on advanced accountancy.The draft on auditing standards will be completed around June,1984 with approval of the final version expected about June,1985;

(e) the NBAA has continuously held workshops and seminars onprofessional matters which have been well-attended; and

(f) the Board has encouraged the Ministry of National Education tointroduce commercial classes in general secondary schools andassisted in establishing the standards for such courses.

6.28 However, the NBAA has not been without problems. The examinationstandards with its generally poor and fluctuating results have beencriticized. It has also encountered difficulties in carrying out reformsin the field of accountancy. A major and continuing problem is the Board'sinability to recruit and retain qualified professional staff due toconstraints on salary levels and other benefits. The production ofteaching materials has been limited by a shortage of funds and staff.Since June 1980, the operations of the NBAA have been particularly hamperedby a static budgetary allocation in spite of the widening of its activitiesand the effects of inflation.

6.29 The Survey of Educational Facilities. Although the surveyrequired six mar.-years of technical assistance Instead of four and coveredonly seven private schools, nine primary teacher training colleges, andonly 56 of the then existing 83 Government secondary schools, the resultingtwo-volume docunent 8/ contains a wealth of useful information. Thus,this component is eonsidered as extremely worthwhile. An extract of thes9m1ary of findings and recommendations is provided in Annex 14. These

7/ This does not imply 20,783 individuals, since many participants repeatcourses and some proceed to higher level courses.

8/ Survey of Educational Facilities in Secondary Schools and TeacherTraining Colleges in Tanzania, MNE, Dar-es-Salaam, 1981.

- 24 -

include the fact that the Government schools are under-utilized and thatapproximately 21,000 additional students could be accomodated with somephysical adjustments, additional teaching staff and books, and the use ofthe rotation system. All Government schools have major maintenanceproblems and most have electrical, wazer and sanitary deficiencies. Of the56 Government schools surveyed, 53 were found to have inadequate hardwareand software for the teaching of science. Another negative aspect is thatthe jresent building costs of Government secondary schools appear to be fartoo high. Annex 15 consists of an extract from the main text of the firstvolume critical of the new science lecture-demonstration rooms,agricultural units, wood and metal workshops.

6.30 Primary Education Subsector Review. The review was undertaken byTanzanian officials with some assistance from a Bank Group consultant. Theresults of the review were to be based primarily on a survey of 300 primaryschools throughout the country: actually surveyed were 170 or about 1.7S ofall primary schools in the country. The survey report states that thegeneral objective of the survey review was -to get clues on the directionof changes and influences in reaching the goal of Universal PrimaryEducation- (UPE). 9/ The specific objectives were listed as follows: (a)to determine the extent to which the UPE program has succeeded in terms ofpupil enrollment and attendance; (b) to determine what factors wereconsidered while building and expanding schools; (c) to determine thephysical facilities available in the schools; (d) to determine the adequacyof staffing in primary schools; (e) to assess the supply of instructionalmaterials available in primary schools; and (f) to review the curriculumchanges that have been effected as a result of UPE program.

6.31 Weaknesses in the questionnaire, as noted by the consultant,include the lack of means to identify within school variations which mightinfluence educational outcomes, such as differences between individualteachers, classes and students. Also the reliance on one person, the headteacher, to complete the questionnaire was considered doubtful, and theconsultant also noted the problem to check the accuracy of the replies andthe fact that the survey made no provisions to control the socio-economicbackground of students or teachers in analyzing the results.

6.32 To overcome the above deficiencies, the consultant designed twoadditional questionnaires intended to survey individual teachers andstudents. However, the instrument for teachers was not used nor was theintelligence test for students administered.

6.33 On the other hand, the review did provide useful data on thephysical status and condition of sample primary school facilities, teacherqualifications and distributions, pupil-teacher ratios, the availability ofinstructional materials, and curriculum implementatiou.

9/ Tanzania Education Mission to Review Primary Sub-Sector Survey(April 28-May 11, 1980). office Memorandum from W. Loxley EDC (Cons.)to 0. Markgren (RHEA) dated June 10, 1980.

- 25 -

6.34 Although it is stated in the conclusions that the data drawn fromsuch a small sample may not be representative of primary schools throughoutthe country, the report confirms specifically what was generally knownabout the primary system. Among the positive aspects presented are theimproved net enrollment ratio due to the UPE campaign, satisfactory schoolattendance rates, the efforts of the parents and the Government in theself-help school construction scheme, and the quantitative success ofsupplying teachers during the L'PE campaign. On the negative side, theauthor's report cites over-crowded classrooms, incomplete buildings inwhich classes are being held, unsanitary conditions, the shortage of schoolfurniture and instructional materials, the low educational level of a highpercentage of the teachers, the need for more staff housing, with a finalconclusion that the curriculum had not been adequately covered in allgrades.

6.35 The report includes a number of pertinent recommendations toreduce the above problems and, in terms of further research, it recommendsa study on the core subjects as regards curriculum coverage,appropriateness of instructional materials, and of pupils' achievement.

6.36 Thus, the relative small investment in the component was welljustified. This would be particularly true if some of the recommendationsare implemented.

Bank Group Performance

6.37 The Bank should have been more reluctant to include in the FifthEducation Project two components which did not meet or only met in part theobjectives expected at the time of appraisal.

6.38 In the case of the VMTP, during preparation/appraisal theimmediate benefits appeared to outweigh most reservations related to thedifficulties of implementing such a massive program and little could befound in the records about the social and political implications related tothe resettlement issue. The high risk factors mentioned in the appraisalreport might have been minimized through appropriate action covenants inthe Development Credit Agreement.

