World Bank Document · reviewed by Mr. Nicholas Bennett (Principal Education Planner, AF4PH), Mrs....

Document of

The World Bank

FOR OFFICIAL USE ONLY

Report No. 15212

IMPLEMENTATION COMPLETION REPORT

REPUBLIC OF GHANA

COMMUNITY SECONDARY SCHOOLS CONSTRUCTION PROJECT(CREDIT 2278-GH)

DECEMBER 20, 1995

Population and Human Resources Operations DivisionWest Central Africa DepartmentAfrica Region

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

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CURRENCY EQUIVALENT

Currency Unit = Cedi

US$1 = 365 Cedis(May 1991)

US$I = I,100 Cedis(June 1995)

WEIGHTS AND MEASURES

Metric System

FISCAL YEAR OF BORROWER SCHOOL YEAR

January - December January - December (Senior Secondary)September - June (Basic and Tertiary)

ABBREVIATIONS AND ACRONYMS

CIDA Canadian International Development AgencyCIP Community Initiative ProgramCSSCP Community Secondary Schools Construction ProjectICR Implementation Completion ReportIDA International Development AssociationJSS Junior Secondary SchoolsMOE Ministry of EducationNORAD Norwegian Development AgencyODA Overseas Development Agency (United Kingdom)OPEC Organization of Petroleum Exporting CountriesPAMSCAD Program of Action to Mitigate the Social Costs of AdjustmentPMU Projects Management UnitPTA Parent/Teachers' AssociationSAR Staff Appraisal ReportSDR Special Drawing RightsSSS Senior Secondary SchoolsUNICEF United Nations Children's FundUNDP United Nations Development ProgrammeUSAID United States Agency for International Development

FOR OFFICIAL USE ONLY

TABLE OF CONTENTS

PREFACE

EVALUATION SUMMARY ...................................................... i

PART I: PROJECT IMPLEMENTATION ASSESSMENT ...................................................... I

L INTRODUCTION ...................................................... 1

IL PROJECT OBJECTIVES AND DESCRIPTION ...................................................... 2A. Project Objectives ...................................................... 2B. Project Description and Components ...................................................... 2C. Credit Covenants and Special Agreements ...................................................... 4D. Evaluation of Objectives ...................................................... 4E. Achievement of Objectives ...................................................... 5

I IM PLEMENTATION EXPERIENCE AND RESULTS ................................................... 6

A. Assessment of Project's Success and Sustainability ...................................................... 6B. Sununary of Costs ...................................................... 6C. Financing Arrangements ...................................................... 7D. Implementation Schedule ...................................................... 7E. Analysis of Key Factors Affecting Major Objectives ...................................................... 8F. Bank Performance ...................................................... 8G. Borrower Performance ...................................................... 8H. Assessment of Project'sOutcome ...................................................... 8

IV. SUMMARY OF FINDINGS AND KEY LESSONS LEARNED ......................................................9

A. Important Findings from Project Implementation Experience .................................................... 9B. Lessons for Future Projects in the Sector in Ghana ...................................................... 10

PART II: STATISTICAL ANNEXES ...................................................... 11

Table 1: Summary of Assessments ..................................................... 12Table 2: Related Bank Credits ..................................................... 13Table 3: Project Timetable ..................................................... . 13Table 4: Loan Disbursements: Cumulative Estimated and Actual (US$ m) .............................................. 14Table 5: Project Costs and Financing ..................................................... 14

A. Project Costs (in SDR Equivalent) ..................................................... 14B. Project Financing Estimates (US$ Thousands) ..................................................... 14

Table 6: Status of Legal Covenants ..................................................... 15Table 7: Bank Resources: Staff Inputs ..................................................... 17Table 8: Project Output Indicators ..................................................... 18Table 9: Bank Resources: Missions ..................................................... 19Table 10: Technical Assistance Financed by Project ..................................................... 20Table 11: Training of Personnel Financed by Project ..................................................... 20

APPENDIXES ..................................................... 21

A: Missions' Aide-MemoireB: Borrower's Contribution to ICRC: Map

Tls document has a restricted distribution and may be used by recipients only in the performance of theirlofficial duties. Its contents may not otherwise be disclosed without World Bank authorization. l

IMPLEMENTATION COMPLETION REPORTREPUBLIC OF GHANA

COMMUNITY SECONDARY SCHOOLS CONSTRUCTION PROJECT(Credit 2278-GH)

PREFACE

This is the Implementation Completion Report (ICR) for the CommunitySecondary Schools Construction Project (CSSCP) for which Credit 2278-GH wasapproved on June 25, 1991 in the amount of SDR 11.1 million (US$14.7 millionequivalent in 1991) to the Republic of Ghana, and which became effective on August 7,1991. A Special Account in the amount of US$4 million was established on September17, 1991.

The Credit was closed on June 30, 1995 after three extensions from the originalclosing date of June 30, 1993. It was disbursed up to the amount of SDR 10.6 million(US$15.18 million equivalent in 1995). Disbursements were made until August 31, 1995when the undisbursed amount of SDR 446,223 was canceled.

This ICR was prepared by Ms. Margaret Kilo and Ms. Rebekah Kirubaidoss ofthe Population and Human Resources Division, West Central Africa Department. It wasreviewed by Mr. Nicholas Bennett (Principal Education Planner, AF4PH), Mrs. IreneXenakis (Portfolio Manager, AF4PH), Mr. Ian Porter (Division Chief, AF4PH) and Mr.Franz Kaps (Operations Adviser, AF4DR). The Borrower provided comments onOctober 8, 1995 which have been integrated into the report and can be found in AppendixB of the ICR.

Preparation of the ICR was begun during the Bank's completion mission in April1995 and completed during final discussions with the Borrower in October 1995. TheICR is based on the Staff Appraisal Report, the Credit Agreement, supervision reports,correspondence between the Bank and the Borrower, and other relevant records. TheBorrower contributed to the preparation of the ICR by providing relevant data, preparingits own evaluation of the project, and commenting on the draft ICR. As part of thepreparation of the ICR, the Bank's Client Consultation Fund supported a beneficiaryassessment of the project during the months following the closing of the project. A copyof the beneficiary assessment is available from the Africa Information Services Center.



EVALUATION SUMMARY

1. Bank's Role in the Sector. By the mid- 1980s, the Government, together with theBank and other donors, started a long-term plan of educational reform by restructuringthe curriculum, reducing Ghana's pre-university program from 17 to 12 years, andrestructuring the financing of the system. The first phase of the reform program (1987-1989) focused on primary and junior secondary education, supported by the EducationSector Adjustment Credit (Cr. 1744-GH). The second phase of the reform (1990-1994)was supported by the Second Education Sector Adjustment Credit (Cr. 2140-GH) andentailed the reform of the senior secondary school (SSS) system. This phase focusedmainly on structural reforms, controlling school system staffing levels, and keepingexpenditures in line with budgets (para. 1.1).

2. In 1991, the Community Secondary Schools Construction Project (CSSCP) (Cr.2278-GH) was developed to further support the Education Reform Programme byproviding secondary school facilities in deprived areas using the community initiativeapproach tested under the Program of Action to Mitigate the Social Costs of Adjustment(PAMSCAD). Under PAMSCAD, the Government provided matching funds tocommunities' contributions made in cash, materials, or labor, for construction of schoolfacilities (para. 1.2).

3. The Bank is continuing its support to the formal education sector through theLiteracy and Functional Skills Project (Cr. 2349-GH); the Tertiary Education Project(Cr. 2428-GH); the Primary School Development Project (Cr. 2508); and the VocationalSkills and Informal Sector Support Project (Cr. 2695-GH). A Basic Education SectorInvestment Project (GH-PA-975) is under preparation, and should be appraised early in1996.

4. Project Objectives. The overall objectives of the project were to ensure that(a) qualified Junior Secondary School (JSS) graduates from underserved areas of thecountry had opportunities to enter effective and relevant day SSSs in their neighborhood;(b) essential physical facilities were constructed at about 140 new SSSs, and ready to beused by the beginning of the 1992 academic year; and (c) local communities and districtassemblies took responsibility for the development and operation of the new secondaryschools, ensuring community ownership. In addition, the project aimed at securing thedevelopment, at each new senior secondary school, of a library which would serve theschool and the local community, as well as hygienic toilets for the use of staff andstudents (para. 2.1).

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5. Project Description and Components. The project provided support to about140 communities to construct SSS facilities, following the PAMSCAD approach. Thenew facilities would: (a) provide a vocationally-oriented curriculum in deprived parts ofthe country; (b) bring schools closer to potential students; (c) increase the enrollmentrate of girls in secondary technical schools; and (d) increase overall SSS enrollment by18,000 in 1993, resulting in a 68 percent increase in the enrollment capacity of the threenorthern regions (Upper West, Upper East, and Northern Regions). The projectcomponents include: construction of classrooms, workshops/laboratories, offices,staffrooms and staffhouses; provision of library books; construction of generator shelterswhere needed; and for the construction of student and staff toilets using their ownresources, each school would be rewarded with a pick-up truck (paras. 2.2; 2.4 - 2.7).

