Document of

The World BankFOR OFFICIAL USE ONLY

GP;? /=<3-gW

Report No. 5805-RW

STAFF APPRAISAL REPORT

RWANDESE REPUBLIC

A THIRD EDUCATION PROJECT

March 19, 1986

Education and Manpower Development DivisionEastern and Southern Africa Regional Office

I This document has 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.

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CURRENCY EQUIVALENTS

CURRENCY UNIT - RWANDA FRANCS (RvF)

RwF 100 = US$ 1.093 (March 1986)US$ 1.00 = RwF 91.5 (March 1986)RwF 100 = SDR 0.946SDR 1.00 = RwF 105.75SDR 1.00 = US$ 1.15584US$ 1.00 = SDR 0.865

MEASURES

1 meter = 3.28 feet1 kilometer = 0.62 mile1 square kilometer = 0.39 square mile1 hectare = 2.47 acres

RWANDESE REPUBLIC

FISCAL YEAR

January 1 to December 31

School Year

September to July

GLOSSARY

BPERAI Bureau pEdagogique de I'enseignement primaire et CERAICurriculum Center for Primary Education and CERAI

BPES Bureau pedagogique de l'enseignement secondaire -Curriculum Center for Secondary Education

CERAI Centres d'enseignement rural et artisanal integre -Centers for Integrated Rural and Artisanal Education

ETO Ecole technique off icielle - technical secondary schoolGDP Gross Domestic ProductILO International Labor OrganizationIMPRESCO Imprimerie scolaire - School PrintshopMINEPRISEC Ministry of Primary and Secondary EducationMINESUPRES Ministry of Higher Education and Scientific ResearchMINIFIN Ministry of Finance and EconomyMINIFOF Ministry of Public Service and Professional TrainingNBR National Bank of Rwanda - central bankNUR National University of RwandaNVTB National Vocational Training BoardNVTC National Vocational Training CenterSFCS-PIU Service de financement et des constructions scolaires -

project implementation unitTSS Technical Secondary SchoolUNDP United Nations Development ProgrammeUPE Universal primary education

FOR OFCIAL USE ONLY

RWANDESE REPUBLIC

APPRAISAL OF A THURM EDUCATION PROJECT

Table of Contents

Page No.

CREDIT AND PROJECT SUMMARY ......................... ............. . (i)-(ii)

BASIC DATA ............. .................................. (iii)

I. SOCIO-ECONOMIC DEVELOPMENT AND HUMAN RESOURCES

Socio-economic Setting . ................................ 1Recent Developments and Prospects ...... .............. 2Human Resources Development ............................ 3

II. THE EDCATION SECTOR AND MAIN ISSUES

Background ............................................. 5The Education and Training System .................... .. 6Recent Education Developments .... o ..................... 6Education Finance ...... .. .................................... 9External Aid .... ...................................... 10

Main Issues . ......... * *..... 11

III. EDUCATION DEVELOPMENT STRATEGY

Experience with Past Lending ........................... 13Bank Group Support ............... o .................. 14

IV. ThE PROJECT

Objectives ............................................ 15Textbook and Teaching Materials (Supply & Distribution). 16Institutional Support (Studies/Seminars) ............... 18Technical Secondary School (TSS) .. ..................... 19National Vocational Training Center (NVTC) ............. 20

Technical Assistance Summary ........ o .................. 22Female Participation in the Education System ........... 23

Population Education ................................... 23Environmental Impact ................................... 23

This report is based on the findings of an appraisal mission which visitedRwanda in March, 1985 and comprised Messrs. J. McCabe (Senior EducationPlanner, Mission Leader), A. Colliou (Deputy Division Chief, Economist),J.C. Laederach (Architect), H. Bartisch (Technical/Vocational Educator,Consultants) and H. Scharrer (Textbook Specialist, Consultant).

This document has a rtred ditdbution and may be used by reopients only in the performanceof their official duties Its contents may not otherwise be disclosed without World Bsnk aLuthoriztion.

Page No.

V. PROJECT COSTS AND FINANCIAL PLAN

Project Cost ........... *........* .................. . 24Finsancing Plan .................................... 26

VI. IMPLENTION, PROCUREMENT, DISBURSEMENT AND AUDITING

Implementation ............. ............. ***. *..... .. 27

Procurement ......................... ********.......*0.0.. 29Disbursement ............... ................. ........ 30

Auditing .............. ***********............... ...... 31

VII. BENEFITS AND RISKS

Benefits ............................................... 31Risks ................. .. 32

VIII. AGREEMENTS REACHED AND RECOMMENDATIONS ................... 33

ANNEXES

Annex 1 Charts, Tables and Schedules

Chart 1 - MINEPRISEC Education System 1985Chart 2 - Education Pyramld 1984Chart 3 - MINEPRISEC Organization Chartchart 4 - HINESUPRES Organization ChartChart 5 - MINIFOP Organization ChartChart 6 - Chart Showing MINIFOP/NVTC Relationship

Table 1 - Comparative Education IndicatorsTable 2 - Supply of Middle Level Industrial Manpower

from Technical Secondary SchoolsTable 3 - Annual Supply and Demand for Middle Level

Industrial Manpower by 1992Table 4 - Enrollment Growth in Formal Education 1979-1984Table 5 - Government Expenditures on EducationTable 6 - Summary of Estimated Project Costs

Schedule 1 - Technical Assistance ProgramSchedule 2 - ImplementationSchedule 3 - Disbursements

Annex 2 - Textbook/Education Materials Distribution System

Annex 3 - S.elected Documents and Data Available in the Project File

MAP - IBRD No. 19109

(i)

RWANDESE REPUBLIC

THIRD EDUCATION PROJECT

Credit and Project Sumary

Borrower: Rwandese Republic

Beneficiaries: Ministry of Primary and Secondary Education (MINEPRISEC)and Ministry of the Public Service and ProfessionalTraining (MINIFOP)

Amount: SDR 13.5 million (US$15.6 million equivalent)

Terms: Standard IDA

Project Description:

Objectives: The project is designed to assist the Government in itsplan to: (a) improve the quality and efficiency of itsprimary and post-primary education system through: (i)provisions for the supply and distribution of textbooksand other teaching materials; (ii) the establishment of aself-sustaining textbook/teaching materials replenishmentscheme; and (iii) institutional building by strengtheningthe textbook management and program planning of MINEPRISECand MINIFOP through technical assistance; and (b)alleviate the shortages of critically needed manpower byprovisions for: (i) a new technical secondary school (270places); and (ii) a new national vocational trainingcenter (120 places with 240 training stations).

Components: (a) Textbook/teaching Materials. Supply and distributionof textbooks and distribution of teaching materials.Included would be the introduction of a self-sustainingtextbook/teaching materials replenishment scheme.

(b) Technical Secondary School (TSS) and NationalVocational Training Center (NVTC). Establishment of a TSSof 270 places to train engineering technicians and an NVTCof 120 places with 240 training stations to train skilledworkers.

(c) Institution building. Strengthen planning, managementand training capacity in MINEPRISEC and HINIFOP throughprovision for about 30 staff-years of technical assistanceand about 46 staff-years of fellowship training.

(il)

Benefits: The project's main benefits include: (a) improvingeducational quality through increasing provision oftextbooks for about one million students, providing about20,000 sets of teaching manuals and introducing studentbook-usage fees to render this service self-sustaining;(b) increasing yearly output of much-needed engineeringtechnicians and skilled workers by 36 and 60, respectivelyand vocational training by about 240; and (c) improvingthe institutional performance of NINEPRISEC and MINIFOP.

Risks: Two risks derive from questions on management andimplementation capacity. These would be minimized throughrecruitment of experienced specialists to launch theinstitutes/services concerned and the training ofRwandese counterparts to succeed them.

Estimated Costs:---- US$ Million -Local Foreign Total

(a) Textbook/Teaching Materials 1.0 3.6 4.6(b) Technical Secondary School 1.8 3.5 5.3(c) National Vocational Training Center 1.0 2.6 3.6(d) Institutional Support 0.3 0.9 1.2

Total Base Cost (March 1986) 4.1 10.6 14.7

Physical Contingencies 0.3 0.6 0.9Price Contingencies 1.0 2.4 3.4

Total Project Cost 5.4 a/ 13.6 19.0

Financing Plan:---- US$ Million---Local Foreign Total

IDA 3.3 12.3 15.6Government 2.1 - 2.1

Sub-total 5.4 12.3 17.7

UNDP - 1.3 1.3Total 5.4 a/ 13.6 19.0

Estimated Disbursements

- -U~~~~S$ Million-----

IDA FY 1987 1988 1989 1990 1991 1992

Annual 1.0 4.0 5.4 3.6 1.2 0.4Cumulative 1.0 5.0 10.4 14.0 15.2 15.6

Economic Rate of Return: Not applicable

a/ of which US$1.3 million in taxes and duties.

(iii)

RWANDESE REPUBLIC

THIRD EDUCATION PROJECT

BASIC DATA 1/

POPULATION

Area 26,340 km2

Population: Total 5.9 mlllionRural (Z of total) 95%Current growth rate p.a. 3.7%Density/km2 arable land 400

GNP per capita (1983) US$270Literacy rate (Gov.t estim. 1982) 37Z

EDUCATION

Establishments Enrollments Z Girls

Primary (G1-8) 1,570 761,955 48Post-primary (CERAI, G9-11) 304 23,474 46Secondary (G9-14): 73 14,761 34

General (5,488) (19)Technical (3,840) (40)Teacher Training (5,433) (45)

University: Rwanda 2 1,368 16Abroad 600

Enrollment Students per Z TeachersRatio (Gross) Teacber Qualified

Primary 65 54 2/ 59Post-primary ) 15 67Secondary ) 5 16 70University 0.4 5 23

EDUCATIONAL EXPENDITURES (Actual 1983)

Recurrent Capital(RvF million) (RwF million)

Primary and Secondary 3910.2 236.1Higher 581.1 75.8Total 4491.3 311.9Z of Gov.t Total 27.4% 11.8%Total Expenditures (Recurrent and Capital)on Education as Z GNP 3.6%

1/ 1983/1984 unless otherwise stated2/ Average class size of about 40 because part of the teachers for G1-3

teach two shifts.

I. SOCIO-ECONOMIC DEVELOPMENT AND HUMAN RESOURCES

Socio-Economic Setting

1.01 Rwanda's salient characteristics include: (a) its small size(26,000 km2); (b) a landlocked location (surrounded by Uganda, Tanzania,Burundi and Zaire); (c) an annual population growth rate of 3.7 percent(ranking among the highest in the world); (d) an extremely high populationdensity of 210 persons/km2 (the third highest of low income countriesfollowing Bangladesh and Sri Lanka); (e) hilly terrain and high averagealtitude; (f) lack of natural resources (including shortage of arable landwith a population density in terms of agricultural land of about 400persons/km2); (g) underdeveloped physical and institutionalinfrastructures; and (h) a very low level of development as measured by avariety of social as well as economic indicators (per capita income ofUS$270 in 1983, life expectancy at birth of 46 years and an adult literacyrate of 37 percent). All of these factors have had an important bearing onthe country's development in the recent past, and all continue to influenceimportantly Rwanda's development strategy and prospects for future growth.

1.02 Given its current rapid growth, Rwanda's population of 5.9million in 1984 is expected to nearly double by the year 2000. This hasmajor implications for the country's socio-economic development. Alreadyover 45 percent of the population is below 15 years of age. Also, while 95percent of the population live in rural areas engaged mainly in subsistenceagriculture, the balance between food production and population is becomingmore and more precarious. In addition, urban growth, which has averagedaround six percent per annum over the past decade, is expected toaccelerate.

1.03 Apart from a few minerals (mainly cassiterite), which account for15 percent of exports but as little as one percent of gross domesticproduct (GDP), cultivable land is the only natural resource. As a result,agriculture plays a predominant role in the economy, contributing abouthalf of GDP and three-quarters of export earnings, of which coffee is byfar the most important source. Agriculture development is hampered byscarcity of potentially arable land and decreasing productivity (as aresult of soil degradation and increased cultivation of marginal lands).Rwanda 's manufacturing base is narrow, and growth of modern manufacturingis limited by the small size of the market and by the lack of rawmaterials, marketing facilities, entrepreneurial skills and skilledmanpower. The country's external trade is severely affected by hightransportation costs (1,700 km by road to Mombasa, the nearest port) anddependence on neighboring countries for port facilities.

1.04 Rwanda's per capita income of about US$270 in 1983 is among thelowest in the world, and Rwanda is classified by the United Nations as aleast-developed country. With the exception of the small modern sector,income distribution is relatively even. It has been estimated 1t thatwithin the rural sector (accounting for 95 percent of the population andwith family farms of average size one hectare) between the tenth and

1/ Agricultural Sector Review, World Bank Report No. 1377-RW, June 1977,p.5

- 2 -

ninety-fifth percentile groups. income ratios are about three to five,compared to ratios of about ten to one in many other African countries.The fact is that the vast majority of Rwandese live at or below the povertylevel. Health conditions are also very poor as illustrated by thefollowing indicators: a crude death rate of 20 per thousand population; aninfant mortality rate of 22 percent, and ratios of over 31,000 persons perphysician and nearly 10,000 per nurse. As a result of a shift tohigh-yield but low-protein crops, there has also been an increase inmalnutrition.

Recent Developments and Prospects

1.05 Despite these adverse structural characteristics, Rwanda hasattempted with a large measure of success to satisfy its subsistence needsand to make important advances in agriculture, education, health andsmall-scale industry. These achievements have been facilitated by thecultural and social cohesion of its people, political stability, andoverall sound economic management. During the period of 1977-82, the rateof growth of GDP, in real terms, averaged about five percent per annum,reflecting sustained good performance by most sectors (except those engagedin production for export); this achievement was in part attributable tofavorable external factors (good weather and favorable terms of trade).Since 1982, and closely related to the advent of international recession,economic growth has slowed down (to less than three percent per annum) andthe fiscal situation has deteriorated. While the budget surpluses incurredduring 1978-80 averaged 6 percent of GDP (partly due to high coffee pricesand related high revenues), sharp declines in revenues from coffee exporttaxes, together with increases in current outlays (especially general wageincrease granted in September 1980 and introduction of the 1977 educationreform) have led to overall budgetary deficits equivalent to two percent ofGDP in both 1982 and 1983.

1.06 In the Third Development Plan 1982-86, the Government has statedfour priority objectives for economic and social development: (a)satisfying the population's food needs; (b) improving utilization of humanresources through increased employment and more relevanteducation/training; (c) increasing living standards by more widespreadaccess to improved health care and social services; and (d) improvingRwanda's external position through better transport links and measures tostrengthen the balance-of-payments. In addition, to these objectives,which had already been identified in the Second Development Plan 1977-81,the Third Development Plan reflects positive changes in Government'sdemographic policy which advanced from an analysis of the problem to thedevelopment of specific objectives.

1.07 Some progress has been achieved in the implementation of theobjectives of the Third Development Plan. While data are ratherunreliable, there is evidence that in the last two years, total foodproduction grew, on average, by about three percent annually. TheGoverment has also succeeded in expanding the education system and ininvesting in transport links. Also, relatively large amounts of externalaid have been mobilized. The success of Government efforts in pursuing thePlan's object'ves has however, been limited by the country's structuralconstraints (para. 1.01), lack of skilled personnel and insufficiency ofdomestic financial resources.

- 3 -

1.08 In the face of severe structural and financial constraints, thegrowth of GDP in the next few years is expected at best to be barely abovethat of population. As Rwanda in the near term cannot diversify itstraditional exports, which are facing unfavorable price prospects, importsmight have to be curtailed. At the same time, as the Government dependsupon foreign trade taxation for half its revenues, the growing imbalancebetween Government revenues and expenditures is bound to be accentuated.This, in turn might force the reduction of current expenditures. Whileshort-term actions will have to be taken to resolve those imbalances, thethree priority tasks for Rwanda will remain to increase agriculturalproductivity, contain population growth and develop human resources at themaximum pace permitted by physical and financial constraints.

Human Resources Development

1.09 Given the lack of natural resources, the current scarcity ofqualified personnel, high illiteracy rate and poor health conditions(para. 1.04), the development of human resources remains key to thesocio-economic development of Rwanda. The Government, recognizing this,has expanded gradually its expenditures in education, which reached arelatively high level of 28 percent of total Government currentexpenditures in 1984. Significant efforts have also been made throughinvestment projects. Investment expenditures in education peaked at alevel of about 20 percent of total Government capital expenditures in1980. Though that rroportion has declined to a level of about eightpercent in 1984, the total external aid allocated to on-going educationprojects (which is not included in the Government's capital budget) hasremained important: it amounted to about US$80 million equivalent in early1985 lnd another US$50 million was being considered for future educationprojects.

1.10 On-going investments are in line with the overall priorities ofthe Third Development Plan (para. 1.06). First, most of them aim atalleviating the shortages of trained personnel, which constitute one of themost serious constraints to socio-economic development. Second, byincreasing general participation in education (in particular, for women),they represent the mDst effective action towards containing rapidpopulation growth. Third, by raising the level of education of futurefarmers, they are bound to increase agricultural productivity. The lasttwo linkages have been amply demonstrated through experience in othercountries.

1.11 Reliable, up-to-date information on human resources in Rwanda isnot available and statistics on the labor force and employment are notregularly collected. The most recent data were collected in 1981 by anInternational Labor Organization (ILO) mission in Rwanda, and published ina 1984 report.2/ The preliminary results of this study have beenincorporated in the Third Plan. Ft-am the 1978 census, it is estimated that93 percent of a total labor force of 2.7 million people are employed in theagricultural sector, with only three percent in industry and four percent

2/ 'Le Defi de l'Emploi pour le Rwanda, ILO, 1984(The Employment Challenge for Rwanda)

in services. The projections made in the Third Development Plan based onthe dynamics of population growth show a net addition yearly of 44,000persons to the labor force; the Plan proposes to meet this increase throughthe annual increase of 27,000 additional jobs in agriculture and 17,000 inthe non-agricultural sector (13,000 in the modern sector and 4,000 onpartial employment). However, with a current underemployment rateestimated at 30 percent, the agricultural sector can hardly be expected toeffectively absorb such large numbers; the labor absorption capacity of themodern sector is also limited (a total of only 25,000 jobs were createdfrom 1977 to 19Z1). This highlights the need for agriculturalintensification and labor-intensive small-scale industrialization as wellas urgent efforts on containment of population growth.

1.12 Despite this labor surplus, there will continue to be in themedium-term, a shortage of skilled labor. The Third Plan anticipatedyearly shortages of 160 professionals and higher technicians (400 requiredas against 240 output) and over 2,000 middle-level technicians and skilledworkers (3,400 required as against 1,400 output). Given the lack of dataon the manpower demand side, these figures indicate only an order of

magnitude of the skill gaps. Much more detailed analysis is necessary todefine training needs. To that effect the Bank Group in its sector workprogram, is undertaking a -specialized training need study; this study,which started in June 1985 and to be completed in early 1986, should shedlight on the relationship between manpower needs and training output in thecountry. In addition, the proposed project will strengthen the MINIFOP(para. 4.17) through provision of technical assistance; in particular, thisassistance should enable the Government to better formulate and implementits manpower training policies.

