Document of

The World Bank

FOR OFFICIAL USE ONLY

Report No. 8196

PROJECT COMPLETION REPORT

MALAWI

THIRD EDUCATION PROJECT(CREDIT 910-MAI)

NOVEMBER 27, 1989

Population and Human Resources Operations DivisionSouthern Africa DepartmentAfrica Regional Office

Tbis document has a restdicted dibution and may be used by recipients only in the perlfomance ofthewir officiicI duties. Its contents may not othenrise be d;sclosed witbout World Bank authoization.

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ABBREVIATIONS

CIDA Canadian International Development Assistance

DANIDA Danish International Development Agency

DCA Development Credit Agreement

DDC District Development Committee

DEO District Educational Office

EEC European Economic Communuity

ESC First Education Sector Credit

GDP Gross Domestic Product

ICB International Competitive Bidding

IDA International Development Association

JC Junior Certificate

MBS Malawi Book Service

MCC Malawi Cc rrespondence Col: <-,-e

MCE Malawi Certificate of Education

MCETB Malawi Central Examination and Testing Board

MIE Malawi Institute of Education

MK Malawi Kwacha

MLG Ministry of Local Government

MOA Ministry of Agriculture

MOEC Ministry of Education and Culture

MOW Ministry of Works and Supplies

ODA Overseas Development Administration (UK)

OPC Office of the President and Cabinet

PCR Project Completion Report

PIU Project Implementation Unit

PSLC Primary School Leaving Certificate

REO Regional Educational Office

TTC Teachers' Training College

FOR OMCIAL USE ONLYTHE WORLD SANK

Washington, D.C. 20433U.S.A.

OIIe d~ Ovet.engqaIOpmaw vtuAlttin

November 27, 1989

MENORANiUM TO THE EXECUTIVE DIRECTORS AND THE PRESIDENT

SUBJECT: Project Completion Report: Malawi - Third Education Project(Credit 910-MAIl

Attached, for information, is a copy of a report entitled"Project Completion Report: Halawi - Third Education Project(Credit 910-MAI)" prepared by the Africa Regional Office. No audit ofthis project has been made by the Operations Evaluation Department atthis time.

Attachment

This document has a restricted distribudon and may be used by recipients only in the performanceof their official duties. Its contents may not otherwise be disclosed without World Bank authorintion.

FOR OMICIAL USE ONLY

PROJECT COMPLETION REPORT

MALAWI

THIRD EDUCATION PROJECT(CREDIT 910-MAI)_

TABLE OF CONTENTS

Pate No.

Preface iBasic Data Sheet itEvaluation Sunmary vi

L Project Background I

Socio-Economic Setting IEducation and Training Sector IProject Generation 3Project Objectives and Description 3

II. Project Implementation 6

Overview 6Project Administration 6Civil Works 6Furniture, Nlaterials and Equipment 8Area Allocations 8Project M\odifications 8Technical Assistance 9Fulfilment of Covenants 9

M. Project Costs and Disbursements 10

Capital Costs and Financing 10Disbursements 12Recurrent Costs 12

IV. Project Operational Outcomes 13

Overview 13Primary Education: Improved Access and Efficiency 13Textbook Distribution Programme 14Improving Access to Secondary Education 15Manpower Training for Business, Agriculture and Education Sectors 15Studies 17Improving School Supervision 18

V. IDA Performance 19

VI. Lessons Drawn From the Project Experiences 20

This document haIs a restricted distribution and may be used by recipients only in the performanceof their official duties. Its contents may not otherwise be disclosed without World Bank authorization.

TABLE OF CONTENTS (cont'd)

List of Annexes

Location of Primary Schools and Teachers' Houses by Region

Post-Primary Institutional Contracts

Planned and Actual Facilities

Technical Assistance Programme

Compliance wiht credit Covenants

Schedule of Disbursements

List of Primary school Textbooks

Data on Primary schools Visited during the IDA Evaluation

Enrolment in Education Programmes

Teachers' guides and Pupils' BooksPublished by the Malawi Institute of Education, 1982/83 - 1986/87Recurrent Expenditure and Income of the Malawi Institute of Education

Motor vehicles Provided under the Project

CONMENTS FROM THE BORROWER

Attachment I: Coments from the Ministry of Fiance

MAP: IBRD 13913R

PROJECT COMPLETION REPORT

MAIAWI

THIRD EDUCATION PROJECT(CREDIT 910-MAI)

PREFACE

This is a Project Completion Report (PCR) on the Malawi ThirdEducation Project, whose estimated cost of US$26.62 million equivalent wasfinanced in part by the International Development Association (IDA) Credit910-MAI of US$14.5 million equivalent (approved o-n May 17, 1979), and co-financed by the European Economic Community (EEC) Special Action Account,Credit 12-MAI (signed on June 19, 1979), of US$7.5 million equivalent. Thebalance of US$4.62 million equivalent was financed by the Government ofMalawi. The actual cost was US$25.85 million equivalent, about 3% belowthe appraisal estimate. The total amount disbursed from the IDA Creditwas US$13.98 million equivalent, and an undisbursed balance of aboutUS$524,000 was cancelled on February 12, 1988 when the credit account waswound up, although the Closing Date was December 1985. The EEC Credit wasclosed in August 1982, four months ahead of the scheduled Closing Date ofDecember 31, 1982. The total EEC Credit disbursed was US$6.78 millionequivalent, leaving an undisbursed sum of about US$716,000.

The PCR was prepared, with the agreement of the Government ofMalawi, by UNESCO under the Bank-UNESCO Cooperative Program. It is basedon (i) a draft PCR prepared by IDA staff; (ii) evaluation and completionreports prepared by the Ministry of Education and Culture and the ProjectImplementation Unit; (iii) a UNESCO field mission in February-March 1988;and (iv) information from IDA files and interviews with Governmentofficials involved in the project.

This PCR was read by the Operations Evaluation Department. Thedraft PCR was sent to the Borrower and its agencies for comment onAugust 14, 1989. Comments received are reproduced as Attachment I.

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Project Completion ReportRepublic of Malawi

lhird Educat1o0 ProJect(Credit 910-MAI)

BASIC DATA

Key Project Data

ttem Appraisal ActualEstimate

Total Project Cost- in US$ (million) 26.62 25.85- Cost underrrun () - 3

- in Kwacha (million) 22.10 26.48- Cost overrun () - 20

Credit Amount (US$ million)IDA - 14.5EEC (USS million equivalent) - 7.5

- Disbursed (IDA 23 June 1986) - 13.97(EEC Aug 1982) - 6.780J

- Cancelled (IDA 23 June 1986) - 0.53(EEC) - 0

- Repaid- Outstanding (IDA) (31 May 1988) - 13.97

Date Physical Components Completed 31 Dec. 1983 31 May 1986

No. of Months since Credit Signature 54 83Proportion Completed by above Date (X) 100Time overrun (t) _ 54

Date of Overall Project Completion 31 May 1986

No. of months since Credit Signature 54 83Proportion completed t, above date () - 100Time overrun ({) 54

Institutional Performance Good Good

Cumulative Estimted and Actual Dlsbursiet(USS Rillim)

FY80 111 FY82 7Y83 FY84 FY85 a-Si FY87

Appraisal Est. (IDA) 0.10 1.30 4.90 10.20 14.20 14.50

Appraisal Est. (EEC) 0.0 2.45 7.00 7.50

Actual (IDA) 0.26 2.44 5.92 10.28 12.37 13.18 13.93 13.97Actual (EEC) 0.0 1.71 6.56 6.78

Actual as X

of Estite (IDA) 260 288 120 100 87 91 96 96(EEC) - 70 94 90 - - - -

j/ The currency amounts were disbursed in accordance with the Special Action Credit Agreement. The sumof US$6.78 disbursed varies from the stated Credit amount because of exchange rate adjustmentsduring implementation between the US currency and the relevant EEC currencies.

- iii -

OTIER PROJECT DATA

Item Original Plan Actual

First Mention in File - Nov 1977Government's Application - 14 April 1978Negotiations - 2-6 April 1979Board Approval - 17 May 1979Date of Credit Agreement - 19 June 1979Effectiveness Date 19 Sept 1979 19 Sept 1979Closing Date : IDA 30 June 1984 31 December 1985*

EEC 31 December 1982 27 August 1982

Borrower Republic of MalawiExecuting Agency Ministry of Education and Culture

Fiscal Year of Borrower 1 April to 31 March

Follow-on Projects:Name Fourth Education Fifth Education First Education Sector CreditCredit Number 1123-MAI 1330-MAI 1767-MAIAmount of Credit (US$ million) 41.0 34.0 27.0Credit Agreement Date 29 May 1981 5 May 1983 7 May 1987

* The Credit Account was closed on February 12, 1988 when the undisbursed

balance of US$523,756.34 cancelled.

COUNTRY EXCHANGE RATES

Name of Currency (abbreviation) : Malawi Kwacha (MK)Exchange RateAppraisal Year (1979) US$1.00 2 MKO.83Intervening Years (average) US$1.00 = MK1.18

Completion Year (1986) US$1.00 = MK2.46

STAFF lNPUT

(etaff weeks)

E 74 77 78 279 80 1 32 83 PA 85 86 87 Total

Pre-appraisal 1.3 0.2 16.8 0.2 - - - - - - - - 18.5

Appraisal - - 0.1 62.2 - - - - - - - - 62.3NegotLation - - - 13.9 - - - - - - - 13.9Supervision - - - 6.2 10.1 5.7 21.7 9.9 13.5 4.9 2.6 7.2 81.9

Total 1.3 0.2 17.0 82.6 10.1 5.7 21.7 9.9 13.5 4.9 2.6 7.2 176.7

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NISSIEN DTA

Sent Month/ No. of No. of Staff Date ofMission By Year weeks Persons Weeks Report

Sector Survey/luentification IDA/FAO Nov 1977 n.a n.a 17.0 Feb 19781Preparation IDA Feb 1978B-/ 2.0 I(SMS) 2.0 Var 1978Appraisal IDA Jul 1978 3.0 5(A,E,EP,MS,GE) I5.0 I Oct 1978Post-Appraisal IDA Dec 1978 1.0 2(A.EP) 2.0 4 Jan 1979

iotal 36.0

Supervision-3/ I IDA Dec 1979 0.2 6(EP.E.A,GE,P,MS) 1.2 30 Jan 19O1eSupervision4/ 2 IDA Jun 1980 0.5 3(EP,E.A) 1.5 5 Aug 1980Supervision-/ 3 IDA Nov 1980 1.0 l(A) 1.0 E Feb 1981Supervision6/ 4 IDA Jul 1981 1.0 3(E,A,TE) 3.0 20 Dec 1981Supervision_/ 5 IDA Dec 1981 1.0 3(E,A.TE) 3.0 12 Feb 1982SupervisionY. 6 IDA Feb 1982 0.5 l(EP) 0.5 22 Apr 1982Supervi!ion±/ 7 IDA Jun 1982 0.5 3(E,EP,A) 1.5 16 Aug 1982Supervision,10/ 8 IDA Nov 1982 0.5 2(E,EP) 1.0 14 Dec 1982Supervisionrl/ 9 IDA Feb 1983 0.5 2(EP,A) 1.0 15 Apr 1983Supervislo,1n2/ 10 IDA Oct i983 1.0 2(E,A) 2.0 29 Dec 1983Supervisio1 2n'l 11 IDA Mar 1984 1.0 2(E,A) 2.0 19 Apr 1984Supervisio1 n

121 12 IDA Oct 1984 1.0 2(E.A) 2.0 21 Nov 1984Supervision.12/ 13 IDA Jul 1985 1.0 2(A.OA) 2.0 15 Oct 1985Supervision1 31 14 IDA Jun 1986 1.0 3(E,GE,A) 3.0 22 Jul 1986

Sub-total 24.7

Completion IDA Mar 1987 2.0 I(A) 2.0 Jun 1987Unesco Mar 1988 0.5 2(A.GE) 1.0 (Dec 1988)

Total 27.7

A r Architect MS = Mass-media SpecialistE = Economist OA = Operations Assistant

EP = Education Planner P = Printing ConsultantGE = General Educator SMS - School-Mapping Specialist

TE = Technical Educator

jj The Project was identified during the Education Sector Review. The identification report was datedFebruary 1978.

2/ The Project was prepared by the Government. School-mapping was carried out to support theGovernment preparation work.

3/ Combined with supervision of Education II and prelirinary discussions on Education IV.4/ Combined with appraisal of Education IV and SPN of Education II.5/ Combined with supervision of Education II and pre-negotiations discussions on Education V.§/ Combined with supervision of Education II. IV and a reconnaissance of Education V.7/ Combined with supervision of Education IV and preparation of PCR on Education II.§1 Combined with supervision of Education IV and identification of Education V..2/ Combined with supervision of Education IV and appraisal of Education V.OJy Combined with supervision of Education IV and post-appraisal of Education V.jj/ Combined with supervision of Education IV and discussions on implementation of Education V..L2/ Combined with supervision of Education IV and V..13y Combined with supervision of Education IV, V and appraisal of Education VI.

ALLOCATION OF CREDIT PROCEEDS

Credit 910-MAI

(US$)

Category Original ActualAI location Disbursements

Civil Works 7,070,000 9,874,400.68Furniture 1,920,000 1,430,350.80Equipment 960,000 997,518.71Consultant services 580,000 1,005,328.60Studies 290,000 54,884.36Project Administra.ion 480,000 604,760.51Unallocated 3,200,000

Total disbursed 13,967,243.66Cancelled 532,756.34

Total Credit 14,500,000 14,500,000.00

Credit EEC 12-MAI(US$)

Category Original ActualAl location Disbursement

Primary textbooks 2,800,000 2,530,089.60Civil Works 2,100,000 3,006,947.88Equipment 1,000,000 1,199,679.94Furniture 200,000 47,545.89Unallocated 1,400,000

Total disbursed 6,784,263.311/

1/ The difference between the actual disbursement and the EEC Credit of US$7.5million is due to the exchange rate adjustment.