6. Credit Covenants and Special Agreements. Agreements with the Borrower(Republic of Ghana) were reached on the following issues, namely, that the Republic ofGhana would: (a) enter into Building Construction Agreements with communitiesconcerned which shall have been approved by the Association; (b) pursuant to theBuilding Construction Agreements, obtain rights adequate to protect the interests of theBorrower and the Association; (c) through the Project Management Unit, preparequarterly progress of project execution and submit such reports to the Association; (d)maintain records and keep accounts adequate to reflect the operations, resources andexpenditures of the project; (e) furnish to the Association not later than six months afterthe end of each fiscal year, a certified report of the Special Account prepared by anindependent auditor acceptable to the Association. The credit covenants and specialagreements were complied with during project implementation (paras. 2.8; 2.9)

7. Evaluation of Project Objectives. The main objectives of the project were toincrease access to SSS, particularly to students from underserved areas, and to involvedistricts and communities in the development and operation of the new schools. Theseobjectives were consistent with the priorities of the Education Reform Programme,remained relevant to the most pressing needs of the SSS system, and were reconfirmedduring the informal mid-term review in August 1993. In addition to furnishing essentialschool facilities, the project would reward each school with a vehicle for providinghygienic toilets for the use of staff and students. To accommodate the new students, thefacilities were to be quickly constructed by the local communities with the support of theGovernment following the PAMSCAD approach which had produced many CommunityInitiative Projects (CIPs) using Ghanaian self-help traditions. By involving the localcommunities in school construction, it was envisaged that they would have access to thelibrary books and share the facilities to which they had contributed (paras. 2.10-2.13).

IMPLEMENTATION EXPERIENCE AND RESULTS

8. Assessment of Project's Success and Sustainability. The new schools increasedenrollments by 30,712 intakes (of which 25.5 percent were girls) in 1992, as compared tothe original SAR target of 18,000 intakes by 1993, in all project schools. The total intakein 1995 is 45,279 students, of which 37.2 percent are girls. The project provided multi-

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purpose units including classrooms and workshops or laboratories (621 compared to 581in the DCA); libraries and bookstores (151 compared to 132); staffrooms and offices(152 compared to 132); staff houses (370 compared to 286); and generator shelters (102compared to 90). It must be noted that in 100 of the 157 project schools, facilities wereadded to existing schools, hence the small number of classrooms relative to intakes. Intotal, 16.7 percent more square meters were added to the originally estimated quantitiesand the construction cost was about 70 percent of other Bank-supported projects. Allproject schools were rewarded with vehicles for constructing toilets using their ownfunds. All communities contributed labor in varying degrees, but the project was lesssuccessful in accomplishing the objective of involving the communities and districtassemblies in the management, maintenance, and utilization of the facilities to which theycontributed. Most communities and district assemblies did not clearly understand theirrespective roles, and as a result delays in community construction led to privatecontractors being engaged to take over the entire construction component of the project.The school management committees, established in 1989 to support communityinitiatives, have been more effective in some communities than others. Today, districtassemblies have responsibility for school management, however, the role of thecommunity remains less clear (paras. 3.1 and 3.9).

9. Summary of Costs. The project was estimated to cost US$19.6 million with theGovernment contributing US$4.9 million, comprised mainly of community and districtassembly contribution in cash, kind, or labor, and an IDA financing of US$14.7 million(see Table SB). The Credit disbursed US$15.18 million, an amount higher than theappraisal estimate due to changes in the US dollar/SDR exchange rate. A detailedbreakdown of the cost of project components in SDRs is provided in Table 5A (para. 3.2).

10. Implementation Schedule. At the post-appraisal stage of EdSAC II, theGovernment identified the need for additional SSS facilities to cater to the increase in JSSenrollments due to the Education Reform Programme. Together the Government and theBank prepared the project in March 1991. The project went to the Board on June 25,1991 and became effective on August 7, 1991. Although originally estimated to be aquick-disbursing project and to close after two and one-half years, the project wasextended three times and fully implemented over a four-year period (para. 3.5). This isstill remarkable for the Africa Region. Originally due to close on June 30, 1993, theCredit closed on June 30, 1995. Disbursements were made until August 31, 1995 and anoutstanding balance of SDR 446,223 was canceled (para. 3.4).

11. Project implementation during the early years was slow for several reasons.Firstly, the project was designed as a CIP with required facilities varying from school toschool, but the Government tried to standardize construction so some communities wereasked to contribute toward buildings they did not want or to support fewer buildings thanthey needed. Secondly, the project was launched during the period coinciding with theharvest season and its high labor demands. Thirdly, this was also at a time when districtadministrations had spent most of their annual budgets and could not help communitieswith funds to start the buildings according to the CIP tradition. Fourthly, by insisting that

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all project funds pass through their accounts, district assemblies delayed construction dueto their weak accounting practices. Finally, community enthusiasm waned during thetime it took for the technical auditors to certify that they had completed a particular phaseof work and the time they received payment (para. 3.5).

12. Analysis of Key Factors Affecting Major Objectives. PAMSCAD hadsucceeded in reaching out and involving local communities throughout the 110 districtassemblies in the 10 regions of Ghana, and as a result, it provided a favorableenvironment for launching the community participation initiatives of the CSSCP. Duringproject implementation, however, the factors identified in paragraph 11 above, weakenedthese initiatives. Further, communities involved in the CSSCP were not equallyendowed in terms of leadership and material resources. Others lacked water supply,adequate roads to transport building materials and equipment, and communicationfacilities (such as a telephone). These inequities led to inequality in the rate ofconstruction among the different sites (para. 3.6).

13. Assessment of the Bank's and Borrower's Performance. The Bank interactedefficiently with the client and responded in a timely manner. The Task Manageroutposted to the field was available for direct consultation throughout the entire reformprocess and for most of the life of this project. This role was critical, particularly for theprocurement process in school construction. For example, the Task Manager establisheda system of expediting the process of screening and approving all withdrawalapplications, which included the verification of the level of construction work asascertained by the technical auditors for all schools, before they were sent to the Bank forreplenishment of the Special Account (para. 3.7).

14. The Government demonstrated its strong commitment to the Education ReformProgramme by maintaining the same experienced and competent staff in the PMUthroughout the life of the project. When it became clear that some sites would not becompleted before the project closing date, the Government made timely arrangements forcounterpart funds to be set aside for this purpose (para. 3.8).

15. Assessment of Project's Outcome. The CSSCP expanded access to secondaryschools for students in underserved parts of Ghana by furnishing school facilities at alower cost per unit than similar Bank-supported projects, provided more facilities, andenrolled more students than estimated at appraisal, contributing significantly to theabsorptive capacity of the sector. In this respect, the project is classified as satisfactory.The community participation outcome was partially successful since communities didcontribute to school construction but have not taken responsibility for schoolmanagement (para. 3.9).

IMPORTANT FINDINGS OF PROJECT IMPLEMENTATION EXPERIENCE

16. The procurement for civil works was handled directly by the district assemblies,providing support to local communities in their construction activities, with each phase of

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work certified by independent technical auditors. The unit costs of construction werearound 30 percent lower than construction of similar quality procured under other Bank-supported projects. The modular approach simplified construction sufficiently forcommunities and small-scale local contractors to manage. Simplicity of design, and thelocation of the task manager in the field helped ensure rapid initial processing, andimplementation over four years, less than half the regional average for PHR projects(para. 4.1).

17. Bank pressures for rapid appraisal of the project meant that the complexities ofmobilizing community support was not fully appraised. Implementation experienceshowed that the key factor in the mobilization of community participation was local levelleadership, but little attempt was made to find out whether such leadership existed or not.The project assumed that there was a commonality of interests between the newlyestablished but cash-strapped districts and the communities surrounding the schools. Infact, the district assemblies wanted to control this financially significant activity, and alsooften wanted to delay passing on eligible funds to communities or contractors, but lackedthe capacity to manage construction activities or project accounts (para. 4.2).

18. When community participation is to be relied upon it is very important thatenthusiasm, once created, is maintained. If, through delays in payment or otherproblems, initial enthusiasm is lost it is very difficult to resuscitate. Therefore, it isimportant to launch a community construction project only when all systems are fully inplace so there will be no delays. Even without delays, it is uncertain that communityconstruction activities will not be interrupted. Consequently, in countries with significantinflation rates, some automatic allowance for inflation should be built into constructionprojects (para. 4.3).

19. The land tenure situation on some of the new sites on which construction was totake place should have been clarified before the agreements were signed with the localcommunities. The final six-month extension of the project was largely due to problemson sites where there were conflicts between the schools and the landlords (para. 4.4).

20. Finally, it should be emphasized that the efficiency in the development andappraisal of this project demonstrates the advantages of a strong field presence in theprocessing and implementing of projects. This should have significant impact on theeventual location of responsibility for the vast proportion of simple PHR projects (para.4.5).