1.13 Until more precise information is collected and analyzed, theGovernment is correctly addressing the most obvious skill shortages whichare at the levels of middle technicians (A2) and skilled craftsmen (A3).The proposed project would help reduce the gap between supply and demand ofsuch skills related to industrial manpower. Annex 1, T-2 gives a breakdown

of the supply of middle-level industrial manpower from existing andproposed technical secondary schools (including the proposed KibuyeTechnical School to be established under the project), while Annex 1, T-3

compares supply (including also the Kigali Vocational Training Centerproposed under the project) and demand by 1992 under four scenarios(combination of low and high estimates for both supply and demand). Itappears that even in one of the extreme scenarios (high estimate for supplyof trainees and low estimate for manpower demand), there will remainshortages at A2 levels and near equilibrium at A3 levels (in fact a very

slight surplus estimated at five percent of the needs). This analysis isquite conservative as it also assumes that all graduates of technicalschools will enter the job market directl1; in reality, a significantnumber might continue their studies to the University level. In the caseof the other extreme scenario (low estimate for supply and high estimatefor demand), the supply of A2 would be one third of the needs and that ofA3 less than half of the needs. As to quality considerations, the presentsituation for middle-level industrial many-wer is characterized by: (a)frequent occurrence of substitution by lowe-; qualification levels; (b)generally unsatisfactory level of occupational competence due to a lack ofupgrading training facilities; and (c) supply by existing traininginetitutions of a limited and rather traditional range of specializations.

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1.14 The curricula of both the Kibuye Technical School and the KigaliVocational Training Center have also been designed to meet some of the mostpressing needs within the A2 and A3 levels. The Kibuye Technical Schoolwill in particular offer training in new, but urgently neededspecializations such as heavy duty mechanics and plant installationmaintenance and repair. The Kigali Vocational Training Center on the otherhand will contribute to a continuous upgrading of the existing work forceand its programs will be prepared in close collaboration with the mainusers, particularly industrial employers.

II. THE EDUCATION SECTOR AND MAIN ISSUES

Background

2.01 To redress the mismatch between the Rwandese education andtraining system and perceived national needs, major reforms included in theSecond Development Plan 1977-1981 were implemented in 1979. These reformshad three basic objectives: (a) primary curricula reform emphasizingrural/agricultural needs; (b) diversification from academic secondaryeducation; and (c) orientation of higher education towards developmentalpriorities, including agriculture. Significant structural changes weremade in primary and secondary education (Annex 1, C-1 and C-2 show thestructure of the education system and the education pyramid). Changesincluded prolongation of primary education from 6 to 8 years for the 7-14years' age group with practical subjects' introduction in grades 7-8 inworkshop extensions to be built at schools; (b) orientation of 90 percentprimary leavers to CERAI (Centres d'Enseignement Rural et ArtisanalIntegre) of which about 1,300 were planned for pre-vocational training ingrades 9-11; and (c) orientation of 10 percent primary leavers to reformedsecondary schools grades 9-14. It was also decided to terminatedouble-shift in primary schools and universal primary education (UPE) wastargeted for 1986.

2.02 Enrollment and construction targets proved far too ambitious forthe available financial resources, teachers and construction capacity. 3/However, through commendable community efforts (with support under Credit567-RI) about 960 workshops were added at primary schools though only 200CERAI were built. With French support for the BPERAI (Bureau Pfdagogiquede 1'Enseignement Primaire et CERAI) and Belgian support for the BPES(Bureau P&dpgogique de l'Enseignement Secondaire) reformed curricula havebeen practically completed. But introduction of these curricula in schoolshas been hampered, mainly by shortage of qualified teachers and textbooks,estimated to average one set per eight students. The Agriculture Facultyof the National University of Rwanda (NUR) was developed with Canadianassistance but enrollments therein comprise only 10 percent of NURstudents. Following the Second Plan experience, the Government (whileretaining basic educational objectives) lowered targets in the Third Plan

3/ It is now clear that with present population increase and continuingfinancial constraints, universal primary education may not be achievedbefore the end of the century.

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1982-1986 to eight percent yearly growtk in primary enrollments,provisionof two CERAI per commune and secondary enrollment increase limited to sixpercent yearly. The double-shift system in primary education was retainedand reduction of the illiteracy rate from 63 to 59 percent was alsotargeted.

The Education and Training System

2.03 Since 1981, two ministries have responsibility for education(Annex 1, C-3, C-4) - the Ministry of Primary and Secondary Education(MINEPRISEC) and the Ministry of Higher Education and Scientific Research(MINESUPRES). The MINEPRISEC delegates authority to the Inspecteurd'Arrondissement in each of the 10 arrondissements (prefectures), fromwhere school inspection is coordinated. Burgomasters of the 143 communeslead community efforts in school building and maintenance. From modernoffices in Kigali, about 1,200 MINEPRISEC personnel administer: (a) about1,600 primary schools, 300 CERAI and over 70 secondary schools; (b) BPERAIand BPES in separate new buildings in the capital; and (c) the SFCS(Service de Financement et des Constructions Scolaires) and IMkEESCO(Imprimerie Scolaire - School Printshop), both built with support under theFirst Education Project (Credit 567-RW). Technical assistance mainly forcurriculum development and educational planning is provided by about 50expatriates. Significant cost increases (especially for administration)have occurred since the establishment of the NUR second campus, due mainlyto large diseconomies of scale and administrative duplication. There areindications in both ministries of over-staffing and under-management. Toreplace expatriates, training in educational planning and administration isnecessary and being provided by UNDP/UNESCO, and gradual modernization ofoffice technology is required as manual operations in accounting andadministration of examinations, information and inventories systems areoutdated.

Recent Education Developments

2.04 Enrollment growth has continued during 1979-1984 (Annex 1, T-4).However, while primary school enrollment (G1-8) increased by an averageeight percent yearly to 762,000, representing 65 percent of the 7-14 yearsage-group, the admission rate has slowed down. Second-level enrollments(G9-14) also increased by eight percent yearly to 38,200 representing fivepercent of the 15-20 years age-group, though CERAI (G9-11, pre-vocational)advanced more rapidly at 15 percent yearly as against only one percentyearly for academic secondary (G9-14). 4/ Enrollments in the NURincreased by seven percent yearly to 1,400 students. A closer look is nowtaken at equity, efficiency and quality at this time for the differentlevels.

2.05 Primary Education. Enrollment ratios are fairly even among the10 prefectures, though Kibuye (near Lake Kivu) leads at close to 70 percentand Byumba (north-east) trails at short of 60 percent of the age-group.Over 48 percent of students are female. Women represent over 40 percent ofteaching staff and the student/teacher ratio is about 54 (class size isabout 40 because some teachers teach two shifts). Attrition and repetition

4/ Reduction from 7 to 6 years' secondary education which was introducedunder the reform has influenced slower growth.

rates are very high, averaging about 12 and 14 percent, respectively.Quality is considered low and is mainly attributed to: (a) 41 percent ofteachers unqualified; (b) only 12 percent textbook provision (one set pereight students); (c) double-shift system in grades 1-3; and (d) nutritionalproblems of students. In addition, teaching of workshop subjects in grades7-8 is generally weak. Admission rate to secondary education for 1984/1985was about nine percent.

2.06 CERAI. These three-year pre-vocational schools (allday-students) officially combined in 1982 with the church-related girls'schools (Sections Familiales) are beWag developed for equitabledistribution among the communes. Girls represent 46 percent ofenrollments. Attrition and repetition rates are about one and fivepercent, respectively. Quality of education is mixed. While buildings andfurniture are adequate, lack of equipment and especially textbooks (one setper %Aght students), has a deleterious effect on quality. Student/teacherratio remains rather low at 15 to one as school size is small; 67 percentof staff are qualified. While the main objective of the CERAI is trainingfor employment in the local milieu, lack of such employment opportunitiesis becoming a problem.

2.07 Secondary Education. The 73 mainly church-related secondaryschools (all boarding: 64 public and nine private) are also small, withaverage enrollment below 200. They are not equitably distributed andselection made nationwide is frequently faulted as being neithersufficiently merit-based nor geared to fit aptitude to available schoolcourses. Gisenyi (north-west) and Byumba (north-east) have highest andleast participation, respectively. Schools have different curricula biasesand overall, students take general, primary teacher training and technicalcourses (including agriculture, commerce, nursing, etc.) in the proportion37, 37 and 26 percent, respectively and 34 percent of students are girls.Attrition rate is even through the cycle at about five percent p.a. whilerepetition rate declines from about eight percent in the first to threepercent in the sixth year. Quality is also mixed. Teachers (75 percentRwandese) are almost 70 percent qualified and student/teacher ratio is lowat 16. There are weaknesses in teaching of science and technical subjectsfor lack of qualified teachers. In addition, students are weak in French(used for teaching most subjects).

2.08 Technical/vocational and Non-formal Education. Introduction ofpractical subjects in primary G7-8, establishment of the CERAI anddiversification of academic secondary schools are all meant to generallyorient the system towards technical/vocational education. Secondaryschools mentioned above include main biases: agriculture (includingveterinary science and forestry), commerce, nursing, primary teachers andtechnical education. However, the MINEPRISEC runs only two technicalsecondary schools - the ETO (Ecole Technique Officielle) Kicukiro in Kigali(450 places) for A2-level industrial training and Save near Butare (230places) for A3-level training. Because of acute shortages of A2 industrialtechnicians (para. 1.13, 4.11), the MINEPRISEC plans development oftechnical secondary education, including establishment of a school atKibuye with assistance under this proposed Third Education Project.

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Attrition and repetition In the techalcal schools are very high, mainly dueto selection and French language weaknesses, and shortage of qualifiedteachers. About half the teachers in technical schools are Rwandese andthe student/teacher ratio is 12 to one. Technical teacher training isprovided in an ad hoc fashion at the Kicukiro school but a comprehensiveanalysis of future training needs is now being undertaken by theGovernment. There is also insufficient consultation/coordination among thesupplier and user ministries and the labor market generally, and the rangeof training for trades is too narrow.

2.09 Other ministries provide more specific training such as: theMINIFOP (Annex 1, C-5) training in administration and commerce skills, theMinistry of Posts and Telecommunications training for postal/communicationservices, the Ministry of Public Works and Urban Affairs maintenancetraining, and the Ministry of Youth and Sport vocational training in 36Youth Training Centers. There are also other numerous training activitiesranging from formal to non-formal including those of: the Ministry ofAgriculture extension services, the Ministry of Health training in about 90Health Centers, and the Electrogaz Agency supported nutrition training.Vocational and home-making training are provided by many church-relatedagencies. Functional training is given in 184 Literacy Training Centersand a Kigali correspondence school (INADES) emphasizing rural/agriculturaldevelopment enrolls over 2,000 students. Nevertheless, vocational traininglacks adequate coordination at the national level. For this reason,vocational/professional training has been added recently to theresponsibilities of MINIFOP and under this proposed Third EducationProject, institution building would be strengthened within the ministry anda National Vocational Training Center would be established in Kigali toprovide much needed skilled workers (paras. 1.13, 4.14).

2.10 Higher Education. In addition to the NUR campuses at Butare (930students) and Ruhengeri (440 students), a new Adventist University (notstate aided-70 students) opened in Gisenyi in October 1984. 5/ Over 600students (about 40 percent of total) also study abroad mainly in the USSR,Belgium, France and the Federal Republic of Germany. The NUR (includingboth campuses) has 10 faculties with approximate enrollment percentages:commerce 21, arts 17, medicine 12, agriculture 10, science 9, law 9,education 9, engineering 5, applied sciences 5, and pharmacy 3. Girlscomprise 16 percent of NUR students. The student/teacher ratio is very lowat five to one and about 60 percent of teaching staff are Rwandese.

2.11 The NUR has serious pedagogical and economic problems. Averageattrition rate of 25 percent is much higher in the first year and affectsespecially the science and commerce faculties throughout. Main causesinclude: (a) mismatch between secondary school curricula and NIJR programs;(b) weak selection and orientation of students; and (c) weaknesses in thestudies programming and teaching. 6/ Unit recurrent costs are very high

5/ Higher education is also provided in the Military College, NyakibandaSeminary and Kigali Statistics Institute (IAMSEA) for about 100, 140and 10 students, respectively.

6/ PNUD (UNDP). Universite et Developpement au Rwanda: Elements pourservir A l'6valuation, la reforme et la planification de l'enseignementsup$rieur au Rwanda (Le Thanh Khoi, septembre 1984).

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(US$5,000) due mainly to diseconomies of small scale campuses, togetherwith high administration and boarding costs and low student/teacher ratio.UNDP is financing a study which will review the efficiency andeffectiveness, inter alia, of NUR (para. 2.19).

Education Finance

2.12 Details of Government expenditures on education are given intables in Annex 1, T-5. Total recurrent expenditures for education (Annex1, T-5(a)), increased in current terms at an average annual rate of 20percent between 1979 and 1983, or over 10 percent in real terms (inflationaveraging less than 10 percent annually over the same period). 7/ As aresult, the share of education in the Government recurrent budget increasedfrom less than 24 percent in 1979 to a level of over 27 percent in 1983 andthis, despite a significant increase in real terms in Governmentexpenditures (about five percent per year). In 1984, preliminary estimatesindicate a further increase to 28 percent. This high share reflects thepriority attached by the Government to the development of human resources.It is projected to further increase to 31 percent in 1990 and 34 percent in1995 (see assumptions in Annex 1, T-5(b)); however, some of theseassumptions should be assessed in the forthcoming report of September 1985economic mission, and it is likely that the projected share of educationwould remain below 30 percent.

2.13 Over the last five years (Annex 1, T-5(c)), the distribution ofrecurrent expenditures between primary/post-primary (CERAI), secondary andhigher education has remained nearly constant and averaged 70 percent, 16percent and 14 percent respectively. On the other hand, the structure ofexpenditures within primary/post-primary education indicates a major andworrisome decline in the share allocated to teaching materials andmaintenance (from 14 percent in 1981 to three percent in 1984) as a resultof severe overall budget cuts and increased expenditures on teachers andschools administration (with their share rising from 77 percent in 1981 to90 percent in 1984). In contrast, the structure of expenditures in bothsecondary and higher education has rpmained rather constant and marked byrelatively high share constituted by administration/boarding for secondaryschools (37 percent of total expenditures on secondary education in 1984)and scholarships for higher education (31 percent of total expenditures onhigher education in 1984). Unit recurrent costs per student in 1983 were:US$43 in primary/post-primary, US$700 in secondary and US$5,000 in highereducation. By African standards, these unit costs are relatively low inprimary but relatively high in secondary and higher education, dueespecially to low student/teacher ratios and high boarding costs.

2.14 Also linked with the increasingly difficult budgetary situation,the Government has significantly reduced its capital expenditures oneducation, from a level of RwF 410 million iD 1980 to RwF 300 million in1984, while the share of education in the Government capital expenditures

7/ Inflation averaged 10.6 percent per annum during 1977-82, with a peakof 15.8 percent in 1979; in 1983, inflation was down to 6.5 percent.

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also declined from over 20 percent in 1980 to less than nine percent in1984. It should be noted however, that these figures do not includeexternal aid.

2.15 The problems related to the financing of education will remain atthe center of the Bank Group sectoral dialogue with the Government. Arecent striking development is that following a rapid increase from 1979 to1981, Government expenditures as well as education expenditures havestagnated in current terms since 1981 (Annex 1, T-5(a)) clearly indicatinga decline in real terms. The rapid growth of expenditures from 1979 to1981 was mainly due to a large increase in teachers' salaries. Somefurther adjustment in teachers' salaries are currently being considered byGovernment. Given the poor prospects for improvement in the Government'sfinancial situation (para. 1.08), ways will have to be found to reduce unitcosts and expand cost sharing arrangements in order to allow continuedgrowth in enrollment ratios in primary education. In this connection, itis expected that with financing from the ongoing Second IDA EducationProject (Credit 1263-RW), the Government will undertake shortly anoptimization study of resource uses in the primary sector, Jhich willcontinue absorbing over 70 percent of the total resources allocated toeducation. More generally, the Government will have to introducecost-sharing schemes at all levels of education, including boardingstudents in secondary and higher education. Given the poverty level of thecountry, these measures can be introduced only gradually. The proposedproject will serve as a vehicle to introduce a nation-wide cost recoveryscheme for textbooks/teaching materials (see paras. 4.04-4.05).

External Aid

2.16 Rwanda benefits from very significant external aid for itsdevelopment, estimated in 1983 at US$248 million (about US$45 per capita)for technical assistance (36%) and capital aid (64%). 8/ The educationsector is estimated to receive US$80 million external aid in 1985 withanother US$50 million under consideration for future projects. The mainsources of aid for education were: the Federal Republic of Germany, WorldBank Group, Belgium, African Development Bank, EEC, France, Switzerland andCanada. There is a substantial flow of Non-Governmental Organization (NGO)contributions (recently estimated at over US$20.0 million yearly) largelysponsored by religious organizations to support a close-knit fabric oflocal organizations, and a good proportion of this aid goes to education.External aid covers a wide range of activities at all educational levels,including fellowship training in educational planning/management,curriculum development, teaching and adult education, together with supportfor construction and equipment at all levels. Coordination of external aidand ensuring its most productive use are necessary to resolve differencesbetween the Government and aid agencies on issues of policy andmanagement. However, donors are developing their own system of exchangeand complementarity and an Aid Coordination Group was established about a

8/ UNDP. Rapport annuel pour 1983 sur l'assistanra au developpement;Rwanda 1984.

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year ago in Kigali (para. 3.05). The most Important aid agencies indicatethat the high level of external aid received over recent years may not bemaintained. A Donor Conference is being planned for end 1987 with UNDPassistance.

Main Issues

2.17 The Government must face the following issues and constraints bystrategic planning and implementing action programs designed to optimizeuse of resources: (a) alignment of policy objectives and targets tofinancial capacity; (b) rigorous application of cost control; (c) gearingtraining programs to the needs for priority economic and social developmentand job opportunities; (d) improvement of internal efficiency, quality andequity as far as financially feasible; (e) modernization of administrativeskills and office technology; and (f) coordination of programs to improveliteracy. In particular, the problem must be faced of mollifying thedetrimental effect on educational development of a likely decline in yearlygrowth of total real Government expenditures and possible stagnation of theeducation budget in real teirms.