- vi -

PROJECT COgPLETION REPORT

MAIAWI

-THIRD EDUCATION PROJECT(CREDIT 910-MAI)

EVALUATI.J SUMMARY

Introduction

1. The Third Education Project in Mala-4 was first discussed with theGovernment du_.ng an IDA Education Sector Rex ew mission in November 1977.In April 1978 the Government requestti projec financing from IDA. An IDAappraisal mission in July 1978 was followed by a post-appraisal mission inDecember 1978. The Government also requested financial assistance from theEEC. The IDA Credit Agreement and the EEC Special Action Credit Agreement,both signed on June 19, 1979, provided the equivalent of US$14.5 millionand US$7.5 million respectively to help finance the total estimated projectcost of US$26.62 million. The Credit Agreements became effective onSeptember 19, 1979. The Closing Date was postponed from Jure 1984 toDecember 1985, but the project was completed only at the end of 1986 anddisbursements continued through February 1988 when an undisbursed balanceof about US$524,000 was cancelled and the credit account closed. Theactual project cost was US$25.85 million equivalent, about 3% belowappraisal estimate.

Obiectives and Proiect Content

2. The major objectives were to improve efficiency and access toprimary and secondary education, to assist in the provision of key manpowerneeded for development, and to improve curriculum development, in-servicetraining and educational management. The major components included thefollowing:

(a) For Primary Education: (i) construction of about 1,000 classroomsfor 50,000 student places and 500 teachers' houses; (ii) purchas-ing and distributing about 2.2 million textbooks; and (iii) expan-sion of the Mzuzu Primary Teacher Training College by 120 places.

(b) For Secondary Education: (i) constructing, furnishing and equip-ping 30 centers for the Malawi College of Distance Education(MCDE, previously known as the Malawi Correspondence College) toenroll about 2,700 students, and providing new equipment for theMCDE headquarters at Blantyre; (ii) constructing boarding facili-ties for about 280 students at five day schools; (iii) construct-ing, furnishing and equipping facilities to enroll 120 full-time

- vii -

and 240 part-time students in commercial education in three tech-nical schools; (iv) construction of staff houses and provision offurniture and equipment to Colby Collego of Agriculture whichenrolled 60 students; and (v) expansion of Chancellor College toincrease the enrollment from 105 to 330 for training secondaryteachers.

(c) For Education Services: establishment of the Institute ofEducation through the expansion and improvement of facilities atthe Domasi teacher in-service center to accommodate 150 studentsand 30 staff and the provision of 50 vehicles for schoolinspection.

(d) For Educational Management: carrying out a number of studies onteacher training, school mapping, costs and financing of text-books, and future educational development.

lmplementation Experience

3. The project was executed under the direction of the PIU staffed bya manager, a senior procurement officer, an accountant, a quantity sur-veyor, three architects and three architectural assistants, two supervisingengineers and several support staff. The project relied heavily on theexpatriate architects and engineers, with the result that there has beenvery little accumulation of technical experience in the PIU. The PIUcarried out all procurement of furniture and equipment: 57% through ICB,40% direct contracting and 3% through local tender. Overall, about 20% offurniture and equipment was supplied by foreign firms and 80% by local orlocally registered firms. The project was adversely affected by transportproblems from 1982 when the Mozambique ports of Nacala and Beira, throughwhich imports to Malawi were shipped, became inoperative because of theongoing civil strife in Mozambique. Imported equipment and materials hadto be transported through Dar-es-Salaam or Durban which were longer, moretime-consuming and expensive routes. It was unclear, however, to whatextent this transport problem increased the cost of the project. Technicalassistance comprised 38.5 man-years of specialist services financed byUNDP, DANIDA, ODA and Japanese Aid, and a fellowship program which provided12 persons with a total of 10.5 years of training as instructors for secre-tarial and commercial courses. Overall project implementation was satis-factory and all project items were implemented, except the construction ofboarding facilities in the five secondary schools and some studies, whichwere transferred to the Fourth Education Project. Both the Bank and theGovernment underestimated the complexity of organizing and coordinating theself-help primary school construction program which extended project imple-mentation by 18 months.

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Results

4. Although the project's physical objectives were achieved, therewere significant qualitative shortfalls. First, the project was unsuc-cessful in its efforts to provide more equitable access to primary educa-tion. Inter- and intra-regional disparities with respect to access toprimary schooling have persisted. The Northern region, already with highenrollment rates, received a higher proportion of classrooms than theCentral and Southern regions which have much lower enrollment rates. Theexperience demonstrated that under the self-help system the better endowedcommunities are better able to take advantage of the opportunities offered.Another aspect of disparity affecting the whole system was the unbalanceddistribution of textbooks. Apparently Grades 1 and 2 were better providedwith books than the higher grades. Secondly, measures to ensure that thebooks to be purchased and distributed were up-to-date and in accord withthe curriculum were not taken during preparation, inidicating that thismatter was overlooked at appraisal. Thirdly, the complexity of implement-ing the primary self-help school construction program was under-estimatedat appraisal, so that the resultant organizational and logistical problemscaused a delay of 18 months.

5. The commercial courses in the technical schools started in 1986were fully enrolled for the evening clesses but under-enrolled in theregular day classes. The Colby Agricultural College, however, was closedin 1983, only four years after Credit signing, and the students were trans-ferred to the National Resources College as part of a Government effort tocentralize the training of technical assistants. The classroom furnitureprovided by the project was loaned to a nearby primary school and theminibus, also provided by the project, was taken over by the Ministry ofAgriculture. The Malawi Institute of Education (MIE) was duly establishedin 1979, and generally good work has been done in producing educationalmaterials. However, given the limited staff, physical facilities andrecurrent budget, the MIE clearly could not meet the objective of providingannually six-week in-service training courses to 600 primary teachers andshorter courses to another 200 inspectors, district education officers,secondary teachers, and others. Instead, it has modified the objective totraining the trainers who would carry out the training of primary teachersat the local and district level.

Sustainabilitv

6. The main primary and secondary school components, as integralparts of the general educational system, are likely to be sustained. Thelevel of sustainability, however, will depend on the proportion of recur-rent funding allocated to qualitative aspects of the schooling process,specifically textbooks and teaching materials. As there have been earlysigns of a serious shortage of these essential educational inputs, it istherefore unlikely that sustainability will be at a high level whileGovernment recurrent expenditures are inadequate to cover essentialsupplies and replacement of books and materials.

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Findings and Lessons

7. Despite some of the design and implementation problems notedabove, overall IDA performance was satisfactory, taking into account thecomposition of the 14 supervision missions during the project implementa-tion period. However, IDA performance could have been better. Evidentlythe quantitative aspects of the project absorbed a disproportionate amountof tha Bank Group's attention, and insufficient concern was show-,. for thelocation of primary schools and building up the Borrower's project planningand management capability. Thus, the experience with this project suggeststhe need for designing and undertaking special measures directed towardsinstitution building, specifically by providing the PIU with localarchitects and engineers, and for indepth sector knowledge before embarkingon any investment in agricultural education and training. Other lessonsinclude the following:

(a) During project generation, more care should be given to theproject's recurrent costs and the Government's ability to meetthem, to ensure that the investments made can be sustained;

(b) A school textbook program should be based on a careful review ofexisting materials to ensure they are suitable to the curriculum;and

(c) Nonformal secondary education programs, such as those offeredthrough the MCDE, require systematic development that includesphysical facilities, equipment, learning materials, and trainedpersonnel to manage them, if they are to be effective.

PROJE-'T COMPLE,TION REPORTMA&LAWI THIRD EDUCATION PROJECT (CREDIT 910-MAl)

I. PROJECT BACRGROUND

Socio-Economic Setting

1.01 Malawi, a land-locked country in South Eastern Africa, has an area of about118,500 square kilometers - 94,300 square kilometers of land area and 24,200square kilometers of lake surface. The 1977 population was about 5.6 million,with an annual growth rate of 2.9 per cent. The average annual growth rate ofthe GDP, in real terms, had been about 6.5 per cent between 1964 and 1973, partlyas a result of the Government's careful economic management. The agriculturalsector accounted for about 60 per cent of the GDP. In 1977 GNP per capita wasUS$140 equivalent. Unlike many other developing countries, the revenue accountin Malawi had surpluses between 1972 and 1974. This fiscal position changed duringthe period 1975 to 1977 when recurrent expenditures increased because (a) newdevelopment projects had come into operation and (b) the rate of growth of taxrevenues had decreased. In order to increase economic growth the Governmentpursued a policy of investing ; rincipally in what were considered directly productivesectors, such as smallholder agriculture, infrastructure and public utilities - leadingto the emergence of labour intensive import substitution industries - rather thanin the social sectors.

1.02 The shortage of suitably trained Melawians was a serious constraint todevelopment. Employers relied heavily on expatriates to fill managerial and someprofessional and technical posts. The supply of agricultural workers, in particular,was inadequate to m.t the demands of the private estates and rural developmentprojects. It was e:ident that high priority had to be given to the education andtraining of Malawians in order to reduce the dependency on expatriate skills.

Education and Training Sector

1.03 In Malawi, education lagged behind that of other countries of comparableincome level in sub-Saharan Africa. In 1978, only 25 per cent of the adult populationwere estimated to be literate. Enrolment in Standards I-V (Grades 1-5) was only68 per cent of the age group 6-10 years and in Standards I-VIII (Grades 1-8) 56per cent of the age group 6-13 years. Less than five per cent of the school agepopulation was in full-time secondary education (including general secondary,technical, vocational, teacher training and correspondence courses) - a figurewhich was the lowest in Africa. The output of agricultural, industrial andcommercial technicians from specialized secondary and higher institutions fellshort of manpower demand.

1.04 The main issues in the education and training sector in the late 1970s werethose related to the (i) low quality of primary education, (ii) limited access toprimary schools, (iii) small size of the secondary school system and (iv) theinsufficient number of trained secondary teachers.

1.05 Primary Education. Primary school construction, furnishing and equippinghad traditionally been the responsibility of local communities. This policy hadundergone a significant change and under the Second Education Project (Credit590-MAI), the Government constructed 23 prototype primary schools. Subsequently,with bilateral assistance and internal resources, the Government began providingabout MK3,000 per classroom and technical assistance to assist communities withconstruction. The quality of school construction undertaken on this basis wasgenerally higher and more durable, but more costly, than schools constructed

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by communities without such assistance; nevertheless, it was of an adequatestandard to provide a satisfactory classroom for between 50 and 60 pupils.Consequently, the Government decided to increase the expenditure per classroomeven further.

1.06 Although school location was normally approved by. MOEC, such approvalhad been on a pro forma basis, following community initiatives. As a result, inmany instances, classroom construction was not undertaken in the areas of greatestneed. In view of this problem, MOEC, with IDA assistance, initiated a schoolmapping survey to help determine school construction needs and rationalize schoollocation to accord with population distribution, geographic features and equityconsiderations.

1.07 Provision of educational materials and equipment was the responsibilityof local authoriti;?s. These authorities annually utilized the school fees for thispurpose. In 1979 the fees were MK2.00 per student in rural areas, and MK3.50in urban areas for Standards I to V (Grades 1 to 5), MK4.00 for pupils in StandardVI (Grade 6), and MK6.5 for pupils in Standards VII and VIII (Grades 7-8). Thesefees, however, covered only one-third to one-half of overall textbook requirements,depending on the durability of the books. Because of financial constraints, localauthorities were able to provide only some basic instructional materials andtextbooks to pupils in Standard VIII (Grade 8); for the other classes, there weresometimes one book for every seven pupils. Most books were published and printedprivately in Malawi, and the Malawi Book Service (MBS) purchased, distributedand sold the school books at reasonable prices to local authorities. When the Projectwas being appraised, a major policy decision was taken - the Central Governmenttook over the responsibility for financing a large portion of the costs of textbooks,beginning with the basic English, Chichewa and arithmetic textbooks.

1.08 Secondary Education. Government policy at the secondary level was torestrain annual enrolment increase to three per cent. However, at appraisal ,thad become clear that the output from secondary schools was far below the levelrequired to supply the needs of the labour market. Low enrolment at secondaryschools was also adversely affecting the entire school system. Secondary schoolplaces were available for only nine per cent of the students who passed the PSLC.In an effort to obtain secondary school places, many students were repeatingStandard VIII, with the result that about 50 per cent of the pupils at this levelwere repeaters. Secondary schools were boarding institutions and the availabilityof boarding places ensured that at least some rural boys and girls who weresuccessful in the PSLC were able to attend secondary school.

1.09 Internal efficiency of secondary schools was relatively high but there wasr scope for improvement. Examination pass rates were 69 per cent for students

who sat the Junior Certificate (JC) examination and about 62 per cent in the caseof the Malawi Certificate of Education Examination. The student:teacher ratioaveraged 21:1 and 87 per cent of the secondary school teachers were qualifiedat the degree or diploma level. However, 32 per cent of all secondary schoolteachers were expatriates, and 100 teaching positions (about 10 per cent) insecondary schools were unfilled. Enrolment growth was estimated to requirean average of 90 new teachers per year from 1977 to 1990.

1.10 The output of secondary school teachers from Chancellor College, wasonly about 30 per year. The Government proposed to increase this output to 90per year, equally divided between the three-year diploma programme and the

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four-year degree programme. Boarding, academic and staff facilities were requiredto increase the College enrolment from 600 to 825 students, but particularly inthe teacher education programme, from 105 to 330.

1.11 In response to social pressure to expand secondary education, the MOECdeveloped an alternative junior secondary education system which offered educationthrough radio and correspondence courses under the control of the MalawiCorrespondence College (MCC). Originally, MCC junior secondary schoolequivalency centres were intended for part-time students who were working duringthe day. By 1977, these centres were charging a fee of MK22 per year and operatingas full-time schools, offering accommodation for students with the Primary SchoolLeaving Certificate up to six hours a day. MCC centers enrolled about 3,000(compared to the regular junior secondary schools' enrolment of 9,000) while onlyabout 21 per cent of MCC candidates passed the JC Examination and thesecomprised only 10 per cent of the total number of JC examination passes.