LESSONS FOR FUTURE PROJECTS IN THE SECTOR IN GHANA

21. The CSSCP has provided a number of key lessons for future projects within theeducation sector: (a) the advantages of field presence for project preparation andsupervision; (b) the efficiency of using technical auditors to monitor the progress ofconstruction prior to payment; (c) the need to spend a great deal of time and effort inpreparing community participation activities; (d) the necessity to properly time project

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launch in order to ensure maximum community participation and the necessity tocontinuously maintain this motivation; (e) the need to pay communities and localcontractors directly and not to pass through an intermediary such as a local governmentauthority; (f) the advantage of using a modular, standardized approach for civil works;and (g) the difficulty that the Ministry of Education has in effectively communicating andcontrolling activities at the district and community levels (para. 4.7).



PART I: PROJECT IMPLEMENTATION ASSESSMENT

I. INTRODUCTION

1.1 By the mid-1980s, the Government, together with the Bank and other donors,started on a long-term plan of educational reform by restructuring the curriculum,reducing Ghana's pre-university program from 17 to 12 years, and improving thefinancing of the system. The first phase of the reform program focused on primary andjunior secondary education and was supported by the Education Sector Adjustment Credit(Cr. 1744-GH) for US$38.1 million from 1987 to 1989. The second phase of the reformwas supported by the Second Education Sector Adjustment Credit (Cr. 2140-GH) from1990 to 1994 for US$50 million, and entailed the reform of the senior secondary school(SSS) system. This phase focused mainly on structural reforms, controlling schoolsystem staffing levels, and keeping expenditures in line with budgets.

1.2 In 1991, the Community Secondary Schools Construction Project (CSSCP) (Cr.2278-GH) was developed to further support the program by providing secondary schoolfacilities in underserved areas using the community initiative approach tested under theProgram of Action to Mitigate the Social Costs of Adjustment (PAMSCAD). Throughthe project, the Government would provide matching funds to communities' contributionsmade in cash, materials, and labor, for the construction of school facilities. The IDAcredit of SDR 11.1 million became effective on August 7, 1991 and was originallyscheduled to close on June 30, 1993.

1.3 Community Participation in School Construction and Maintenance. UnderPAMSCAD's Community Initiative Project (CIP) the Government had developed asystem of providing matching grants based on community performance which were usedto undertake the development of schools, markets, health centers, etc. The level ofsupport was usually between one-half and two-thirds of the estimated total cost of aproject and was designed to cover the cost of imported materials and highly-skilled labor.Fifty percent of the Government's contribution was paid when the foundation wascompleted and the remainder upon completion of the project. CIP also successfullyadapted Ghanaian traditions of self-help to mobilize substantial labor and materialsupport from local communities while reducing the bureaucracy of normal contractingprocedures. In August 1990, a review mission consisting of the Bank and other donors inGhana (CIDA, ODA, UNDP, UNICEF, USAID) recommended that: (a) the contributionof poorer communities be reduced; and (b) communities be allowed to make a greaterpart of their contribution in labor.

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1.4 Using the "Self-Help Building Guidelines" prepared by the Ministry for LocalGovernment and PAMSCAD, groups of technical staff who would assist localcommunities in building the SSSs were trained under this project. It was further expectedthat according to CIP tradition there would be sufficient community ownership andinteraction between the schools and communities to assure maintenance of the buildingsand vehicles thus acquired.

II. PROJECT OBJECTIVES AND DESCRIPTION

A. Project Objectives.

2.1 The overall objectives of the project were to ensure that (a) qualified JSSgraduates from underserved areas of the country had opportunities to enter effective andrelevant day SSSs in their neighborhood; (b) essential physical facilities wereconstructed at about 140 new SSSs, and ready to be used by the beginning of the 1992academic year; and (c) local communities and district assemblies took responsibility forthe development and operation of the new secondary schools, and ensure communityownership. In addition, the project aimed at securing the development at each new SSS,of a library which would serve the school and the local community, as well as theprovision of hygienic toilets for the use of staff and students.

B. Project Description and Components.

2.2 Community Involvement and Regional Equity. At its onset the project involvedproviding support to about 140 communities to construct SSSs. Following thePAMSCAD approach, the Government would provide a two-thirds matching grant in twoinstallments to the communities after they completed the building's foundation usingtheir own resources, and committed to provide one-third of an agreed fixed cost of aparticular type of building in cash, materials, or labor. The new facilities constructedwould: (a) provide a vocationally-oriented curriculum in deprived parts of the country;(b) bring schools closer to potential students; (c) increase the enrollment rate of girls insecondary technical schools; and (d) increase SSS enrollments by 18,000 in 1993resulting in a 68 percent increase in the enrollment capacity of the three northern regions(Upper West, Upper East and Northern Regions). The project would ensure that the newschools did not become academic islands but real community schools serving thecommunities' interests.

2.3 Choosing the Number of New Schools and their Sites. Early in 1990 a series ofmeetings involving all headteachers of the existing 254 SSSs were held to determine thenumber of JSS graduates they would be able to enroll in the first year of the new SSSsystem. The enrollments in the old schools were to be deternined in terms of: (a)boarding students based on the regional and national selection process; and (b) daystudents from the JSSs in the local catchment area. Taking into account the existing5,136 JSSs, the Ministry of Education (MOE) was able to identify those districts or sub-districts where new SSSs were needed to ensure that places were available for 30 percent

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of JSS 3 students in SSS 1. On the basis of this rudimentary school mapping exercise, itwas decided that the new SSSs would be utilized to reduce existing regional disparities.In consultation with district assemblies and communities, 140 sites were selected for thenew SSSs. In about 100 of these, well-endowed JSSs would be converted to SSSs withsome additional facilities, and for the remainder, entirely new schools would be needed.In both cases, commitments were obtained from the district assemblies and the localcommunities to assist with cash, materials, and labor in the construction and furnishing ofthe facilities needed. In addition, 97 communities agreed to assist in housing theirteachers. Each of the selected sites was visited by high level and technical staff of MOE.In January 1991 when the schools opened, additional information was obtained from theregional MOE staff on the numbers of students, staff, and physical facilities actually inplace.

2.4 Classrooms, Workshops, and Offices. A space utilization factor of 85 percent wasused to calculate the teaching space requirements for classrooms, laboratories, andworkshops for the new schools. Each standard multi-purpose block was designed for oneworkshop or laboratory, or one staffroom and office, or one library and bookstore, or fortwo classrooms such that whenever an odd number of classrooms were required, anadditional classroom was added. A total of 575 additional teaching spaces were needed.Each school would have a library and a bookstore for textbooks that would be loaned tostudents for a user fee. A staffroom, where teachers could sit to mark papers and holdmeetings would also be included. In the new rural schools there was often no othermeeting place in the vicinity. Finally, each school would also have a small office facilitywhich included a general office, the headteacher's office, and a store.

2.5 Staff Houses and the Electrical Supply Problem. It was considered crucial forsome teachers to live on-site so that the library could be kept open to students and thecommunity after hours, in order for extracurricular activities to take place in thecompound, and generally for the security of the school buildings and equipment. Twostaff houses, each with two bedrooms designed to accommodate two bachelor teachers ornational servicemen, were to be constructed on each school compound. Since mostschools were not connected to the national electricity grid, generators would be procuredfor the schools with EdSAC II funds and the schools provided with generator sheltersusing the same construction process as the classroom construction. MOE drilling rigswould be used to drill boreholes at school sites where water supply was a problem.

2.6 Library Books. The project would also finance the procurement of at least 1,000books for the library at each school. These books would include literature books,textbooks, reference materials, and encyclopedias in two or three multiple copies. Inaddition, educational charts would be procured and posted in the classrooms.

2.7 Transportation. Once the school had provided hygienic toilets for staff andstudents from its own resources, it would be rewarded with a single-cabin pick-up truck.These vehicles would be used in: transporting textbooks and equipment from regionalstores to the schools; transporting school sports teams; collecting monthly salaries; and

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transporting farm produce from the school farm. This form of transportation wasessential given the remote location of the schools. Almost all the existing secondaryschools had a mummy wagon, bus, or truck donated by benefactors, charitable trusts, orin some cases purchased by the Government.

C. Credit Covenants and Special Agreements.

2.8 During Credit negotiations, the following agreements were reached, namely, thatthe Borrower (Republic of Ghana) would: (a) enter into Building ConstructionAgreements with communities concerned which shall have been approved by theAssociation; (b) pursuant to the Building Construction Agreements, obtain rightsadequate to protect the interests of the Borrower and the Association; (c) through thePMU, prepare quarterly progress reports of project execution and submit such reports tothe Association; (d) maintain records and keep accounts adequate to reflect theoperations, resources and expenditures of the project; (e) furnish to the Association notlater than six months after the end of each fiscal year, a certified report of the SpecialAccount prepared by an independent auditor acceptable to the Association.

2.9 Category (1) of Schedule 1 of the Development Credit Agreement was amendedon September 13, 1993 to increase IDA funding for building construction from 67 percentto 90 percent and the Credit was extended three times, due to delays in construction.There were no specific conditions for Credit effectiveness and these credit covenants andspecial agreements were complied with during project implementation.