2.18 Policy Objectives. Progress is being made in our ongoingdialogue on two major questions which derive from the Government'sobjectives and policies and comprise: (a) prolongation of primary educationfrom six to eight years; and (b) premature division of the NUR into twocampuses. Both have pedagogical and economic shortcomings. To alleviateburgeoning social demand for education and render programs more relevant toJob opportunities, primary Gl-3 double-shifting and G7-8 courses withpractical emphasis were introduced. Double-shifting in Gl-3 (whicheducators consider the most crucial years), especially with the highproportion of unqualified teachers and dire textbook shortages, isconsidered to have a deleterious effect on quality. In addition, teachingof practical subjects in G7-8 is weak for lack of qualified teachers andoverall motivation. With continued financial constraints and rapidpopulation growth likely, an alternative approach which seems pedagogicallyand economically feasible, was defined in a Bank Group Education SectorMemorandum (ESM) presented to the Government in February 1985. 9/ Theproposal would shorten primary education to Gl-7 and gradually phase outdouble-shifting. The Government has provided to the Bank Group comments onthis ESM and during negotiations, the Government provided assurances thatan evaluation of progress in achieving an agreed action program forimprovement of quality and cost-effectiveness would be provided for BankGroup staff review by not later than July 31 each year (para. 8.01(a)).

2.19 Problems emerging from division of the NUR into two campuses(outlined in para. 2.11) have been discussed in ongoing dialogue with theGovernment when it was emphasized that a comprehensive analysis isnecessary as a prerequisite to cost-effective development of the system.At Government request, terms of reference were prepared by the Bank Groupand an analysis is now being undertaken with UNDP support. It is expectedthat results of this analysis will be discussed with the Bank Group.

9/ IBRD. Republic of Rwanda Education Sector Memorandum, June, 1985.

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2.20 Cost Control. As seen above, costs are especially high byAfrican standards for second- and third-level education and there is a veryheavy dependence on external aid. To enhance cost control measures, thefollowing Government actions are first required: (a) preparation/transla-tion of a three-year "rolling" public investment budget for the educationsector into detailed, feasible action program related to recurrent budgetconstraints and implementation capacities; (b) quantification andcoordination of all external aid to ensure appropriateness, complementarityand efficient use of funds; and (c) political commitment to mostcost-effective approaches and maximum cooperation between supplier and userministries on education and training aspects. Cost control measures shouldinclude: (a) increasing students per teacher from 15 and 16 in the CERAIand secondary schools respectively, using a classroom rotation system,co-education, increasing school size and increasing the proportion of daystudents in secondary schools; (b) increasing the NUR student/teacher ratiofrom five to one and reducing boarding and administration costs; (c)introducing cost-sharing schemes at all levels; and (d) promotingparticipation of non-government organizations in financing education,especially secondary eaucation.

2.21 Relevance and Job Opportunities. The problem of lack of jobopportunuties for school leavers is likely to become more acute (para.1.11). Increased emphasis on development of technical/vocational educationis expected to alleviate this problem through increased relevance oftraining to job opportunities. In this regard the following actions shouldbe taken: (a) planning/implementation of a comprehensive sub-system oftechnical/vocational education (including an appropriate technical teachertraining system) geared to manpower needs and job opportunities; (b)upgrading existing training facilities; (c) broadening the range oftraining in technical secondary schools; (d) provision for training ofhigher technicians; and (e) institution building in the MINIFOP forplanning/implementation of the required vocational training.

2.22 Internal Efficiency, Quality and Equity. Serious shortcomingsunder these headings have been noted earlier. To avoid furtherdeterioration, priority should be given to the following actions: (a)increasing the proportion of qualified teachers 4n lower primary education,reinforcing the inspection system, improving educa-tional management, andincreasing provision of textbooks/education materials; (b) improvingselection based on merit and aptitude for admission to secondary and highereducation; and (c) reducing very high attrition rates in the NUR.

2.23 Modernization of Administration and Office Technology. As seenin para. 2.03, there are shortcomings in the MINEPRISEC concerning overcentralization, limited management skills and outmoded office practices.To ameliorate this situation, required actions include: (a) delegation ofauthority within the ministry headquarters; (b) training in educational

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planning, management and pedagogy to reduce dependence on expatriates; 10/and (c) modernization of office technology through gradual introduction ofappropriate cor'uterization, especially of the financial accounting,examination, information and inventories systems.

2.24 Coordination of Literacy Programs. Despite the numerous agenciesinvolved in literacy training, lack of coordlnation hinders solid progressfrom the current 63 percent illiteracy rate. Evaluation of the presentmulti-faceted approach is due and preparation of a cost-effective strategyfor literacy development, including especially, coordination of effortsshould be undertaken.

III. EDUCATION DEVELOPMENT STRATEGY

Experience with Past Lending

3.01 The Bank Group has supported Rwanda's education sector throughtwo education projects, emphasizing primary and secondary educationdevelopment, respectively. The First Education Project (Credit 567-RW forUS$8.0 millipn) 11/ was approved in June 1975 and closed in December 1983,an 18 months deiay beyond the original Closing Date. Following earlierdelays due to project complexity, poor accounting and unfamiliarity of theconcerned authorities with Bank Group procedures, the project was finallywell executed and a commendable community effort was made in implementationof school workshops. The project supported the improvement ofquality of primary education and its relevance to job opportunities, andinstitution building for project implementation through: (a) addition ofworkshops for practical training in upper grades at 250 rural primaryschools, re-training in these subjects for teachers and provision of aprintshop for production of textbooks and teacher guides; and (b)establishment of a project implementation unit to provide architecturalservices for the MINEPRISEC together with project management capacity.Preliminary findings of a Project Completion Report (PCR) noted ineffectiveteacher training, weak management of the School Printshop andunsatisfactory textbook distribution.

3.02 The Second Education Project (Credit 1263-RW for SDR 9.0million - US$10.0 million equivalent) approved in June 1982 supportscommerce, nursing and primary teacher training in secondary schools to meetacute shortages of personnel in these fields together with institutionbuilding on the quality/pedagogical side through technical assistance forimproved training standards, more relevant curricula, and on theadministrative side for project execution. It is expected especially thatRwandese capacity for accounting/financial analysis will be built upthrough support of commerce/economics training by other planned similartraining at secondary level and thus enhance training standards in highereducation by providing sufficient well prepared students. A slight initialdelay due to late recruitment of required technical assistance specialists

10/ Fellowship training in educational planning and administration issupported by UNDP/UNESCO and curriculum development training issupported through Belgian and French cooperation.

11/ Of this amount US$1.6 million was cancelled in 1978 due tomisprocurement.

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has been overcome and project implementation is on schedule and progressingsatisfactorily. All covenants in the Development Credit Agreement arebeing met.

3.03 Preliminary findings of the PCR for the First Education Projectindicate reasonable success in the provision of buildings and equipment,establishment of project implementation and textbook printing capacity.However, teaching of practical subjects in the workshops provided is notyet satisfactory, apparently due to ineffective teacher training. Inaddition, management of the school printshop has been weak and satisfactorytextbook distribution has not been achieved due to lack of storage spaceand consistent financial support. However, lessons learned by both theGovernment and the Bank Group from the First project experience are alreadybeing applied with good results in the Second project. Clearly, morecompact projects (such as the Second project), having lesser items lesswidely scattered which are more readily monitored by both parties, are moreappropriate for Rwanda at present. The concerned authorities have gainedvaluable experience with Bank Group administrative and procurementprocedures and their ianagement has considerably improved. Nevertheless,it is necessary to ensure that the minimum required technical assistancespecialists, especially in architectural services, accounting andprocurement, are in place at the start of each project. The Government hasshown itself amenable to continuous, candid dialogue on sector developmentand project management problems, leading to a good modus operandi with BankGroup on these matters.

Bank Group Support

3.04 Overall strategy should take account of the major problems ofsevere financial constraints and rapid population growth, emphasizing themost efficient use of funds to enable increased participation, improvedquality and meeting the needs of economic development. Bank Group supportshould be geared accordingly, to meet the priority problems summarized inparas. 2.17 to 2.24, while complementing assistance given by multilateraland bilateral agencies. Dialogue should thus be continued with theGovernment on: (a) further modification of HINEPRISEC and NINESUPRESeducation reform objectives and expansion to take account of ongoing severefinancial constraints and rapid population growth, and strike a realisticbalance among political, economic, pedagogical and equity goals; (b)improvement of internal (system flow) and external (curricula relevance tojob opportunities) efficiencies; (c) amelioration of quality and costcontrol, and introduction of cost sharing schemes; (d) planning andimplementing of a comprehensive development of technical education andvocational training, including a system of technical/vocational teachertraining; (e) rational development of higher education based upon thoroughsub-sector analysis and including higher technician training; (f) planningand coordination of literacy programs; (g) improved planning/consultationbetween supplier and user ministries; (h) increased involvement ofnon-Government and private agencies in educational development; and (i)improved overall educational management and institution building. As theirhigh level of aid (over 20 percent of total educational expenditure) isunlikely to be maintained, continuous dialogue with other external aid

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agencies vill be necessary, not only to ensure complementarity and learnfrom their experiences, but also to coordinate efforts towards the mostappropriate and efficient use of funds. Bank Group support should alsohelp to gear education and training programs to the needs for priorityeconomic and social development as elucidated in justified prioritiesincluded in Rwanda's National Development Plans and recomended in the BankGroup's current Country Economic Memorandum.

3.05 Good progress is being made in dialogue and coordination of aidefforts among the Government, aid donors and the Bank Group. The basicobjective of Bank Group staff to pursue continuous exchange on requiredsector work, ongoing project implementation and future aid possibilitiesare enhanced by establishment of the Aid Coordination Group mentionedearlier, comprising Ambassadors/delegates of countries represented inRwanda together with the Resident Representatives of the UNDP and BankGroup staff. UNDP undertakes overall organization of monthly meetings ofthe group at which aid coordination is discussed. Staff of the Bank Grouppresented the findings of the January, 1985 Education Sector Memorandum tothe February 1985 meeting of the Group.

3.06 Clearly, all the identified deficiencies of the education sectorcould not be addressed in the Third Education Project. Based uponGovernment priorities, complementarity with aid donors, status ofpreparation of items concerned and conformity with Bank Group strategy foreducational development, this project would support Improved quality inprimary and post-primary education and the development oftechnical/vocational education. The Government's commitment to takingpriority action to meet the detrimental effect on quality of serious lackof textbooks and its preparedness to introduce a cost-sharing,self-sustaining replenishment scheme through student fees, deserves IDAsupport. Similarly, its commitment to developing technical/vocationaleducation at this time is opportune, not only because of acute manpowershortages, but also for timely development of planning and trainingexpertise in this sub-sector. In addition to the Second Education Projectwhich addresses teacher and other manpower shortages, other aid agencies(para. 2.16) are supporting (or planning to support) the Government inmeeting other identified deficiencies.

IV. THE PROJECT

Objectives

4.01 The project is designed to assist the Government in its plan to:(a) improve the quality and efficiency of its primary and post-primaryeducation system through: (i) provisions for the supply and distribution oftextbooks and other teaching materials; (ii) the establishment of aself-sustaining textbook and teaching manuals replenishment scheme; and(iii) institutional building by strengthening textbook management andtraining MINEPRISEC and MINIFOP personnel through technical assistance; and(b) alleviate the shortages of critically needed manpower by provisionsfor: (i) a new technical secondary school (TSS - 270 places); and (ii) anew national vocational training center (NVTC - 120 places with 240training stations).

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Textbook and Teaching Materials (Supply and Distribution)

4.02 General. A major cause of low-level educational quallty isshortaSe of textbooks and other teaching materials. It is estimated thatonly one In eight primary school students has a set of textbooks and thisis far below any accepted standard. This situation is compounded by thecorresponding lack of teaching materials and an inadequate distributioninfrastructure including lack of a consistent financial support.

4.03 With assistance provided under the First Education Project andwith aid from the Federal Republic of Germany, a MINEPRISEC SchoolPrintshop (IMPRESCO) was established which is adequately equipped to printthe required textbooks. However, the distribution system administered bythe School Equipment Division of MINEPRISEC lacks managerial capability,storage space and consistent financial support. To assist the Governmentto alleviate these shortcomings, specific support would be provided for:(a) technical assistance (7 staff/years) for the recruitment of an expertadviser/accountant and expert(s) in printing techniques to strengthen theadministration for textbook supply and distribution and provide counterparttraining accordingly for Rwandese personnel who will have responsibilityfor managing this element; (b) a new central storage dep8t in Remera(Kigali suburb) of about 1,300 square meters, having the necessary officefacilities together with a modest regional transit dep8t of about 130square meters (including some office space) in each capital of the nineremaining prefectures; (c) supply of paper for printing textbooks andteacher manuals; and (d) the introduction of a cost-sharing book-usagescheme through collection of student fees, which would ensure continuousreplenishment of these items.

4.04 Distribution and Supply System. Details of the distributionsystem are given in Annex 2 and are summarized as follows: IMPRESCOreinforced with technical and financial autonomy (under the authority ofMINEPRISEC (Annex 1, C-3) by an Arrate Presidentiel of December 30, 1985,headed by a qual_fied manager with technical assistance from experts (Annex1, S-1), would be responsible for planning, programming, implementation(including procurement and stock-control for the depBts and IMPRESCO) andmonitoring of the supply and distribution system. The requiredcoordination between the primary/CERAI curriculum development center,IMPRESCO and the concerned MINEPRISEC authorities would be undertaken.During negotiations, the Government gave an assurance that theexpert/adviser and expert(s) in printing techniques, having qualificationssatisfactory to the Bank Group would be appointed and in post by not laterthan January 1, 1987 (para. 8.01(b)). The experts would train theirRwandese counterparts and organize required on-the-job training so thatupon their departure efficient operation may continue. Planning of therequired textbooks/materials would be based upon enrollment forecasts byschool to be ready at least 10 months prior to the start of each schoolyear. IHPRESCO's production would be efficiently managed in a phasedfashion for storage in the Remera dep8t. Students' basic minimum packageswould be packed there in suitable boxes assigned, invoiced and labeled foreach school (about 18,000 boxes) and stored by prefecture. Boxes would betransported during July-August to regional dep8ts by truck (about 80 boxes

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per truck) under contract with a suitable firm following bids. 12/ TheGovernment would finance the supply of education materials, one alf ofwhich would be transported at this time and the remainder duringDecember-January. Communes and their Parents' Associations with schools'participation would be reponsible for: (a) collection of student fees to bedeposited in a local bank; and (b) transportation of boxes (released uponhanding over receipt for deposit) from the regional depots to the schools.Deposited student fees, transferred to a special account in the CentralBank, National Bank of Rwanda (NBR), would form the basis of a RevolvingFund established there by the MINEPRISEC to ensure sustained replenishmentof textbook/materials.

4.05 Norms for Supply of Textbooks and Teaching Materials. A basicminimum of textbooks and teaching materials would be provided in theproportion of one set of textbooks per two primary school students and oneset per CERAI student (total for about one million students). In addition,each student (both primary and CERAI) would receive one set of educationalmaterials and exercise books and each teacher would receive a set ofteaching manuals (total about 20,000 sets). The textbooks, which areexpected to last five years, would be the property of the MINEPRISEC(marked accordingly to avoid sal.s abuses) and would be for school useonly. A yearly student book-usa;e fee of 200-300 RwF (US$2-3) would becharged for the rent of textbooki and which would also cover the cost ofthe basic minimum educational materials. High costs have been experienceddue to frequent changes in textbook curricula, together with paper, covermaterial and binding quality being higher than that required to obtaineconomic-optional durability; these standards would be reducedaccordingly. During negotiations, The Government gave an assurance that nomajor textbook revision in primary school or post-primary curriculaconcerned would be made for a period of five years following March 31, 1987(para. 8.01(c)).

4.06 To correspond with the above-mentioned norms, enrollmentforecasts, completion of dep8ts construction, existing stocks and requiredreplenishment, production is expected to be about 300,000 textbooks and sixmillion exercise books yearly from 1988, increasing by about four percentyearly thereafter, in line with expected enrollment increase, and a totalof 160,000 teaching manuals. Close to 100 tons of paper on average will berequired per year for the textbook and teaching manuals production andabout 280 tons per year for exercise books. An inventory of availableprimary school and CERAI textbooks has been completed.

4.07 It is planned that IMPRESCO would print the required school booksand complete the production of exercise books. The mission considers thatwith improved efficiency IMPRESCO could produce these items timely and atcompetitive prices. In that regard, prior to negotiations, the Governmentprovided to the Bank Group a satisfactory report on IMPRESCO including itsadministrative procedures, audit of 1984 accounts, both present and plannedprinting activities and use of paper recently procured under the FirstEducation Project; it also provided during negotiations a copy of ArrgtEPresidentiel No. 655/13 of December 30, 1985 which grants technical andfinancial autonomy to IMPRESCO (under the authority of MINEPRISEC) for more

12/ Local firms could provide this service.

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efficient operation. During negotiations, the Government gave an assurancethat an audit report for IMPRESCO 1985 accounts would be prepared by July31, 1986 by independent auditors acceptable to the Bank Group and aconformed copy of this report would be transmitted earliest thereafter forBank Group staff review (para. 8.02(d).

4.08 School Supplies Revolving Fund. In order to ensure sufficientfunds to procure the required paper for replenishment of textbooks andexercise books, other basic education materials, teacher manuals andtransport expenses, a special interest-bearing account in Rwandese francswould be established by the Government in the NBR (Central Bank). IMPRESCOwould be responsible for supervision of this fund. Student fees collectedfor the basic minimum textbooks would be transferred to this specificaccount at the start of each school year. This form of cost-sharing isalso meant to reduce dependence on Government expenditures in this fieldand upgrade quality in education. About US$2.0 million equivalent in feeswould be collected yearly when this component is fully operational. Duringnegotiations, the Government gave an assurance that this account would beestablished and replenished at the start of each school-year and aMINEPRISEC circular defining the student fees cost-sharing scheme would beissued by not later than June 30, 1988 (para. 8.01(e)).

4.09 Monitoring. A management committee (Comite d'Exploitation)having representatives of the MINEPRISEC, Ministry of Finance and EconomicPlanning (MINIFIN), and the NBR has been established in IMPRESCO to guideits management, monitor its operations and advise related units.Monitoring would include quarterly review of the Revolving Fund andIMPRESCO accounts as well as operational plans, procurement and inventoriesfor IMPRESCO and the Remera dep3t. During negotiations, the Governmentgave an assurance that the management committee would prepare quarterlyreports for the Revolving Fund, IMPRESCO and the Remera dep8t in accordancewith the above monitoring which would be incorporated in the semi-annualreports to be transmitted for IDA review and comment (para. 8.01(f)). Theproject includes support for continuous monitoring of the textbookdistribution and cost-sharing schemes. It is envisaged that appropriatemembers of the MINEPRISEC-appointed Textbook Distribution Commission wouldfor three successive years following the first distribution, identify anyemerging problems in the distribution cycle in particular regardingtextbook/materials from planning to distribution among students, and ingeneral concerning the cost-sharing scheme, and make recommendations toovercome these problems. In addition, the study on improvement ineducational administration and support for fellowship training for threeinspectors (para. 4.10) would include aspects related to improved provisionand care of textbooks/materials.