6.39 With respect to the diversification of secondary education, theunder-utilization of science and practical teaching facilities could havebeen foreseen in the light of Bank Group knowledge of the Sector, thisbeing the Fifth Education Project. The project could have dealtsimultaneously with the training of practical subjects teachers, knowingthat these did not exist. Furthermore, no appropriate strategy wasdeveloped for this crucial area and the ultimate success of this componentwas left largely unresolved.

- 26 -

6.40 The project was supervised by 15 missions which were timely, andBank Group Staff demonstrated a continuous understanding of the problems ofimplementation and took actions to alleviate them to the extent possible.The VMTP component demanded much of the time of supervision missions andthis is reflected both in reports and related correspondence.

6.41 With respect to the Project Taplementatlion Section of theMinistry of Education, despite the number of projects, the interactionbetween missions and the PIS produced positive results and was largelysuccessful even if the reduced manpower within the section left themissions with less leverage to accelerate implementation. A somewhatsimilar situation existed with the Project Executive Group of the VMTP.Thus, Bank Group efforts are considered to have produced positive resultsin what could be termed as a difficult environment.

TANZANIAFIFTH EDUCATION PROJECT

Project Impbementation Secffon

I 1~~~~~~~~I

l~~~~~~~~~~~~PoK l _ l l

SeirPoLgmnlOtu,. omo PO tACCtot Cho INdn Adlff PSM&Ilal

F ll

1-91[X TSiEC"n & "tWgFfuL 13OTCLCMCw mGooN Fradng Eulen. Dg &DtnCtLkofleoc onLdo Ahhdi

Source: PIS/Minlstry of Educatfonu d S n l& EkpcWoW Stgvevors~~d "*26

Enghm~~~~~~~~~~~~~~~~~~~1

THE STAFFING OF THE PROWECT IHPLEENTATIWO

SECTION AS OF FEBRUARY 1983

Category No. Required Present Shortfall Remarks

Dan Tanz. Other

1. Project Administration 4 2 2 2 on studies

2. Chief Building Administrator I _ 1 _ -

3. Design Coordinator 1 1 _ _

h. Architects 6 3 - 1 2 1Tong. an tuCie

5. Asat. Architects 6 - 3 _ 3

6. structural Engineer 2 I 1 _ 1

7. Asat. Structural Engineer 2 _ _ _ 2

8. Sanitary Engineer 3 1 _ _ 2

9. Asat. Sanitary Engineer 3 _ _ _ 3

10. Electrical Engineer 3 1 1 I 1

11. Aset. Electrical Engineer 3 - 1 2

12. Land Surveyors 2 1 - I 1

13. Assistant Land Surveyors 2 - 1

14. Quantity Surveyors. 2 -ZTo T_ _. anstudies

15. Assistant Quantity Surveyors 6 - 1 _

16. Construction Coordinator I - - 1

17. Building Inspectors 22 7 3 t 11

18. Draughtaen 5 I _ '

19. Furniture Designs and 3 1 1 _ 1Administration

20. Procurc,nt Officers 4 - 2 _ 2

21. Clearing and Forvarding 6 - 2 -

Totals 91 17 20 3 51 LSource: An evaluation of the Project Implementation, Ministry of National Education (ELD(U)

January - February 1983. Appendiz 4

UNITED REPUBLIC OF TANZANIAShuoture of EducatHon, 1984

AGRlCL%nM IWJCAN2Clfcale Carb d~ a

................................................................................ ..u.........hu........................ ...............................................................................C~~~~~~~~~DWC

PMl

I#Chrhod SeWtW

OcA J rw n CanterUCtaVAL IRUNNO & OcCkdG4cMNIcAL 1 1ca1oN 1234567 1234 56**

VwalldCalm MedlDu. ACs uM i

ri InCobpri VrC hlhltatllW" Wlh*^ TeolnF

1 ~~~ ~~P.LE. SWA .GUMALj rtrCAON 6W_ 14

A4 AtMENI a N'a

MANAGEMUO & Technickr bou v

ACCOUNIANCY TRAIMNG Col1 W, Y

Tcrkbc NubnaA~

HMH EALhICCAIIONNmr,iA

Gtods C Gmde A~~~~~~~~~~~~~~~AwIGad

MACHER MAIMNG

sotr P4,yvng ur PLI lnyeMEan.toh5nhstrv df Notional Education WFA - NaWoinal ScIS ot CwOfeut