D. Evaluation of Objectives.

2.10 The main objectives of the project were to increase access to SSS, particularly tostudents from underserved areas, and to involve districts and communities in thedevelopment and operation on the new schools. These objectives were consistent withthe priorities of the Education Reform Programme, remained relevant to the mostpressing needs of the SSS system, and were reconfirmed during the informal mid-termreview in August 1993. To this end, the project would provide new schools in about 140communities, to enable JSS graduates in remote parts of the country to enter SSS in theirlocalities. The new schools would increase enrollments for both boys and girls butparticularly for students in the northern sector of the country. In addition to furnishingessential facilities, the project would reward schools with a vehicle for using their ownresources to provide hygienic toilet facilities for the use of staff and students. Toaccommodate the new students, the facilities were to be quickly constructed by the localcommunities with the support of the Government following the PAMSCAD approachwhich had been previously successful and produced many CIPs. By involving the localcommunities in school construction, it was envisaged that they would have access to thelibrary books and share the facilities to which they had contributed.

2.11 Buildings. This was the largest component of the project and was expected to bequick-disbursing. The contracts negotiated with the local communities were small

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enough to be completed in about four months so that inflation was never factored in.Unfortunately, this component was responsible for delays in project implementation. Theproject launch workshop took place in August 1991, which inadvertently coincided withthe peak of the harvest season and its problems (high labor demands; tarrying cocoapayments; school re-opening and its financial demands on families; etc.). The districtassemblies were also at that point in the financial year when their own resources weredepleted and, as a result, they could make little contribution to the project. Hence, theattraction for them to hijack the project whose funds were more than their annual budgets.Delays in appointing the technical auditors further delayed project implementation, and aspayments to communities were delayed, construction fell behind and inflation affectedthe fixed price contracts that had been signed between the local communities and MOE.As a result, the project was unable to take off with the kind of momentum that had beenexpected. However, construction work did eventually speed-up, and the third extensionof the project allowed the slower contractors and the conflict ridden area of the NorthernRegion sufficient time to complete school construction.

2.12 Library books. This component of the project has not been as successful as wasanticipated. Although all schools did receive the 1,000 books, in some schools the bookswere not displayed in the library for lack of furniture. At the time of the preparation ofthis report, some students did not have access to the library books. The Government willutilize counterparts funds reserved for project completion to provide the missingfurniture. It was also envisaged that members of the community would have access to thebooks. Unfortunately, this has not been the case, due to factors identified in paragraph2.16 below.

2.13 Vehicles. The project procured simple pick-up trucks for schools as a reward fortheir constructing locally designed toilets (called the Kumasi Ventilated Improved PitLatrine or KVIPs) for the use of staff and students. The vehicles are being used by theschools in a wide variety of activities and have tremendously improved transportation,notably for schools in remote areas.

E. Achievement of Objectives.

2.14 The objective to increase access to SSSs in deprived areas has been substantiallyachieved. The project succeeded in providing new school buildings and helped increaseSSS enrollments by 30,712 in 1992, including an increase of 7,820 (25.5 percent) girlscompared to the original SAR target of 18,000 intakes by 1993. By 1994, enrollments inproject schools had attained 46,569 and about 12,306 (37.2 percent) for girls. The totalstudent intake in 1995 is 45,279, of which 12,149 are girls. The project provided multi-purpose units including classrooms and workshops or laboratories (621 compared to 581in the DCA); libraries and bookstores (151 compared to 132); staftrooms and offices(152 compared to 132); staff houses (370 compared to 286); and generator shelters (102compared to 90). In total, 16.7 percent more square meters were added to the originallyestimated quantities and the buildings cost 70 percent of other Bank-supported projects.All project schools constructed toilets for their staff and students, and received vehicles as

6

a reward. All communities contributed labor in varying degrees, but the project was lesssuccessful in accomplishing the objective of involving communities and districtassemblies in the management, maintenance and utilization of the facilities to which theyhad contributed.

2.15 Community Participation. There was an assumption at the onset of the projectthat CIP would function as in the past. All communities contributed their labor towardconstruction, but community contribution was below the 30 percent estimated atappraisal. Further, delays in community construction led eventually to private contractorsbeing called in to take over the entire construction component of the project.

2.16 While all schools now have the 1,000 books mentioned in the SAR, some schoolsdid have furniture (bookshelves, tables and chairs) in their libraries and the books werestill packed in cartons. There are few trained personnel to oper- the libraries. Byinvolving the local communities in school construction, it was envisaged that they wouldhave access to the library books and share the facilities they had contributed in providing.However, apart from financial contribution to PTAs, most parents shy away fromparticipation in school activities.

III. IMPLEMENTATION EXPERIENCE AND RESULTS

A. Assessment of Project's Success and Sustainability.

3.1 The project succeeded in providing new school buildings and helped to expandaccess to SSS (see Table 8). All communities contributed their labor to the projects tovarying degrees, but the project was less success in accomplishing the objective ofinvolving the communities and district assemblies in the management, maintenance, andutilization of the facilities. The extent to which the communities were expected to beinvolved in the schools was initially ambitious. Most communities and districtassemblies did not clearly understand thei respective roles and as a result, delays incommunity construction eventually led to private contractors being engaged to take overthe entire construction component of the project. The school management committeesestablished in 1989 to suppL,,A community initiatives, have been more effective in somecommunities than others. Today, district assemblies have responsibility for schoolmanagement, but the role of the community remains less clear.

B. Summary of Costs.

3.2 The project was estimated to cost US$19.6 million with the Governmentcontributing US$4.9 million, comprised mainly of community and district assemblycontributions in cash, materials or labor, and an IDA financing of US$14.7 million (seeTable 5B). Total disbursements at project closure of US$15.18 million were higher thanthe appraisal estimate due to changes in the US dollar/SDR exchange rate. The Creditwas reallocated on September 13, 1993 to cover the increased cost of construction,

7

technical auditors, and vehicles. A detailed breakdown of the cost of project componentsin SDRs is provided in Table 5A.

C. Financing Arrangements.

3.3 The project was financed according to the CIP approach. The Bank increased itscontribution from 66 percent to 90 percent during an informal review of the project inAugust 1993, when it became clear that local communities were unable to contribute theirshare of 30 percent in cash or kind. The 90 percent was expected to cover about 80percent of increased costs of building materials due to inflation. Toward the end of theproject, the Government readily set aside counterpart funds for the completion ofbuildings for which advances had been paid and which, for one reason or another, werenot completed. It is rather ironic that in the Upper West and Upper East Regions(normally considered to be deprived areas), the local communities were more eager tocontribute their share than in more metropolitan and endowed areas.

D. Implementation Schedule.

3.4 In December 1989, at the post-appraisal stage of EdSAC II, the Governnentidentified the need for additional SSS facilities to cater to the increase in JSS enrollmentsas a result of the Education Reform Programme, and requested help from the Bank inobtaining assistance from potential co-financiers in November 1990. Early in 1991, whenit became evident that no co-financing was forthcoming, the Government requested Bankassistance. Together, the Government and the Bank prepared and appraised the project inApril 1991. The project went to the Board on June 25, 1991 and became effective August7, 1991. About four months from Preparation to Board was a record for the Bank, andthis was only possible because the Task Manager was present in the field and workedclosely with Government officials (see Tables 3 and 7) during this phase. Originally dueto close on June 30, 1993, the Credit closed on June 30, 1995 after three extensionstotaling twenty-one months, due to delays imposed by the involvement of localcommunities in project implementation. The last disbursements were made on August31, 1995 when the balance of SDR 446,223 was canceled.

3.5 Project implementation during the early years was slow for several reasons.Firstly, the project was designed as a CIP with required facilities varying from school toschool. In spite of the wide degree of differentiation provided for in the SAR, theGovernment tried to standardize the early phase of construction so some communitieswere asked to contribute toward buildings they did not want while others were supportingfewer buildings than they needed. Secondly, the project was launched with a series ofworkshops throughout the country during August and September 1991, the periodcoinciding with the harvest season and its high labor demands. Thirdly, it was also at atime when district assemblies had spent most of their annual budgets and could not helpcommunities with funds to start the buildings according to the CIP tradition. Fourthly, byinsisting that all project funds pass through their accounts, district assemblies delayedconstruction due to their very weak accounting practices. Finally, community enthusiasm

8

waned during the time it took for the technical auditors to certify that they had completeda particular phase of work and the time they received payment.

E. Analysis of Key Factors Affecting Major Objectives.

3.6 PAMSCAD, which was already in operation before the CSSCP was developed,succeeded in reaching out and involving local communities throughout the 110 districtassemblies in the 10 regions of Ghana, and as a result, provided a favorable environmentfor launching the community participation initiatives of the CSSCP. Duringimplementation, however, the factors identified in paragraph 3.5 above, weakened theseinitiatives. Further, not all communities involved in the CSSCP were equally endowedin terms of leadership and material resources. Others lacked water supply, adequateroads to transport building materials and equipment, and communication facilities (suchas a telephone). These inequities led to inequality in the rate of construction among thedifferent sites.

F. Bank Performance.

3.7 The Bank interacted efficiently with the client and responded in a timely manner.The Task Manager outposted to the field was available for direct consultation throughoutthe entire reform process and for most of the life of this project. This role was critical,particularly for the procurement process in school construction. For example, the TaskManager established a system of expediting the process of screening and approving allwithdrawal applications, which included the verification of the level of construction workas ascertained by the technical auditors for all schools, before they were sent to the Bankfor replenishment of the Special Account.