Institutional Support (Studies/Seminars)

4.10 The project includes about three staff/years of technicalassistance specialists (Annex 1, S-1) for the following studies: (a)monitoring of textbook distribution and cost-sharing schemes; (b)improvement of school inspection and management; (c) improvement ofeducational administration; and (d) evaluation/preinvestment studies

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related to the project components and development of the sector. Seminarswould also be financed for training of school inspectors and managers,inter alios. During negotiations, the Government gave assurances thatthese studies would be started earliest in accordance with terms ofreference agreed with the Bank Group and that the studies would becompleted by not later than December 31, 1990 (para. 8.01(g)). Inaddition, seven staff/years of specialists services are included for anexpert adviser/accountant and expert(s) in printing techniques to assistIMPRESCO with the textbook supply distribution system, maintain projectaccounts and train local counterparts so that they may be capable ofundertaking such tasks (paras. 4.18 and 6.02).

Technical Secondary School (TSS)

4.11 The new TSS, which would have a total of 270 student places witha yearly intake of 60 students and an output of 36 technicians, would beestablished in Kibuye, capital of Kibuye prefecture located on the shore ofLake Kivu about 70 km. west of Kigali. The TSS would introduce a six-yearprogram (Annex 1, C-1) to train A2 technicians in two new mechanicalengineering streams, heavy duty mechanics and plant maintenance,respectively. Of the 36 yearly output of graduates, one-third are expectedto be directly employed in parastatal and private enterprises, one-thirdwould proceed to engineering training in higher education and one-thirdwould enter technical teaching following suitable training. Existing andplanned output of A2 engineering technicians (even taking a low estimate ofrequirements relative to a high level of supply) falls well short ofevaluated needs and Rwanda faces a serious shortage of engineers (para.1.13). In addition, shortages of trained personnel in these newspecialized skills are reportedly acute with deleterious effects onindustrial performance of enterprises and plant maintenance within them.

4.12 The training course would have two semesters yearly with 40periods tuition weekly. The curriculum prepared by the BPES is suitable,having overall, about 38 percent of teaching time devoted to generalsubjects, 32 percent to technological subjects (including technicaldrawing), 26 percent -o workshop practice and four percent to generalscience. However, curricula for fourth, fifth and sixth years for heavyduty mechanics and plant maintenance (including mechanics, machineelements, strength of materials, machine construction, prime movers andplant implements, automation, electricity and electronics together w,thworkshop practice) will require elaboration. This adaptation would beprepared in the BPES with expert assistance to be financed under Credit1263-RW. During negotiations, the Government gave assurances that theseprepared curricula would be received for review and comment by the BankGroup by not later than June 30, 1988 (para. 8.01(h)). The MINEPRISECwould award diplomas to successful graduates.

4.13 When in full operation, the TSS would require 23 full-timeequivalent teachers giving a student/teacher ratio of about 12 which isacceptable for this type of school. Nine general subject teachers would berecruited among Rwandese graduates. Twenty-eight staff/years of fellowshiptraining are included in the project (Annex 1, S-1) for about 14 Rwandesecandidates to train abroad to become teachers of technological andpractical subjects so that they may form an effective teaching staff.

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Pedagogical training would be provided for them upon their return toRwanda, in the in-service teacher training unit in the Kicukiro TSS. Inthe school's operation it is expected that an attrition rate of not greaterthan 10 percent can be achieved through improved selection procedures.Accordingly, during negotiations the Government provided assurances thatbased upon the results of a study being undertaken on the causes of veryhigh attrition in the Kicukiro TSS, proposals satisfactory to the BankGroup, for improved internal efficiency would be introduced for KibuyeTSS. Receipt of such proposals would constitute a condition ofdisbursement against the civil works category for the new school (para.8.02). To ensure efficient launching and management of the TSS, technicalassistance is provided in the project for recruitment of a suitablyqualified and experienced Director for two years beginning January, 1989.13/ A suitable Rwandese Deputy Director (intended to succeed him) wouldaTso be appointed by the same time and be trained in management of theschool by the Director in addition to a bursar (intendant), supervisor(surveillant) and workshop supervisor (chef d'ateliers). Duringnegotiations, the Government gave assurances that satisfactory recruitmentproposals for the proposed Director and Deputy Director would be providedfor Bank Group review and comment by not later than September 30, 1988 andthat they would be appointed by not later than January 1, 1989 (para.8.01(i)). The project would include academic and boarding facilities andat least 16 staff houses. It is expected that austere standards of suchstaff housing would be implemented. Because student selection would be ona national basis, commuting constraints due to very hilly terrain andinadequate home study environment, hostel accommodation would be providedfor practically all students in the TSS.

National Vocational Training Center (NVTC)

4.14 The NVTC would have 120 places with 240 training stations toprovide both initial training programs (maximum length nine months) andshorter upgrading courses; yearly output would be about 60 skilled workersof A3-level and about 240 for other training, subject to maximum 120enrollment at any one time. The NVTC would be located in Kigali with goodaccess from popular residential areas and industrial enterprises. Thecenter would offer initial training in nine-month courses for CERAIgraduates as well as for other suitable candidates and one-monthupgrading/re-training courses for industrial employees in private andparastatal enterprises. Initial basic training would be offered in thefollowing six specialisms having 20 trainees each: mechanics, welding/sheetmetal work, electricity, auto-mechanics, carpentry and buildingconstruction. Following this course and upon entry to employment, thesetrainees would undergo on-the-job industrial training plusupgrading/re-training of one-year equivalent to become A3 skilledworkers. 14/ The center's workshops would also be equipped to provideshort courses to respond to labor market needs (such as refrigeration) and

13/ The technical assistance included could be used for contracting therequired management expertise in a twinning' approach with awell-developed TSS elsewhere.

14/ Thus, while about 120 initial trainees would be trained yearly theeffective output is about 60 skilled workers, or 10 in each specialty;total annual output for all courses would be about 300.

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it is expected that evening courses for iniLial and upgrading trainingwould be organized after about two years' operation. Rwanda's requirementsof skilled workers in the above specialties surpass existing outputtogether with planned NVTC and other output (para. 1.13) but the centershould greatly alleviate present acute shortages.

4.15 The NVTC would have all-year-round training with traineesspending 40 hours weekly entirely in the workshops. Details of thetraining programs given in the Project Preparation Report would beelaborated by MINIFOP personnel in cooperation with three specialists(chief technical adviser, planner/programmer and extension andapprenticeship trainer) to be recruited soon after Credit effectiveness(Annex 1, S-1). The planning and programming of training courses wouldsimilarly be prepared to ensure a suitable sequence of initial training,followed by practical work experience in enterprises andupgrading/re-training courses to qualify skilled workers. Canteenfacilities would be provided for students at the NVTC. Housing would beprovided only for the NVTC Director.

4.16 A National Vocational Training Board (NVTB) attached to theMINIFOP would be established earliest to develop vocational training policyand would have representation from other concerned ministries, the privatesector and established trade unions (Annex 1, C-6). Under policy guidancefrom the NVTB and administrative authority of the MINIFOP, responsibilitiesof the vocational training office of the NVTC would comprise (in additionto training), planning and programming of vocational training and trainingactivities outside the center, including in-plant training for specificskills and apprenticeship training. It is expected that close links willbe developed by the NVTC with private and parastatal industrialenterprises. It is also expected that the center would justify itsusefulness to these enterprises to the extent that arrangements can be madefor their participation not only in sharing the costs of vocationaltraining but also in management of the center.

4.17 Of technical assistance included for required institutionbuilding in the MINIFOP Directorate of Vocational Training and the NVTC,three specialists mentioned in para. 4.15 would be recruited whosefunctions would include on-the-job training for their Rwandesecounterparts, one of whom would be the future NVTC Director and others whowould replace the relevant experts. When fully operational, the NVTC wouldrequire six full-time senior instructors for day-courses (for the sixspecialisms) plus six assistant instructors. To launch the centerefficiently, five senior specialist instructors would be recruited (aRwandese instructor is available for the building construction specialism)and six suitable Rwandese technical secondary school graduates havingindustrial experience would be appointed to undertake on-the-job teachinginstruction by the specialists and fellowship training abroad (Annex 1,S-1). During negotiations, the Government provided assurances that theproposed contract commitment for all fellowship trainees supported underthe project, to work for a minimum of five successive years in theseinstltutes upon their return from training abroad, would be transmitted forBank Group review and comment by not later than June 30, 1987

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(para. 8.01(j)). To ensure efficient management of the center, thetechnical adviser, planner and extension training specialists and theirRwandese counterparts would be punctually recruited. During negotiations,the Government provided assurances that satisfactory recruitment proposalsfor them would be transmitted to the Bank Group for review and comment bynot later than July 31, 1986 and that the two former would be appointed andin post by not later than January 31, 1987 and the latter by January 31,1988 (para. 8.01(k)). The Government also provided before negotiations,information satisfactory to the Bank Group on the legal status of the NVTC.

Technical Assistance Summary

4.18 The technical assistance program provides for 30 staff/years ofspecialists services (including three staff/years for above-mentionedstudies) and 46 staff/years of fellowship training to be allocated asoutlined in Annex 1, S-1. Five staff/years of specialists services areincluded for an expert adviser/accountant to manage the textbookdistribution element and maintain project accounts and two staff/years forexpert(s) in printing techniques as considered necessary for this period toensure efficient project implementation. To recruit a Director forefficient launching of the TSS, two staff/years are also allocated (para.4.13). However, the major portion of technical assistance services, 18staff/years, is allocated to the NVTC, of which eight for MINIFOPinstitution building (including training of Rwandese to replace the expertsconcerned) and preparation for launching the center through recruitment ofa technical adviser, planner and extension/apprenticeship expert (para.4.15); the remaining 10 staff/years are assigned to five vocationaltrainers to start-up of NVTC training and train their Rwandesecounterparts. UNDP is expected to provide to the Government on a grantbasis, financing of about 16 staff years of specialists services and sixstaff years of fellowship training. It is expected that the Government mayselect ILO as implementing agency for UNDP-financed technical assistance.

4.19 While nire staffryears are provided for 10 fellowship traineesrelated to the texctbook element, the major portion of technical assistancefor fellowship training(28 staff/years) is allocated to the TSS for 14selected Rwandese to train abroad for two years each in the 14 specialismsthey will teach upon return, as outlined in Annex 1, S-1. For the NVTC,the Rwandese Director and Training Chief are allocated a half-year eachtraining abroad, while the trainers in the six specialisms to be taughtwould have an academic year training each for a total of six staff/years.In the context of the project's quality improvement objective, onestaff/year each is included for three MINEPRISEC inspectors. Contingencyallowance is also made for additional fellowship training as considerednecessary.

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4.20 Technical assistance specialists financed under the project wouldbe selected in accordance with the Bank Guidelines for use of Consultants.Qualifications, experience and terms of employment of specialists andconsultants would be satisfactory to the Bank Group. Fellowshipcandidates, courses of study and institutions would also be selected inconsultation with the Bank Group. All specialists, as a part of theirterms of reference, would be expected to train local counterparts.

Female Participation in the Education System

4.21 In primary schools and CERAI, where about one million studentswill be affected by the textbook component of the project, enrollment offemales in 1984 was 48 and 46 percent, respectively. In secondaryeducation in 1984, female enrollment by general, technical and teachertraining streams was 19, 40 and 45 percent, respectively. However, becauseof the very specialized nature of the courses to be provided in the TSS andthe NVTC, and given present attitudes, percentages of female students inthese institutes are not expected to increase in the foreseeable future.The percentage of female students in the NUR has gradually increased overrecent years to reach 16 percent in 1984.

Population Education

4.22 Recognizing the dire effects of very rapid population growth uponachievement of food security together with adequate employment and socialservices, the Government has highlighted development of population policyand family planning programs since 1980. The National Population Office(ONAPO) was established in 1981 to research population growth, integratefamily planning services into the health system and provide publicinformation on these matters. USAID supports this process and theIDA-financed Bugesera-Gisaka-Migongo (BGM) rural development projectcontains a family planning component. ONAPO is also undertaking anationwide fertility survey as a basis for reinforcing future programs.The primary and secondary pedagogical centers have been directed since 1980to incorporate population education elements in school curricula to theextent possible, though efforts made do not seem to be as effective asdesirable.

Environmental Impact

4.23 No negative impact on the environment is expected as a result ofthis project.

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V. PROJECT COST AND FINANCIAL PLAN

Project Cost

5.01 The total cost of the project including grants from UNDP isestimated at US$19.0 million including customs duties and taxes estimatedat US$1.3 million equivalent. The estimated costs and foreign-exchangecomponents are given in Annex 1, T-6(a), T-6(b) and (T-6(c), respectivelyand are suimmarized below.

RwF Million US$ Million Z ofBase

Local Foreign Total Local Foreign Total Cost

1. Construction, Furniture,Equipment, Vehicles andTeaching Materials

a. Textbooks/DistributionSystem 126 256 382 1.37 2.80 4.17 28

b. TSS - Kibuye 132 265 397 1.43 2.91 4.34 29c. NVTC - Kigali 69 141 210 0.76 1.54 2.30 16

Sub-Total (1) 327 662 989 3.56 7.25 10.81 73

2. Technical Assistance 37 269 306 0.41 2.94 3.35 23

3. Project Administration 8 20 28 0.10 0.20 0.30 2

4. Professional Services (A/E) 4 18 22 0.05 0.19 0.24 2

Total Base Cost (1-4) 376 969 1,345 4.12 10.58 14.70 100(March, 1986)

5. Contingencies

a. Physical (8%) 32 51 83 0.35 0.55 0.90b. Price (24%) 88 222 310 0.96 2.44 3.40

Sub-Total (5) 120 273 393 1.31 2.99 4.30

Total Project Costs (1-5) 496 1,242 1,738 5.43 13.57 19.00

(of which taxes) (115) (115)(1.25) (1.25)

5.02 Cost estimates for civil works, furniture, equipment and vehicleswere derived from a review by Bank staff of data provided by the SFCSproject unit based on recent experience in implementing the First andSecond IDA Education Projects and on different school constructionactivities financed from other sources. The proposed schedules ofaccommodation are functional, austere and appropriate for the proposed

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project objectives. Base cost per student (academic and conmunal) isestimated at US$6,500 for the TSS and US$7,200 for the NVTC. The averageunit base cost of construction (excluding equipment) varies from aboutUS$360 equivalent per square meter for technical workshops (secondaryeducation) to about US$490 equivalent per square meter for the sciencelaboratories. These costs reflect, inter alia, the transport difficultiesassociated with a landlocked country and heavy dependence on the externalsupply of goods and services. The range of recent available unit costs forsimilar institutions in other Eastern and Southern Africa countries compareas follows: Ethiopia US$280 to US$400 (1984) and Botswana US$250 to US$350(1985). Furniture and equipment would be of a type appropriate to thebasic needs in the country to accomplish the educational objectives of theproposed project.

5.03 Technical Assistance (para. 4.18, Annex 1, S-1) It is expectedthat UNDP will undertake joint financing of technical assistance for theNVTC component to the extent of about US$1.3 million.

5.04 Professional services (architectural/engineering) (para. 6.03),for the NVTC equivalent to about 18 man-months are included in the project.

5.05 Cuotoms Duties and Taxes. All items specifically imported forthe proposed project would be exempt from direct customs duties and taxes,in line with the standard practice of the Government. It is expected thatsome of the materials to be usad in the construction of the proposedinstitutes would be acquired on the local market and would be subject toclstoms duties and/or taxes. Of the estimated cost for civil works, aboutbo$1.3 million equivalent would represent customs duties and taxes.

5.06 Contingency Allowances. For physical contingencies, an averageof six percent has been added to the base cost which is consideredadequate. Price increases, from the base 0ost date (March 1986) have beenc-alculated by applying, to the base cost plus physical contingencies, thefollowing percentage rates of price escalation in accordance with theimplementation schedule (Annex 1, S-2):

Calendar Year 1986 1987 1988 1989 1990 1991

Local (Z) 10.0 10.0 10.0 7.0 7.0 7.0

Foreign (Z) 7.0 7.0 7.5 7.7 7.6 4.5

These annual rates have been reviewed by Bank Group staff and have beenfound satisfactory. The total price increase is estimated at 23 percent ofthe base cost plus physical contingencies.

5.07 Foreign Exchange Component. The foreign exchange component hasbeen calculated as follows: (a) civil works, 52 percent; (b) locallymanufactured furniture, 60 percent; (c) directly imported furniture,equipment and vehicles, 100 percent; (d) equipment assembled ormanufactured locally, 60 percent; (e) professional services and projectadministration, 70 percent; (f) technical assistance and training, 85percent; and (g) fellowships, 100 percent. Including contingencies, theforeign exchange component is estimated at US$13.6 million equivalent or 72percent of the total project cost (77 percent net of taxes). Excluding theUNDP grant, the foreign exchange component is estimated at US$12.3 million

I

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or 69 percent of the project cost net of taxes. This high foreign exchangecomponent is basically the result of the large proportion of importedequipment, construction materials, related transport costs and technicalassistance.

Financing Plan

5.08 An IDA Credit of SDR 13.5 million (US$15.6 million equivalent),and a grant of US$1.3 million equivalent from UNDP would finance theproject as follows:

US$ Million EquivalentCategory GOV'T IDA Sub-total UNDP Total

1. Civil Works 0.90 6.10 7.00 - 7.00

2. Furniture/Equipment/Vehicles 0.30 3.00 3.30 - 3.30

3. Paper and PrintingMaterials 0.10 0.80 0.90 - 0.90

4. Tech. Assist./Training and Seminars 0.10 1.80 1.90 1.30 3.20

5. ProfessionalServices 0.05 0.20 0.25 - 0.25

6. Project Administration 0.05 0.25 0.30 - 0.30(excluding salaries)

7. Unallocated 0.60 3.45 4.05 - 4.05

Total (1-7) 2.10 15.60 17.70 1.30 19.00of which taxes (1.25) - (1-25) - (1.25)

5.09 The IDA Credit would provide financing toward the followingcomponents: (a) the textbook/teaching material supply and distributioncomponent, including paper for the printing of textbooks but excludingeducational materials (Government); (b) the TSS in Kibuye; (c) the NVTC inKigali, excluding most of the technical assistance (UNDP); (d) studies andseminars; and (e) technical assistance and operating expenses (excludingsalaries) for project administration.t

5.10 UNDP would provide a grant of about US$1.3 million towardfinancing about 16 staff/years of technical assistance specialists andabout six staff/years of fellowships for the NVTC. It is expected thatfour of these experts would be UN volunteers (Annex 1, S-1). In additionto covering the cost of all duties and taxes CUS$1.3 million), the

l

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Government would provide the equivalent of about US$0.8 million towardsother local expenditures. It is a condition of Credit effectiveness thatUNDP enter into a formal agreement with the Government (satisfactory to theBank Group) for the provision of technical assistance for the NVTC (para.8.03).