1.12 Commercial education. Courses were offered for typists, secretaries andbook-keepers in correspondence schools and in poorly equipped, expensive, privateschools. Some general secondary schools provided training in commercial skills,but this was inadequate.

Project Generation

1.13 ihe idea of a Third Education Project was discussed initially with theMalawian Government by IDA staff, during an IDA Education Sector Review Missionin November 1977. In January 1978, the Bank Group confirmed that a projectwas possible to: (a) rehabilitate five existing day secondary schools, (b) financefacilities for commercial education in existing three technical schools, (c) expandsecondary teacher training at Chancellor College, (d) finance school mappingactivities (e) improve and expand Correspondence education, (f) establish theMalawi Institute of Education and Curriculum Development Center at Domasi,(g) supply primary school textbooks, (h) upgrade facilities at Malawi CentralExamination and Testing Board (MCETB), (i) supply basic primary schoolconstruction materials for the self-help school construction programme, (j) providemeans of transport for 70 inspectors and (k) support management, training andeducational studies. In February 1978, a school mapping specialist went to Malawito conduct a workshop on school location planning techniques for MOEC staffin preparation for the project and in April 1978, the Government formally requestedproject financing from IDA.

1.14 During appraisal, the proposed project content was modified to add minorimprovements to existing facilities and increase staffing levels at the Colby Collegeof Agriculture. Assistance to the MCETB was added to the ongoing SecondEducation Project instead and therefore deleted from the proposal for the ThirdEducation Project. Negotiations were held in April 1979 and Board approval wasgiven on 17 May 1979. The Development Credit Agreement and the Special ActionCredit Agreement Iigned 19 June 1979, provided for the sums of US$14.5 millionand US$7.5 million- respectively.

1/ EEC equivalent.

Table 1.1

Project Objectives, Components and Intended Beneficiaries

Objective Component Intended Objective Component Intended

Education Services: S. Constructing, furnishing and All primary and secondaryPrimary Level To improve management equipping the Institute of students and 800 teachers

Fducation at Domasi and supervisors per yearTo improve efficiency 1. Constructing, furnishing 50,000 primary school 9. Provision of 50 vehicles for 35 school inspectors andand increase access and equipping about 1,000 pupils and 500 teachers school inspectorate and District Education Officer

classrooms, to accom- educational institutions and six educational insti-modate 50 pupils each, tutionsand 500 staff housing units.

2. Provision of sbout 2.2 740,000 primary school To undertake studies and 10. (i) A tracer study on grad-million primary school pupils evaluation of the Second uates of secondarytextbooks in English. and Third Education Projects schools, teacher trainingChichewa and arithmetic. programmes at Chancellor

To provide trained 3. Expansion of Mzuzu,Teacher 120 teacher trainees traiong program me at tleteachers for primary Training College in order to three tecinical schoolsschools increase its enrolment from

420 to 540 trainees. (ii) A school mapping study

Secondary Education (iii) Studies to provide infor-mation for the pre-

To improve efficiency 4. Constructing, furnishing and paration of a natirnaland access equipping education plan and I

(1) 30 MCC centres 2,720 MCC students future education projects. 4,and equipping MCC (iv) A study of the costs,headquarters at durability and firancingBlantyre and of primary school text-

(ii) boarding and other 280 secondary schoolfacilities for five students (v) Evaluation reports on thesecondary day schools Second and Third Education

Projects.To provide trained 5. Constructing,furnishing and 225 student teachersteachers for secondary equipping facilities at Chan-schools cellor College to increase

enrolment from 105 to 330student teachers

To meet the need for 6. Constructing, fumnishing and 120 technical schoolrained manpower in equipping facilities for Com- students and 240

commerce and agri- mercial education in three employees for part-culture technical schools. time training.

7. Constructing furnishing and 60 students and sixequipping six staff houses staff membersand furnishing a dormitoryat the Colby College ofAgriculture

-5-

ProJect Objectives and Description

1.15 The Project was designed to assist the Government of Malawi improveefficiency in and access to primary and secondary education, to assist in theprovision of key manpower needed for development, and to improve curriculumdevelopment, in-service training and management of education. The Project contentis shown in Table 1.1.

1.16 The primary school construction programme in rural areas was expectedto be carried out on a self-help basis with the local communities providing firedbricks, sand, stone and unskilled labour. The Project Implementation Unit (PIU),in co-operation with the Development Division of the Office of the Presidentand Cabinet, was expected to procure and deliver other construction materialsto the sites and furniture and equipment to project schools. The primary schoolconstruction programme in urban areas was to be fully Government financed,with pupils in urban primary schools paying higher fees than those in rural primaryschools. Guidelines for the implementation of the primary school component,including procedures and responsibilites of respective ministries, were to beprepared by the Government. The Government was expected to prepare and sendto the Bank a plan for the provision of primary school textbooks beyond the periodof project implementation.

1.17 Benefits and Risks. The Project was expected to: (i) increase access toprimary education, particularly, in rural areas, (ii) improve equity by locatingprimary schools in educationally disadvantaged areas, (iii) increase access tosecondary education by expanding the MCC (out-of-school) secondary educationprogramme, (iv) fill specific manpower needs by providing training opportunitiesfor primary and secondary school teachers, typists, secretaries, book-keepersand agricultural technicians, (v) assist the education of women through itscommercial education component and the provision of dormitories at secondaryschools, and (vi) improve the management of the education system as a whole,through its support for improved curriculum development, in-service trainingand school supervision.

1.18 According to the Staff Appraisal Report, only the minimum risks anduncertainties with respect to most of the project components were envisaged,since the Government agencies involved were capable of implementing majoreducational programmes. The following steps were taken to minimize the risksassociated with certain components: (a) for the self-help community constructionprogramme, which required co-ordination among several agencies, the Governmentwas requested to establish preliminary guidelines for the coordination of theseagencies; (b) as the establishment of Malawi Institute of Education (MIE) wasa major innovation, the Government gave its commitment to staff the Instituteadequately; and (c) the introduction of the commercial education programmeat the technical schools - also an innovation for Malawi - was supported by technicalassistance for staff training and curriculum development.

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B. PROJECT IMPLEMENtATION

Overview

2.01 The Credit Agreement was declared effective on 19 September 1979 accordlngto schedule. The Project as a whole was satisfactorily implemented by December1985 although the complexity of organizing and coordinating the primary schoolself-help component, had not been fully appreciated at the outset. Logistic andorganizational problems which occurred during the implementation of the self-helpcomponent led to the extension of the Closing Date by two years from the original30 June 1984 to 23 June 1986 when final disbursement was made and the undisbursedsum of US$524,000 (MK970,000) remaining in the Credit account was cancelled.Although the civil works were delayed by 18 months, 1,008 primary school classroomswere constructed - eight more than envisaged (Annex 1). The objectives of theProject were achieved, except for deletion of five secondary schools and variousstudies which were not done. The final cost of the Project was MK 26.5 million(US$25.9 million) compared to MK 22.1 million (US$26.6 million) at appraisal.

Project Administration

2.02 The Project was executed under the direction of the Project ImplementationUnit (PIU) established within MOEC. For most of the project implementation period,the PIU staff comprised one manager, a senior architect, two architects and twosupervising engineers, a senior procurement officer, an accountant, a quantity surveyor(for --- years), three architectural assistants and a number of support staff. DANIDAprovided the architects and engineers. Two Japanese volunteer architects also workedon the Project for a period of two years each. There was also an assistant projectmanager during the last 1.5 years of project implementation. The overall performanceof the PIU has been good. The Unit implemented a complicated project with effectivecontrol of time, quality and cost (paragraphs 2.07 and 3.02). Its semi-annual progressreports were sent to IDA according to the schedule.

2.03 Although the PIU has implemented three education projects between 1967and 1985, it has not employed the services of Malawian architects. Because of thedependency on foreign consultants who leave at the end of their contract, theexperience gained through project implementation has not been accumulated inMalawi. Neither the PIU nor Malawi can afford the heavy loss incurred by thecontinued dependence on foreign staff. As a matter of priority, the Governmentneeds to sponsor the training of project management specialists and employ themunder conditions that would retain them.

Civil Works

(a) Post-Primary Institutions

2.04 Almost all the construction work involved the extension and/or upgradingof existing institutions, consequently, selection of sites was not a problem. At mostof the sites, adequate land was already available for the proposed developments.It was necessary to acquire land only at Chancellor College in Zomba and at theurban MCC Centres of Mzuzu, Zomba and Blantyre.

(b) Primary School Classrooms and Teachers' Houses

2.05 The design for the classrooms is simple and the rooms are suitable foraccommodating 50 pupils. The design for the teachers' houses is spatially adequate

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but the siting of the open pit latrine adjacent to the kitchen is unsanitary. Theselatrines need to be condemned immediately as a health hazard and be re-built furtheraway from the cooking area.

* 2.06 Primary school classrooms and teachers' houses were, in most cases, builtat existing schools where land was already available free of charge. The locationof about 40 per cent of the classrooms and teachers! houses was determined by DistrictDevelopment Committees (DDCs), the main criterion for siting being that communitieswere willing to fulfil their obligations. The remaining 60 per cent of the classroomswere to be distribufqd on the basis of equity. A 1983 evaluation study of the self-helpproject component- showed that this approach had its problems in that classroomswere proposed for areas where:

(i) there were other self-help projects (e.g. health) in close proximity,and therefore the local community was unable to provide bricks andlabour on schedule;

(ii) local materials were available only at some considerable distance fromthe site;

(iii) access to sites was poor or very difficult.

These, and such other problems as inadequate management, shortage of materialsand deficiencies in the distribution and transportation of materials, necessitatedthe extension of the project implementation period from four to five and a halfyears. The Evaluation Study conducted under the Project found that the Projectwas delayed mainly because (i) it was over ambitious, with 490 sites scattered overthe country; (ii) conflicts existed between self-help and equity concepts (paragraph4.05); and (iii) the number of agencies involved (PIU, MOEC, OPC, DDCs, REOs,DEOs and local communities) was large and the respective responsibilities of theseagencies were not clear. After half the implementation period had elapsed, theconstruction of classrooms accelereted. Some classrooms were shifted to communitieswilling to participate in the self-help programme; transportation and distributionof building materials were improved by providing Regional Educational Offices withadditional trucks and warehouses; and management arrangements were streamlined.Clearly, therefore, the major problems with this component were not inherent inthe self-help concept, but stemmed from weaknesses in planning and implementation.

2.07 The design and supervision of the construction of primary schools and MalawiCorrespondence College (MCC) Centres were undertaken by the PIU, while a localarchitectural firm, contracted by the PIU, carried out the design and supervisionof the construction of the Malawi Institute of Education (MIE) at Domasi. A UKbased firm, with a local office in Malawi, designed and supervised work at ChancellorCollege under a contract with the College. The Ministry of Works and Supplies (MOW)designed and supervised the construction of the commercial wings at Mzuzu, Lilongweand Soche Technical Colleges. All firms performed well. MOW needed more timebecause their original plans did not follow the architectural working papers andtherefore had to be redone. Civil works contractors also performed well. Workswere executed on schedule (Annex 2). The physical components that were directlyor indirectly handled by the PIU were completed in 1982, before the scheduledcompletion date of December 1983. The expansion at the Technical Colleges andChancellor College were completed one to two years later than scheduled. Theprimary school classrooms handled by many Government agencies (paragraph 2.06)were completed two to four years later.

1/ Evaluation of Primary School Self-Help Construction Programme, by P.W. - I I

2.08 The quality of the construction was fair to satisfactory, in the case of thep imary classrooms, and satisfactory in the case of the other buildings.

Furniture, Materials and Equipment

2.09 AU procurement of furniture and equipment was done by the PIU. About 57per cent of the procurement of furniture and equipment was done through InternationalCompetitive Bidding (ICB), 40 per cent through direct contracting and three percent through local tender. Overall, about 20 per cent of the furniture and equipmentwas supplied by foreign firms and 80 per cent by local or locally registered firms,although most of these firms imported raw materials for local manufacture orassembly of the items or even imported finished items.

(a) Direct Contracting

2.10 Direct Contracting was used in the procurement of vehicles in order to ensurecompatibility with the existing fleet of Government vehicles. Some 30 per centof the door and window frames, required for the self-help primary school classroomsconstruction component, were procured through a negotiated contract with a localmetal products company to enable the project to get off the ground quickly. Directcontracting was also used in the procurement of primary school textbooks. Thecontract for this procurement was negotiated with a local firm which held thecopyright.

(b) Transport Problems

2.11 In 1982, the traditional transport routes for Malawi through Mozambiqueto the ports of Nacala and Beira became inoperative. Imported equipment andmaterials were then transported through the longer more time consuming andexpensive routes, using the ports of Dar-es-Salaam or Durban. However, thetransportation problem was not a major hindrance to project implementation, sincethe PIU imported equipment and material well ahead of the time when they wouldbe required.

(c) Furniture design

2.12 The PIU adopted a standard design for the primary school furniture, whichwas later revised, to make it less complicated and expensive.

Area Allocations

2.13 There were differences between the actual areas constructed and the appraisaestimates for Malawi Institute of Education, Mzuzu Teachers' College, ChancellorCollege, MCC and the Technical Colleges (Annex 3). At the MCC Centres therewere substantial increases in the size of the administration and toilet blocks. Thebuilding program ne of the Chancellor College was changed after the appraisal ofthe Malawi Fourth Education Project - the construction and equipping of sciencelaboratories were transferred to the Fourth Project, while the area of the librarywas enlarged from the originally planned 1,632 m2 to a total of about 2,700 m2 inorder to provide an adequate number of reader places (590) for the student body.

Project Modifications

2.14 During implementation, a secondary school (Salima) was deleted from theProject because of site flooding problems. The rehabilitation of four secondaryschools was transferred to the Fourth Education Project (Credit 1123-MAI) becausethe Third Education Project did not have sufficient funds. (paragraph 4.11)

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Technloil Asistance

2.15 The Project was supported by 38.5 man-years of specialist services financedby agencies other than IDA (Table 2.1). Although provision was made for acquiringengineeering and architectural services,neither the Staff Appraisal Report nor theCredit Agreement included an estimate of the number of years of technical assistancewhich would be required.