G. Borrower Performance.

3.8 The Government demonstrated its strong commitment to the Education ReformProgramme by maintaining the same experienced and competent staff in the PMUthroughout the life of the project. When it became clear that some sites would not becompleted before the project finally closed on June 30, 1995, the Government madetimely arrangements for counterpart funds to be set aside for this purpose.

H. Assessment of Project's Outcome.

3.9 The CSSCP expanded access to secondary schools for students in underservedparts of Ghana by furnishing school facilities at a lower cost per unit than similar Bank-supported projects, provided more facilities, and enrolled more students than estimated atappraisal, contributing significantly to the absorptive capacity of the sector. In thisrespect, the project is classified as satisfactory. The community participation objective

9

was partially successful since communities did contribute to school construction but havenot taken responsibility for school management.

IV. SUMMARY OF FINDINGS AND KEY LESSONS LEARNED

A. Important Findings from Project Implementation Experience.

4.1 The procurement for civil works handled directly by the district assemblies,providing support to local communities in their construction activities, with each phase ofwork certified by independent technical auditors, proved to be effective. The unit costsof construction were around 30 percent lower than construction of similar qualityprocured under other Bank-supported projects. The modular approach whereby most ofthe facilities constructed at the schools were fitted into a standard module of 1,000 sq. ft.simplified construction sufficiently for communities and small-scale local contractors tomanage. Simplicity of design, and the location of the task manager in the field helpedensure rapid initial processing, and implementation over four years, less than half theregional average for PHR projects.

4.2 Pressures for rapid appraisal of the project in order to meet Bank lending targetsand access additional resources meant that the complexities of mobilizing communitysupport were not fully appraised. Implementation experience showed that the key factorin the mobilization of community participation was local level leadership, but during theinitial field survey no attempt was made to ascertain whether such leadership existed ornot. The project assumed that there was a commonality of interests between the newlyestablished but cash-strapped districts and the communities surrounding the schools. Infact, the district assemblies wanted to control this financially significant activity, andoften wanted to delay passing on eligible funds to communities or contractors. Thedistrict assemblies which had only just been established did not have the capacity tomanage construction activities or project accounts.

4.3 When community participation is to be relied upon it is very important thatenthusiasm, once created, is maintained. If, through delays in payment or otherproblems, initial enthusiasm is lost, it is very difficult to resuscitate. Therefore, it isimportant to launch a community construction project only when all systems are fully inplace so there will be no delays. Even without delays, it is uncertain that communityconstruction activities will not be interrupted. Consequently, in countries with significantinflation rates, some automatic allowance for inflation should be built into constructionprojects.

4.4 The land tenure situation on some of the new sites on which construction was totake place should have been clarified before the agreements were signed with the localcommunities. The final six-month extension of the project was largely due to problemson sites where there were conflicts between the schools and the landlords.

10

4.5 Finally, it should be emphasized that the efficiency in the development andappraisal of this project demonstrates the advantages of a strong field presence in theprocessing and implementing of projects. This should have significant impact on theeventual location of responsibility for the vast proportion of simple PHR projects.

B. Lessons for Future Projects in the Sector in Ghana.

4.6 The Community Secondary Schools Construction Project was the first of a seriesof investment operations (following two sector adjustment operations) designed tosupport infrastructural developments in various parts of the education sector in Ghana.The projects that followed were: (a) Literacy and Functional Skills Project (Cr. 2349-GH); (b) Tertiary Education Project (Cr. 2428-GH); (c) Primary School DevelopmentProject (Cr. 2508); and (d) the Vocational Skills and Informal Sector Support Project(Cr. 2695-GH). A Basic Education Sector Investment Project (GH-PA-975) is underpreparation, and should be appraised early in 1996.

4.7 The CSSCP has provided a number of key lessons for future projects within theeducation sector: (a) the advantages of field presence for project preparation andsupervision; (b) the efficiency of using technical auditors in monitoring the progress ofconstruction prior to payment; (c) the need to spend a great deal of time and effort inpreparing community participation activities; (d) the necessity to properly time projectlaunch in order to ensure maximum community participation and the necessity tocontinuously maintain this motivation; (e) the need to pay communities and localcontractors directly and not to pass through an intermediary such as a local governmentauthority; (f) the advantage of using a modular, standardized approach for civil works;and (g) the difficulty that the Ministry of Education has in effectively communicating andcontrolling activities at the district and community levels.

11

PART II: STATISTICAL ANNEXES

12

TABLE 1: SUMMARY OF ASSESSMENTS

NotA. Achievement of objectives Substantial Partial Negligible applicable

Macroeconomic policies XSector policies XFinancial objectives XInstitutional development XPhysical objectives XPovertv reduction XGender concerns XOther social objectives XEnvironmental objectives X

Public sector management XPrivate sector development X

B. Project sustainability Likely Unlikely Uncertainx

HighlyC. Bank perfonnance satisfactory Satisfactory Deficient

Identification XPreparation assistance XAppraisal XSupervision X

HighlyD. Borrower performance satisfactory Satisfactory Deficient

Preparation XImplementation XCovenant compliance X

Highly HighlyE. Assessment of outcome satisfactory Satisfactory Unsatisfactory unsatisfactolr

x

13

TABLE 2: RELATED BANK CREDITS

Loan/Credit Title Purpose Year of StatusApproval

1. Cr. 1744-GH To support education system reform 1987 Closed December 31, 1991Education SectorAdjustment Credit l

2. Cr. 2140-GH To support education system reform 1990 Closed December 31, 1994Second EducationSector AdjustmentCredit

3. Cr. 2349-GH To support Government's 1992 OngoingLiteracy and Functional mass literacy programSkills

4. Cr. 2428-GH To support extending reform in 1993 OngoingTertiary Education tertiary educationProject l

5. Cr. 2508-GH To assist increasing learning 1993 OngoingPrimary School achievement and enrollmentsDevelopment Project

6. Cr.2695-GH To improve informal sector 1995 OngoingVocational Skills and productivity and reorient theInformal Sector Support vocational training to a demand-Project driven system

7. Basic Education To provide support to improve 1996 Under preparationSector Investment learning outcomes, increase access,Project and strengthen management

TABLE 3: PROJECT TIMETABLE

Steps in Project Cycle Date Planned Actual date

Identification Not available December 1989Preparation Not available March 1991Appraisal Not available May 10, 1991Negotiations Not available May 21, 1991Board presentation Not available June 25, 1991Signing Not available July 8, 1991Effectiveness Not available August 7, 1991Project completion December 31, 1992 December 31, 1994Credit Closing June 30, 1993 June 30, 1995

14

TABLE 4: LOAN DISBURSEMENTS: CUMULATIVE ESTIMATED AND ACTUAL (US$ M)

FY1992 FY1993 FY1994 FY1995

Appraisal estimates 10.00 14.70

Actual 5.41 9.72 12.98 15.18

[Actual as % of estimate 54% 66% 88% 103%

Date of final disbursement: August 24, 1995

TABLE 5: PROJECT COSTS AND FINANCING

A. PROJECT COSTS (IN SDR EQUIVALENT)

Items - Estimated Cost Actual Cost

1. Building Construction 8,190,000 9,187,493

2. Teaching Materials 690,000 517,006

3. Vehicles 860,000 1,231,582

4. Consultants' Services 220,000 343,436

5. Unallocated 1,140,000 0

TOTAL PROJECT COST 11,100,000 1 10,349,517

B. PROJECT FINANCING ESTIMATES (US$ THOUSANDS)

Source Local J Foreign Total

Community/District Assembly 3,449 1,479 4,928Contribution

IDA 8,494 6,203 14,696

TOTAL 11,943 7,682 19,624

TABLE 6: STATUS OF LEGAL COVENANTS

Section Covenant Status Original Revised Description of covenant Commentsclass fulfillment fulfillment

date date2.02 (b) I C Borrower to open and maintain a special deposit account in a The account of US$4.0 million was opened in a

I__ _ _ _ J_commercial banik. commercial bank on September 1991.2.03 10 06/30/93 06/30/95 Closing Date shall be 6/30/1993, or later date as IDA shall The project closing date was extended from

establish. 12/31/94 to 6/30/95.3.03 9 The Borrower, through the PMU, shall prepare quarterly progress None

of project execution, such reports to be submitted to IDA.3.04(a) 10 C The Borrower shall enter into the Building Construction None

Agreements with communities concemed which shall have beenapproved by IDA and which shall specify the fixed unit costs perbuilding as set forth in this agreement.

3.04(b) 10 C Pursuant to the Building Construction Agreements, the Borrower Noneshall obtain the rights adequate to protect the interests of theBorrower and IDA, including the right to:

4 CP Stages of completion varies throughout the(i) require the community concemed to carryout the school schools targeted under the project. v

construction with due diligence and efficiency and in accordancewith sound technical, financial, and educational standardsfollowing the design specifications developed for this project;

4 CP DCA has been amended to increase IDA(ii) require the community to make a contribution to the school financing in Category I (Building Construction)construction costs of at least 33 pereent of the estimated costs from 67 percent to 90 percent require from timeeither in the form of labor services, building materials or in terms to time.