W8 - N6a Yg SCollf0 C

HrXn1 rrl~~~~~~~~~~~~~~~

TANZANIA EDUCATIONAL PYRAMIDComparatte Enrollment Data for Public Schools

by Leal, Grade and Sex1961.1971 and 1982

1962 1971 1961 1961 1971 1902 Fr_m

1952 19611 1971 11962

Uilt yea 877 624 70 MALS FMALES 6 75 194 10711 6 ii is

Swcondo" FWm 6 4 375 1240 251 28 196 413 1788 9 14 23

5 1640 1364 211 25 284 481 21211 11 16 23

4 5788 6276 1121 482 1770 2594 3am2 30 25 81

3 5897 5375 1540 548 1947 2866 8763 26 27 33

2 5°09 5426 2614 1019 2197 2934 Om 29 29 33

1 6034 5554 2%7 1229 2016 3062 9116 29 27 34

...... Sidi Ivil 23' !791 g | fi i l419331 23 34 451

VI 25 2 l __ _481861 24 J7 47

V ~~~~~ ~ ~~~~~~~~~~~~~~~~~~~~332699 6941 12 25 38 48

24V 65152 30239 239319 46512 30237 32 40 49

866 6556 34787 229489 46294 35 40 80

23577840 969 L67647 4345 74 471029 36 41 50

118 2U361 | x^vsSA,'.,'',' 72773 48613 2906 6 49741 40 42

375 300 225 150 76 0 75 150 225 300 375EntmNm nt Nurtmn In Thwunds

Mlnlht d Notlord Eduoatlon$irdaal PkoWrv Depexm-nt W.1*-26148

-31- AUl S

,MMW ABMSCZ (ZXMU AND mLOw_S) AI canm

1. TobieciL AJgitanb 1inded 7r0. tbe Stb IDA Pp:t

L1 AL aini.erd by the PIS

1.1.1 SUWveY or education isecohdary schools

~~~~~~~~~~~~~~~~~~~~~~~~~Aount Ssiftt OU 1%Th.L-B2 T_Sbs.)Rame of ftpertSpecializatis. Contract Peried 3baw-Ibtba .?.Sbs. US.

[ 1 .'_ o_ _zet .__ _ _ _ _ .__ _ _ _

1K. NIlmo Genera Educator 978-19k1 36

2. T. IKaivula Architect 1978-1981 36

Total 72 3.960.0 4tLO

1_L.2 Primary education gub-setor evr

1. . Dm bi (NNE) Resear gvauation.

2. S. TMne (MM) N .. NA.

3. y. LTAley (Cn. . Cps contract with cps NA. (not charged to project)

Total

1.2 Administered by the xBAA

1. Y. Sridbara tion oT-379 is 22.143.-

2. D. Fields Auditing 6t8-5t79 12 215M.-

3. R_ Din-s az49/78 6 5.69.-i

4. A. Benedict Accoun 22/78-6/82 42? 9r7o.-

5. C. Ardbana£ri T 8 40 65.a9L.-

Total &T118 1.o.126 200,869.-

W Reviev Pa.l

Erternal Consultants

1. J. Schermeborn Pofessor 5t79-7179 1' 6,T50.-

2. N. Holzer - - ii 6,750.-

3. X. Whaefo Accountant 13 6.750.-

Inera Consultants

Ia. . mine Gen. NW. Tanzania 1 .AInvestment Bank

5. X. Ardhanari Director. Board of 1 IAInternl Trade

6. Sr. Imeds Dire:tor. N.S.T. N l.A.Centre. Nuanza

Total 9 166.050 20,250,-

Grand Total 1.1+1.2 12 1.813,1-6 221,119.-

W] The exchange rates applied in itse 1 are SI - 8.2 T,Sbs. ad in item 3 - 8.Ia T.Sba. amounts Lre rounded tO the nearest dollar and shillizng.

21 continues to be rinanced under Credit 861-TA

-32 A

p i

TEXmr8 L AssF?N3 Lz_aws & 1rW15s) AND ooep

2. Technical Assistance 3bmded hr the lbrdie GrmiV ('gp)

specialization Contract Paeiod uma-1Antba - AmoutT.Sh. JS.$

1. Deputy Director Noa.75-June 82(?) 7T9

2. Finance Controller Sept. 75-Oct. 80 61

3. EvaluStion L P2.aning Ofier Nao.75 - Feb. 8o. 63

k. Training Officer Nov. 75-Dec. 79 I9

5. Ectension Aide Production Officer Sept. 75-Dec. T9 51

Total 303*

3. Technical Assistance to the PI5

3.1 Exoerts

Specialization Na. Donor Aow rt8.4 T.Shs.)________________ T.Shs. I __ _ US. _ __ __

1. Chief Architect/Chief bldg. Adir. I DANIAD Pafid directly by DAJIIU1

2. Architects 3 - if

3. Engineers 3 "

I. Qutity Surveyors 2

5_ Building Inspector 5 . i

6. Design Coordinator 1 I

T. Construction Coordinator 1 I

8. Senior Architect 1 NETIEMAES i56,B40 54.385.71

9. Equipmnnt Specialist 1 IDIA Paiid directly by IMIA

10. ProJect Accountant 1 IDA I56.840 54.385.T3.

Partial TOtal 19 913.680. ' 10.71.-

3.2 Fellovehiwm

Field of Stuy Place Period Funded by |mbt

1. A. Chande Quantity Surveyig Britain 1978-1981 DANIDA Paid directly to

Institutions

2. J. Mfwembe 1 l982-1981

3. T. Tlaule General Construction 1977-1980

4. K. Nuawukizi Qutity Surveying 19TT-1982

5. E. Lyii Architecture m97-1*9856. J. Shonde 1983-1986

7. E. Mbaha Civil 2 6gineering U.S.A. 1978- T

8. r. Nyong'anyila 1978- T

Source: Compiled y the Mission from dAta provided by the PIS. Supervision Reports . 3ME Correspondence files,

and an Evaluation Report of the PIS, Jsnuary-February, 1983.

I/ From 1973 through 1981, Danida ban allocated 1h 0 man-years of technical assistance to the PIS

at a coat of 11. 16 million Danish Xroners. Another 55 an-years was allocated for the period

198i-s986.

21~ The total is for 6 nan-years.

- 33 -

ANNEX 6

TANZANIA

THE NATIONAL BOARD OF ACCOUNTANTS AND AUDITORS (NBAA)

ORGANIZATION CHART

MINISTER OF FINANCE

GOVERNING BOARD BOARD'S COMMITTEESCHAIRMAN - EXECUTIVES

SCOPO1I/ ----- MEMBERS ____ - EDUCATIONREGISTRAR - SECRETARY - EXAMINATION

_ l _ ~~~~~~- DISCIPLINqARY

BOARD'S SECRETARY lREGISTRAR

MANPOWER AND FINANCE AND ACCOUNTSADMINISTRATIVE DIVISION DIVISION

- Administrative Services - Financial Management- Office Management - Budgeting- Manpower Management - Budgetary Control- Manpower Development- Staff Welfare

EDUCATION, RESEARCH PROFESSIONAL PROFESSIONALAND EXAMINATIONS REGISTRATION AND

PLANNING DIVISION DIVISION WELFARE DIVISION

- Research & Publication - Examination Planning - Standardization- Curriculum Development - Exams Organization - Professional Registra-- Part-time Tuition Program and Administration tion and Procedures- Practical Training - Technical Services - Professional Conduct- Standardization - Exams Research - Professional Welfare- Student Record - Exams Techniques - Post-qualification- Training Coordination and Standards Education