5.11 The incremental recurrent costs generated by the project areestimated at an annual RwF 67.3 million 15/ (or about US$0.4 millionequivalent) and would account for 0.9 percent of total recurrentexpenditures on education in 1992 16/ when the project is expected to bein full operation. The main reaso6nfor such a relatively low impact isthat the project has been designed to minimize its impact on the Goverpmentbudget through the establishment of a cost-sharing scheme for the supply oftextbooks and teaching materials.

VI. IMPLEMENTATION, PROCUREMENT, DISBURSEMENT AND AUDITING

Implementation

6.01 The project would be implemented over a period of about five anda half years (Annex 1, S-2). The project is expected to be completed byJune 30, 1991, with a Closing Date of December 31, 1991. Theimplementation schedule is based on, inter alia, experience derived fromthe First and Second IDA assisted Education Projects in Rwanda (paras. 3.01and 3.02).

6.02 Project Administration. The !ervice de Financement et desConstructions Scolaires (SFCS), which was established under the FirstEducation Project and has the responsibility for the implementation of theSecond Education Project and education projects financed by otLer donoragencies (including, inter alios, the African Development Bank and theEuropean Economic Community) would continue to have responsibility for theimplementation of the MINEPRISEC components of this project. The Directionde la Formation, MINIFOP, would have responsibility for execution of theNVTC. The Director of MINIFOP would be reponsible for the overalladministration of the NVTC component. He would be assisted by theechnical assistance team, in particular the chief technical adviser (Annex1, S-1). Five years of technical assistance is also included in theproject for an expert adviser/accountant and two years of technicalassistance for expert(s) in printing techniques for the SFCS. The expertadviser/accountant in addition to managing the textbook element wouldmaintain project accounts both for SFCS and MINIFOP and would preparewithdrawal applications for funds under the project. He/she would alsomaintain the accounts of funds provided by UNDP as appropriate and train

15/ Including RwF 36.5 million for Kibuye TSS, RwF 28.3 million for KigaliNVTC and RwF 2.6 million for textbook distribution scheme.

16/ Assumptions about growth of total recurrent expenditures on educationare given in Annex 1, T-5(b).

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Rwandese counterparts in accounting/financial analysis. Duringnegotiations, the Government provided assurances that the SFCS would beadequately staffed and maintained during the implementation of thisproject, including the appointment of a qualified Rwandese accountant(para. 8.01(1)).

l6.03 Professional Services. The preparation of tender documentsincluding furniture and equipment for civil works and further preparationstudies on the textbook supply component for the MINEPRISEC would beundertaken by SFCS staff with additional financing from pre-investmentfunds allocated under the Second IDA Education Project (Credit 1263-RW) asrequired. The preparation of tender documents including furniture andequipment and civil works for the HINIPOP components would be financedunder the IDA Technical Assistance Project (Credit 1217-RW). The projectincludes the cost for site supervision for all components.

6.04 Specialists and Consulting Services. All specialists andconsultants financed under the IDA Credit would be hired under contracts onterms and conditions acceptable to the Bank Group in accordance with theBank Group Guidelines for the Use of Consultants.

6.05 Sites. Satisfactory sites exist for all project institutes.

6.06 Status of Preparation. As indicated above, authorized projectimplementation UPits exist and required support for Rwandese staff would betimely recruited. Preliminary equipment lists with estimated costs wereprovided for Bank Group review prior to negotiations for all the projectinstitutes and preliminary sketch designs with estimated costs were alsoprovided for the MINEPRISEC items. As preparation of preliminary sketchdesigns with estimated costs for the NVTC was delayed, it is a condition ofCredit effectiveness that an architectural firm acceptable to the BankGroup will have been selected for this work (para. 8.03(b)). Terms ofreference have been prepared for all studies planned, training andtechnical assistance needs have been identified with terms of referenceprepared for all assignments and satisfactory Procedures for recruitment ofconsultants agreed. A schedule for timely recruitment of key personnel hasbeen prepared. Contract packages and procuremenit methods have been definedand a schedule has also been prepared for civil works and equipmentprocurement.

6.07 Maintenance. The maintenance of all education facilities isunder the responsibility of the MINEPRISEC and is performed by the SFCS.Adequate funds for maintenance are included in its budget. No problem isenvisaged in this respect.

6.08 Monitoring and Evaluat'.on. Semi-annual progress reports onimplementation would be submitted to the Bank Group by the SFCS for theMINEPRISEC items and by the MINIFOP for the NVTC, each December and Junefollowing Credit effectiveness. The format would be mutually agreed uponprior to the date of the first submission and wuuld be modified as deemednecessary during Implementation of the project. The Government, withassistance of MINEPRISEC and MINIFOP, would prepare and send to the Bank

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Group for comments, within six months from the Closing Date, a completionreport assessing attainment of project objectives, project implementationand initial operation, its cost and the benefits derived, the performanceof the Government, the Bank Group and other agencies involved, and thesignificant lessons learned.

Procurement

6.09 Procurement arrangements are summarized in the table below:

US$ MillionTOTAL

Project Element ICB LCB OTHER COST

1. Civil Works 8.0 0.9 - 8.9(6.9) (0.8) (7.7)

2. Furniture/Equipment/Vehiales 3.8 0.5 - 4.3(3.4) (0.4) (3.8)

3. Paper and PrintingMaterials 1.0 0.2 - 1.2

(0.9) (0.1) (1.0)

4. Technical Assistance - - 4.0 4.0(2.7) (2.7)

5. Professional Services (A/E) - - 0.3 0.3- - (0.2) (0.2)

6. Project Administration - - 0.3 0.3(0.2) (0.2)

TOTAL 12.8 1.6 4.6 19.0(11.2) (1.3) (3.1) (15.6)

Note: Figures in parentheses are the respective amounts to be financed bythe Association.

6.10 Contracts for civil works, furniture, equipment and vehicleswould be awarded on the basis of international competitive bidding inaccordance with Bank Group guidelines for procurement. However, civilworks contracts costing less than US$250,000 equivalent each and contractsfor furniture and equipment costing less than US$50,000 each (an aggregatenot to exceed US$1.0 million) would be by competitive bidding, advertisedlocally and in accordance with local procedures satisfactory to the BankGroup.

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6.11 Standardized sketch designs, draft tender documents and masterlists of furniture, equipment and vehicles indicating proposed grouping andestimates of costs would be reviewed by the Bank Group staff. Items wouldbe grouped to the extent practicable to encourage competitive bidding andto permit bulk procurement. Review of tender evaluation documents prior toaward would be required only for contracts above US$250,000 equivalent forcivil works and US$50,000 equivalent for furniture, equipment and othermaterials.

6.12 Where international competitive bidding procedures are used: (a)domestic manufacturers of furniture and equipment would be allowed apreference of 15 percent, or the existing rate of import duties, whicheveris lower, over the c.i.f. price of competing foreign suppliers; and (b) ifapplicable, qualified domestic contractors would be allowed a preferentialmargin of 7.5 percent over prices of competing foreign contractors.

Disbursement

6.13 Disbursement would be on the basis of: (a) 85 percent ofexpenditures for civil works; and (b) 100 percent of foreign expendituresand 80 percent of local expenditures for furniture, equipment, vehicles andother materials, technical assistance, studies, professional services andseminars; and (c) 70 percent of expenditures for operating costs excludingsalaries.

6.14 All disbursements will be fully documented except those forfurniture, equipment, vehicles and other materials together with studies,local seminars and operating costs, contracts for which value would bebelow US$10,000 equivalent. These would be made against Statements ofExpenditures (SOE), documentation for which would not be submitted forreview but would be retained by the Borrower at the SFCS and would be thesubject of an annual audit by auditors acceptable to the Bank Group. Inaddition, the documentation should be readily available for review by BankGroup representatives during the course of project supervision. TheBorrower shall not submit applications for reimbursement valued belowUS$20,000 equivalent. Based upon experience in previous Bank Groupfinanced education projects, the SFCS has satisfactory institutionalcapacity to use SOE and manage the Special Account. Disbursements financedby IDA are expected to be completed by December 31, 1991 (Annex 1, S-3).

6.15 The typical disbursement profile for Rwanda is eight years. Theongoing Second IDA Education Project is expected to be completed onschedule in about four and one-half years. Because of the experienceeeveloped in the past project, a five and one-half year disbursementprofile is considered reasonable.

6.16 Special Account. In order to ensure that funds for the projectwould be made available when needed, a Special Account in US Dollarsoperated by the SFCS, would be established at the National Bank of Rwandawith an initial deposit by IDA of about US$400,000 - to cover about threemonths of expenditures -- which would be withdrawn from the Credit

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account. The account would be replenished on the basis of documentaryevidence, to be provided to the Bank Group by the SFCS, of payments madefrom the account for goods and services required for the project. Openingof the Special Account into which IDA would deposit an initial amount wouldbe a condition of Credit effectiveness (para. 8.03).

6.17 Project Advance Account. In order to ensure that theGovernment's counterpart funding would also be available when needed, theGovernment would establish a separate Project Advance Account into which itwould deposit, at the beginning of each quarter, its share of projectcosts. Establishing the Project Advance Account and depositing the initialamount of RwF 500,000 would be a condition of Credit effectiveness (para.8.03). In any case, this account should be replenished so that it wouldnut at any time be lower than RwF 50,000.

Auditing

6.18 Annual auditing would be required for all expenditures financedunder this project, with particular attention to those expendituresreimbursed under certificates of expenditures. Auditing would be performedby auditors acceptable to the Bank Group, and applying satisfactoryauditing procedures. Audit reports would be submitted yearly to the BankGroup for the project for the School Supplies Revolving Fund, the SpecialAccount (para. 6.16), the Project Advance Account (para. 6.17) andIMPRESCO, within six months following the end of the Borrower's fiscalyear. To strengthen the accounting capacity of the SFCS/PIU, fivestaff/years of technical assistance for an expert adviser/accountant isincluded in the project (para. 6.02). This specialist, in addition tomanaging the textbook distribution element would also coordinate theproject accounts and oversee the accounts of IMPRESCO and the textbocksupply and distribution component. He would also improve the accountingmethods and train local counterparts.

VII. BENEFITS AND RISKS

Benefits

7.01 The textbook supply and distribution component would have animportant pedagogical benefit in significantly improving quality of primaryand post-primary (CERAI) education, through providing teaching manuals forsome 20,000 teachers and increasing textbook provision from the present 12percent to 50 percent (one set per two) for up to a million students in themedium term. 17/ The cost-sharing replenishment scaeme to be introducedsimultaneouslTywould have an important fiscal benefit in yielding aboutUS$2.0 million yearly (1985 prices) and thus, not only help reader textbooksupply and distribution self-sustaining, but also reduce Governmentfinancial responsibility in this regard. The technical and vocationaleducation elements both should have economic benefits through providingyearly outputs of 36 engineering technicians, 60 skilled workers and 240

17/ Practically all student beneficiaries from the project may becategorized as poor.

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other vocationally trained personnel and thus alleviate acute shortages oftrained labor force personnel and provide suitable candidates for highereducation. Introduction of training in heavy duty mechanics and plantmaintenance constitute important additions. Locatlon of the TSS in Kibuyeshould positively influence development in a town having potential as apole of growth. The eventual provision of evening classes in the NVTC inKigali would lead to greater utilization of resources and in the mediumterm, engender much-needed improved standards in vocational skills amongthe city population. The technical assistance element of the project wouldadd to institution building in the MINIFOP and MINEPRISEC. Local planningand programming capacity should be established by the project in theMINIFOP and training expertise in the NVTC. Adequate management capacityfor textbook supply and distribution and institutional administrationshould be established in the MINEPRISEC and TSS, respectively. Inaddition, expertise for quality Improvement in primary and CERAI schoolsshould be improved by fellowship training and studies included. Finally,Bank Group support in this project enhances the continuing dialogue amongthe Government, the Bank Group staff and donor agencies on development ofthe education sector in a more pragmatic and cost-effective manner which isexpected to have a catalytic effect in attracting coordinated support fromdonor agencies.

Risks

7.02 Questions concerning Rwandese management and implementationcapability constitute the two main risks. Efficient management of thetextbook scheme will require effective coordination on planning,programming and execution between BPERAI and IMPRESCO in Kigali and closemonitoring of distribution in the regions. Introduction of a book-usagefee payment by students and handling of fees before their deposit in theSchool Supplies Revolving Fund, also need close monitoring. Recruitment ofa qualified expert adviser/accountant for five years, who would also trainRwandese counterparts should serve to minimize these risks. In addition,funds are included in the project for field monitoring of distribution andcost-sharing. The TSS and NVTC would be modern institutes having valuable,sophisticated equipment and will require high standard institutionalmanagement. Improvement of internal efficiency aspe-ts for the TSS andavoidance of legal delays in the establishment of the National VocationalTraining Board for the NVTC will also require close monitoring. To assureappropriate management, capable specialists would be provided under theproject to launch the institutes efficiently and train Rwandesecounterparts to maintain established standards upon their departure.Despite the above-mentioned risks, this project is worthy of IDA support.

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VIII. AGREEMENTS REACHED AND RECOMMENDATIONS

8.01 Daring negotiations, the Government provided assurances that:

(a) an evaluation of progress in achieving an agreed actionprogram for improvement of quality and cost-effectivenesswould be provided for Bank Group staff review by not laterthan July 31 each year (para. 2.18);

tb) IMPRESCO shall recruit an expert adviser/accountant andexpert(s) in printing techniques, having qualificationssatisfactory to the Bank Group, to be in post by not laterthan January 1, 1987 (para. 4.04);

(c) no major textbook revision in primary school or post-primarycurricula would be made for a period of five years followingMarch 31, 1987 (para. 4.05);

(d) an audit report for IMPRESCO 1985 accounts would be preparedby July 31, 1986 by independent auditors acceptable to theBank Group and a conformed copy of this report would betransmitted earliest thereafter for Bank Group staff review(para. 4.07);

(e) a School Supplies Revolving Fund for collected textbook feeswould be established in the NBR and replenished at the startof each school year and a MINEPRISEC circular defining thestudent fees cost-sharing scheme would be issued by notlater than June 30, 1988 (para. 4.08);

(f) a management committee (Comite d'Exploitation) in IMPRESCO,having representatives of the HINEPRISEC, HINIFTN a-ad NBRwould prepare quarterly reports for the Remera aep8t,IMPRESCO and the Revolving Fund which would be incorporatedin the semi-annual reports transmitted for Bank Group staffreview and comment (para. 4.09);

(g) the studies to be undertaken under the project would bestarted earliest in accordance with terms of re'-renceagreed with the Bank Group and that the studies would becompleted by not later than December 31, 1990 (para. 4.10);

(h) the syllabi for fourth, fifth and sixth year programs forheavy duty mechanics and plant maintenance would be providedfor Bank Group staff review by not later than June 30, 1988(para. 4.12);

(i) satisactory recruitment proposals for the TSS Director andDeputy Director would be transmitted for Bank Group staffreview and comment by not later than September 30, 1988 andthat they would be appointed by not later than January 1,1989 (para. 4.13);

- 34 -

(j) a proposed contract commitment by all fellowship trainees towork for a minimum of five successive years in theseinstitutes upon their return from training, would betransmitted for Bank Group staff review and comment by notlater than June 30, 1987 (para. 4.17);

(k) satisfactory recruitment proposals for the NVTC technicaladviser, planner and extension experts and their Rwandesecounterparts would be transmitted for Bank Group staffreview and coument by not later than July 31, 1986 and thetwo former would be appointed and in post by not later thanJanuary 31, 1987 and the latter by January 31, 1988 (para.4.17); and

(1) the SFCS would be adequately staffed and maintained duringproject implementation, including the appointment of aqualified Rwandese accountant (para. 6.02).

8.02 As a ccndition of disbursement for the civil works element of theTSS, the Government would provide for Bank Group review and commentsatisfactory proposals (based upon a study of Kicukiro TSS attrition) tointroduce Improved procedures to ensure internal efficiency for Kibuye TSS(para. 4.13).

8.03 As conditions of Credit effectiveness: (a) UNDP would enter intoa formal agreement (satisfactory to the Bank Group) with the Government forthe provision of technical assistance to the NVTC (para. 5.10); and (b) theGovernment would provide information to the Bank Group that: (i) a SpecialAccount had been established in the NBR as well as a Project AdvanceAccount of RwF 500,000; and (ii) an architectural firm acceptable to theBank Group had been selected to prepare a study of the construction of theNVTC (paras. 5.10, 6.06, 6.16, and 6.17).

8.04 Subject to the above agreements and conditions, the projectconstitutes a suitable basis for an IDA Credit of SDR 13.5 million (US$15.6million equivalent) to the Rwandese Republic.

RWANDASTRUCTURE OF THE EDUCATION SYSTEM

PRE-1979 STRUCTURE

PRIMARY (a) Artiaon Edjcation1 2 3 4 5 6 1 2 3 ~~~~~~~~~~~~~~~(b) ArtiaancaTrairingfr op midDOmeft Arts forGris

(c) Techical Educotion(d) 3-Yea Coivnnn Cs Folagd by two. Tvee ad For Yew Coms

ncludng Moden Ka1flTe&Ycc Eco tion and Tewcwe TSg(a) Classica Humanities

RffORMED STRUCTIURE

(a) _ _ _ _ _ _ -~~~~~~~~EmowiSocia Scaenoe

AGE 7 8 ~~~~ 10 11 1 _2 1J 1 1 1. 1_ 1_ 20-r

()-Science

Low

- Scwece

PRIMARY-MoenTcis

AGE 7 a c o 10 11 '12 13 14 IS '16 1 7 la 19 20

o Posl.Primo.y Vocational in CERAI (Centre Cleneagnenr*trxot Arbsonol nteobe).b0) Seconday Educotlon for (b) Sslled Clattvman Le"l (A3) NuLing. AgroyeternVy (c) Mlddle Tochnician

Agro-yetetlnory. Forestry. Comnmercs. rxAng. Nutntlon and (d) Midle-We Technrcion (2), Scence. Humonmes and Teacher Troai n* Selected godua?es from Secondorv School enter Higher Educution

In 1981 the Ntional Pedogogicol Insfitute was transferred trom the NLSR Butre campus to fobm o second compAus d the NUR of Ruhe ng

orld B - 27458

RWANDAEDUCATION III

Education PyramId 1984

L AP/ GfOM/ Mdr/ Fem/mI

Nmmu Ag G6de CeMn Fmo

26 20 41 1 42

25 ¶9 t6 4 SO

24 18 141 21 162

HNW M/ 23 17 182 23 175

Sg4.e 22 16 22880 278

21 15 47? 95 572J

20 14 371 167 Su 36

becanddEy/ 19 13 806 3m 1.161 118 12 A63 718 2.181

CERAV 17 11 4696 4,336 9M2

a.Carday 16 10 2.3261 1A13' 3,7391

15 9 7.531 6.103 1394

14 8 2.086 2.940 47.996

1 3 7 29.523F 124.475 53.998

12 a 053. 131.904 66957

Atbyt 11 5 42.226 139.965 82191

* I10 4 49.649 49.1885 98Ji

9 3 55.636 53.847 109.482

8 2 64.6421 162402 127D44

7 I F2.593 _7817 __OAIO

80.000 70.W0 0,000 50Dm 40.00 30W 20.01 100.W0 0 10t,r 20= 30.00 40A s0o0 6.00 70. M0J0

'Estobbiwr*nt od CERAJ coum appuit ewylmennt atoa.ly

Scume MIEFRISEC StatWu de ren.egroeewnt Wnne sCcOUO 1982-1983 WodE Om - 27459

EwE

KDmPisg QuzANE iTi CHAR 1984

* Sdool Ho- Pinwice~ _____ wiatc

* Sularlee Proin : PrIlY. CERAI _ Pefozm* qApmt * Qirric. Deveopment

-l.egal _Pro: S* Qric. M-M1opmrt

* Fiancal Control

1/ The Sdool Printshop (DfMES ) emtabIisih .ufr tie azthority of the M! RIECt lmg Arrdt Prfsidntial No. 655/13 of Deaedber 30, 1985 ard hAvirg tedmical and firnmalautony wmi be rxapowblTe for plming, program , 1qlazntation and mxtorirgof teKtbook distrihbtimn for prdiry schools ard CAI.