9 C of cash contributions;None

(iii) inspect, by itself or jointly with representatives of IDA, if IDA9 C shall so request, the school construction works carried out by the

community; andNone

(iv) require the community to furnish the Borrower all suchinformalion as the Borrower or IDA shall require from time to

________ t~~ ~~~~~~~~~im e. __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

4.01 (a) (i) I C The Borrower shall maintain records and accounts adequate to None.reflect the operations, resources and expenditures of the project.

Section Covenant Status Original Revised Description of covenant Commentsclass fulfillment fulfillment

date date4.01 (b) s ul(i) The Borrower shall have the records and accounts including None

those for the Special Account for each fiscal year auditcd byindependent auditors acceptable to IDA;

I C (ii) The Borrower shall fumish to IDA, as soon as available, but Nonenot later than six months after the end of each such year, a certifiedcopy of the report;

4.01 (c) (iv) I C For all expenditures with respect to which withdrawals from the NoneCredit Account were made on the basis of statements ofExpenditures, the Borrower shall ensure that records and accountsare included in the annual report which should contain scparateopinion by said auditors.

I = Accotiats/atidits 7 = lnvoluntary Resetlleaineiit C = Complied with2 = Financial Perltrnnance/revenue 8 = indigenous people CD = Compliance after delay

generation from beneficiaries 9 = Monitoring, review, and reporting NC = Not complied with3 = Flow and utilization ot'project funds 10 = Implementation SOON = Compliance expected °'4 = Counterpart funding II = Sectoral or cross-sectoral budgetary or other resource allocation in reasonably short time5 = Management aspects of the 12 = Sectoral or cross-sectoral regulatory/institutional action CP = Complied with partially

project or executing agency 13 = Other NYD = Not yet due6 = Environmental covenants

17

TABLE 7: BANK RESOURCES: STAFF INPUTS

Stage of project Actualcycle Staff

Weeks

Preparation to 2.1appraisal

Appraisal 0

Negotiations 1.4throughBoard approval

Supervision 34.6

TOTAL 3.

18

TABLE 8: PROJECT OUTPUT INDICATORS

Growth in Secondary School Enrollments in Ghana

YEAR TOTAL GIRLS' BOYS' DIFFERENCEENROLLMENTS ENROLLMENTS ENROLLMENTS Boys/Girls

1990 199,260 65,679 133,581 67,9021991 225,277 74,537 150,740 76,2031992 247,496 82,873 164,623 81,7501993 236,527 81,569 154,958 73,389

1994* 236,722 81,906 154,816 72,9101995* 266,995 93,448 173,547 80,099

*Note: Infornation for this year is a projection

Enrollments in Project Schools

YEAR TOTAL GIRLS' BOYS' DIFFERENCEENROLLMENTS ENROLLMENTS ENROLLMENTS Boys/Girls

1991 12,526 4,058 8,468 4,4101992 30,712 7,820 22,892 15,0721993 43,299 11,053 32,246 21,193

1994* 46,569 12,306 34,263 21,9571995* 45,279 12,149 33,130 20,981

*Note: Information for this year is a projection

SSS Students Performance in West African Examinations Council (WEAC) Examinations

EXAM YEAR TOTAL REGISTERED TOTAL LISTED for UEE*1993 42,105 1,3541994 r 77,873 2,483

*UEE: University Entrance Examination

Physical Facilities

|_________ _____ TARGET ACTUALSOUTHERN NORTHERN OVER- SOUTHERN NORTHERN OVER-

SECTOR SECTOR ALL SECTOR SECTOR ALLClassrooms 410 90 500 432 128 560Workshop 49 19 68 32 6 38Library& 101 31 132 110 41 151Bookstore I I I I I IStaffroom&Offices 101 3 1 132 110 42 152Staff Houses 222 64 286 250 120 370Generator Shelter 64 26 90 66 36 102

Vehicles and Teaching Materials

ITEM TARGET ACTUALVehicles i 143 156Teaching materials 163,020 193,997 |

19

TABLE 9: BANK RESOURCES: MISSIONS

Performace Rating

Number Duration of Specialized Implemen- Develop-Stage of MontlV of Mission Staff Skills lation mient Types of

Project Cyde Year Persons (# of days) Represented Stas Objectives Problems

Tlhugh Appraisal

ldenbficaio 12/89

e-appaisal 3/91 2 EP, OA

Appraisal 5/91 2 EP, OA

Appraisal throughBoard Approval

6/91 2 EP, OA

Board Approvaldthough Effectiveness 891 2 EP, OA

Supervision

12/91 2 5 EP, OA I I Project slow to takeoff: a) commn mibes

7/92 2 8 EP, OA 2 2 lacked start up

9/93 4 9 EP, OA, PO 2 2 foeds and dte CaP

9/94 4 12 EP, PO, ED S S b) the disrMiMednbisuaon

12194 3 12 EP, PO, ED S S bumiwrcykrtetmrd in project

5/95 4 10 IS, ED, ED, PS S S implementation

Completion

Kev to specialized staff skillsED Educafion SpecialistEP Principal Education PlannerIS Sr. Implementation SpecialisLOA Operations Analyst00 Sr. Operations OfficerPO Project OfficerPS Procurement Specialist

20

TABLE 10: TECHNICAL ASSISTANCE FINANCED BY PROJECT

Specialist Services Planned at Actual Duration CommentsAppraisal

G. Ampofo and They were effectivePartners - Technical 15 months 39 months in ensuring that theAuditors structures were

well constructed.

TABLE 11: TRAINING OF PERSONNEL FINANCED BY PROJECT

Type of Training Duration No. of Persons CommentsTrained

Community mobilization 6/16-19, Not very effectivefor school construction 1991 because most of the

1,058 District Secretaries6/27-30, were transferred

1991 shortly after theorientation course.

21

APPENDIXES

A: Missions' Aide-Memoire

B: Borrower's Contribution to ICR

C: Map

AIDE-MEMOIRE

Republic of Ghana

Community Secondary Schools Construction Proiect (Cr. 2278-GH)

April 19 - 28, 1995

Introduction

1. From April 19-28, 1995 the World Bank carried out a supervision mission of theCommunity Secondary Schools Construction Project (Cr. 2278-GH). The team membersincluded: Mrs. Irene Xenakis (Senior Implementation Specialist, Mission Leader); Ms. MargaretKilo (Education Specialist); Mr. Gregory Hancock (Senior Operations Officer) and Mr. TsriApronti (Procurement Officer). The mission is grateful to the Honorable Minister of Education,Mr. Harry Sawyerr; the Director General of the Project Management Unit (PMU) Mr. R. J.Mettle-Nunoo and the Project Manager (PMU) Miss Araba Korsah, for the support and co-operation provided the team during the supervision mission. The mission also expresses itappreciation to members of the Community Secondary Schools Construction Project team withinthe PMU for their diligent planning in preparing the project for closure.

Objectives of the Mission

2. The main objectives of the mission were to review: (i) the progress of constructionparticularly with regard to the problem sites visited during the November 1994 supervisionmnission's field visits to the Ashanti Region; and (ii) preparations for project closing on June 30,1995 including discussions with the PMU of an outline for the Implementation Completion Report(ICR) and related activities.

Mission Activities and Discussions

3. The mission met with the Hon. Minister of Education, and various officials of the PMUand the GES. The mission also visited secondary technical schools of the Community SecondarySchools Construction Project (Cr. 2278-GH) in the Upper West Region (Wa and NadowliDistricts), and Regional and District Officials in the Ashanti Region. The list of key officials met;and schools, district and regional offices visited are attached (see Attachments I and II). Majorissues discussed and agreement reached on the Community Secondary Schools ConstructionProject are summarized in separate sections below.

Summary of Status of Construction

4. The project which was scheduled to close on December 31, 1994 had been extended forthe third and final time to June 30, 1995. This final six months extension provided the PMU andbuilding contractors with sufficient time to get the construction to an advanced level in preparationfor project closure, particularly as ethnic disputes in parts of the Northern Region had made itimpossible to carryout technical audits for some time. It also allowed some schools which hadcompleted both Phases I and II of the construction to obtain some badly needed additionalclassrooms while project funds were still available. In order to speed up the rate of constructionparticularly among the slower contractors, the revised closing date of June 30, 1995 had not beendisclosed to them, such that they continued to work towards the December 31, 1994 closing date.This helped speed up the rate of construction although it will still be necessary for the governmentto make additional financial in-put from matching funds to support some remaining minor work ina number of schools.

5. At the present time, technical audits carried out in the northem section of the country inMarch 31, 1995 have revealed that all schools which had completed Phase I in Upper WestRegion and all but one school in Upper East Region had now also completed Phase II of theproject (a total of 7 out of 8 schools). In the Northern Region which had been hampered by ethnicdisputes, out of 12 schools that had completed Phase I, five had completed Phase II while sevenwere ongoing. The progress made since the decision was taken that: (i) the contribution of thecommunity be reduced from 30% to 10%; and (ii) project funds be paid directly to contractors'accounts after technical audits had been made certifying the different phases of construction,instead of to districts has indeed speeded up the rate of construction throughout the country.