- Candidates Records - Research & Development- Professional Records

I/ Standing Committee of Parastatal Organization

Source: NBAM

- 34 - ANNEX 7Page 1

NE" ACCONPLISHMENTS 1973-1983(THE CHAIRMAN' S MESSAGE - NBAA TENTH ANNIVERSARY) 1,

As Chairman of the National Board of Accountants and Auditors of Tanzania,I have pleasure in submitting to you this report on the progress made bythe Board during the ten years of its existence and its proposals for thefuture.

The main achievements of the Board during these first ten years ofoperational existence appear to be as follows:

(1) Establishment of a profession of accountants and auditors in thecountry, by registering them in appropriate categories, and bytaking responsibility for their performance, conduct, disciplineand welfare.

(2) Maintenance of an atmosphere of learning and research in theprofession by conducting regular Seminars, Workshops, andConferences, initiating research and making appropriatepronouncements on generally accepted accounting and auditingprinciples and practices.

(3) Coordination of the accountancy training efforts of sevendifferent Training Institutions operating in the country, within acarefully established training pyramid, and attempt at controllingthe quality and duration of such training.

(4) Evaluation of the qualifications in accountancy and auditingawarded within the country and outside it for the purposeestablishing as well as proclaiming their comparative worth andsignificance.

(5) Establishment of a National Accountancy Examination Schemecarefully tailor-made to meet the specific requirements of thiscountry and calculated to produce output at three progressivelayers of accounting responsibility and the regular conduct ofthese examinations in a manner that continues to comand respectand confidence in these awards.

1/ Extracted from the document: Appraisal of the NBAA and its Achievement,1973-1983, NBAA, 16 September 1983. 33 pages.

-35 _ ANL1Page 2

(7) Making a significant dent in the problem of acute shortage ofaccounting manpower at technicians level by regularly conductingan Induction Course of two weeks' duration which is proving bothvery popular and beneficial.

In my opinion, each of the above mentioned achievements is of considerablesignificance. The National Board of Accountants and Auditors will do wellif during the next ten years of its existence could only consolidate theseachievements and become even more effective in each of these areas.

More specifically I would expect the NBAA to concentrate on thefollowing areas:

(a) with a view to remedying the present scarcity in accountingmanpower and progressively attaining self sufficiency in this areawithin specific time frame, the National Board should take stockofthe existing manpower situation, set targets at realistic levelsand muster all its resources towards achieving those targets in amore effective manner;

(b) with a view to significantly improving the quality of accountingfunction in the country concentrate on specific steps calculatedtoachieve this end, such as assisting in the establishment ofsimple accounting systems, monitoring the quality of accountingfunction in selected parastatals, and focussing on providingworkshops in functional areas where the staff of a cross sectionof enterprises are found wanting;

(c) take meaningful steps calculated to bring about greatercoordination and if possible more stringent control of theaccountancy training effort within the country;

Cd) now that accounting standards or at least some of them have beenpromulgated, take meaningful steps to ensure that they are fullycomplied with;

(e) produce accounting study materials of proper quality andorientation for use in all the accountancy training institutions,so that there could be standardization of the training effortswithin Tanzania.

Let us wish the National Board of Accountants and Auditors of Tanzaniaevery success in achieving these targets.

SECONDARY SCHOOLSPlanned and Actual Implementatfon Chart

Year 1976 1977 1978 1979 19JO 1 91 i92

Inittutons <Quftw 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 12 3 4 1 2 3 4 1 2 3 4

B1 __ hun __ -L _; - I: J ! T-

8.2 Azonla _. 4_ ,_ M W1 _

B.3 Jongwani __ -W ._ __ ,_. mw;

BA Tosamoganga W - -: -

6.5 Mwenzl w - ,_. _ ,_ _n _ _W w

6.B 13 gonsera rF ot Constructed _

B.? Motogoro ,-m = -

6.8 Mwanza MW F- - - rn(

8.9 KoI1 - - -_ __ ___

Ri~o Usagara MW~ -AW M j -A W

0.11 Mbeyo nr nr nr

6.12 Ldoeza or

6.13 Ndanda Not Constructed J 6.14 Mwange -- MW W r = -rn rn n rn r MWrn1 MW

6.15 Umowe -, --w P- IW -W- WA-P

Fumniture IWrnrA -W`- MW

Equipm-ent Mw = PM I~W Fd~ 1~ pmv -- I

inPlanned

Actuol Wo)dd Dank-26144

-37 -

ANNEX 9

03IWM ANU1M CP EsMM MI ACMNL AWAS IN M@

Ap.ruia'al Facilities Built Facilities

I a~~~~~~~~~~~~~ 0 .9t 9 0. .0 a m 1 .. P. ~ U

M~~~~~~i d -i

a..1. U 4 -. 5. 0 U 42: -. 4 EOW

(a) (b)U0. Sec*zs: Sdmol

5-I Azui (C&-Id)i )N1 t6ities IW 1210 80 120 -440 SW 162 HZ 1M - -10 -- 206GM 112Waii) ewmic - - - - - - - --- - R.&. v --- - - - - - - -

5-2 w eliie -4… 40 092D101.612 490…-- - - - - -80 1306 I3N

enw.nim23 V - - V - V V V V - a..- - - V V V V V V - - na.j -