Table 2.1

Summary of Tedhiceal Assistance

No. of Area of Financing No. of Project ComponentSpecialists Specialization Agency Years_/ Supported

2 Architecture DANIDA)2 Engineering DANIDA 20.5 Civil Works2 Architecture Japanese Aid 4.0 Civil Works1 Procurement ODA 5.5 Procurement2 Educational UNDP 6.0 Educational

Research Studies1 Commercial UNDP 2.5 Curriculum

Studies for Commer-cial Stjdies

I/ For details of duration, see Annex 4.

The technical assistance programme has oeen successful in establishing commercialstreams at the technical colleges and in assisting the PIU to perform well in planning,contracting and execution-of civil works. Overall, the consultants performedsatisfactorily.

2.16 Under the fellowship programme, 12 persons received training for a totalof 10.5 years as instructors for secretarial and commercial courses (Annex 4). Fouryears of training were provided in Kenya and the remainder in the UK. Of the 12persons who received fellowships, nine are working at the technical colleges andprincipals have expressed satisfaction witli their performance so far.

Fulfilment of Covenants

2.17 The Govemment fulfilled all covenants in the Development CreditAgreement (Annex 5).

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11L PROJECT COSTS AND DISBURSEMENTS

Capita Costs and Finang

3.01 A comparison of appraisal estimates and actual project costs is shown inTables 3.1 and 3.2. Total estimated cost of the Project, including contingencies,at appraisal was MK 22.1 million or US$26.6 million equivalent. The IDA financingof US$14.5 million equivalent and an EEC Special Action Credit of US$7.5 millionequivalent, were intended to cover 86 per cent of the total Projeet cost net of taxes.The actual cost of the Project was MK 26.5 million or US$25.9 million equivalentin dollar terms, about three per cent lower than the appraisal estimate but about20 per cent higher in MK terms. External financing covered about 83 per cent ofproject cost including taxes, and about 86 per cent of project cost excluding taxes.The US$1.6 million reduction in total cost was partly a result of the transfer ofcomponents (studies and pre-investment and rehabilitation of four secondary schools)(US$0.9 million) to the Fourth Project (paragraph 4.26) and partly the result of thestrengthening of the US dollar vis-a-vis the MK during project implementation.

Table 3.1CouparIson of Actual Project Costs

with Awraisal Estimates by Project Comneorts

Appraisal Estimate Actual CostsProject Co pwnnt NK Us$ t of AK to S of S

(million) (mfllion) T Ii (msilion) (m1ll1on) Total differencein USS

Primary Schools 5.77 6.95 26 8.17 6.75 27 -3Textbooks 3.13 3.37 14 2.75 4.02 16 -3Mzuzu reachers' College 0.97 1.17 5 0.87 1.22 5 +4MCC Centres 2.08 2.50 9 3.31 2.29 9 -7Secondary Schools 0.71 0.86 3 - - - -

Technical Colleges 0.72 0.87 3 0.56 0.81 5 -7Agricultural College 0.25 0.30 1 0.20 0.30 1 0Secondary TTC 4.04 4.87 18 4.92 4.29 17 -12MIE 2.75 3.31 13 3.33 3.17 12 -4Studies & Pre-investments 0.30 0.36 1 0.17 0.17 - -80Project Administration 0.60 0.72 3 0.73 0.77 3 -7Professional Services 0.78 0.94 4 1.06 1.26 5 +34PIU Warehouse Extension - - - 0.09 0.09 - -

Total 22.10 26.62 100.0 26.16 1/ 25.04 100.0 -6

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Table 3.2Coarison of ACtual ProJect Costs

wlth Aeraisal Estimtes bY CateaorY(Kuhll1n)

Appraisal Estimte Actual Costs

Category IUK US$ S Rf NK Ua$ of S(mdllion) (million) Total (million) (million) lotal differenc

Civil Works 12.52 15.08 56 17.25 16.70 65 11Furniture 2.62 3.16 12 2.22 1.85 7 -41Equipment 5.28 6.36 24 5.05 5.20 20 -18Studies 0.30 0.36 1 0.17 0.07 - -81Consultant Services 0.78 0.94 4 1.06 1.26 5 34Project Administration 0.60 0.72 3 0.73 0.77 3 7

Total 22.10 26.62 100.0 26.48 25.85 100.0 -3

,/ Actual costs in Kwacha in Tables 3.1 and 3.2 provided by PIU differ by MK 321,900.PIU has been asked to check these figures.

3.02 Most project components had cost underruns in US dollars. The four per centcost overrun in US dollars or the Mzuzu Teachers' Training College is mainly becauseof its early completion in November 1980, before the time of depreciation of theMalawi Kwacha in relation to the US dollar. Increased costs for goods and servicesduring project implementation contributed to the cost overruns for civil works,consultant services and project administration (Table 3.2).

Disbursements

3.03 As shown in disbursement schedules (Annex 6), the disbursement rate wassatisfactory, over most of the implementation period. It tapered off at the end ofthe project period in part because of delays in the primary school programme andpartly because of the local currency devaluation. The EEC Credit was fully disbursedby August 1982. Because of the strengthening of the US dollar during the early 1980s,the EEC Credit, which was equivalent to US$7.5million at the time of appraisal,decreased by about ten per cent to US$6.8 million equivalent at the closing of theEEC Credit.

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Reeurent Costs

3.04 At appraisal, it was estimated that recurrent cnosts generated by the Projectwould amount to about US$1.6 million equivalent at 1979 prices, excluding theannualized cost of the capital investment, or about one per cent of the total recurrentbudget of 1985/86, and that textbooks would account for 60 per cent of this figure.

3.05 Exact recurrent cost figures generated by the Project are not yet available,because some major project institutions are not yet fully staffed. However, it isestimated that when aWl institutions are in full operation, incremental recurrent costs(excluding the annualized cost of the capital investment) would remain below thesum of US$1.6 million estimated at appraisal, partly because of the devaluation ofMalawi Kwacha in terms of the US dollar and the freezing of teachers' salaries.

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IV. PROJECT OPERATIONAL OUTCOMES

Overview

4.01 In general, the PRoject objectives were achieved and in some instances theresults were in excess of the staff Appraisal Report estimates. The Project provided1,008 primary school classrooms, thus creating 50,400 new school places. However,this number of places was well below the national growth in pupil enrolment of 162,863between 1979/80 and 1985/86. Of the 500 staff houses included in the Project, 487were provided. Improved equity in access to primary education was a major objectiveof the Project, but achievement of these aims was compromised by the criterionof self-help in constructing these classrooms (paragraph 2.06). The supply of learningmaterials to primary schools was increased by the distribution of 2.7 million textbooks,500,000 more than the originally agreed number. Through the expansion programme,the Mzuzu teacher training college increased its trained teacher output from about140 in 1979 to 240 in 1987.

4.02 In regard to secondary education, approximately 2,800 places were providedthrough the construction of 30 MCC centres and it is expected that the quality ofprofessional support for these centres will improve as a result of the renovationand upgrading of the MCC headquarters. Chancellor College is now better equippedto train 168 more students in academic and technical fields through the expansionof its facilities, including the library, classrooms and hostels. The MIE was establishedin 1979 and has since prepared and made available 33 publications, including teachers'guides, and textbooks for primary schools and primary teacher training, and hasheld in-service training workshops annually for senior education personnel and forthe least qualified teachers.

4.03 As planned under the Project, 50 vehicles were provided, mainly to facilitateincreased supervision of schools. The School Mapping Study, intended to identifythe location of schools was completed, but in most cases the location of the primaryschools was determined by considerations.

Primary Education : hnptored Access and Efficiency

4.04 The 50,400 primary school places provided under the Project representedabout 31 per cent of the overall increase (162,863) in primary enrolment which grewfrom 779,676 in 1979/80 when the Project was appraised to 942,539 in 1985/86 whenthe Project was completed. In some Project schools there were classes of over 100pupils and four children sat on benches made to accommodate two and others saton the floor. The teachers were unable to move around the classrooms and teachingwas limited to lecturing. Thus the conditions for improvement in the quality ofprimary education have not generally been established, although some increasedaccess was provided.

4.05 Although the Staff Appraisal Report pointed to equity as an important aspectin identifying the location of schools, ther were some major problems. Somecommunities were reluctant to participate in self-help school constructionprogrammes. There was a shortage of suitable clay for brick-making and aninadequate supply of sand and stone in certain areas. Some sites were inaccessibleand as a result, the Central Region, which has the lowest enrolment rate, did notreceive a fair share of the schools. This is one of the hazards of self-help schemes- generally the better-off communities take fuller advantage of the opportunitiesoffered (Table 4.1).

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Table 4.1Dlstribime of Classvoi by oms

No. of No. ofClassrooms Classroom Total

% Provided Provided No. ofNo. of S of Student Under Under Classrooms

Region Classrooms Total Enrolment Phase I S Phase 2 S Provided I

Northemn 815 (11) 100 R0 (18) 48 (8) 128 (13)Central 2.938 (40) 57 140 (31) 184 (33) 324 (32)Southern 3.526 (49) So 226 (51) 330 (59) 556 (55)

Total 7.279 (10W) 63 446 (100) S62 (M1D) I.'m3 (IQ3)

See Annex I for details.

4.06 Efficiency of primary education has improved, but only marginaly. At thetime of appraisal, the number of pupil-years of a cohort divided by the number ofgraduates produced a figure of 16.9; however, in 1987, according to the AppraisalRepart for the First Sector Credit this figure had been reduced to 16, by comparisonwith the appraisal target of 13.2.

Textbook DLstrition Progrmme

4.07 Compared to the appraisal target of 2.2 milion textbooks, primary school3received 2.7 milion textbooks, in English (0.8 million), Chichewa (0.9 million) andarithmetic (1.0 million) (Annex 7). The Project was supposed to provide a set of threetextbooks for each primary school pupil. Although primary school enrolment hadincreased from 740,000 at appraisal to 899,460 in 1984/85 when the book distributionwas completed, the amount of books supplied overall was sufficient for three booksto be supplied to each child.

4.08 FuU information was not available on the actual distribution of the booksby region or district. It appeared however, that the Project succeeded in improvingthe student:book ratio from about 5:1 at appraisal to about 5:4. The student:bookratio per subject ranged, accomding to the particular book, from 10:1 to 10:37 (Annex8). Furthermore, there was unequal distribution of books. The studentAjook ratiowas lower for Grades 1 and 2 than for Grades 3 to 8. This was due to two factom(i) because the upper grade pupils were allowed to take the books home and the teachingand learning process at this level depended upon the books more than at the lowerlevel, the books were more rapidly worn out and their replacement by the Governmentwas slow; and (ii) in supplying the books, no allowance was made for the high drop-out of pupils from Grades 1 and 2 which resulted in a generous net provision of books.

4.09 The inclusion of a textbook component in the Project was a positive movetowards upgrading the quality of primary education. However, the quality of thebooks provided is a source of concern. In order to meet the project schedule, MOECdid not spend the necessary time reviewing the books and the English textbook, forexample, had been written in the mid-1960s and not revised thereafter. Consequently,it has a teacher centered approach and its concepts are generally unrelated to thepresent Malawian society. This has posed problems for MIE staff who prepared theteachers' guides on the basis of the school textbooks and were therefore constrainedby their shortcomings. When such a large investment is to be made in textbooks,steps are needed to ensure that they are in keeping with the school curriculum. Despitethe shortcomings, the books filled a gap and MOEC can, through its subjectconimittees, revise them in a continuing basis, especially in the context of the plannedrevision of the primary school curriculum.

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Improving Access to Seconday Education

(a) MCC Centres

4.10 The MCC centres were designed to provide mainly out-of-school secondaryeducation in response to the growing social demand for secondary education. TheThird Education Project provided 30 additional centres and equipment for theheadquarters at Blantyre; however, this input of equipment only is insufficient toeffect substantial improvement in the quality of the education offered. Thecorrespondence programme has the potential to provide secondary education of areasonable standard; however, it is at a disadvantage because of (i) inadequacy ofthe supply of resource books, printed instructional materials and functioning radiosat the centres, (ii) the shortage of trained personnel in secondary education bothto supervise the centres and to be tutors at the central office and (iii) the overcrowdingat the centres. Some of the problems are being addressed under the Fifth EducationProject and a review undertaken after the completion of that Project should throwmore light on how to improve the efficiency of the programme.

(b) Secondary Schools

4.11 The secondary school component was transferred to the Fourth EducationProject because, during the appraisal of the latter project in June 1980, substantialincrease in enrolment in secondary schools became a priority and it Vas estimatedthat the Third Project did not include sufficient financing for expansion on the requiredscale. Two of the secondary schools that were to be upgraded under the Third Project(Balaka and Mitundu) were therefore transferred to the Fourth Project in June 1982,under which they were to be extended to double their enrolments from 240 to 480,in addition to being upgraded. Two other secondary schools, Nkhotakota and LikomaIsland, were similarly transferred in March 1984. A fifth secondary school, Salima,was deleted from the Project because the site was liable to flooding.

Manpower Training for Business, Agriculture and Education Sectors

(a) Commercial Studies

4.12 Because of the delay in providing the technical expertise for preparationof the syllabi, the commercial programme was started in 1986, three years behindschedule. It is too early in the programme to assess its relevance to the businesssector. Some trained commercial teachers have expressed concern that they hadlittle or no participation in preparing the programme and some books which theyrequested were not supplied, while they received other less useful books.

4.13 The technical colleges offer day and evening courses. The evening coursesare fully enrolled, but day courses are under-enrolled, mainly because of the latestart of courses. At Mzuzu College, about 113 students were enrolled ir. '1988 in eveningclasses (two nights a week), but only 19 enrolled in the day course - 15 in the basicbusiness stream for the nine-month course which began in September 1986 and fourin the secretarial stream for the 18-month course which began in January 1987.

4.14 The Ministry of Labour and Personnel Management and Training does notassist commercial graduates, most of whom are female, in their search for employment,although such assistance is provided for all other technical fields. Clearly, this anomalyneeds to be corrected.