Observations from Field Visits

6. In preparation for the supervision mission, during a visit to Sege-Ada Secondary TechnicalSchool in the Greater Accra Region by some of the members of the mission, it was revealed thatwhile the project has succeeded in providing many students with a senior secondary schooleducation, many qualified girls were still unable to attend senior secondary school due to two mainproblems: (i) the fact that the schools lacked accommodation on campus; and (ii) that many girlsand their parents did not consider the technical education offered in the secondary technicalschools appropriate for females. There were 41 girls out of a total student population of 300. TheHeadmaster, Mr. K. Atto-Asare informed the mission that the PTA was being sensitized to theadvantages of a technical education for girls by their career counselor. The school serves severalfishing and farming villages on the coast to the east of Accra and trekking distance to school is aproblem for students who cannot find accommodation in Sege-Ada village.

7. During the supervision mission, field visits were conducted in the Wa District (WaSecondary Technical School in Wa town) and Nadowli District (Kaleo Secondary TechnicalSchool ) in the Upper West Region and in Kumasi Metropolitan District (Armed Forces SecondaryTechnical School and Kumasi Secondary Technical School at Patasi). In both Wa and Kaleo, theschools had completed both the first and second phases of the project. The mission noted that

2

there were no major problems related to the construction component of the project in the UpperWest Region. The two schools in Kumasi had been visited during the November supervisionmission and this second visit provided the mission an opportunity to observe progress inconstruction since then. At the Armed Forces Secondary Technical School site, the first phase ofconstruction had been completed and the Headmaster had moved into one of the staff bungalows.Some considerable progress was noted at the Patasi site although extensive construction work isstill outstanding in the staff bungalows. This is particularly worrisome as the district staff inKumasi appeared to be ignorant about the impending project closing date and the fact that the lasttechnical audits for the region are scheduled for May 1995, only a couple of weeks away.

Preparation for Project Completion: June 30. 1995.

8. Working closely with the technical auditors (G. Ampofo and Partners), the PMU hasprepared building contractors, district officials and financial auditors for project closing. The lastphase of technical audits have been scheduled for May and June in the northern and southernsectors of the country respectively. As of March 31, 1995 costings have been prepared for theremainder of the project, to be paid according to the technical auditors' certification of completion.The budget for the remainder of the project is presented as follows:

a. Phase I on-going projects - 202, 746, 000.00 cedisb. Phase I completed but yet to be paid - 83, 700, 000.00 cedisc. Phase HI on-going - 411, 930, 000.00 cedisd. Phase II completed but yet to be paid - 44, 850, 000.00 cedise. Consultancy (15, 800, 000.00 x 4 months) - 63, 200, 000.00 cedisf Estimated bank charges - 8, 064, 260.00 cedis

TOTAL 814, 490, 260.00 cedis

9. The balance of the Special Account now stands at: 797, 366, 621.00 cedis (or $ 745,202.45). Counterpart funds to be used in completing any remaining finishing work (wiring,electric bulbs, aprons, painting, furniture, etc.) to buildings were estimated at: 389, 000, 000.00cedis bringing the total balance in the special account to 1, 186, 366, 621.00 cedis

10. From the above figures, it is evident that the Ministry of Education and the PMU havemade commendable progress in preparation for project closure come June 30, 1995. The financialauditors have also started preparing the audits for 1994 which are due June 30, 1995. PMUestimates that these will be ready on time since financial auditors are already collecting data fromthe districts.

Agreement Reached during the Mission.

11. During the mission it was recommended that as part of the ICR, a study of the impact ofthe Community Secondary Schools on communities, should be undertaken. The study wouldcomprise interviews of those persons who played an important role in making the project possible

3

(district officials, community leaders and contractors) as well as interviews of some of thoseconsidered as beneficiaries of the project (teachers and headteachers, parents and students). Whilesome districts were readily able to contribute the communities' share of 10% in cash or kind to theproject, other communities found it extremely difficult to make the necessary contribution.Unequal resources of the beneficiary communities led to some construction projects being labeledas "problem projects" and others as "good projects". This study would contribute important"lessons learned" in terms of the disparity of capacity among local communities so that their abilityto contribute to such projects can be taken into consideration in future project design. It wouldalso be interesting to compare the 1994 and 1995 WEAC examination results of these differentcommunities. PMU has already started the process of identifying consultants for the qualitativeand quantitative studies. The mission recommends that the terms of reference be sent to IDA byMay 15, 1995, so that the studies may begin as soon as possible. The draft project ICR will bediscussed with the PMU during the next mission in September 1995.

4

IMPLEMENTATION COMPLETION REPORT

COMMUNITY SECONDARY SCHOOLS CONSTRUCTION PROJECT

CREDIT 2278-GH

Ministry of Education,P. 0. Box M.45,Accra. October 1995

COMMUNITY SECONDARY SCHOOLS CONSTRUCTION PROJECT (CR 2278 - GH)IMPLEMENTATION COMPLETION REPORT

1. BACKGROUND

In 1986, under the Economic Recovery Programme (ERP II), the Government

of Ghana initiated discussions on Education Reforms in both structure

and content. As a result a new Education Reform Programme was drawn up

to ensure the achievement of the overall national goals of

(i) increasing access to education,

(ii) improving the quality of education given,

(iii) making education more relevant to the socio-economic

development,

and

(iv) ensuring that education is cost-effective and sustainable.

The 1st Education Sector Adjustment Credit (EdSAC I) supported the 1st

phase of the reform programme with emphasis on the nationwide

implementation of the Junior Secondary School Programme. The 2nd

Education Sector Adjustment Credit (EdSAC II) negotiated in April 1990,

supported the Government with the continuation of the implementation of

the reform programme with the introduction of the new Senior Secondary

Schools.

At the time of appraisal of EdSAC II, it was calculated that there

would be a financing gap of US$59.9m of which US$50.Om would be met by

the Credit, leaving a gap of about US$10.Om for school construction-

related expenditures at about 140 new Senior Secondary Schools. It was

hoped that some co-financier could be interested in filling this gap,

but none was immediately identified. In order to achieve the

objectives of providing access to higher levels of education to many

more people and to make education as equitable as possible within our

specific constraints, new Senior Secondary Schools were started in

educationally deprived areas.

-2-

By this it was possible to achieve a distribution of at least two (2)

Senior Secondary Schools to a district.

2. PROJECT DESCRIPTION

The overall objectives of the Project were to ensure that

(i) qualified Junior Secondary School Graduates from deprived

areas of the country have opportunities to enter effective

and relevant day Senior Secondary Schools in their

neighbourhood.

(ii) essential physical facilities are constructed in about 140

new Senior Secondary Schools, and are ready to be used by

the beginning of the 1992 academic year in January 1992 and

January 1993.

(iii) Local Communities and District Assemblies take

responsibility for the development and running of the New

Secondary Schools and feel that the schools are their

schools.

(iv) each New Senior Secondary School starts to develop a

library, which as well as serving the school, will become

a community library.

3. ACHIEVEMENT OF OBJECTIVES

3.1 PHYSICAL FACILITIES

Under the Community Secondary Schools Construction Project, the

Ministry has been able to help 160 Community Schools to construct the

following:

(i) 560 classrooms,

(ii) 38 workshops,

(iii) 151 library and bookstores,

- 3 -

(iv) 152 staffrooms and offices,

(v) 370 Staff houses,

(vi) 102 generator shelters,

Most of the schools received support under Credit 1744-GH to put up

three (3) workshops and therefore did not need to put up additional

ones.

Attachment 1 shows the total number of structures constructed as

compared with the number of structures targeted and Attachment 2 shows

the distribution of the structures by school.

3.2 VEHICLES AND TEACHING MATERIALS

One hundred and fifty-six (156) single cabin pick-up trucks have been

procured and distributed to community schools that were able to put up

decent places of convenience.

In addition, the project procured a total of 193,997 books made up of

313 titles for the school library in each project area. These books

included reference materials, encyclopedias and wall charts.

3.3 TRAINING

Under the arrangement for the project, District Authorities and

Communities were to contribute one-third (%) of the total cost of the

structures.

Recognising the importance of key district personnel to the success of

the project, workshops in two batches were organised for the following:

(i) PNDC District Secretaries,

(ii) Presiding Members of District Assemblies,

(iii) Regional Directors of Education,

(iv) District Directors of Education,

- 4 -

(v) Elected Assembly Members of the localities in which the

schools are situated,

(vi) GNAT Regional Secretaries,

(vii) NSS Regional Co-ordinators,

(viii) District Organising Assistants of CDRs,

(ix) Headmasters of all newly established Senior Secondary

Schools,

(x) Circuit Monitoring Assistants.

At both workshops, the role of the communities under the project was

explained to the participants and they were urged to cooperate with

each other to ensure the success of the project.

It is a fact that in Districts where the head of the District

Administration teamed up with the Director of Education and the

Presiding Member, they were able to finish the construction of

structures under Phase 1 and were offered additional structures under

Phase 2.