W tes-iiD2D - - - -w40 Q80104 306 AS - IM2- - - - -40 797 166ii0imVeaion V - - V V…n.&. ? - - - V V V - - - - U.S.

5-5 ?swm (Co-Nd)iL) YAwi1ities -2D7D - --- 40 480 IM306M5 -I -02… 797 166ii)Camerslioa V - - V - - - - V V-ne - V - - V - V V - ne

D,-7(Grsi)!kwftmtzm1W IW I0800 SD -100- 30160 .162 162 02102102-2-- 20 754 U9iifCcovendow V -- …na.e.…-- - - - -ns..

"mm (CO-si)Mm '&1iie 20 - -10- 40 5100 36265 IM - -- 102 -- 40 795137

Orbave.miam .V - V V V - - - V -. :V - - - V V - -V V .m

51-9 maxim (eA2-si)

O N faiUCm 20 404807250 306 2 -65…- - -40 81.1 175ji)0MwUEna~ V - - - V V V V V-- . V - - - V V V WV - n

im aiie 20 2D- - - - 40 480 10611626MO- IM …10550114

iWnuwerzinn V - - V V - - V - -n.e. - - - V - V V V V - - ne

3-12 tlali (02r1s)i) Mm Ciem- - - - - -…-40 40 .106 16a 162…-- -10 - - 2 448 1120ii)Cbmexuioaw v - - v V V V V V--..V V V V ns a.

3-13 MUm *

j)kkshd.ii- 120 120…-- - - -40320…-- - - - --

i) ew i-1iim - n 210…-- - - -40 30 1% Iwo W5 -102…-- - - - -595 212iMJmwmaiamo - - - V V V V -V… - - - - -

9-1 Uu 5ve (Bp_n..v - - -ni) m cilkimm- no IM -IM 80W 60 -- 50. --- 1 6363-- -40268 53

~~.: 3-6 Liinli S.S- 0 tO XW~~~~~~3 V 'ndi.-at.e conversion from general

B-14 Matm SAL Ounlpofbo . Cliassrooms to specialized facilities.

Smnm: Alpaiaal Rept and PW/lEnitzty of 1atin.u1 Fdhciai.

ANNE 10-38-

SUMKARY OF TOTAL PROJECT COST

BY TYPE OF EXPENDITURE(Including Contingencies, Exluding Taxes)

(in 000's)

Appraisal Estimates 21 Actual Costs 2/ x DifferenceTSh . ........ US$, TSh .US$

1. Civil Works 83,592 10,384 32,407 3,746 - 64%

2. Furniture 2,068 257 3,320 386 + 50Z

3. Equipment/Vehicles 19,110 2,374 17,490 2,022 - 15%

4. Project Administration 9,861 1,225 16,634 1,934 + 58%

5. Technical Assistance 6,118 760 6,280 726 - 5%

Total 120,749 15,000 76,131 8,814 - 41%

Notes

1. Exchange rate US$1 = T.Sh. 8.05

2. Exchange rate fluctuating from US$1 = 8.3 to 9.3 T.Sh.

0FALUSNX CF 01GF7J%LY ES1IMA2ED S No WmI.L asis(IN IRI. SR. GUD S

Civil IwrkA Furniture_ _U_pst l:nicul MA tUa Poct ALftatratim TOXI

cAtqry Project Itm 1 2 2/1 1 2 2/1 1 2 2/1

Aprhial ktual 2 A,pruisal Atual Aisal ctual S 1 2 2/1 1 2 2/1 1 2 211

App1W5i4I Atuul 2 AiMiss1 Icbal I AMI5I kAtml I

A Villm 43,607 10,285 23 - - - 9.587 5,855 61 _ _ _ 9,515 15,234 160 62,7li 31,374 50

S1 eccsiuSdm1s-1 . ) 2,764 1,645 59 169 333 221 528 770 145 _- - - 3.441 2,746 79

B-2 Aunis (Boys)1-3 Janu i (Girls) 4,458 3,236 72 342 370 93 1,609 1,50D 93 _ _ _ _ _ _ 6.4 5J056 78

54 Tbaftg (Boys) 2,6C 1,361 52 105 140 133 696 70D IOD _ _ - - - - 3.403 2,231 64

5-5 Ibnui (C,-GdS) 2,442 2,201 90 207 5C0 241 829 740 89 _ _ _ _ _ 3,478 3,441 93

8 Kiaasers 2,838 36 * 163 CN,cb11d 660 780 li1 _ _ _ _ _ _ 3,661 818 22

5-7 Ibroio (CO-U) 2,870 1,938 67 209 140 66 595 137 3.674 2,898 78

8-8 Man (Co-(d) 2,950 2,469 83 193 520 269 830 90D Ica 3 _ _ - - 3973 3859 S7

"9 %saisl (CO-M) 3,02b 2,074 68 2C9 3S0 172 871 685 78 _ _ _ _ 4,1C5 3,119 75

5-10 Wapra (Cm-M) 2,484 2,409 96 149 520 348 922 810 87 - - - 3,551 3,7393 105

B-11 1bw (CSrEd) (

B-12 Iolea (Girls)J 3,628 2.378 65 223 370 165 1,047 1,570 169 _ _ _ _ _ _ 4898 431J 1

5-13 Nb3uha (CO-M) 1,813 62 * I04 - - 629 855 140 _ _ _ _ _ 2,56 947 37

5-14 H_o (Boys) 2,538 I,IU 43 193 - - 721 69OD 95 _ _ _ _ 3,452 1,803 52

B-15 1w (b) 2,442 1,219 49 149 120 so 612 785 1i - _ - - _ _ 3,203 2,1215 66

Suir-Total, 3S,857 22,122 60 2,395 3,320 138 10,547 11,635 110 49,799 37,077 74

Poject L6idnistratixu wMdTcdinical Assstanc 392 - 4,144 4,160 t0o 445 1,40D 316 4,981 5,960 Ul

TouAl Part 8 3,657 22,122 60 2395 3,320 138 10,939 11,635 106 4,144 4,h10 14G 445 1,400 316 54,780 42,637 77

&- 1hciaul &Brd of/-cQtante rad Auitoin - - - .- - - 40 -_,220 2,12D 65 - - - 3,260 : Z 65

oCal Cost of PrOet

(Parts A,B an C) 80,4'4 32,407 40 2,395 3,320 138 20,566 17,490 85 7.3S4 6,280 85 9,960 16,634 167 12D.749 76,131 63

Ibiete: * Sremb y Schools 5 aud B-U wer not built throuh lack of interest an the part of cntretors-

Costs dwm wur civil wuiw of dtee tw -qa- ts ii for miror cerarirns.

**quipmt for Project irplq. tirn Wit of HEM is incluwd in actual equaipt eotAl but could not be extracted fren

Secodry W100l equi,Nt,

1/ Gover.nment 3,i,v conflrmed tli,ar this figure sho.uld he T.Sh. 20 mIILIcin

ANNEX 12-40-

P.15. BULWDING COST INDX 975-1983

340-

320 -

300

280

260

240

~220

200

180

160

1975 '76 '77 78 79 0'83(at January 1)

YEAR

Sou,ce PmWsc romewntotn Sectlon/MlnIsty d Natonal Education

Wbrld Bank-26143

ENROLLMENTS AND PASSES IN THE VMr TRAINIRG COURSES PER VHTC 2.

Course Kisarave Kizumbi Mbulu Ruaha Hwanhala Tengeru Grand TotaluNo.2

E P E P E P E P E P E P E P

1 29 29 54 20 51 31 33 22 46 30 -

2 42 29 47 41 56 31 37 24 42 38 - _

3 36 29 50 42 40 34 28 21 38 24 - _

4 41 31 45 31 36 31 34 24 35 32 - _

5 41 38 53 49 34 34 36 36 32 32 - _

6 - - 21 15 45 33 19 14 42 30 - _

7 - - 50 35 - - 38 32 - - - _

8 - - 63 45 _ _- -_48 43 _

9 - - 46 44 - _ 17 13 36 32 _

Total 189 156 429 322 262 194 242 186 314 251 - - 1,436 1,1091- 9

10 - - 63 63 60 59 71 69 46 45 143 102 388 338

Total 189 156 1492 385 322 253 313 255 360 296 148 102 1 82 1,i47I - 10

Source: Compiled by the Mission from VM1P Progress Reports