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(b) The Colby Agriculture College

4.15 The Project provided Colby College with four of the six staff houses thatwere planned, dormitory furniture for 60 students, desks and chairs and a 12-seaterminibus. In 1983, only four years after Credit Signature, Colby College was closedand students were transferred to the National Resources College as part of aGovernment effort to centralize the training of technical assistants. The desks andchairs are on loan to a nearby primary school and the minibus is being utilized bythe Ministry of Agriculture.

(c) Mzuzu Teacher Training College

4.16 Under-enrolment has oeen a problem at Mzuzu since the completion of theextension in 1980. In 1987/88 there were 312 males in the 330 available places and148 females in the 210 available places - a total of 80 vacancies. The low enrolmenthas been attributed to the failure of females to take up all of the 210 places allocatedto them. The principal should be responsible for raising the issue with MOEC andexploring possible solutions, but so far, with the frequent transfer of principals, thishas not happened.

(d) Chancellor College

4.17 The Project objective of increasing the enrolment of Chancellor Collegefrom 600 to 825 students was achieved in 1983/84. Because of assistance continuedunder the Fourth Project, the enrolment further increased to 1,023. About 461 ofthese students were enrolled in education courses, well above the appraisal targetof 330. In line with the Project objectives, about 31 per cent of the students ineducation programmes are enrolled in science/mathematics programmes (Annex 9).The library expansion at Chancellor College, proposed under both the Third and FourthEducation Projects, was consolidated and implemented under the Third Project, hencethe large increase in area noted above (paragrf.ph 2.13).

(e) The Malawi Institute

4.18 Malawi Institute of Education (MIE) was established in 1979 to replace theDomasi Teaching In-Service Training Centre. It received (a) physical facilities underthe Project to accommodate 150 trainees and 30 staff and (b) technical assistancefrom UK and UNDP. The Institute was given responsibility for curriculum development,materials preparation and in-service training for the entire primary and secondarysystem. (Staff Appraisal Report paragraph 4.18).

4.19 MIE was intended to provide support for both the primary and secondarylevels. It has so far concentrated its efforts on developing teaching materials andin-service training for primary school personnel. Between 1982/83 and 1986/87, MIEproduced 18 teachers' guides in science, history, arithmetic, civics, agriculture andEnglish, three textbooks in health education, three in primary science, one inagriculture, and eight in various aspects of teacher training (Annex 10).

4.20 Generally, the teachers' guides have been well thought out and prepared'and well received by principals and most teacher training institutions. There are,however, a few problems. Some teachers' guides were prepared for school textbooksthat were out-of-date and, as a result, they are teacher dominated and include fewactivities aimed at stimulating the creative abilities of the pupils. There is littleevidence of the problem solving approach to teaching and learning, especially in thenoh-science subject areas. The teachers' guides were written for individual coursesand are too compartmentalized; they do not sufficiently promote mutual reinforcement

- 17 -

end knowledge transfer between subjects. Among the Teachers' Training Colleges(ITCs) the advantage taken of these MIE materials varied and there is no MOECpolicy on their utilization. There is more extensive use of MIE materials in the recentlyestablished TTCs than in the older ones, the reason being that the latter receivedinsufficient supplies of materials.

4.21 One Project objective was that MIE would annually provide training coursesfor about 600 primary school teachers and short courses for about 60 inspectors andDistrict Education Officers, 100 primary school headmasters and 40 secondary schoolteachers and others. The objective of training 600 teachers annually was not achieved.The administrator at the Institute felt that, since training programmes could notbe provided by MIE for the approximately 15,000 teachers who needed training, theyshould seek a multiplier effect of training mainly Education Officers, school inspectorsand headteachers who could in turn hold training sessions in their respective districtsand regions for teachers. In the period 1985 to 1987, MIE held 25 such training sessionsto train over 1,200 education personnel in the use of new teaching materials and otheraspects of education.

4.22 With regard to curriculum development, MIE has proposed to MOEC changesin the objectives of primary education and, at the time of the completion mission,was awaiting a response. MIE conducts three major curriculum development workshopsannually for about 120 participants each and 12 curriculum evaluation workshopsof about one to two weeks each.

4.23 In 1988, MIE had a staff of 151 comprising 19 professionals, five administratorsand 127 support staff. Because of the inadequate provision of staff housing, MIEis unable to increase its professional and administrative staff to the appraisal estimateof 30. The buildings were provided more or less according to the details agreed atappraisal, except that the area for library, language and visual aids was increasedby 75 per cent from 320m2 to 561m2.

4.24 The physical facilities of MIE are not being utilized exactly as planned because(a) the change in strategy noted above (paragraph 4.21) has reduced the numbers tobe trained in MIE and (b) for even the limited number of workshops planned forteachers, funding by MOEC has not always been made available. Some intendedclassrooms are being utilized as materials production and administrative offices.The utility of the library has been increased with the establishment of Domasi TTC,since Domasi students have access to it. The language laboratory is being utilizedas an administrative office and parts of the equipment have been taken out to replaceworn out parts in language laboratories in other institutions. Steps should be takento make the language laboratory operable so that it can be utilized by Domasi TTCwhich has only one language laboratory for the training of over 500 trainees.

4.25 Between 1982/83 and 1986/87 the total recurrent expenditure increasedfrom K284,800 to K718,675 and income increased from K290,929 to K866,501 overthe same period (Annex 11). On the average, approximately 68 per cent of the totalIncome was provided through Government subvention and the remaining 32 per centhas been earned mainly from staff house rents, catering sales and printing andduplicating services.

Studies

4.26 The only study carried out under the Project was the school mapping study.In consultation with IDA. All other studies (Table 1.1,10) were transferred to theFourth Education Project. The school mapping study was completed somewhat latein 1983, and its recommendations were supposed to guide the allocation and siting

- 18 -

of primary classrooms among districts to improve equity. However its impact onequity was almost nil because, in the provision of primary classrooms under the Project,considerations regarding self-help potential, accessibility of sites and availabilityof building materials often overrode the concern for equity.

Improving School StVevision

4.27 Fifty vehicles were supplied (as planned) by the Project: (a) 43 all-terrainvehicles for REOs (3), DEOs (28), MCC (3), MOEC (4), MIE (1), Mzuzu TTC (1) andPIU (3); (b) two buses: one 36-seater for MIE and one 10-seater for MOA; and (c)five trucks for the PIU (Annex 12).

4.28 The vehicles facilitated improved operations of REOs and DEOs and theeducational institutions. School inspection has been intensified, but it is not clearwhether this is as a result of the increased number of school inspectors of the vehiclesprovided to educational offices. School inspectors expressed preference for usingpublic transportation (buses), walking, or using small vehicles (motorbikes aad smallcars) to carry out inspection because of the difficulties in co-ordinating pooltransportation for individual inspectors. They indicated that the vehicles suppliedby the Project were suitable for team visits. Under the First Education Sector Credit,motorbikes will be provided to inspectors.

- 19 -

V. IDA PERFORMANCE

5.01 Project generation was not protracted. About one year elapsed betweenCredit Application and Board presentation and four months from Board Approvalto Credit Effectiveness. About 36 staff weeks were spent in the field on projectgeneration missions. Attention should, however, be drawn to two questions inproject design - firstly, whether it was wise to have included Colby College ofAgriculture in the absence of a long term comprehensive plan for the developmentof agricultural education and training and secondly, whether a prior study of self-help potential in the construction of primary schools would not have been useful,especially in the light of the equity objectives which were to be pursued.

5.02 Although the PIU had implemented two education projects prior toimplementing the Third Project, there was no use of local staff at the professionallevel in architecture and engineering. A shortcoming in the design of the ThirdEducation Project therefore was the absence of arrangements for providing suchpersonnel in the PIU.

5.03 The Project was supervised by 14 IDA education missions 25 staff weeks,excludipg the completion missions and several visits from the Controllers'Department of the Bank. AR supervision missions combined supervision of thisProject with generating subsequent projects or with supervising other projects.The interval between missions ranged from three to eleven months, averaging4.7 months. A broad mix of staff participated in these missions - architectsparticipated in 14 missions, economists in 10, education planners in six, generaleducators in two, and two technical educators and operations specialist in onemission each. Although much attentioni was given to the quantitative aspects,the location of primary school classrooms and the development of the MIE shouldhave been better monitored. On the whole, however, IDA staff supervision hasbeen effective and has established and maintained good re'ationships withGovernment officials.

5.04 IDA was reasonably flexible during project implementation and approvedtwo amendments to the Credit Agreement involving transfer of secondary schoolsto the Fourth Project (paragraph 4.11), and adjusting and re-phasing the assistanceprogramme to Chancellor College over the Third and Fourth Projects (paragraph4.17).

-20 -

VI. LESSONS DRAWN FROM THE PROJECT EXPERIENCE

6.01 The Project concept and design were in accordance with the educationalneeds of Malawi. Primary education enrolment increased by about 162,863 (21per cent) between 1979/80 and 1985/86 and the Project contributed about 31 percent of the additional places. The population growth, however, reduced the impactof the Project and enrolment ratios have not improved substantially.

6.02 In order for the PIU to reduce its dependence on expatriate services, specialmeasures are required to provide local professional staff, particularly architectsand engineers.

6.03 In regard to equity of access to primary education, special attention needsto be given to the problems of disadvantaged rural communities where (a) a co-ordinated approach to the provision of services such as access roads, water supplyand health care would be most effective in parallel with efforts at providing schoolplaces, and (b) the assistance provided to communities under self-help programmesneeds to be somewhat more generous than in less disadvantaged communities.A school mapping exercise is clearly not an answer in itself.

6.04 A self-help construction programme requires detailed planning includingspecial attention to the availability of labour and raw materials in the qualityand quantities required. Although the Project provided some raw materials andsome effort was made towards the co-ordination of the multiplicity of agencieswhich were involved, the support system to ensure timely implementation of theProject was not adequately identified.

6.05 During project generation more precise consideration should have been givento the recurrent cost implications of the Project and the ability of the Govemmentto meet these costs, particulary to the cost of textbook replacement and of thein-service teacher training programmes.

6.06 In respect of the primary school textbook programme, time was neededto undertake a review of the textbooks which were being utilized in the primaryschools in order to determine their suitability for the primary school curriculum,and an adequate primary school textbook programme prepared on the basis ofthe findings of the review.

6.07 The MCC programme offers an alternative to regular secondary educationfor over 10,000 students. The Project provided physical plant and some learningm1.aterials, but not enough attention was given to the institutional (organizationand management) aspects and to software needed for the programme. Theeffectiveness of the programme was hampered inter alia by the shortage of trainedpersonnel and the inadequacy in the proportion and distribution of the learningmaterials. These problems are being addressed in the First Education Sector Credit.

- 21 -PROJECT COMPLETION REPORT

THIRD EDUCATION PROECT (CREDIT 910-MAn Annex

LOCATION OF PRIMARY SCHOOLS AND Page I of 5TEACHERS' HOUSES BY REGION

PHA88 I

Region District Site Name No. of Class- No. of Teachers'rooms Houses

NORTHERN 1. CHITIPA Ilengo 4 2Kspende 4 2Chuba 2 1Kavomolo 4 2

2. KARONGA Mwanjasi 6Karonga Cap 4 1Wovwe 4 1Luwezga 4 2

3. RUMPHI Kawaza 4 2Kamphenda 4 1Nkhomboli 4 2Usowoya 4 1

4. NKHATA BAY Chifira 4 2Kalambwe 4 2Mthembo 4 2St. Peters 4 2

5. MZIMBA Bwengu 2 1Ezondweni 2 1Euthinl 2 1Enknondwenl 2 1Edigenl 2 1Ephangweni 4 2Ehehleni 2 1

TOTAL NORTHERN REGION 80 33

CENTRAL 6. KASUNGU Boma 4 2Chamuya 4 2Chigandws 4 2Chamtete 4 2

7. NTCHISI Mawiri 4 2Kayoyo 4 2Nyalabvu 4 2Kasakula 4 2

S. NKHOTAKOTA Mduluka 4 1Khwapu 4 2Masewe 4 2Chipelera 4 2

9. DOWA Kafumphe 4 2Chimunmgu 4 2Mdika 4 2Thonje 4 2

10. SALIMA Lungumadzi 4 2Ngodzl 4 2Msanza 4 2Kaphatenga 4 2

11. LILONGWE Mchitanjiu 4 2Kabudula 4 2Chankhandwe 4 2Namulera 4 2Mataka 4 2Likuni (Boys) 4 2

12. MCHINJI Mkanda 4 2Mbingwa 4 2Kamuzu 4 2Kankhande 4 2

13. DEDZA Miozi 4 1Chimphalika 4 2Mkomera 4 2Mankhamba 4 2Mdeza 4 2

TOTAL CENTRAL REGION 140 Be

-22- ex1

Paoe 2 of 5

Reglen Distrct Site Name No. of Class- No. of Teachers,rooms Houses

SOUTHBRN 14. MANGOCHI Changall 4 2Monkey Bay 4 2St Augustine 3 4 2Majunl 4 2Mdinde 4 2Lulanga 4

15. N¶'CHEU Lizulu (Nzamanl) 4 2Tchauya 4 2Kamwamba 4 2Gumbu 2 1

16. MACHINGA Ngokwe 2Mwitlya 4 2Mawira 2 1Mangsmba 4Chibwanansamala 4 2

17. ZOMBA Mkupu 4 2Mehenga 4 2Utwe 4 2Mkumbira 4 2

13. CHIRADZULU NtaUlka 4 2Thawanl 4 1Makuwa 4 2Katundu 4 1

19. BLANTYRE Madziabango 4 3Namlsu 4 2Khola 4 2Katete 4 2

20. THYOLO Nyodola 4 2Chamasowa 4 2Khonjenl 4 2Byunbwe 4 2

21. MULANJE Lujeri 4 2Chlnyama 4 2Nambadzo 4 2Nkhwnba 4 2Nkhulambe 4 2Khwalala 4 2

22. MWANZA Neno Parish 4 1Kholombidzo 4Kalanga 4 2Mphingwl 4 1Ntaja 2 1Kuchawe 1Mehokadala 2 1Mphombe IKanono IChale IMuwale IMpandadzi 2Ching'ombe ILipongwe 1