38- ANNEX IChart 4

Ii$ti

I],13 I T __ __ __

I I 1111111~~~~~~~~~~~~~II -

i~~~~~~ . tX Xg H

. C X i ' | a

RWANDA EDUCATION III

MINISTRY OF PUBLIC SERVICE AND PROFESSIONAL TRAINING (MINIFOP)

Organization Chart 1985

rInterministerial| n- - M ster--- -Nt.Cmiso

Coordin. Comm. L Pub. Admin.

Private Sector

SecretaryGeer

FPub. Admin.| |Empi. 6 Soc.

Security

rao ~~Accounts & ay.] [rof.Taining StuiesEvaljJ Labor Safety E.ployinnt

ticruitmentn n Training abor nanp. Hanpower

fPerson. Adi. Accounts & Training in Legisl. & Prof.

t 'ayroll 1 1 country l tPayscales Relations

|Perm Secea Tech. Safety Statisticschamber_arbitr.

q Pensions| q Personne

uPub. Re1

Source: Ministry of Public Service and Professional Training (unofficial translation)

RWANDA EDUCATION III

CHART SHOWING MINIFOP/NVTC RELATIONSHIP

MINIPOP - Oher MinistrLes| Private Sectoir| Trade Unions 1

Minister-__

Sec. General raa ina Voarin

Director ofVocational Training

National VocationalTraining Office

Director

Statistics Section NVTC _ __o

Training Needs Section AdminiAtration and Planning andManagement Services Programing Service

Inspection SectionTraining Service. Training Extension

Training Certificate vith sections for; Service (enterprises)

mechanicalauto-mechanicsvwelding-eheet-vatelelectricity_carpetry__ conetruction

representation linkadvisory link

- authority link

Source: MINIFOP/AppraL.al Miesion 198S

1/ Representation in due course.2/ The project includes technical assistance for recruitment of experts as follows:

Technical Adviser to the NVTC Director, Planner and Extension Trainer attached tothe NVTC and five expert Instructors (excluding construction) for the NVTC.

- 41 -~~~~~~~~~~~~~AN

TableI3

COMPARATIVE ISUCTIOM IND!CAT70R

n TI I~~Kech1. O

EXPE3IITURE EDUCATIONf WLETION BRENREMT

On1 EDUCATION ERCtJ83HT ADULT RATE FM6 UNIT CWET PRmonsBiouHASE POP. CAP ITA P3600,7 GOP TOTAL. CNTRAL ALLOCATED 70, RATE ENOL CHOOL ETUDOR EDUMCATTON PRINAZI To ENROLL. XTUDENTS ENROLL.TEA" MILLS. (UES) DEVOTD TO COWERNIENT PEI SEC NT (1) RATIO CTCLE PEE AN PORCEDT SECONDART RATIO pEs RtATIO

(1979) (1910) EI3IICATTOWI UPENIDITUR CX) (397) CI) (I) TEACHER GNP/CALPITA Cl) CZ) TEACHER CR)

Ct) (2)1 (3) (4 C) C6) C7) (a) (9) (in) C(I ) (32) (3 1) (34)

DEVELOPED COUNTRIESAUSTRALIA iia b In 34. -- --- - 103' 100 21 -9 73 21 20.40

CANADA a ,aI **ssob ?sA a.SAY 3087 34', 238r 94 1i6r zoo 21 19.987 Ion 938 is j2.60'r.R3IANT P.M. 70 53l.2 32 *200 44.6 9.08 - - -- q,4 8qu zoom -- - zoo 94. - 12.30.NiTwRELRNOI 79 14. 1O~0 79 .3 20 33 23 9967 96 95 18 15.3 99N n1 a2.aoRIEW ZEALAND )*'2 b75S*I 58 131.4 37 31 28 I4 on zoo 24 331.4 1oo 8l 3 25.34W'SW.3'RN 79 6.1 17.250 0.0 35.2 13I 30 30 qqb 99r am zBM 19.9 too 10' roar J1h5fl

EASTERN AFRICABOTRIJAA Ni 34332 9206 5.0 22.0 41 34 22 40 amo 17 32 10.0 40 20 21 3.5060210130 A3 4.2 235 2.Rb` 39.0 4] 25 27 25 29' 33 31 20.2 32 1X 37 3.00CamEOS NA 0.4 45 11 i.r. 25.0 49 29 22 40 16 40 30 - as1 is 25 0.50

JiNsoOTT 54 0.4 480 1.0 31.9 73 26 ... 30 42 56 40 67.0 40 30 to 0.50RTRTnPIA at 372541 140b 2.qp 31.1 4% 21 20 11 42 10' G1 19.1 93& 34 44 0.41EARTA Ni 37.4h, 421* j.Aw3 20.36 65 *6 11 454 133 34 16 14.4 is 38 21 -LPJOTHO 52 1.43' 41ib 5.1 ISAq 35 32 25 jib 1362 4l 48 94.6 46 21 23 3.10NADACASCANt 7 6. 110 4.08 24.0 31 29 39 s0 gShx 33 35b 6.0 18 34 21 31.3bT3P3A.1A%2 Al &.1b 21Gb 1.5 13.4 38 14 2S 2sb 62 23 65 3.5 32 4 23 0.40MAURITIUS RI5 O 1.1* ~70b 4.1 14.0 44 36 7 nab 93 72 23 11.0 300 10 22 31giOKLUXDA 51 S.9b 2706 3.4 27.4 73 lb. 33 17b 53 10 40 34.0 9 . 31. 0.40SEIOINLLE!S 79 0.6 3 .770 1.9 22.4' 348 138 308 25 -S41336L.A A3 4.1 290 3.5 30t.1 sob 445 Ab job z22 so

529b 0.05 sob 32h 22 3.00

SUDAN so 1q2 laob i.0 -- a6 3 ... 32 -it"1

68 34 3.4 44 16 340SWAZTLAND 51 0.7b 9tb 1.R3'b 20.4 St 14. 15 635 93 50 33 33I.0 95 29 3n 1:00TAWZANIA n0 13.1 260 1.9 37.7 4 130 36 794 954 57 43 33.0 job * 20' n0-3nUCOANDA NI) 32.sb 3(3(3 -- 3ft13 23h j?6 zo

3245 342 61 34 - 3 7 ¶ 21 0.50

ZAIR atI 2e.sb 2306 ty 26.4 - -- 10 345 76 25 10 23.0 40 in ZN 2.00ZAPETA 50 5.7b jaib 4.%P 31.3 468 23 22 446 95 on 48 32.9 39 346 22 3.150ZINRAIVE R3 j.7b 7O00' .1. 19.5 12 12 6 ~45 90 55 39 20.0 035 is 21 O.jO

WSIETER AFRICARSoIN 79 346b 321* 65' 315.0 43 21 3 I lb 42 30 AG 34.0 30 13 41 3.0078112RKXEA 53 6.5 230b 2.W- 21.1 43 29 25 9 36 23 57 24.1 34 1 24 0.01CAICEOON 78 6 2 590 2.97 54.0? 338 438 20' -. 741 458 30? 33.08 30- z4V 26 a.jo7C.A.N. 79 7.: 28(1 1.8"7 20.683' - - - - - - 65'? - - -- - 0.7083'CHAD 74 4.4 120 2.4k' 21.7b - - - 13 231 - 717 -- 3213 23 0.20?CONGO 75 3.1 670 9.08"? 27.70? - ~ - - 3453' 30 -- 4367 4.0083camO 77 0.6 1.4.20 j-1b3' 5.43' - - 46k? - -- - I9b" 2.5083'08A3IA 77 0.6 220 1.38" 6~5b 46 238 4a to

54o03' 908 27'? 44.7' 40 t2z'3' 37 -

CNA886 74 11.3 &oo 4.0? I 5 .sb - - - - 71z - 27w'? - -- 345213 23 -001536a 79 5.3 ZOOP 4.48P - 258 258288 20 34 36 35 20.O'3' as 16 29 7.00'nonK COAST RI A.z

41.ol0b 30.0 43.0 33 AG 13 sob 60 56 43 25.0 47 338-3' 26 1.900

LINEEKA so 3.9 320 4.1 39.6 43 23 24 30 32 32 35 20.0 16 22 20 2.90maxi at 1.06 190 4.2' 21.1' 38 23 31 10 20 60 44 t3.7 66 I I3 0.9083'

OMAUITANIA 75 3*45 320k 5.3 36i.9 33 43 23 376 32 60 4.4 32.0 10 9 25 0.17RICES 78 5.2 300 4.38 36.687 32' 438 38 N 17 36' 43' 38.7w 40 2 24b 0.20?,NICERA 53 93.6b 760k 7.43' 36.0 - - 132.6 56 93 70 36 19.5 46.7 22.5 30 2SENEGAL 77 3.3 450 3.0 21.0 45 36 20 30 344213 - A4367 - 20 10 23 2.204?SIERR LEONE 77 3.4 250 4.ob 16.06 - - - 335 372 - 35 23.1* 34 3521 22 fl.&Ob3Tara0 78 2.4 400 6.3"' 26.19 308 28- 23' IS 74 40 5&k? 38.0 32 32b'3' Asb 1.a

LATIN AICEICA AND TIM3 CAXRSEBANAflTINA 76 21.3 2.210 2.1 30.9 438 338g 13m 935, 89 32 37 - 87 31 a 23.00ARANAIAS 79 0.2 2.770 3.1 39.1 36 36 11 936 99 97 24 - 97 73 19 -

BARBADOS 78 0.2 2.680 8.5Y87 22.38 43& 33' 160 90 100? 99' 273 34929 998 783 20' --DoLIVIA 80 5.4 530 4.383' 10.3' - - - 63 74? - 207 - -- 153' - 12.607REAZIL 79 116.3 3,770 3J8 6.2 51 - 3 76 7383' - 23'? 4.3b 631- 3383' 3487 12.62CR11.3 76 30.9 3.9 1.go 326? 1l.ob - - - - 3l95'z - 34by - -- 535'?y iobv 31.90b7C31L533A so 26.7b 3.ja0b 3.1 23.0 33 20 20 *Ib 78 36 32 6.6 - 67 20 30.02'?COSTA RICA No 2.260 3.slob 8.4 31.1 60 27 33 90 93 77 32 3.5 77 60 27 34.00cum 76 4.5 - 8.0 31.0 -- - - 96 112587 9o 36b7 - 9873bzy 13 19.o2b3'D0aJ2*1A68 REP. so 5.3 1.030 2.9 13.0 39 21 22 6b so 31 39 3.2 94 30 33 16.00306D06 No S.4b 31310 5.09 36.7 45 33 36 SI £05 - 35 12.6 36 67 36 29.00EL SALVADORt 71 4.4 640 3.4by 23.iby 64 H 27 62 6250y 32 39 - 41 26623' 2767 7.901?CVATUSLMA 78 6.8 I.oE0 1.7'? 12.6b - -- - - *95'? - 3367 - I9 z5b' 10?y 3.30?CR6A86 76 0.5 630 8.3b? 1333b? - - - - 99bxy3 - 326? - - 59487 - 3.0067RAITI so j.0

5230 3.4" 7.98? 65 9 6 23b 30 20 43 19.0 62' 4' 27 0.80

NSIVIDRAS 78 3.5 520 3.5b? 14.3b7 12' 138 39' 60 SONY 308 4167 12.8' 68- 2387 19 8.003'JAMNAICA 80 2.1 3*330 6.3 13.7 37 43 20 90 98 8 4O 2.3 93 at 22 5.00mmXo3 so 65.5 3,680 4.7 17.0' 44 39 i3 92 95 33 44 9.3 86 36 17 10.30NICARSODA 75 2.3*b Glob 3.O- 14.01b - - - 9Q6 SON2 24 375 - - 26bx 30b -PANAMA 78 z.Sb 1.550b s.3bVV 21.311? 42' 133' 13 a2b 9sb? - 2357 13.6 838 3Q43' 276? 20.40b7PA6054? 79 1.0 3,140 1.4" 14.2 42 17 20 84 63 32 28 3.3F 76 22 12 0.70

FM w~~8 16.6 3.000 3.6 14.3 53 35 19 30 83 56 39 9.8 80 39 22 14.40?TaxunADnaTom. 77 1.3 3.910 4.367 8.85? 48 32 20 95 9 93 30 30.5? 49 62 24 -0310r6AT 73 2.9 2.300 2.3 9.4b - - - 94 lUSh' - Z&b - - 64bz - 17.808?VENEDELMA 73 34.6 3.440 3.37 Ig.9b - - - 32 1O6b' 23 - - 3Hbn 17 21.30?

-42-

Table IPar 2 et 2

Cm.wannTv, foCTIUM laMaIuaM

Not fIU 1 1964

___ ____ e -nl ___ 1Ir ___ -. 1-r I. I LroIimnxPiIUS mcao uuna iau

oa ISOCTIUM msamuw AIHIT mAT. FMr UNIT am6 Pacasao.ow m AN PRErr 15tNI1M3 LITEtACY FRMi" PR ntI l PDanT PnsnA EAT! S sI tuaalarn MaiMR iNam

35 Pr. CAPITA PnRCUT GM TOT UnRAL ALLOCATUD 1 Ta RUN". COL ETSY 3UCTI0N PRUIA" 0 aP1PL. UTiNS RNL.ERO lItUJL. (116) 0SDo TO rocoEnNTr Put NC m1 (t) RATIO CYCLE Pon Al PRCUT SUOSARY nrIDo PnR rATIO

(3979) 113791 15SCT10 EEItlU (3676) (1) (1) TnACS CUICaPTTa (2) CZ) ymaau (2)

_ (3) (2) (3) (63 (5) () (7)1 (a) (9) (ID (23 (32) (33) (34)

CHINA *3 I.025.nh ]job 3.1 7.1 33 *0 22 77b 77 42 2s .0 63 Is 7 6.10tm SIA gI I1 l£3 b 520 2.1 9.3 70 24 6 362b 1 17 11.0 74 27 26 1.7030VEA 32 3 3b, 1.631" 7.7" 20. 34 34 31 96 GO 93 63 36.0 o 34 1i 23.10NALATSIA 44 1132. I 1*nob 6.3 36.7 35 41" I3- 70b 97' 97 26 II.SW 3 72 22 4.00PAPUA N.C. 33 3.3w n70 5.6 19.0 40 I7 22 - n0 735 31- 11.0 1S ale 21' I.noI9ILIPPIIS 79 4.lb6 69Ob 2.1'" I3.0 64 36 - 7Sb 4 65 I I 7.3 1 55 36 21.0n

*S1WobE 30 2.4 4.420 2.7 6.7 39 40 31 32 92 62 31 a.a 96 Ss 22 3.001u tNt. n7 0.2b 640 6.6" 39.0b 1 14 20 IS 73 6o 27 1I.1 40 20 i3 2.5O

TRAIAN 32 69.6b 06b 3.4 20.1 S5 1a tO 366 InI 66 21 O." 44 66 In 4.O0

SOUT ASIA 1 1 14ELS 79 92.lb 90 I.I 30.157 SI 20 22b 3 -_ S3 1 .6 __ 4 21 1.61

NMAN so 1.2 o0 3.6 I3. - -- 0 I2 - - - -- - -- -IDIA 77 65.6 210 2.97 9. -- - 36 7Y - 4 - -- 211 - .o11 tNUAL 6!2 5.0 i .150b 1 _.4 19 70 - 36 - - 21 23 5.700PAKISTAN 62 C7.jb 3606 2.0 7.0 U 20 24 22 10 41 30 5.9 56 21 IS 3.00

=N c. niDeDC !A; AD iNm AFRICAAflIANINTAN 77 15.5 - 3.7 3.7 47 I3 IS 12 3ib 69 376 - 62 a 22i 1.007

ALCERIA 79 13.1 1.770 3.11" 12.3 3Ae 24* 21- 35 637 45 37 7.Ot 55Y 2W 26 3 707ECTr 52 61.54 610 4.6", 1'9 31- 15Y 26a 44 7IS moo 34- 9." 3 43- 190 37.00G651CR 76 9.1 4.140 2.6 10.6b 317 26 21 - 7,7 -- 29% 6.2? _ . 27-7g 17 W.b07In" 79 3i.9 - 5.707 614.17 --- so 101ix - 32- - ___ 440 28 4.910473uq0 79 12.6 2.710 4.34W 6.907 -- - 100 - 28 - - 4-Y 29@ 3.300Y1ID 113 I 34 4 6 3b 1 1 C- 93 93 94 29 - 93 3i 13 11.00ionA" at3 2.26 1.42b 4.k 10.2 19 64 I6 7nb 57 as 32 15.1 - 51 la 3.90L,,ANO 19 2.3 - 18- 33.5- - - 96- - i9 - -_ - 27.60e714NKCe 64 21.3b 670b 4.0" 22.9 3S 4l i9 35 57 9 311 15.1 - 136 Is a.9o'nN 32 .b 56920b 2.5w 12.7w - - - 6ob? 75- 63 21 - W6 11 14

FRTniAL :S79 qb 2060 3.6 22.2 50 26 11 76 97 20 31- 12.3 33d 45Y 170 1.30'_f-IA 71 22.1 2.100 3*7 4.27 - - - 93 3066u - 216 ON 34b6 22b 1o.SobwSrAIN 76 37.0 4*920 2.17 16.6' _ _ - - g9b7 _ 26qb _ - 47b7 - 24.10b7SIA 16 6.6 1.170 4.4P 10.1 39 25 26 U 37by. 30 35b s o 43b 23b 12.40TUNISIA 79 6.4 1.130 7.07 19.0 42 39 13 62b 1olm so 396 12. 1 30 3I- 10 6.00u ? 613 47.5 1.230 3.1 16.2 So 22 24 736b l1 77 33 6.n 55 26 11 *.00T A.R. 60 J.1 420 5.01W 12.0 94 7 I 21b 37 1 22 337 67.0 6s 3 20 1.10fN .D.3. 62 7.0b 4*0b 7.6 9.7 6*3 13- As 53 61 34 25 22.0. 4 17 20 2.50

SUISAST FMU fuULOPIE SUIfrTIIUSMember of Cautrias: 64 91 70 S9 67 1l 92 611 9 65 75 91 6l as

a-WI (1.6- (1.7- (23- (S- (5- (1- (12- (12- (17- (3.4- (10- (3- (N- (0.03-3n.0) 54.33 94) 46) 33) 9") 39) 99) 77) 67.0) 100) 64) 4U) 29.0)

Osartileos Upppr: 5.6 21.7 51 36 22 63 93 so 43 20 67 41 26 11.0Phl.d.: 6.0 16.3 63 26 39 53 33 63 35 13 65 26 22 3.7Loser: 3.0 31.0 16 21 13 23 bO 13 23 6 40 t4 19 1.0

Omertite leelatiou: 1.1 5.4 6.3 7.1 4.5 28.0 19.0 22.5 7.0 5.6 23.5 16.1 3.5 3.0

Meas: 6.6 17.0 44 21 I6 53 76 9 16 16 62 13 23 6.9

Sta-ard Doa"tion: 3.9 6.7 12 10 7 29 27 24 1 11 27 23 7 7.4

PodIan. 6.0 16.0 43 211 39 51 83 61 35 13 A5 26 22 1.7

SW: P~~~~~~~~~~~~~~~~OOlliOT9S,- DATUM mAVAILASL A - DATUN PRIOR TO ISA TEAr S - NINlsTtr n3 KIDOATlON (iCE) aLY

. OCNI103E NIL Olt CLICIU. 3 - DATUM NOe RECci TN MR 136 T - ImC ai STATE C07ESHUr ONLY

t DATD iQiDInoaaLZ 1 - aMm rICES W - PUBLIC Zt=niimi OtLY* IINCUCS PAf-TI STr - Qr ENROL3J RATIO r - I7CL5 OE1-AMC s

V - CROS ENmOLu RATIO T - In5CO SWOROSP - CD

SOURCS: Clsee_ I sed 2: vmrid East Ate, or Edcatto,o sector f* 1.4 uo1lono.Cel-. 3 to 14s IVeld lest eoAtlo sector elosloso. Cover.nt soerces andlor the Unesce Sta-tltclcl Ye-rbeek.