j Tengeru is a Ujamas and Cooperative Development Institute, not a VMIC.It is operated directly by Prime Ministers Office.

2/ The first nine courses consisted of retraining existing field staff as VMTs in Afourteen veek courses vhile the tenth veek took in largely Form IV school leavers .for a nine-month courses.

-42 mANEX 14Page 1

EmACT 1/SUMMARY OF FINDINGS AND RECOMMENDATIONS OF THE SECONDARY SCHOOL

EDUCATIONAL FACILITIES SURVEY

1. Remaining Institutions Included In the workplan - 27 governmentsecondary schools, 15 private secondary schools and 7 Grade AColleges of National Education - should be surveyed. In addition,all remaining private secondary schools should also be surveyed.

2. In 83 existing government secondary schools It is possible toincrease the enrolment by roughly 21,400 students (15,757 exactfigures + 5,600 estimate figure) on the following conditions:

(i) 40 pupils per class in Form I - IV and 30 pupils per clasin Form V-VI.

(ii) A rotation system is consistently used.

(iii) Some new facilities are provided and some existingfacilities are converted.

(iv) Adequate supply of water, electricity etc. is secured.

(v) An extensive maintenance and repair programme is carriedout. (This is urgently needed in all circumstances).

(vi) Additional furniture, equipment and books are provided.

(vii) Additional teachers are provided and their housing problemsare solved.

3. Proper distribution of teachers.

4. A thorough analysis of the existing teaching cadre should becarried out.

5. The number of auxiliary' staff at the schools should bestandardized.

6. In-service courses for craftsmen and kitchen personnel should bearranged regularly.

1/ Survey of Educational Facilities in Secondary Schools and TeachersTraining Colleges in Tanzania, Ministry of National Education, DarEs Salaam, 1981. First Volume.

-43- ANNEX 14Page 2

7. The heads of the schools should be provided with qualified officepersonnel.

8. The building costs are very high due to a too sophisticateddesign, the use of expensive building materials and generous spacenorms.

The following steps could be taken to considerably reduce thebuilding costs:

(i) A new design of low-cost secondary schools Is used in thefuture (one-storey buildings, simple structure).

Cii) Local material is used (burnt bricks, natural stones,wooden trusses).

(iii) Local manpower is used.

(iv) Less generous space norms are applied.

(v) No separate assembly halls are built.

(vi) Dining halls are designed for at least double sitting.

{vii) No space is provided, which is not efficiently used.

Cviii) Less sophisticated and complicated fixed equipment isprovided.

(ix) More day schools are erected.

9. The diversification programme demands a certain (not too small)size of a school.If the future policy will be to establish a number of smallsecondary-day schools, the concent of diversified secondaryeducation has to be thoroughly examined.Various approaches are possible:

Ci) No work-oriented subjects in Form I and II at small(one-stream) schools.

(ii) Small schools could be allowed to provide only academicsubjects.

(iii) A simplified diversification programe - demanding limitedspecialized space (multipurpose rooms), equipment andteahcers could be considered.

10. The rotation system provides an efficient use of teaching space.

ANNEX 14Page 3

11. The double shift system combined with the rotation system gives amaximum rate of utilization.

12. The possibilities of enrolling more day students in existingschools should be mapped out and the concept of school mappingshould be applied before locations of new secondary schools aredetermined. Regional school authorities should be Involved in theschool mapping exercise.

13. Wooden furniture, which can be locally made should be provided tothe schools. Broken furniture should be repaired.

14. All schools should be equirped in accordance with the Ministry'sequipment lists.

The serious shortage of books should be urgently dealt with.New kitchen equipment is needed in many schools. Sufficient officeequipment should be provided.Broken equipment should be repaired. Unused equipment should beremoved.

15. Host institutions are faced with water supply problems for onereason or another.

Due to the water supply problems the schools often also sufferfrom sewerage problems.

There are also other reasons for the sometimes serious probleaswith the sewerage system.

The system with pit latrines seems to be the only durablesolution.

16. Schools with their own generators suffer from limited supply ofelectricity due to erratic and insufficient supply of diesel oil.

New electrical installations are needed in most of the schools andin older schools the whole wiring system needs replacement.

Arrangements for the use of wood and charcoal in the kitchens haveto be made as the supply of conventional fuels has becomeirregular, insufficient or completely stopped.

Emergency or temporary kitchens should be erected.

17. All schools should have a telephone.

ANNEX 14Page 4

The suitable kind of vehicles should be alloted to the schools.

More bicycles and motor-cycles should be provided in order toreduce transportation costs.

Wherever possible, transport pools should be established.Grounded vehicles should be repaired.