23. CHIKWAWA Llvunzu 4 2Makande 4 2Lundu 4 1Chftungwanl 4 2Kunyondo 2 1Mawira 2Mangulenje 4 1Nkhwangwa - 1Namalindi - 1Nkholongo - IKanzimbi - 1Mpama 1Mikolongo 2 1

24. NSANJE transferred Lulwe 6 2from Kalulu Bambala 4 3

Nyamadzere 2 1Kalupsya 2 1Bangula 2 1Makhanga 10 3Kalulu 2 IMankhokwe 4 2NjiM8 2 1Matundu 2 1

TOTAL SOUTHERN RECION 220 109

(PEass 1)

- 23 - A I

PHE Pop3 5

No. of No. of TeachuuRegion Dilstict Site Name Clauroome Houes

NORT0HEN 1. CHITPA Kaplrlnkhode 4 2Terere 4 2Lugnesyo 2 1

2. KARONGA Ntehowo 2 1Fwira 2 1Bwlba 4 2Chankhorombe 4 2Lemero - 1Mazungumika - I

3. RUMPHI Mhuju 4 1Chanyoll 4 1Phoka 4 2Thekero 2 1CMdbvungulu - IBowe - 1Uzumara - 1Mwazisd - 1

4. NKHATA BAY Chiteka 2 1Chissngawe 2 1

S. MZIMBA Mzimba LEA 2 1Luweezi 2 1Ephangwenl 2 1Medas 2 1

TOTAL NORTHERN REGION 48 28

CENTRAL 6. KASUNGU Llvwezi 2 1Kasanduliza 2 1Simulemba 2 1Chulu 2 1

7. NTCMISI Kesonga - 1Malomo 2 1-uai 2 -Chikho 11 2 1Chelunmbe 2 1

S. NKHOTAKOTA Ling& 2 1Matiki 2 1Kaaltu 2 1Liwaladzi 2 1Kenjoka - 1

9. SALIMA Tugulu 2 1Matenle 2 1Msalulg 4 1Nalubva 2 1

10. DOWA Chigudyu 2 1Mvere 2 1Kawere 2 1Katallme 2 1

11. MCHINJI Kalulu 2 1Kazyozyo 2 1Kwauanji 2 1Kamuzu 4 2Mbingwa 2 1Mduwa 2 1Kankhande 2 1

12. LILONGWE (RURAL) Meako 4 2Milungu 2 1Milamba 4 2Kaphira 2 1Kazumba 4 2Kasambwe 4 2Matunduluzi 2 1PMIrilanjuzl 4 2Malingunde 2 1Chimanazo 2 1Chimwala 2 1Mwatibu 2 1Kalumba 2 1Nakuwawa 2 1Mlodzenzi 4 2Chadza n 2. IDzenz- 2 1Chitdme 2 1Magwero 2 1Malikhe 2 1Katutwe 2 1

LILONGWE (URBAN) Area 5 8 1Area 49 8 1Area 43 8 1Area 23 8 I

- 24 -

Annex 1Page 4 of 5

No. or No. od TeacbeTs'Region Dtstdlt Site Name Classrooms Houses

13. DEDZA Kanyenda 2 1Chitundu 4 2Dedza LEA 4 2Kaphuka 2 1Kcllombe 4 2Sangweni 2 1Phokae Mganja 2 1Machese 2 1Kapiri 2 1

14. NTCHEU Mtumba 2 1Cumbu 2 1Namale 2 1Mdeka 4 2Nsiyaludzu 4 2Mwalawoyela 2 1

TOTAL CENTRAL REGION 184 81

SOUTHEN 1. MACHINGA Gawananl 4 1Dziwe 2 1Muthe 4Nkhonde 4 2Nzepa 2Thundu 4Rivirivi 4 2ChMndudzl 2 1Malundan - IMpiniumodzl 2 1Mpalankhwazl - IM ' mang - IMpombe - INaperH IBalaka 2Nkasaulo IJoho 2 1Ulongwe 2 1Ntaja 2 _Mlseche 1 INsalaban - INkasaulo - IChinkwezule - 2

16. MANGOCHI Makawa 4 2Nkope Hill 4 2Mpondas 4 2St. Augustine 1 2 1Khungwa 2 1Luwalika 2 1Mtuwa 2 1Luwesya IMasakasa 4 2CMlmesys 2 1KaburiEra 2 1ChMunda 4 3

17. ZOMBA Namikhate 6 3Taibu 2 1Ntala 2 1Mtokoma 2 1Mpalume 2Namilongo 2 1Domasi 8 4Sambaalendo 2ChMnyasa 2 1Chiluwe 2 1St. Anthony 2 2Mayaka 2 1Miojo 2 1Mulangali 1

18. CHIRADZULU Namadzi 4 2Nsonl 4 1Nsmalu 4Mchere 4Mapesi 4 2Makanani 4 1Mbulumbuzf 4 1Llkhomo 4Masanjala 4 1Mkwanda 4

-25- Amex IPage 5 of 5

No. ot No. of Teachers'

Region District Site Name Classrooms Houses

CHIRADZULU cont. St. Tere.a 4 2Choda 2Mpezenl 1 IMwanje 1Nkwepu - 1Kamwendo - IMpotola - 1Masuku 1 IChiwalo - INdunde - IChikowa - 1Nkalo INdala 1 1

19. BLANTYRE Namnwanje 4 2Mpemba 4 2Ngumbs 4 2Lunzu 4 2Kachanga 4Naotcha 4Matindi 4 2Ngonga 4 2Dwalenl 4 2Mudi 4 2Mbame 4Lirangwe 4 2Ndala 4 2Nkangomwa 4 2Chisawani 4Andiseni 4 2Matenjera 4 2Chikull 4 2Chilaweni - INamalondwe - ILirangwe - 2Khungulu - IKhombwe - 1Mpapa - 1

20. MWANZA Ligowe 4Mangpzi ITulonkhondo 2Michiru 2 1Phanda 2 1

21. THYOLO Lomola 4 2Didi 4 2

22. MULANJE Muloza 4 2Chingoli 4 2Nalingula 4 2Mpala 4 2Mileme 4 2Mulanje C.C.A.P. 4 2Chisitu 4 2Phalombe 4 2

23. CHIKWAWA Mwala 2Berewu 4 2Gola 2 1Mandrade 2

24. NSANJE Bangula 4 2Nyachilenda 4 2Mkotamu 2Nguda 2 2Mpatsa 4 2Kalulu 6 3Masenjere 4 3Lalanje 2Dlnde 4 2Fatima Boys 4 2Magotl 4 2Khulubvi 4 2Chilumba -Nkhande IMpepe 4Nyamitutu 2 1Mavota 2

TOTAL SOUTHERN RBGION 33051TOTAL PHLASE 1 562 20?

GRAND TOTAL 1,008 487

- 26 -

Annex 2

PROJECT COWITINREPOUMAVAI THIRD EDUCATION FEOJEa_(CREDT 910-K&X)

POST PRIEma In Twn=L bCS

Commencement ofItem Construction Completion Duration

5 Houses at Colby College of Agriculture Feb 1980 Aug 1980Hzuzu Teachers College Phase 11 30 Nov 1980 9 months

MCC Headquarters 15 Sep 1980 1 Mar 1981 6 months

NJamba MCC Centre (Blantyre) 15 Sep 1980 11 May 1981 8 months

29 MCC Centres (phased) Apr 1981 Jun 1982 15 months

Malawi Institute of Education Sep 1980 Feb 1982 18 months

Lilongwe Technical School 10 Sep 1983 28 Jan 1984 5 months

Mzuzu Technical School 5 Sep 1983 14 May 1984 8 months

Soche Technical School 26 Sep 1983 4 Jun 1984 8 months

Chancellor College

(i) Houses No. 10 Malemia Road 4 Mar 1982 3 Sep 1982 6 months

(11) 14 Staff Houses 1 Apr 1980 24 Oct 1981 19 months

(iii) 4 Halls of Residence(iv) Academic : Offices, Home Economics

and A/V Centres 22 Oct 1981 4 Feb 1983 15 months

(v) Extension to Library 22 Jul 1981 15 Dec 1982 17 months

Source: Project Implementation Unit, MOEC.

PROJECT COMPLETION REPORTNALAI THIRD EDUCATION PROJECT (CREDIT 910-MA!)

N uxu Teachers' Training Colleoe

Appraisal Actual

No. of Places per Unit Gross Area in Gross Area inSquare metres Square metres

Type of Accomodatlon Appraisal Actual No. Unit Total No. Unit Total

Classroom 30 30 3 95 285 3 77 231

Tutorial Rooms - 10 3 97 291 3 42 126

Boarding 301L/ 390/ 12.853'77 1 960

30O9/ 30 y 12.8531 771 169

Staff Housing - 5 OH8 5 DH8

22 units 8 DH6 8 DH6

4 EH5 4 EH5

2 EH8 I EH18

3 PH4 22 3 PH4 21

Note: DH, EH and PH Indicate the design and size of the staff housing unit.

)/ hole]/ Female1' Per student

0

Source: Compiled from the PIU Completion Report. 0w

PRQJBCT COMPLETION REOR

UJMXa T!XIRD 1DUC&TIO3 PROAC! (CREDIT 910-F lX

PUAD M AM ACRIAL FACIUTIES

(a) Domasi Institute of Education

Appraisal Actual

No. of Places per Unit Gross Area in Gross Area inSquare metres Square metres

Type of Accommodation Appraisal Actual No. Unit Total No. Unit Total

Administration Block(Admin. and Academic Offices) - - 1 513 513 1 592 592

Education MaterialResources Unit - - 1 500 500 1 441 441

Science Education Centre - - 1 250 250 1 295 295

Library, Languages and Visual Aids Centres - - 1 320 320 1 561 561

Classrooms, Tutorials, Lecture-rowms I/(new and renovations to existing - - 13 50 650 1I 70 770buildings)

Hostels accommodation including StudentsCommon Rooms, Kitchenette, Toilets using 150 152 - - 418 48 2357new and old structure 104

Dining Facilities (renovation of old 2/dining room to form kitchen and - - I - - - - 247,3!

construction of new dining hall) 245

Staff HousingNew 4 4Upgraded (senior) 11 11 30 - - 30 149. 4,470Upgraded (junior) 15 15

v Average, New and Renovated.JNew.

R DJ Renovated. Ztb

O X,

(c) Chancellor College

Type of Accommodation Appraisal Gross Area in Square MetresActual

Library extension 900 2,705 (on 3 floors) (included 12 staff offices)

Classrooms 470 Included in Library above

Seminar rooms 120 Included In Library above

Audio visual centre 455 333

Physical Science 340 Not built (transferred to theFourth Education Project)

Chemistry 225 Not built (transferred to theFourth Education Project)

Biology 225 Not built (transferred to theFourth Education Project)

Home Economics 312 520 (included 3 staff offices)

Staff offices (15) 240 Included in library (12) and Home Economics

(3) above

Staff Common Room 200 240

Kitchen - Equipment fixtures only

Boarding (Hostels) 2,720 3,200

Housing (15)

NDBA./ 3 - 127.8 m2 each 1,789 14 NDB 3 houses each 127.8 m2 = 1,789 m2

A - 255 m2 255 Rebuilding/renovation of one burnt down

A-type house at Malemia Road Zomba 255 m2 approx.

Note : It was agreed that the library extension should be built on three floors to match the existing building,

and classrooms, seminar rooms and offices included in such a manner that they can be incorporated as future 7

library expansion.

jL I UNDB indicate the size and design of staff houses and A-type. co

(d) Z". Num and amb NC Catres

Appraisal Actual

Gross Area in Gross Area inNo. of places per unit Square metres Square metresType of Accommodation Appraisal Actual No. Unit Total No. Unit Total

Six classrooms 40 40 6 60 360 6 6! 390Four Classrooms 40 40 8 60 480 8 65 520Teacher's House 3 3 252.8 758.4Administration Block 3 60 180 3 159.3 477.9Toilet 3 S0 150 6 83.17 499.0

04i

.M

(e) 27 Runa blawi Correspondence Colleoe Cetes

Appraisal Actual

No. of Pla-2s Per Unit Gross Area in Gross Area In

Square metres Square metres

Type of Accommodation Appraisal Actual No. Unit Total No. Unit Total

Two-Classroom units 40 40 60 54 65 3,510.0

Teacher's House 27 65 1,755 27 84.3 2,2;6.1

Administration Block 27 30 810 27 80.3 2,168.1

Toilet 27 41.6 1,123.2

U'

(f) UlouwMe Technical College

Appraisal ActualNo. of Places Per Unit Gross Area in Gross Area in

Square metres Square metresType of Accommodation Appraisal Actual No. Unit Total No. Unft Total

ACODEMIC AND COMMUNAL 40 40 150 150 168 168

Comercial Room (20 Students) 1 50 50 1 50 50Typing Room (20 Students) 1 50 50 1 50 50Classroom (20 Students) 1 30 30 1 38 38

Office Practice/Model Office 2Onm 1 20 20 1 30 30

BOARDING

Donmitory : 40 beds double bunk 1at 5.0m2/student 1 200 200 none none-/

Warden's self contained flat 1 78 78

STAFF NOUSING

2 X 3 bedroom units DH6 orequivalent 2 82 164 1 82 82

0O

0NNf o dormitory was constructed at Lilongwe Technical College

(g) Nzzu Tedmical Colleue

Appraisal Actual

No. of Places Per Unit Gross Area in Gross Area inSquare metres Square metres

Type of Acconodation Appraisal Actual No. Unit Total No. Unit Total

ACADEMIC AND CWJNAL 40 40 150 150 168 168

Commaercial Room (20 students) 1 50 50 1 50 50

Typing Room (20 students) 1 50 50 1 50 50

Classroom 1 30 30 1 38 38

Office practice/model office 20 1 20 20 1 30 30 W

BOARDING

Domitory: (40 beds double bunk) 200 200 1 380 380

Warden's self-contained flat 78 78

STAFF hOUSING

2 X 3 bedroom units (D0:) 2 82 164 2 82 164

o D-'-

(h) Soche Tedmical College

Appraisal Actual

Gross Area in Gross Area inNo. of Places Per Unit Square metres Square metres

Type of Accommodation Appraisal Actual No. Unit Total No. Unit Total r

ACADEMIC AND COIHINAL 40 40 175 175 193 193Comnercial Room (20 students) 1 50 50 1 50 50Typing Room (20 Students) 1 50 50 1 50 50Classroom (20 students) 1 30 30 1 38 38Office Practice 1 20 20 1 30 30Student Toilet 1 25 25 1 25 25

STAFF HOUSING

Bedroom unit, DH6 type 3 82 246 2 82 164

BOARDING

Dormitory - upgrading of existingfacilities

Source: Project Implementation Unit, IOEC, Malawi.

a w

35 -Annex 4Page 1 of 2

PROJECT COMPLETION REPORTMALAWI THIRD EDUCATION PROJECT (CREDIT 910-MAI)

TECHNICAL ASSISTANCE PROGRAMME

(a) Expert Services

Designation Funded by From To

Studies Coordinator, MOEC Unesco Feb 1982 Jan 1986Planning Unit

Researcher MCC Unesco Jan 1982 Dec 1984

Commercial Studies Unesco Feb 1985 Jul 1987Specialist, MOEC

Senior Architect, PIU DANIDA Nov 1978 Sep 1985

Supervising Engineer, PIU DANIDA Nov 1979 May 1985

Project Architect, PIU DANIDA May 1983 In Post

Supervising Engineer, PIU DANIDA Nov 1979 Aug 1986

Senior Procurement Officer, PIU ODA Apr 1976 Sep 1982

Architect, PIU Japanese Volunteer Aug 1981 Jul 1983

Architect, PIU Japanese Volunteer Mar 1982 Apr 1984

Source: Project Implementation Unit, MOEC

!