Coparstrtte Education ot ore us efl Is the vsuleatlos of vrious education yste ad analysim r l-tb otage of educatl[oul d-evlo-psut bute r srisecentries. e ouesor. an the beets of -tl present data. crosa-ntlonal comparton ehauld bh approached Ith ra-t c-tles. Dtts pro tead in the aboew table IhAebh collected largely by lok loleo_o fre. gornent sources; the rescinder ore otoff olato or data free taseto. Ert frt have bees o.d. to *tond-rdl-defiitionm ed. uitbls laits. to chec the scracy of thb data. Ns,rthelma. -uh dot. am otil loperfect tn *.- l rl c-ptt and the anek to erkig -alaprome thee pregrmoeely - the occasion of its erational re. TIn the uem of them data, the follosion quaitfll tttoso ohould be kept In ind:

(1) -Efecatiesn .s deflod 3. the table itncludes a11 dcatton _ad tralsiog. both fec-I and son-forel.

(2) -Prlery educatio ref et to adation a tbe firt lee and aae_ndory' education refer. to o11 education et the secondary 11 regardlesa of t"e(t... Xsearl. tchnical. agricultural).

(3) Lltwerty rates (eel. 6) are often obtaed fres country eooes. Te ney coutries the amr esly are t a d it I doubtful th-t ay if oeredaflittel, of Ilte-rac' h. bonI rllesd conetoteotly.

(4) -Public e-4dter la datIoo' (tou. 4 .5n 53 rfer to a11 capital and raeurroat *_peIdtrt- devoted to odoctbee by Public and quaa._ptpbIlca_ tic .

(5) 17e_rlleac ratIo (cole. 7. 12 and 14) roFsr to school "er and o the p-rcnto of eligible chlidren enrolled full-ti- in the aprsoriato school.public as prIvte by level. Thy are otemn subject so .a -Ide srln of error In the dA lopig cortrio o-nIt to oritationa Is te acceuracy of baicdata (l.a. ao-peciric Ipulatin d rel ). trollot firt- freesatly ar higbr than the ambr of oedents acnatll is sebol.Ormr s otudos sy he Isceld I" then ft"res and cr Inflate the r.tioe.

RWANDA

THIRD EDUCATION PROJECT

MIDDLE LEVEL INDUSTRIAL MANPOWER - SUPPLY AND DEMAND SITUATION (A2 and A3)

Table 2: SuDly of Middle Level Industrial Manpower from Technical Secondary Schools a/

Annual Output CapacitySchool Actual Future b/ Status/Remarks

A2 A3 A2 3

Kicukiro 60 60 80* c/ Existing school; present A3 training to be discontinued.

Kanombe 20 60 60* d/ Existing school being developed with aid from the Federal Republicof Germany.

Save - 40 - 72* Existing school, expansion financed by ADB.

Kibungo - - - 72* New school, financing from ADB, completion possibly 1987.

Cyangugu - - - 72 Project, finance sought from ADS, completion still uncertain.

Gikongoro - - 60 - Turn-key project with aid from North Korea; as it involves a verysubstantial Government input, Its status under the present circum-stances must be considered uncertain. W

Muhororo - - 60 - New school, financing sought from EEC; as EEC comiLtment lscontingent on results of a feasibility study, its present status isat best uncertain.

Kibuye - - 30* - Project item under project IDA Education III.

Total minimum 80 160 170 144maximum .. .. 290 216

Source: Mission estimate based on information provided by schools and MINEPRISEC.

a/ Not including prlvate schools owing to their extremely low quality standards.b/ Assuming that A3 level training will be discontinued in Kicukiro and Kanombe.c/ Increase in A2-level training capaclty through utilization of present A3 level facilities for A2-level.V Deadline for reaching target capacity not as yet determined.U - Figure retained for Lninium output.

RWANDA

THIRD EDUCATION PROJECT

Table 3: Annual Supply and Demand for Middle Level Industrial Hanpower by 1992 a/

A2 Level A3 LevelEstimate EstLmate Remarks High

Low High Low

A. Source of Supply

Technical schools 290 170 216 144 see Table 1 including TSS Kibuye.

CERAIs and others - - 120 60 CERAIs and youth training centers destined forrural training - spill-over effect.

Other centers 40 20 e.g., other ministries MINITRAP, MINICOM, andELECTROGAZ, etc.

On-the-job training - - 80 60

CFPP - - 60 30 Assuming that two .*ourses of 9 months each will beneeded to reach fully qualified status.

Internal promotion and 40 20 120 50 Within enterprises, based on occupationalup-grading training experience, and CFPP up-grading training.

Study abroad 30 10 20 10

Total Supply 360 200 656 374

B. Manpower Needs

Plan estimate of needs 510 400 570 450 low - Third Plan, high - low plus 20Z

Replacement + private 90 50 240 180sector growth

Total Needs 600 450 810 630

C. Deficit 240 250 240 180

Source: Mission estimate. c a 1992 a assumed year of first graduates of new technical schools and end of Fourth Plan period.

RWANDA

EDUCATION lII

Table 4: ENROLLMENT GROWTH IN FORMAL EDUCATION 1979-1984

Post-Primary I/ and Secondary Higher Education 2/Primary Post Teacher Grand TotalGI-8 Primary General Technical Training Total Univ. IPN 4/ Total Enrolluents

(a) (b) (c) (d)

1978/79 515,712 11,805 9,451 2,442 1,906 25,604 760 216 976 542,292Girls 48 71 33 24 49 50 10 13 9Student/Teacher 61 21 ( 15 s17 1 6 4 6

1979/80 607,480 11,859 7,112 2,177 2,879 24,027 809 228 1,037 632,544Girls X 48 70 30 29 44 51 11 13 11Student/Teacher 61 21 4 13 > 16 7 4 6

1980/81 704,924 10,005 5,022 2,065 3,580 20,672 5/ 908 188 1,096 726,692Girls X 48 59 28 35 45 52 10 11 11Student/Teacher 59 18 12 > 14 8 3 7

V-1981/82 743,067 10,330 4,156 3,225 5,124 22,835 696 515 1,211 767,113Girls 48 60 19 37 48 47 14 9 12Student/Teacher 57 18 C14 1 16 8 8 7

1982/83 747,172 16,797 5,' 5,127 3,741 5,362 31,027 794 523 1,317 779,516Girlu X 48 62 21 26 38 40 15 14 15Student/Teacher 55 11 < - 14 W 13 7 8 7

1983/84 761,955 23,474 5,488 3,840 5,433 38,235 928 440 1,368 801,558Girls X 48 46 19 40 45 34 16 17 16Student/Teacher 54 15 4 _ 16 14 6 4 5

Source MPS Statistique de l'Enseignemente 1977/78-1983/84; MES, Statistiques de 1'Enseignement Superieur, 1984

1/ Post-primary rural handcraftu courses grades 9-11.2/ Excluding students studying abroad. The Military College enrolled about 100 students and the Nyakibanda Seminary

for priests had 140 students. In addition over 600 students pursued higher education courses abroad. I!3/ Studentiteacher ratio including double shift for grades 1-3 equal to about 42 using full-time equivalent (1983/84).4/ Institut Pfdagogique National was transferred to become the basis of NUR Ruhengeri campus from 1981/82.5/ Introduction CERAI, including CERAR and Sections Familiales

RWANDA

EDUCATION III

Table 5 (a): Government Expenditure. on Education 1979 - 19R4(FRw Millton, current prices)

1979 1980 1981 1992 1/ 1983 1984 1984 1985Actual Actual Actual Actual Actual Budwet Actual/Est. Budget 2/

1. Total GovernmentRecurrent Expenditures 9,162.2 11,346.0 15,599.3 16,700.1 16,368.3 18,650.1 16,935.7 18,806.3

2. Education 2,1R6.7 2,490.4 4,319.9 4,481.9 f,491.3 5,118.5 4,75R.8 5,218.1(HINEPRISEC) (3,912.0) (3,910.2) (4,472.7) (4,199.4) (4,486.5)(MINESUPRES) 3/ (569.9) (581.1) (645.R) (570.4) (731.6)

3. Education as Z of TotalRecurrent Expenditures 23.9 21.9 27.7 26.R 27.4 27.5 28.1 27.R

4. Total GovernmentCapital Expenditures 2,449.6 1,977.6 2,512.1 3,096.4 2,643.1 3,424.5 2,519.7 2,860.0

5. of which Education 261.1 410.9 427.9 402.4 311.9 299.3 o.. 5/ 173.8mncl. (Primary/Secondary) (261.0) (236.1) (165.1) ... (91.7)

(Rtgher Education) 3/ (141.4) (75.8) (134.2) (82.1)

6. Education as I of TotalCapital Expenditures 10.7 20. 17.0 13.0 11.8 8.7 . 6.1

7. Total Expenditureson Education 4/ 2,447.8 2,901.3 4,747.7 4,RR4.3 4,803.2 5,417.8 ,. 5,391.9ncl. (Primary/ Secondary) (4,173.0) (4,146.3) (4,637.R) .,. (4,578.2)

(Higher Fducation) 3/ (711.3) (656.9) (780.0) . (813.7)

8. GNP 96,172.9 108,00n.o 117,oon.o 130,546.0 135,135.0 173,592.0

9. Total Expenditures 4/on Education as 2 oT GNP 2.5 2.7 4.1 3.7 3.6 3.1

Source : Ministry of Finance, MINEPRISEC, MINESUPRES

1/ Including breakdown primary/secondary and higher education from 1982 following establishment of Ministry of Righer Education.T/ As proposed by Government to Parliament (but not yet approved by Parliament).3/ Information provided by HINESUPRES and including actual expenditures on both higher education and sctentific research (expendttures on

scientific research are relatively small, e.g., a total of about FRw 25 million In 1984 budget).4/ This ts an undereatitatton as education expenditures financed by foreign aid do not appear in Government budget.5/ Not yet available.

ANNEX 1- 47 - Table 5(b)

RWANDA

EDUCATION III

Table 5 (b): Actual and Projected Government Expenditures on Education 1983 to 1995(RwF Million, Constant 1983 Prices)

1983 1990 1995(Actual)

1. Total Government-Recurrent Expenditures 16,368.3 20,130.0 23,320.0

2. of which Education 4,491.3 o,290.0 8,060.0(of which MINEPRISEC) (3,910.2) (5,470.0) (7,020.0)

3. Education as Z of Total 27.4 31.2 34.6Recurrent Expenditures

4. Total GovernmentCapital Expenditures 2,643.1 3,020.0 3,500.0

5. of which Education 311.9 240.0 280.0

6. Total Government Expenditureson Education 1/ 4,803.2 6,530.0 8,340.0

7. GNP 135,135.0 177.830.0 216,350.0

8. Total Expenditures Education 1/as Z of GNP 3.6 3.7 3.9

Source : 1983 - Ministry of Finance and MINEPRISEC.1990-19Q5 - Mission's estimate on the basis of the following assumptions:

(a) 3% annual increase in Government recurrent expenditures;(b) 5% annual increase in Education recurrent expenditures;(c) Government capital expendItures estimated at 152 of

Government recurrent expenditures;(d) Education capital expenlitures estimated to decline at level

of 8% of Government capital expenditures (as compared with8.7% in 1984 budget, 11.8% in 1983 and 13Z in 1982); and

(e) 4% annual increase in GRP.

1/ This is an underestimation as education expenditures financed by foreign aid donot appear in Government budget.

RWANDA

EDUCATION III

Table 5 (c): MINFPRISPC Recurrent Expenditures by Level and Type 19RI and Iq4(RvF Million, current prtces)

19R1 (Actual) 1984 (Budget)Primary and Primary and

CERAI 2 Secondary 2 Total CERAI 2 Secondary X Total

Education

Teaching and Schools Admin. 1,775.3 77 310.0 36 2,085.3 3,292.4 90 V85.4 55 3,677.8Teaching Materials 120.0 5 30.0 5 150.0 9R.7 3 30.6 4 129.3

Administration 69.1 3 73.4 13 142.5 78.0 2 1o7.n 15 185.0

Social Services

Boarding Costs 115.0 21 115.0 - - 151.7 22 151.-

Other

Maintenance 212.4 9 25.0 5 237.4 1.0 - 25.0 4 26.0Teacher Re-training a/ 15.0 1 15.n 8.R - - - R.0Miscellaneous 120.7 5. 120.7 164,4 5 0.1 - 164.5

Total 2,312.5 553.4 2,865.9 3,642.5 699.8 4,342.3

X 81% 192 842 162

Source: MINEPRISEC

a/ Various administration aspects relating also to secondary education.

Note: Some figures are not fully comparable with those in Tables 5(a) and 5(b) as some of the overhead costs (ofabout 1Rw 100 million per year) have not been apportioned between primary and secondary levels.

ANNEX1Table 5(d)

- 49 -

RWANDA

EDUCATION III

Table 5 (d): HINESUPRES Recurrent Budget 1981-1984(RwF million, current prices)

1981 z 1983 z 1984 Z(Actual) (Actual) (Budget)

- National University of Rwanda (NUR), a/excluding Faculties of Nedicineand Law and CEAER CURPHAMETRA 154 68 223 61 )

) 373 c/ 93 c/- Faculty of Medicine 55 24 116 32 )

- Faculty of Law 10 4 10 2.5 10 2.5

- CEAER ) 3 1 8 2 8 2) Research

- CURPHAMETRA ) 6 3 10 2.5 10 2.5

Total 228 367 401

- Scholarchips 115 159 182

Grand Total b/ 343 526 583

Source: MINESUPRES

a/ NUR budget was increased by RwF 5 million in November 1981 with establishment ofMINESUPRES.

bJ Excludes overhead costs of NINESUPRES (about RwF 25 million).

c/ The budget of the Faculty of Medicine since 1984 is included in that of the NUR.

Note : Total MINESUPRES recurrent expenditures given in this table are not fullycomparable with those given in Table 5(a) as they exclude scientific researchexpenditures as well as overhead costs.

RWANDA

EDUCATION III

Table 5 (e): Education Recurrent Budget by Level (1980 - 1985)

1980 (Actual) 1983 (Actual) 1984 (Budget) 1985 (Budget)RwY ul. X RwF ail. x RvFall. Z WF all I

Primary education nd IPost-primary education a/ 1,646.9 70 3,130.0 72 3,642.5 73 3,504.8 70

(CERlI)

Secondary education a/ 429.2 18 625.1 15 699.8 14 803.9 16

Higher Education 274.9 12 581.1 13 645.8 13 731.6 14

TOTAL a/ 2,351.0 4,336.2 4,988.1 5,040.3

Source: MINEPRISEC and MINESUPRES

al Figures are Lot fully comparable with some in Tables 5(a) and 5(b) as somae of the overhead costs (of about RvF100 million in each year) have not been apportioned between primary and secondary levels. The overallpercentages, however, well reflect the shares of each level.

cr1

ANNEX 1-~ 51 -Table 6(a)

RVANDATHIRD EDUCATION PROJECT

PROJECT COST SUWNRY

(FRI Million) (US '000) Z Total7 Foreisn Am

Local Foreign Total Local Foreisn Total Exehwi Costs

A. TOOF S ED. MATERIALS

DEPOT, KJGALI 46.6 93.5 140.1 509.3 1v021.5 14530.8 67 10REGIIONAL DEPOTS 31.0 33.7 64.7 339.3 368.2 707.5 52 5EDUCATION MATERIALS 17.3 1766. 214.0 189.5 2v149.0 24338.5 92 16

Sub-Total TEXTBOOKS I ED. MATERIALS 95.0 323.9 418.8 1,038.1 3,538.7 4576.7 77 31B. TSS - KIDOTE

TFOUICAIL SEC SCHOOL(TSS) 167.9 313.6 481.6 1,935.3 3t427.7 5,263.0 65 36

Sub-Total TSS - KIBUE 167.9 313.6 481.6 1835.3 3,427.7 5,263.0 65 36C. NVTC - KIGALI

N.V.T.C. 72.3 156.8 229.1 789.6 1714.1 2v503.7 68 17UNDP EXPERTS 15.7 88.1 103.8 171.6 963.1 19134.7 85 8

* Stb-Total NVTC - KIWA1I 88.0 245.0 332.9 961.2 2,677.1 3P638.4 74 25D. INSTITUTIONAL SUPPORT

STUDIES/ INST.DEEL. 12.1 38.0 50.1 132.1 415.1 547.2 76 4PROJECT ADMINISTRATION 13.6 47.9 61.4 148.2 522.7 670.9 78 5

Sub-Total INSTITUTIONAL SUPPQRT 25.6 85.8 111.5 230.3 937.8 1I218.1 77 a

Total BASELINE COSTS 376.5 968.2 1,344.7 4,114.9 10,581.3 149696.2 72 100Physical Contingencies 31.7 50.9 82.6 346.7 556.2 02.9 62 6Price Continsencies 98.2 222.5 310.7 963.9 2,431.9 3,395.8 72 23