18. All institutions are in urgent need of maintenance and repair;buildings as welI as technical installations, furniture andequipment.

Lack of funds, material and personnel has up till now hampered theplanned maintenance activities.

As extended maintenance and repair programme will soon be launchedby the PIS in co-operation with DANIDA.

Some laboratories will be repaired and supplied with new equipmentunder the 7th IDA agreement.

A maintenance programme for furniture and equipment should beconsidered.

When maintaining and repairing the water closets and seweragesystems the specific situation of each school should beconsidered. If the water supply and other problems are not solvedit is uneconomical to repair the sanitation system. Pit latrinesmight be the best solution.

Minor maintenance and repair work should be the responsibility ofthe school involving the students as part of self-relianceactivities.

In the future all maintenance and repair work should be handled ata local level.

Whenever possible, major maintenance and repair work should beco-ordinated with conversions and other actions needed to caterfor an increased enrolment.

19. Basic hygiene is a necessity at a school.

To solve the problem with water shortage and broken sanitationinstallations many schools have built pit latrines. Some are goodbut too many are poor and unhygienic.

-46 - AMNEX 14

Page 5

As a result of erratic fuel (diesel oil) supply, the schoolshavebeen forced to use wood and cha coal for cooking.

Special emergency or temporary kitchens have been erected but inmost cases they are poor and it is not possible to keep themclean.

The PIS bas designed a temporary kitchen and a pit latrine unit ofgood standard, which could be built at the schools asself-reliance projects.

20. The building costs of a European type of buildings (concrete,steel, glass, etc. as materials) have almost doubled during threeyears, 1978-1981.

The present building costs of government secondary schools, T.Sh.4,000/m2, are far too high.

By using cheaper, local materials and simple structures and byreducing the space norms it is quite possible to reach an averagecost of T.Shs. 2,000/m2.

The estimated cost of new buildings and conversions, which areneeded to cater for an increased enrrolment in existing secondaryschools, are based on similar works done around August 1980 by thePIS. The costs do not include furniture, equipment and staffquarters.

The total costs will be approximately T.Sh. 154,000,000. The totalcosts for new schools to cater for 15,800 students will beapproximately T.Sh. 700,000.

The repair costs are excluded as the repair work has to be done inall circumstances.

In a cost analysis the building costs for a government boardingsecondary school, a government day secondary school and a privateday secondary school have been compared.

The conclusions are that at the price of 10 government boardingschools it is possible to build 14 government day schools and notless than 290 low-cost schools (the private type), all of the samesize.

The running costs for a four-stream government boarding schoolwith commerce/home economics bases are approximately T.Sh.6,000,000 per year. The costs for a similar day school are T.Sh.4,050,000, which gives a difference of T.Sh. 1,950,000 per year.

47 ANNER 14Page 6

21. Private secondary schools catered for 411 of the enrolment at thesecondary level in 1979.

Existing facilities in the surveyed private schools are uostlywell utilized.

The buildings are simple but solid and normally well maintained.

The private secondary schools suffer from shortage of textbooks.

The tuition fees, settled by the government, seem to be low.

A study on the real running costs of private secondary schoolsshould be made.

All remaining private secondary schools should be surveyed.

22. Nine colleges of National Education have been surveyed.

No individual reports have been completed as the work on newcurricula and time tables is going on.

It seems possible to increase the enrolment at the colleges byapplying the same methods as are suggested for the secondaryschools.

The building standard is high and very generous space norms havebeen used.

What is mentioned about maintenance, water supply etc. at thegover,ment secondary schools is also applicable to most of thecolleges.

A study on the relations between teaching areas and boarding areasat the two new colleges, Ntwara and Tukuyu should be made.

Remaining colleges should be surveyed.

23. Most self-reliance activities at the schools are related toagriculture and horticulture.

Some schools have been very successful in erecting variousbuildings as self-reliance projects.

Plans for self-reliance activities covering several years shouldbe drawn up and the various projects should be evaluated yearly.

Unsuccessful projects should be terminated.

-48- 1Page 7

All schools should be encouraged to include building constructionin their self-reliance activities.

24. A study "Evaluation of Agricultural Programmes" in some secondaryschools and colleges of National Education - URT (Mainland) hasbeen undertaken by the University of Dar es Salaam.

ANNME 15

- 49 -

R&CT 1/

PROBLEMS WT NEW COSTRUCTION DGENERAL SECONDARY SCHOOLS BUITUNDER EDUCATION V