- 36 -Annex 4

Page 2 of 2

(b) FellowshipsTraining and Deployment of

Instructors for Secretarial and Commercial Courses

No. Trained WhereMale Female Trained Duration Where Posted

2 Kenya 1982-1983 Lilongwe Technical College

1 UK Jan-Sep 1983 Lilongwe Technical College

1 "i 1982-1983 Mzuzu Technical College

1 " " Soche Technical College

1 " Jan-Sept 1983

1 Kenya 1982-1983

I ft "i Mzuzu Technical College

1 UK Jan-Sep 1983 "

1 " " Unknown1 it it it

1 " He has not returned to Malawi.

7 5

Source: Project Injlementation Unit, mOEC

- 37 -

Annex 5

HUM&W TNXRD EDUC1.IUO 1te!(REDIT 910-mU=

IPLIACE ITH 1MUM= CEIT cU_s

Section Expectedof Credit completion

Covenant Agreement date Status

PIU should be adequately staffed 3.02 Continuous Net. The PIU was adequatelyand should be responsible for the staffed for most of theco-ordination and monitoring of implementation period. Thereall project activities was no senior architect

for nearly two-years.

Borrower shall prepare a prog- ?.03 31 Dec 1979 Met. The Report was sent toramme identifying the respons- IDA.ibilities and activities of allagencies ir.volved in the Project

Borrower to allocate 50 per cent 3.04 After the completion Not met. Classrcoms and staffof the classrooms and staff of the study houses were allocated primarilyhouses on the basis of a school on the basis of accessibility,mapping and location study. availability of building mate-

rials and the willingness ofconnunities to participate in theself-help prografme.

Borrower to establish and operate 3.05a tracer system for continuousmonitoring of employment of

(a) raduates of the secondaryteacher training programme 1 Jul 1980 Met. Teacher studies have been

undertaken annually

(b) graduates of the comnercial 31 Dec 1981 Not met. The comnercial educ-training programme ation programm started in 1986

because of delays in recruitingthe consultant.

Borrower shall establish an 3.06 1 Jul 1980 Met. The unit was establishedevaluation unit and was appointed in January

1982

Borrower to establish an 3.07 1 Jul 1980 Met. The Insti.ute was gazettedInstitute of Education in August 1979 and the Director

was appointed in September 1981.

Borrower shall employ an 3.08 1 Jul 1980 Met.education specialist to assistin establishing the commer-cial studies programmeBorrower shall prepare annual 4.01 Six months after Met.audit repor-t March 31 of each

year

Borrower shall ensure the 4.02 Continuous Partially met. Maintenanceadequate operations, main- programme is being prepared.tenance, repair and renewalof buildings and equipmentprovided under the Project

Borrower shall prepare a plan for 4.03 31 Jul 1981 Met. Report was prepared infinancing the provision of January 1982.priamry school textbooks follow-ing the implementation of theProject

- 38 -

Annex 6

PROJECT COMPLETION REPORTNALJWI THIRD EDUCATION PROJECT (CEDIT 910-AI)

SCHEDULE OF DISDURE3HEJITS30 Ahul 1987

ACCUMULATED DISBURSEMENTS IN MILLION OF U.S.DOLLARS EQUIVALENT

IDA Fiscal Actual Total Appraisal Revised ACTUAL DISBURSEMENT AS AYear and Disbursement Estimate Estimate PERCENTAGE OF APPRAISALSemester ESTIMATE (UP TO LATEST

- SEMESTER) _

FY801st 0.00 0.00 502nd 0.10 0.20

FY81ist 1.02 0.90 1132nd 2.89 1.90 152

FY82Isi. 4.15 3.90 1062nd 6.40 6.10 105

FY83Ist 8.90 8.80 1012nd 9.35 11.60 81

FY841st 10.84 13.60 802nd 12.37 14.50 85

FY851st 12.70 882nd 13.20 13.60 91

FY86

1st 13.98 14.50 96

Closing Date 30 June 1984 23 June 1986

g Closing Date was extended to 23 June 1986.

Source: Project Implementation Unit, MOEC

- 39 -

Annex 7

PROJECT COMPLETION REPORTAIhWI -TIRID EDUCATION PROJECT (CREDIT 910-MAI)

LIST OF PRIMARY SCHOOL TEXTBOOKS

Requirement under Deliveries to theTerms of Contract Three Regions

English 1 117,105 117,105English 2 82,731 82,730English 3 167,440 167,441English 4 115,965 115,967English 5 91,980 91,980English 6 73,476 73,477English 7 59,518 59,418English 8 83,720 83,720

Total 791,935 791,838

Chichewa 1 117,105 117,105Chichewa 2 209,381 209,380Chichewa 3 167,440 167,551Chichewa 4 115,965 115,965Chichewa 5 91,980 91,986Chichewa 6 73,476 73,476Chichewa 7 59,418 59,418Chichewa 8 83,720 83,720Total 918,485 918,601

Arithmetic 1 302,070 302,071Arithmetic 2 209,381 209,380Arithmetic 3 167,440 167,441Arithmetic 4 115,965 115,967Arithmetic 5 91,980 91,985Arithmetic 6 73,476 73,476Arithmetic 7 83,720 83,720

1,044,032 1,044,040

Grand Total 2,754,452 2,754,479

Source: Project Implementation Unit, MOEC

M&LAWI THIRD EDUCILTxo3 SunTci cc R! 1 kLi

DATA U PRINARY SCHOOLS VISITED OURING IDA EVALWAlI1N

NORTHER RE6IC NISSION

B o o k s p e r S t u d e n t s

District Name of T/G S/T S/G G/C 1 2 3 4 5 6 7 8 Remark

RUMPHI Kawaza 1.0 55 55 1.0English 2.7 2.2 1.1 0.5 1.1 0.8 0.5 0.2Chichewa 2.7 2.2 1.1 0.6 0.8 1.1 0.4 0.1Arithmetic 2.7 2.1 3.7 1.0 1.2 0.2 0.3 0.8Nhuju 1.0 87 87 1.0

E 0.6 1.0 0.5 0.3 1.0 0.2 1.2 0.6C 0.9 0.4 0.2 0.3 0.2 0.3 0.6 0.6A 1.6 0.8 0.6 0.5 0.4 0.3 0.5 0.4 0

Mzokoto 1.1 80 89 1.1E 0.6 0.9 0.7 0.7 0.6 0.9 0.8 0.7C 0.9 0.6 0.9 0.8 0.1 0.9 0.7 0.4A 0.7 0.9 0.6 0.6 0.7 0.7 0.8 0.6

NZIMBA Bwengu 1.1 82 92 1.0E 1.3 0.7 0.8 1.1 1.0 0.8 0.3 0.9C 1.5 1.2 0.8 0.5 0.9 1.4 0.4 1.0A 1.5 0.7 1.0 1.1 0.8 1.4 0.5 1.0

NKHATA BAY Chipira 0.9 69 60 1.0E 1.5 1.4 0.8 0.2 0.6 0.2 0.6 0.3C 1.5 1.4 0.8 0.2 0.6 0.2 0.6 0.3A 1.5 1.7 0.9 0.6 0.9 0.8 0.4 0.5

NORTHERN REGION mean 1.0 75 77 1.0E 1.6 1.1 0.7 0.6 0.8 0.6 0.7 0.6 RC 1.5 InbA 1.6

'TOTAL 1.6

CENTML EIIE1

B o o k s p e r S t u d e n t s

District schoolf T/G S/T S/6 6/C 1 2 3 4 5 6 7 8 Reark

LILOUSME CITY Tsokamkwanansi 2.0 48 95 1.25 PartialEnglish ShiftchicheArithetlic

Nkmachi 1.7 66 109 1.5ECA

1lodza 1.9 90 162 1.8£ s Partialc shtftA g

LILONWiE RUPAL Namulera 0.75 100 60 1.25E S s STD -C onlyA

Mmlikha 0.9 75 66 0.9E S S S SC S S S SA S S S S

DOMA Nvera 1.2 82 100 0.7 0.01 0.2 MorninnE 0.6 andC 0.0 afternoon

shiftSALINA Naluva 0.6 55 33 2.5

E STD 1 -C onlyA

Nsalula 1.3 87 114 1.1 ,SE S S S S O

C

A S S S S

SOHEf REGION1

B o o k s p e r S t u d e n t s

District Namoof T/G S/T S/G G/C 1 2 3 4 5 6 7 8 Remarkschool

CHIRADZULU Nkwanda 1.2 77 94 0.8E 1.4 0.8 0.4 0.5 0.9 1.3 1.3 1.0C 1.S 0.6 1.3 0.7 1.2 1.0 1.1 1.5A 1.2 0.7 1.5 0.6 1.1 0.3 1.1 1.0

Nmazi 1.4 63 89 0.85E 1.0 0.7 0.9 0.9 1.0 1.0 1.1 0.8C 0.9 1.2 0.9 0.4 1.3 0.6 0.7 0.4A 1.1 1.7 1.1 1.2 1.6 1.2 1.5 0.8

NAHJE Nagotl 0.9 74 64 1.0E 0.5 0.4 0.6 0.5 0.2 0.4 0.4 0.7C 0.5 0.3 0.5 0.3 0.4 0.1 0.4 0.8A 0.6 0.5 0.7 0.2 0.5 0.7 0.5 0.8 0.

Ialulu 0.8 75 56 1.0E 0.3 0.6 0.5 0.9 1.1 0.7 0.3 0.9C 0.4 0.5 0.6 0.9 0.8 0.9 0.2 0.9A 1.2 0.9 0.5 0.9 1.6 1.1 1.1 1.2

Ipepe 0.3 100 25 0.7E 1.1 1.8 1.0 1.3C 1.1 1.8 1.0 1.3A 1.1 1.8 1.0 1.3

Nakhonga 1.1 73 81 0.8E 1.0 0.8 0.7 0.7 0.1 0.6 0.6 0.8C 1.0 0.3 0.5 0.5 1.0 0.3 0.4 0.8A 1.0 0.8 0.7 0.5 0.7 0.6 0.4 0.8

ZOMBA Namlkhate 1.0 62 62 0.9E 0.6 0.2 0.4 0.9 0.7 0.0 0.8 0.4C 0.6 0.5 0.4 0.7 0.5 0.9 0.8 0.8A 0.7 1.1 0.4 0.4 0.7 0.7 0.6 1.1 >

c0

Ql

SniTEf REGILM

B oo ks pe9r St ud e nt s

District Nsachoo T/G S/T S/G G/C 1 2 3 4 5 6 7 8 Remark

ZOHA cont Domes 1.1 54 55 1.0E 1.9 0.9 0.04 0.3 0.3 0.0 0.8 0.5

C 2.3 0.6 0.07 0.3 0.4 1.5 0.5 0.3

A 4.7 1.3 0.6 0.3 2.2 1.0 0.5 0.2

Ch1kupira 1.5 78 117 1.4

E 0.3 0.1 0.4 0.3 0.4 0.2 0.5 0.9

C 0.6 0.5 0.4 0.7 0.4 0.3 0.4 0.4

A 0.4 0.6 0.4 1.5 1.0 0.2 0.5 0.9

St. Anthony 1.2 76 94 1.0

E 0.7 1.1 0.3 0.4 0.3 0.04 0.3 1.0 a

C 0.8 1.2 0.1 1.2 0.2 0.8 0.1 0.4

A 0.7 0.3 0.6 0.4 1.8 0.8 0.8 1.0

CHIRADZULU St. Thereza 0.8 83 67 1.25

E 0.8 0.7 1.1 1.1 1.3 2.4 2.3 0.8

C 1.9 1.9 0.7 1.4 2.3 1.5 1.4 1.3

A 1.8 2.0 1.9 1.6 1.9 2.5 1.4 0.8

Hchere 1.0 71 71 1.1

E 1.5 0.9 1.1 0.4 1.2 0.7 0.9 1.1

C 0.8 0.8 1.2 0.5 1.3 1.0 0.5 1.4

A 1.3 1.1 1.4 1.1 1.6 0.8 0.7 1.0

Napesi 1.0 72 72 1.0E 0.7 0.7 0.8 1.3 0.9 1.6 1.1 0.7

C 0.6 0.2 0.5 0.8 1.2 0.9 0.3 0.7 0d

A 0.5 1.3 1.1 1.4 1.2 1.7 0.6 0.7 0

0

Pho

SOUIIEI REGION

B o o k s p e r S t u d e n t s

District Nameof T/G SIT S/G G/C 1 2 3 4 5 6 7 8 RemarkSchool

CNIRADZULU Thawani 0.9 59 52 1.0Cont E 1.0 0.9 1.0 1.0 1.0 0.7 0.8 1.0C 1.0 1.0 0.7 1.0 1.0 0.7 0.8 1.0A 1.0 0.9 0.9 1.0 1.0 1.0 1.0