Total PROJECT COSTS 496.4 1,241.6 1,739.0 5,425.4 13,569,5 18,994.9 71 129

Mardh 17, 1986 10:43

- 52 - ANNME IRVANDA Table 6(b)

THIR EDCATION PROJPROJECT COtT 511111

(FRV Million) (US$ '000) Z Total2 Foreim 1s

Local Forein Total Local Foreign Total Exchanse Costscn in== i= =n _ -_

A. TEBOOKS 1 ED. MATERtIALS

DPT, KIGALI 46.6 93.5 140.1 509.3 19021.5 1,530.8 67 10REGIONAL DEPOTS 31.0 33.7 64.7 339.3 368.2 707.5 52 5EDUCATION HATERIALS 17.3 196.6 214.0 1899.5 2i149.0 2,339.5 92 16

Sub-Tatal TEXTBOKS I ED. MATERJALS 95.0 323.9 418.8 1,038.1 3i538.7 49576.7 77 31B. TSS - KI9IJYE

TECHNICAL SEC SCHNOL(TSS) 167.9 313.6 481.6 1v835.3 3,427.7 5W263.0 65 36

Sub-Total TSS - KIBDIJE 167.9 313.6 481.6 1,935.3 3e427.7 5,263.0 65 36C. NUTC - KIGALI

N..T.C. 72.3 156.0 229.1 789.6 1714.1 2,503.7 68 17UNDP EXPERTS 15.7 88.1 103.8 171.6 963.1 1,134.7 85 8

Sub-Total NYTC - KIGALI 88.0 245.0 332.$ 961.2 2677.1 3,638.4 74 25D. INSTITUTIONAL SUPPORT

STUDIES/ INST.IVVEL. 12.1 38.0 50.1 132.1 415.1 547.2 76 4PROJECT ADMJNISTRATION 13.6 47.8 61.4 148.2 522.7 670.9 78 5

Sub-Total INSTITUTIONAL SUPPORT 25.6 85.8 111.5 290.3 937.8 1t218.1 77 8

Total BASELINE COSTS 376.5 96B.2 1,344.7 4,114.9 10,581.3 14,696.2 72 100Physical Contingenwies 31.7 50.9 82.6 346.7 556.2 902.9 62 6Price Contigencies 88.2 222.5 310.7 963.9 2,431.9 3v395.8 72 23

Total PROJECT COSTS 496.4 1,241.6 1,738.0 5,425.4 13v569.5 18994.9 71 129

March 17, 1986 10_46

R li A 11 I AtHIRe IEA*TIOM PI0.CT

Sumarv nA t bv Proet Co_wmntIFRVl Killian)

TEXTIiOS I FC. MATERIALS tSS - KIIUTE WTC - KIM.LI INStlTUTflW. UUT Pts1iel- ~~~~~~~~~~~~~~~~~~~~Continnecin

DEPOT, RE6101W ECTI0N 110tNI3!AL SEC LNW StIlIES/ PRoECT111L. DFOrTS MTFRIALS SO .(TSS) IIN..T1.C EXPRTS INlSt.XL., AHINISTRATIN Total : omt

_mn cns.s f..n. n.3.n .. si. £.. .i .n gsnnfli _in.= __l .. _

1. IlSEITMff COSTS

A. CIVIL MO

Utot lr*s 9.1 11.6 - 43.S 23.7 - - - 6.1I 10.0 3.6kAt.1c I Cin l 74.1 52.6 - 14M. 113.5 - - - 393.1 10.0 39.3braItorin - -300 - tiO, 00.0 10.0 1.0HSasaI 1.4 - - 50.7 - - - - 52.1 10.0 5.2

5ub-Toel CIVIL WM 34.6 U.? - 320.3 142.2 - - - 611.4 10.0 61.11. fUlTUIE 7.2 0.1 1979 7.2 - - 34.4 5.0 1.7C. ESJ1PIINIiEHIOUES

fmiimit 7.3 0.1 56.5 51.7 - - - 123.2 5.0 6.2Tu9&s - - III'S - - - - - 111-5 5.0 5.6Vohicif - * ,3 * . - - - I0-T 5.0 0.5

Sub-Totul IMJIPI AT/IlLE3 7.3 0.1 120.9 56.5 60.3 - - 245.7 5.0 12.33, iPA I PRINTIND MTERIILS

PwOr for Textbookbs Noo - - 7.9 - - - - 7. 5.0 3.9 L

Printinr httriol - - 142 - - - - - 14.2 5.0 0.7

hTotal PAM I MlPiWITJ MTERIALS - - 93.1 - - - - 93.1 5.0 4.7to TEUIUL ASSISTAUIE

EJIGIIT3 13,2 - - 16.0 - 103. 444. 33.0 210.5 0.0 e0

FELLOtIHIP 22.6 - - 52-6 15.1 5.7 - *.1 0.0 0.0

Su-Toltaul TEUICM. MAIITACE 35.8 - M 8.3 15.1 103.3 50.1 33,0 306.7 0.0 0.0F. MOH. AS llMIN SIfflIR1SION SERVICES /a

For IfC - - 9-6 - - - 9.6 5.0 0.5For SC! 1.7 0.4 - 6.4 4.3 - - - 12.7 5.0 0.6

Sdt-otal AMe. NO ENI2 U SIPIRISIWN SOICS /a 1.7 0.4 - 16.0 4.3 - - - .3 5.0 1.19. w11111 1T - - - - - - - 2t.4 23.4 5.0 1.4H. tUW t oE 0. HAT. 2.9 - - - - - - - 2.3 10.0 0,3

Totul IWl TWEUT MTS 140.1 64.7 214U0 481.6 229.1 103.8 50-1 61.4 134447 6.1 32.6Total M1IE COSTS 140.1 64.7 214.0 481.6 229.1 103.3 50.1 61.4 W.344,7 6.1 32.6

Phliwcal Contlnuncles 9.6 6.4 10.7 36.7 17.8 - - 1.4 32.A 0.0 .o0Price Continwwinu 25.7 13.5 51.1 12i.9 51.1 70.3 5.2 6.3 310.7 5.9 11.3

Totl PRDIECT COTS 175.3 34.7 276,5 647.1 305.0 124.6 55.3 69,6 1.733,0 5.8 100.9 ; I

Tam 15.4 11.8 - 60.3 26.3 - - - 114.3 9.1 10.4Foriuin Exduw 115.4 43.7 256.6 416U1 266 106.2 41.9 54.3 1241.6 5.0 62.0

/a for ei,ervleion mIll

ANNX 1Schedule I

5 Page 1 of 2

RWANDA III

TECHNICAL ASSISTANCE PROGRAM

A. Project Implementation

FinancedNo. Specialists Staff Years Planned Period by

1 Expert Adviser/Accountant 5.0 01/1987-12/1991 IDA

B. Textbook Distribution

(a) Specialists

Expert(s) in Printing Techniques 2.0 01/1987-12/1991 IDA

(b) Fellowship Training

4 Photocopier Operators 2.0 01/1987-12/1987 IDA2 Administrators: Organization 2.0 01/1987-12/1987 IDA

and Management, DistributionDepOt and Management

1 Editor 1.0 01/1987-12/1987 IDA2 Management Technicians and 2.0 01/1987-12/1987 IDA

Printing Machine Fitters1 Printer 2.0 06/1987-06/1988 IDA

C. Technical Secondary School (TSS)

(a) Specialists

1 Director 2.0 01/1989-12/1990 IDA

(b) Fellowship Training

4 Mech. engineering, Machines and 8.0 09/1987-08/1989 IDAengines, Machine components,Automation

6 Technical drawing, Strength of 12.0 09/1988-08/1990 IDAmaterials, Construction (metal& mechanical), Metrology, Elec-tricity, Electronics

4 Mech. engineering, Machines and 8.0 09/1989-08/1991 IDAengines, Machine components,Automstion

-'55 -

ANNEX 1Schedule 17Page 2 of 2

FinancedNo. Specialists Staff Years Planned Period by

D. National Vocational Training Center (NVTC)

(a) Vocational Training Experts

1 Chief Technical Adviser 4.0 01/1987-09/1990 UNDP1 Planner/Programmer 2.0 01/1987-03/1989 UNDP1 Extension & Apprenticeship 2.0 01/1988-12/1989 IDA1 Mechanics 2.0 04/1989-03/1991 UNDP1 Welding/sheet metal work 2.0 04/1989-03/1991 UNDP1 Electricity 2.0 04/1989-03/1991 UNDP1 Auto-mechanics 2.0 04/1989-03/1991 UNDP1 Carpentry 2.0 04/1989-03/1991 UNDP

(b) Fellowship Training

1 Director 0.5 10/1988-03/1989 UNDP1 Chief, Training 0.5 04/1989-09/1989 UNDP6 Workshop trainers (10 months each) 5.0 06/1988-04/1989 UNDP

- Mechanics, Welding/sheetmetal work, Electricity,Auto-mechanics, Carpentry,Building Construction

E. HINEPRISEC

Fellowship Training

3 MINEPRISEC Inspectors 3.0 ( 09/1987-08/1988 IDA( 09/1988-09/1989 IDA( 09/1989-08/1990 IDA

F. Studies

(a) Monitoring TextbookDistribution & Cost-sharing 0.3 01/1988...01/1990 IDA

(b) Improved School Inspection& Management 0.5 09/1987-02/1988 IDA

(c) Improved EducationalAdministration 0.7 09/1987-06/1988 IDA

(d) Evaluagion/preinvestment 1.5 09/1987 ... 08/1990 IDA

Total UNDP Specialists 16.0Total UNDP Fellowships 6.0Total IDA Specialists 16.0Total IDA Fellowships 40.0

MIANDA - TRIRD EDUCATION PRWJECT

rIPLENTATIOf SCHEDULE Of PHYSICAL COMPONENTS

FISCAL TEAR (July I-June 30) 1986 1987 | 1988 1989 190 | 1991 1992

CAILNDAR TEAR 1985 1986 1987 1988 1989 I90 1991

Effectiveness 0 (07/01/86) Closing Date (12.31.1991) 0

TRITBOOI DtSTRISUTXON DIPOTSConstruction Depot in Kighlit OO f of - - - __ xxxxxx xx xxConatruction Regional Depots (10) 00 00 00 E to - - xx xx xx xx xK xx xxEqutpmnt OO Of of Of u _ .*-- xxxx xx xxmanager xxxxxx xx xx Zxx N XX X Xs XX Xxu XX XX XX XX xx

TECRIICAL ECONDART SCROOL (KIBT)Civil Wotrs t//l oe of 9- _ *- xx x xx xx xx x xxFurniture 00 t f - *--xx xx xx xxEquipmnt //00 of I - *--uxxx xx xxDirector xx xx xxxx x xx xx xx

Four 2 years fellowships _

Six 2 yeers fellowships

Four 2 yeare fellowships =,

NATIONAL VOC. TIATIHIM CENMRCivil orks /o// r *--xx xx xx xx xx xx xx xxFurniture 00 of to _ xx *x xxequipment //00 of so - *--xs xx xx xxChief TechniScal Adviser xx xx xx xx xx xx xxX xxXXXX xx xx

Planner & Extension (2 experts) _

Five Departent Reads

Felowships

CIVIL WOKS PURNITUPROIPHPENT TECHNICAL ASSISTANCE

////// Appointmnt of Consultants (professional services) ////// Appointmnt of Consultants xxxxxx In Pout000000 Brief, eSts selection 000000 ListsOff##D Design - Bid docments GHDI00 Did documnts

TSender, evaluation, award *--- Tender, evaluation, awardxzxxxx Construction xxxxxx Manufacture, delivery

- 57 -

ANNEX ISchedule 3

RWANDA - THIRD EDUCATION PROJECT

SCHEDULE OF DISBURSEMENT US$ MILLION

FISCAL YEAR QUARTER DISBURSEMENT ACCUMULATE UNDISBURSED

1987 1/ 1 0.2 15.42 0.2 0.4 15.23 0.3 0.7 14.94 0.3 1.0 14.6

1988 1 0.4 1.4 14.22 1.0 2.4 13.23 1.2 3.6 12.04 1.4 5.0 10.6

1989 1 1.4 6.4 9.22 1.4 7.8 7.83 1.4 9.2 6.44 1.2 10.4 5.2

1990 1 1.0 11.4 4.22 1.0 12.4 3.23 0.8 13.2 2.44 0.8 14.0 1.6

1991 1 0.4 14.4 1.22 0.4 14.8 0.83 0.2 15.0 0.64 0.2 15.2 0.4

1992 1 0.2 15.4 0.22 0.2 15.6 _

I/ July 1, 1986.

- 58 -

ANNEX 2Page 1 of 3

RWANDA

THIRD EDUCATION PROJECT

Textbook/Teaching Materials (Supply and Distribution)

Goals of the Proposed Scheme

1. The goals of the textbook/teaching materials supply anddistribution system are, inter alia, to provide for primary and CERAIstudents: (a) by December, 1991 one textbook per subject for every twostudents; (b) by September, 1989 and thereafter on a continuous yearlybasis, a minimum of basic materials (exercise books, pencils etc.); (c)adequate trunk storage facilities for books in each classroom (about 18,000classrooms); and (d) additional educational materials as requested by theparents' association or the communes. The textbook scheme would befinancially self supporting.

General Concept of the Proposed Scheme

2. The procurement of all textbooks and educational materialswould be centralized in Kigali and would fall under the responsibility ofIMPRESCO (para. 4.03). The goods would be packed in Kigali in sealed boxes(one box per school) to be delivered to the particular school via theregional depots. The empty boxes would remain with the school and serve asstorage for the textbooks (one for each classroom).

3. The proposed project would finance the initial procurement ofpaper for printing of textbooks and exercise books. Parents would pay ayearly fee of RwF 200-300 (US$2-3) for transfer to a School SuppliesRevolving Fund to be established in the National Bank of Rwanda. The feeswould cover the cost rent of textbooks.

Requirements/Allotments per School

4. IMPRESCO would establish and procure the yearly requiredtextbooks and materials on the basis of the overall student population.This activity should be scheduled to ensure delivery by the suppliers tothe central depot before July for the textbooks and before October for thematerials. Ten months prior to the start of each school year, theprojected September intake per school and per grade is available from theMINEPRISEC. The requirements in textbooks and materials for eachindividual school would, therefore, be established sufficiently in advanceto facilitate accurate MINEPRISEC and IMPRESCO planning, timely procurementand production.

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ANNEX 2Page 2 of 3

5. The distribution to each school of the goods would be scheduledas follows:

(a) In July/August of each year, all textbooks programmedto be distributed for that particular year and half of theeducation materials.

(b) In December/January, the remaining materials programmed tobe distributed for that particular year and additionaleducational materials ordered by the schools oL communes.

Central and Regional depots

6. In addition to ample storage space and offices, the centraldepot is designed to accommodate about 1800 boxes: one for each school.The name of the school and a "record/list" of textbooks/materials to beshipped would be clearly marked or attached to each box. To avoid the needfor large bulk storage space and to even out the work flow at the centraldepot, the goods would be distributed into the boxes immediately afterdelivery by the suppliers. The content of each box would be recorded onthe above named *record/list".

7. Once a box is full or complete, the detailed invoice would beenclosed, then it would be sealed and the content and price affixed. Once80 boxes (equivalent to 10 palets or one truck load) are sealed, they wouldbe dispatched to the regional depots.

Finance and Cost Recovery

8. The project would finance:

(a) the transport/storage boxes;(b) the initial stock of printing paper and printing

materials;(c) the construction and equipment of the central depot in

Kigali and the ten regional depots;(d) the technical assistance for an expert adviser/accountant,

and experts in printing techniques required to set up thesystem.

9. In addition to providing the delivery of the boxes from theregional dep8ts to the individual schools, the parents would finance thefollowing:

(a) the full cost of the educational materials;(b) a yearly fee corresponding to about 25% of the cost of

total required textbooks including teacher's guides (RwF200-300).

(c) the transport costs from the central depot to regionaldepots.

The parents' association or the communes (where no parents' associationexists) would be responsible for collecting the required fees from theparents.

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ANNEX 2Page 3 of 3

10. As mentioned in paragraph 7, the amount to be paid by theichool/parents will be written on the box. A detailed lnvoice would beincluded in the box. The various communes would be informed of the arrivalof the boxes at the regional dep8t. The communes or parent associationswould send representatives to the regional depots. The representativewould deposit the due amount at the local bank for transfer to the SchoolSupplies Revolving Fund and the box would be released to him onpresentation of the bank's receipt.

Procurement

11. The printing of paper, printing materials and boxes would beprocured in accordance with Bank Group Procurement Guidelines. Because theMINEPRISEC has its own printing works (IMPRESCO), the printing of thetextbooks would be performed by IMPRESCO. This arrangement is, however,contingent upon the management and status of IMPRESCO being improved andacceptable to the World Bank Group.

Transport/Storage

12. The transport of the boxes from the central dep8t in Kigali tothe regional dep8t would be performed by a private haulier after localcompetitive bidding. The transport from the regional dep8ts to the schoolswould be the responsibility of the schools. This transport could be doneeither by the communes, the parents' association, the schools themselves,or contracted by any of the above to the private sector. Each box wouldweigh about 75 kg and its content would be divided into small parcelsweighing no more than 5 kg each. These parcels and the empty box could,therefore, be hand-carried by the students if no transport is available orif the school is not accessible by road.

13. The School Supplies Revolving Fund amount would be used forreplenishment of:

(a) cost of paper for textbook and teaching manuals;(b) cost of paper for exercise books;(c) cost of basic education materials;(d) cost of plates, ink, etc. following consumption of these

items supplied by CIDA; and(e) cost of transport from the central to regional dep8ts.

ANNEX 3- 61 -

RWANDA

EDUCATION III

Selected Documents and Data Available in the Project File

A. Reports and Studies Related to the Education Sector

1. PNUD (UNDP). Universite et developpement au Rwanda: Elements pourservir a l'evaluation, la rfforme et la planification de l'enseignementsuperieur au Rwanda (Le Thanh KhoI), septembre 1984.

2. IBRD. Republic of Rwanda: Education Sector Memorandum. June 28, 1985(White Cover Report No, 5276-RW).

B. Reports and Studies Related to the Project

1. Republique Rwandaise. Troisieme projet 6ducation: Fiche de preparationde projet, juillet 1984 (Project Preparation Report).

2. MINEPRISEC. Reseau de distribution de l'equipement scolaire au Rwanda:Etude des besoins et de factibilite, fevrier 1985 (Commission Report onTextbooks/education materials).

3. MINEPRISEC. Programmation des cadres ruraux necessaires aud6veloppement agricole au Rwanda 1983-1997, d6cembre 1982.

4. MINEPRISEC. Investigations sur les comptes de l'imprimerie scolaire au31 decembre 1984 (HELIOS), d6cembre 1985.

C. Selected Working Papers

Architectural and Education Working Papers.

IV

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