New lecture-demonstration roos for cience (one sub-item in the5th IDA Agreemnt) are examples of weak co-operation between architectsand educators. These are made too bLg - 103.2 instead of 61K2, whichis sufficient - and of wrong shape making It difficult to give properscience demonstration lectures. These rooms should also be cLose to thelaboratories in order to avoid duplicated equIpment and to make ltpossible to move students Amd equipment quickly and essily when needed.

In 15 - 20 goverment secondary schools there are newagricultural uDits (200.2) and wood and metal workshops (342m2),which are either not used for their purposes or for which the utilizationrate is very low. These large spaces were erected without ensuring howthey realy should be used and to what extent. The technical workshopsare normally closed and not yet equipped. The agricultural workshops andlaboratories are either used as stores, maintenance shops, recreationroams or as norsal classrooms or for assemblies.

Teacher. In Agriculture claim that no Instructions on the use ofthese DC facilities have been Issued by the Ministry and that some ofthe new equipment prvided Is unsuitable.

A nw curriculum for wood and metal work bas recently beenpublished. The subjects are optional dluring only three periods perweek. Ths indicates that even at big schools the new worksbops for woodand metal work will be underutilized. A study should be made on theproper use of these new workshops.

The special workshops at the tecbh"cal biased secondary schoolsare too large. The teaching groups in practical subjects comprisesnormally only 20 students. The present standard (122 2/student) mightbe needed at universities and tecnzical colleges, but In secondaryschools it Is sufficlent with mmaller workshops (5.2/student as anaverage). See Amn X. The lbraries in the secondary schools arenormally too large. Many libraries are not fully utilized or sometimeseven closed due to lack of reading materials, furniture and qualified

lt Survey of Educational Facilities In Secondary Schools and TeachersTraining Colleges In Tazania, Ministry of National EducationDar-es-Salam, 1981. First volume, pages 19 and 20.

I

- 51 -ATTAcEMBT- I

cmzW?_ FROM TRE ZSORAOMER __

I3ffS uflUUC (F TA1UA (page 1 of '2)

0131 OF IUE - MDWIWdc_: 'VMIt: . VnA _uAam Tam=

Tdepba: .234p.W131 30112131415 P.O. DM A243.In ulby PlU a,: Dqa ss

ag .. 4 / ..Z 1 . 17th December, 198

r. Tuklnori Wataabe,Actiz2g D±ieotr-GXeialpopSrati Elraltion,T~he World Bank,1818 H Stretl, L..'.7shin&ton D.C

la: P!RocrIT -CaPLt,TI 1P! -_ TEAZIA

PIPIH 3DUC!LTION P32CI (IcR0-L,kA)

I am in receipt of yovw letter dated 15th Novexaberp 1984 and a copyOf draft Project CaOpletion Report attached to it.

The follouicg ane n cmnts/obsemations:-

1= *rect Ot0oi -8aa 1,00, on ze 2

(a) BtcyclesOrl.y about 900 out of 2000 bicycles more bou&t becaiwe:

Niuber of V12a fenl short of 2000-Sam YLZIs .ant for further education at-MoshiCooperative College and 3M YzuMbeA Lutmber of VW!s posted in mouatasinous areas andaxeas with datng¢rous wild arlIs declied to getthe bicycles.

(b) HowAng- =terlalj and VJMnt

PCU is not aware of any materlals and equipuent baving beendiverted frmu tbe Project or lost even durizig the U&anda '7ar.Since the caapletion. zission ras umble to verify suchinfoistiolo the Issue should better be treated as a heresayand be ammitted altogetner.

(c) Ruz = Drouctt !,mds

!irstly, the last twio V£lP Progress Report (ITos 21 & 22)d not mntion an outstanrd±i amount of funds to the timeT. Shs.9o5m. lRather, the reports quoted it as about 3.OrLi:on-c.f, para 6,14 of your report.

ZecandlyT as you ri;hfly pointed out these fLmd= "did not-involve credit funds" and henme there seews to be no -easonfor mentioniG then inx a Campletion Report about the credit.

W.i2

- 52 -

ATTACHMENT I(page 2 of 2)

2o PBsical Ialementatior - The V1I!P (Part A). gaM e0lPra 4.10 aMe 11I think the last sentence should be auzniLtted because it is =mtrLn.

3. VI PROJEC! 0-13:NATIG oucfCa!l. PA 15

PART A -_ flwe VRnaVement Technician Training Pr =

(a) In ;a 606 page 17 it is stated that total oieratioml administrationCsts were about TSSbs.20.0 milion hile in ll on page40 the fi&ure is T,Shs.15,25 o3ly. The tru figuze is the formerone for the reason given in para 6.06, nasl3y, the allocation by IDAof extra T*Shs.9.00 million for training of 240 Porm IT leavers tobecome VWTs.

(b) In p 607 "Ujamaa Cooperative IAovemeit" should be replaced by"Ujamaa Cooperative Department" because it is the latter and not thefonner v.hich wvas split into two Departments in 1981 Make similarcorxections in para 6.09 on page 18.

(c) Para 6.10 Rge 18

Trairing of -VIs continued in five and not orn] four VT2Is untilcompletion in Jne, 1980. KEisarawe ]MC. which vras z.4iQen and compens-ated for 'oy the military, was replaced by Tengeru VlTC.

(d) Para 6.1Q 2,p.-e1

Tanzania has no "chiefs". Other persons than VEs occupied VMhouses only if no VI-Hs 21ad been posted to the villages -.-here suchhouses nere ready,

Conclusion:

Apart frocm the foregoing comments/observations, the report generallygives a balanced vie;w of -dhat expired regarding the VL12,.

1..Pue

Copy: ProJect Coordinator,PIS. F?or infonrwtion.