Southern Region mean 1.0 73 71 1.0E 0.9 0.8 0.7 0.8 0.7 0.7 0.9 0.8 0.8C 1.0A 1.2

E * English

C * Chichewa

A Ar1ttmetic

,ource: Compiled by IDA Campletion Mission.

a':00

cn

-45 -Annex 9

Page 1 of 2

PROJECT COXGLETION REPORTWI THIRD EDUCATION PROJECT- CREDIT 910-MAI)

ENROLMENT IN EDUCATION PROGRAMME

(a) FACULTY OF EDUCATION PROJECTIONS - 1986/87-1990/91

Enrolment A C T U A L P R O J E C T E D

Year 1985/86 1986/87 1986/87 1987/88 1988/89 1989/90 1990/91

PROGRAMMESDip/Degree 1 62 119 126 126 112 113 119

2 62 54 56 113 113 101 1023 111 52 56 50 102 102 91

BEd (NE) 4 31 53 37 17 15 31 315 40 31 28 33 15 13 28

BEd (Ins) 4 29 20 20 20 20 20 205 13 25 26 18 18 18 18

UCE (Ins/NE) 13 22 30 30 30 30 30

MEd (lns) 6 7 7 5 5 7 7 77 4 5 5 5 5 7 7

DipEd PTTC (inc 1 56 19 20 20 20 20 202 14 54 51 18 18 18 18

Total 442 461 460 455 475 480 491

ENROLMENTS

New Students 155 175 189 191 179 180 186Continuing Students 275 274 259 255 287 290 295Gen/Hons Students 40 40 40 40 40 40 40Repeating Students 12 12 12 9 9 10 10

Total 482 501 500 495 515 520 531

OUTPUT

DipEd 76 (106 )1/ 80 46 78 78 70BEd 53 ( 56) 48 46 30 28 41UCE 13 ( 22) 27 27 27 27 27Masters 4 (5) 5 5 5Gen/Hons (estimate) 10 (10) 10 10 10 10 10

Total 156 (199) 170 134 150 143 148NEW TEACHERS

DipEd/BEd/UCE 102 ( 88)1/ 59 69 84 83 88Gen/Hons (estimate) 10 ( 10) 10 10 10 10 10Sub-total 112 ( 98) 69 79 94 93 98

SERVING TEACHERS

Up-graded 44 (101)1/ 101 55 56 55 55

rotal 156 (199) 170 134 150 148 153

WORLD BANK ESTIMATE OFNEED FOR NEW TEACHERS 107 116 116 116 119 127 130

1/ Expected

Source; Faculty of Education, University of Malawi.

- 46 -

Annex 9Page 2 of 2

(b) ENROLMENT IN THE FACULTY OF EDUCAITON

1986/87

Y e a r G r o u p

1st 2nd 3rd 4th 5th 6th 7th Total

Diploma/Degree in Education 3 5 4 12(Home Economics)

Diploma in Education 49 36 31 42 41 199(Humanities)

Diploma/Degree in Education 70 18 18 26 11 143(Science)

Diploma in Education 19 54 73(Primary Teaching)

University Certificate in 22 22Education

Master of Education 7 5 12

138 108 52 73 78 7 5 461

General Degree Teachers(estimate) (BA, BSc, 10 10 10 10 40

BSocSC)

Total 148 118 62 83 78 7 5 501

1981/82-1986/87

INTAKE 1981/82 1982/83 1983/84 1984/85 1985/86 1986/87

Total - 822 812 965 972 987 1,027

Education 267 314 438 446 442 461

% of Total 32 39 45 46 45 45

Source: Faculty of Education, University of Malawi.

- 47 -

Annex 10

TEACHERS' GUIDES AND PUPILS TEXTBOOKS

PUBLISHED BY THE MALAWI INSTllUTE OF EDUCATION

1982/83 - 1986/87

1. Primary Science Teachers' Guide, Standard 7

2. Primary science Teachers' Guide, Standard 6.

3. Primary Science Teachers'Guide, Standard 5.

4. Primary Health Education Teachers' Guide, Standard 1.

5. Primary Health Education Teachers' Guide, Standard 2.

6. Primary Health Education Teachers' Guide, Standard 3.

7. Primary Health Education Teachers' Guide, Standard 4.

8. Primary Health Education Teachers' Guide, Standard 5.

9. Primary Health Education Teachers' Guide, Standard 6.

10. Primary Health Education Book, Standard 5.

I1. Primary Health Education Pupils' Book, Standard 7.

12. Primary Health Education Teachers' Guide for Standard 7.

13. Primary Health Education Pupils' Book, Standard 6

14. Primary History Teachers' Guide, Standard 5.

15. Primary History Teachers' Guide, Standard 6.16. An Introduction to the Theory and Practice of Teachi.g.

17. Primary Civics Teachers' Guide, Standard 5.

18. New Arithmetic Teachers' Guide, Standard 1.

19. New Arithmetic Teachers' Guide, Standar4e 2.

20. Primary Agriculture Teachers' Guide, Standard 6

21. Primary Agriculture Teachers' Guide, Standard 7.

22. Primary Agriculture Teachers' Guide, Standard 8.

23. Primary Geography Teachers' Guide, Standard 5.

24. A Guide to English Grammar Teachers' Guide, Standard 5.

25. Contemporary Issues in Education.

26. A Guide to Writers of Insturctional Materials.

27. Basic Concepts of Curriculum Development

28. Curriculum Development Course

29. A Comparison of Models of Evaluation

30. Primary Science Pupils' Book 7

31. Primary Science Pupils' Book 8

32. An Introduction to Theory and Curriculum Development in Africa.

33. Audio Visual Handbook.

The Malawi Ins titute of Education holds copyright for all publications.

- 48 -

Annex 11

PROECT COMPLJTION RERPage 1 of 2XALAWI THIRD OPOCT (CREDIT 910-MAI)

RECURRENT EXPENDITURE AND INCOME OF

THE MALAWI INSTrIUTE OF EDUCATION

(a) Recurrent Expenditure 1982/83 - 1986/87

(in Kwacha)

1982/83 1983/84 1984/85 1985/86 1986/87

Teaching & Res arch 12,147 38,702 45,752 115,442 143,149

Library 5,054 5,668 8,028 16,569 33,659

Board & Lodging 68,870 13,105 22,512 21,344 22,623

Administration!/ 81,371 107,007 112,583 134,097 157,116

Maintenance 36,202 60,501 36,710 70,565 80,506

Travelling

& Transport 63,622 83,217 86,626 106,795 144,110

Finaneial Charges 1,290 13,621 17,404 19,735 26,219

Other Expenditure./ 16,244 46,981 86,641 109,120 111,293

Total 284,800 368,802 416,256 593,667 718,675

Source: Institute of Malawi Accounts, 1982/83-1986/87

1/ Administration includes salaries.

2/ Health, superannuation and gratuities, external conference, foreign traveland insurance and student welfare.

- 49 -Annex 11

Page 2 of 2

(b) Income 1982/83 - 1986/87

(in Kwacha)

1982/83 1983/84 1984/85 1985/86 1986/87

Government Subvention 198,000 400,000 470,000 558,464 660,000

Misoellaneous 92,929 40,691 71,172 141,447 206,501

Staff House Rents 14,104 10,872 11,828 16,342 21,548

Boarding Fees 169 139 16 58 86

Hire of building 209 152 - 219 131and equipment

Catering Sales 74,842 27,218 31,498 76,819 116,846

Primary School Fees 2,010 1,734 4,084 4,342 4,394

Sundry 1,595 576 3,579 18,649 7,830

Printing and _ 20,167 25,018 55,666Duplicating

Total 290,929 440,691 541,172 699,911 866,501

Source: Institute of Malawi Accounts, 1982/83-1986/87.

- 50

PROECT COMPLETION REPORT Annex 12

MALIwI TIla EDuciTIOm PROTCT ECAREDIT O1-MM

OTOR VSKICL_ PROVIDRD UND8R THB PROJECT

REGISTRATION DESCRIPTION DATg RECEIPT DESIGNATION

MG 126D LANDROVER S/W 19/5/80 REO BLANTYRE

MG 127D LANDROVER SIW 19/5180 DEO LILONGWE RURAL

MG 4550 LANDROVER S/W 18/9/80 DEO MZIMBA

MG 128D LANDROVER S/W 19/5/80 DEO MZIMBA

MG 153D LANDROVER S/W 13/6/80 DEO DOWA

MG 152D LANDROVER S/W 22/8/80 DEO MCIHINJI

MG 330D LANDROVER S/W 22/8/80 DEO MULANJE

MG 456D LANDROVER S/W 8/9/80 DEO MULANJE

MG 333D LANDROVER S/W 22/8/80 DEC THYOLO

M.G 332D LANDROVER S/W 22/8/0 DEO MWANZA

MG 331D LANDROVER S/W 22/8/80 DEO CHITIPA

MG 334D DEO NKHOTAKOTA

MG 335D LANDROVER S/W 22/8/80 DEO NTCHISI

MG 335D 4/9/80 DEO SALIMA

MG 4430 LANDROVER S/W 10/9/80 DEO CHIRADZULU

MG 434D 4/9/80 DEO ZOMBA

MG 43SD LANDROVER S/W 16/9/80 DEO CHIKWAWA

MG 4360D " DEO NKHATA-BAY

MG 4371) 4/9/80 DEO LILONGWE URBAN

MG 4380D DEO NSANJE

MG 439D LANDROVER S/W/ DEO BLANTYRE RURAL

MG 440D LANDROVER S/W 8/9/80 DEO BLANTYRE CITY

MG 441w LANDROVER S/W 8/9/80 DEO RUMPHI

MG 442D 4/9/80 DEO KASUNGU

MG 443D 0 DEO MACHINGA

MG 444D 16/9/80 DEO MANGOCHI

MG 445D LANDROVER S/W 8/9/80 DEO KARONGA

MG 446D 0 DEO DEDZA

MG 447D LANDROVER S/W 4/9/80 DEO NTCHEU

MG 448D 16/9/80 REO MZUZU

MG 449D REO LILONGWE

MG 450 26/9/80 MCC HQRS

MG 517D MCC HQRS

MG 520D MCC HQRS

MG 451D 16/9/80 PIU

MG 518D 26/9/80 PIU

MG 521D 16/9/80 MIN OF EDUC HQRS

MG 522D 26/9/80 MIN OF EDUC HQRS

MG 452D 8/9/80 MIN OF EDUC HQRS

MG 519D 26/9/80

MG 453D 16/9/80 NIlE

MG 454D NMZUZU TEACHERS COLLEGE

MG 150D RANGEROVER 14/6/80 PIl

MG 900C 7 TON FLAT LORRY 26/3/80 PIU

MG 940C 21/4/80 PIU

MG 985C 21/4/80 PIU

MG 986C 5 TON FLAT LORRY VAN 25/4/80 Plt

MG 113D 0 6/5/80 PlC

MG 219D 36 SEATER BUS 6/6/80 MIE

MG 220 10 SEATER MINIBUS 6/5/80 NIN OF AGRICULTURtE

Source: Project Implementation Unit, MOEC

- 51- ATTAGN? tCOMMENTS FRO01 THE BORROWER e p1 - No28§/ 2 I4.

.-Wi in rply pleme quote .. 5.....

Toieqian: FaPi.Aw. LUoUSU MINISMY OF PINANCETlepopne: LllonCf 313t 311 P.O. lox 30049

CmaNsiodow dwoM be sidOtud la, LILONGWE 3In* .ousull todie Tnsmw MALAWI

25th Octcber, 1989

The World Bank,1818H Street N.W.Washington D.C. 26433,U.S.A.

Attention: (Chief Agriculture and Human Resources DivisionOperations Evaluations Degartment)

MALAWI: THIRD EDUCATION PROJECT (CR-910-MAI)FOURTH EDUCATION PROJECT (CR.1123-MAI)DRAFT. PROJECT CMPILETION REPORTS.

Please refer to your letter of 14th August, 1989 in whichyou enclosed PCRs constituting the primary documents for theevaluation process.

I wish to advise you that the reports are acceptable.

The delay in conveying the message is greatly regrettable.

Yours faithfully,

for: SECRETARY TO THE TREASURY

2 ~ ~IBRD 1391 3R1

.' 1 2 ZAIRE _ TANZANIA

ToDARESSALAM . _ .. . . ,

De s \ANGOtA r *J - -I

NAMISlAI' 80TSWANA 0T

\ PA" CH>IWMBAeT r8~* ' A . AE91CA TSU

A"IEAU NGSTONIAk S J

_ <~~~V //I//. e - +WEA \. _ J %%e

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4 / V4W Cabral; ;* .5 WTTIe .M -liO\IT

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_;9t s^'s,zAX,,TO NACALA

MAIAAWI \ ^ -.T a Zx

THIRD EDUCATION PROJECT i i .. Keo s\ J"t|lz ~~. cAo

D Gooe,nmenl Secondary Schools

Moio Codrespondwed ColleEes Mse T

O S5tellite Centes 130)

a Tecnh,cal Schools Z UCIO-ATzCIA'LA 1

2 Mabi. Instltte of Educolo,n

* U,ve,swty College* Colby College of Agriculture

A PnAmory Teachers College

Ronds Roloods e,'I |F4mt, Railroads XS4 i b

Rtilrmod Under Construction r 9 .R- - kegion Boundaries

linler ahbrrl Boundclries - . earRi4ers, aq__

0 20 40 s 80 (00 _ '

MILES 340 To SeiRA 34'