3.4 ENROLMENTS

Even though enrolments in secondary schools increased by only 13% in

1991, 10% in 1992 and actually reduced in 1993 as shown in Attachment

3, enrolments in the project schools increased steadily from 1991 to

1993 with an increase of 145X in 1992. Unfortunately, girls'

enrolments in project schools decreased between 1991 and 1993 as shown

below:

Total X age % ageYear Enrolments Girls Boys

1991 12,526 32.4 67.6

1992 30,712 25.5 74.5

1993 43,299 25.5 74.5

- 5-

Academic achievement in project schools, however, has not been good as

can be seen in the table below:

1993 1994

REGION TOTAL TOTAL LISTED TOTAL TOTAL LISTEDENROLMENT FOR UEE ENROLMENT FOR UEE

Ashanti 4,737 3 5,778 9

Brong Ahafo 3,809 1 4,064 4

Central 3,130 6 3,343 2

Eastern 6,832 17 7,486 23

Greater Accra 2,969 7 3,422 10

Northern 6,865 4 8,099 10

Upper East 1,793 3 2,370 5

Upper West 2,632 0 2,214 3

Volta 7,458 15 6,501 19

Western 3,074 3 3,292 8

Total 43,299 59 46,569 93

This is so because the community schools have problem attracting good

students as the best JSS graduates get admission into the existing/old

senior secondary schools. And even those who get admission into the

community secondary schools leave after about a year. It is hoped that

with time the community schools will be able to retain their students

and even attract some of the best JSS graduates.

The Ghanaian public has been given the erroneous impression that the

overall performance of the new system is a failure based on candidates

inability to enter the Universities. The new system on the other hand

has increased access of Senior Secondary School graduates to different

levels of Tertiary Education. These include access to the Diploma

Awarding Institutions, Teacher Training Colleges, as well as the

Universities. Though statistics is not immediately available, greater

access has been achieved for students through this programme.

-6-

4. PROBLEMS ENCOUNTERED

At the beginning of the project, payment of the 1st instalment of

Government contribution was made upon certification by the District

Inspection Team that the substructure had been completed. Some of the

reports received from the Districts were found to be false and this

resulted in payments being made for substructures that were non-

existent.

And some of the District Administrations used the money sent for

payment of contractors to pay salaries and their other commitments.

Consequently they were not able to pay the contractors who refused to

continue to work and left the sites. This left in its wake about

twenty-three (23) uncompleted structures even though these structures

were started in 1991/1992.

These problems came up during a supervision mission in August 1993 and

it was agreed that:

(i) payment be made against certification by the Technical

Auditors and not against certification by the District

Inspection Team.

(ii) payment for structures under Phase 2 be made directly into

the contractor's account.

The contractors were happy with this new arrangement and they worked

well. All the structures given under Phase 2 were completed and paid

for.

-7-

5. CONCLUSION

Despite problems encountered, the Ministry has been able to help the

Districts to put up urgently needed structures for the community

schools. This has resulted in the provision of access to secondary

education for students who would otherwise have had to terminate their

education after leaving the Junior Secondary School.

ABBREVIATIONS

CDR .. Committee for the Defence of the Revolution

GNAT .. Ghana National Association of Teachers

NSS .. National Service Secretariat

PNDC .. Provisional National Defence Council

UEE .. University Entrance Examination

COMMUNITY SECONDARY SCHOOLS CONSTRUCTION PROJECTTEACHING SPACES AND OTHER PHYSICAL FACILITIES

NO. OF REQD. TEACHING NO. OF FACILITIESSPACES AND FACILITIES PROVIDED

TOTAL TOTALNO.OF NO. OF SCHSSTRUC- STRUC- GIVEN

REGION DISTRICT NO. SCHOOL MS1 WS MS2 MS3 TURES MS1 WE MS2 MS3 SB TURES GSA. BRONG Tano 1 Duayaw Nkwanta Sec. Tech. 1 1 2 4 - 1 1 2 6 1

AHAFO Berekuam 2 JInijini Secondary 6 1 1 5 6 - 1 1 2 7 1Jaaman 3 Goka Sec. Tech. 4 1 1 4 4 - 1 1 2 6 1Wenchi 4 Badu Sec. Tech. 2 1 1 3 4 - 1 1 2 6

5 Koase Sec. Tech. 4 1 1 4 4 - 1 1 2 6Techiman 6 Asuogyaman Sec. Tech. 2 1 1 3 2 - 1 1 2 5 1

Kintampo 7 Jema Secondary 6 3 1 1 8 6 - 1 1 2 7 1Nkoranza 8 Busunyaa Secondary 2 1 1 3 4 - 1 1 2 6 1Dormaa 9 Mansen Community Day Sec. 2 1 1 3 2 - 1 1 2 5 1Sene 10 Kwame Danso Sec. Tech. 2 1 1 3 4 - 1 1 2 6 1

11Kajaii Secondary 4 3 1 1 7 4 - 1 1 2 6. 1Asutifi 12 Gyemii Kumain Sec. 2 1 1 2 4 - 1 1 2 6 1Atebutu 13 Prang Senior Sec. - - - - - 2 3 1 1 2 6 -

Wenchi 14 Nkoraman Sec. Sch. - - - - - 4 3 - - 2 7 -

Tano 15 Yamfo Community - - - - - 4 - 1 1 2 6 -

Tano 16 Bomaa Secondary - - - - - 4 - 1 1 2 6 -

Dormaa 17 Wamanafo Community Day - - - - - 2 - 1 1 2 5 -

_____ I Subtotal I_ _3616112136 612 12 47 _ 64 6 1616 3 102 10

KEYMS1 -Classroom n

WS - Workshop 0

MS2 - Library ID

MS3 - Staffroom & OfficesGS -Generator ShelterSB - Staff Bungalow

NO. OF REOD. TEACHING NO. OF FACIUTIESSPACES AND FACIUTIES PROVIDED

TOTAL TOTALNO. OF NO. OF SCHSSTRUC- STRUC- GIVEN

REGION DISTRICT NO. SCHOOL MS1 WE MS2 MS3 TURES MS1 WS MS2 MS3 SB TURES GS[B. ASHANTI Kumasi 1 Kumasi Sec. Tech. 4 1 1 1 5 2 - 1 1 2 5t 2 Armed Forces Sec. Tech. 4 1 1 4 2 - 1 1 2 5

Atwima 3 Nkawle Sec. Tech. 2 1 1 3 4 - 1 1 2 64 Mpasatia Sec. Tech. 4 1 1 4 4 - 1 1 4 8 1

Amansie East 5 Jacobu Sec. Tech. 4 1 1 4 4 - 1 1 2 6 1Amansle West 6 Esaase Bontefufuo Sec. Tech. 1 1 2 - 1 1 2 5 1

7 Adubia Secondary 4 1 1 4 2 - 1 1 2 5 1Afigye Sekyere 8 Agona Sec. Tech. 4 1 1 4 4 - 1 1 4 8

Kwabere 9 Kofi Adjei Sec. Tech. 6 1 1 .5 6 - 1 1 2 7 1Offinso 10 Namang Sec. Tech. 2 1 1 3 2 - 1 1 4 7 1

Ejura Sekye Dumase 11 Ejuraman Secondary 4 1 1 4 6 - 1 1 2 712 Sekyedumase Secondary 4 1 1 4 6 - 1 1 4 9

Asante Akim North 13 Owerriman Secondary 2 - 1 1 2 5 1Asante Akim South 14 Ofoase Sec. Tech. 4 - 1 1 2 6 1Adansi West 15 Akrofuom Sec. Tech. 8 1 1 6 6 - 1 1 2 7 1Adansi East 16 Bodwesango Secondary 4 1 1 4 4 - 1 1 2 6 1Ahafo Ano North 17 Maban Sec. Tech. 6 1 1 1 6 - 2 1 1 2 6 1Ahafo Ano South 18 Ahafo Ano South Sec. Tech. 10 1 1 7 4 - 1 1 2 6 1Ejisu Juaben 19 Ejlisu Sec. Tech. 4 1 1 4 4 - 1 1 2 6Ejisu Juaben 20 Bonwre Sec. Tech. 1 1 2 4 - 1 1 2 6 1Ejisu Juaben 21 Achinakrom Secondary 4 1 1 4 4 - 1 1 4 8 1Bosomtwe Atwima Kwaman 22 Beposo Secondary 2 1 1 3 4 - 1 1 2 6 1Sekyere West 23 Sekyereman Senior Sec. - - - - - 4 - 1 1 4 8 -

Sekyore East 24 Asokore T.I. Ahmadlyya - - - - - 6 3 - - 2 8 -

Subtotal 24 80 2 20 19 81 90 6 23 23 60 156 15

NO. OF REQOD. TEACHING NO. OF FACIUTIESSPACES AND FACIUTIES PROVIDED

TOTAL TOTALNO. OF NO. OF SCHSSTRUC- STRUC- 3IVEN

REGION DISTRICT NO. SCHOOL MS1 WS MS2 MS3 TURES MSI WE MS2 MS3 SB TURES GSC. CENTRAL Cape Coast 1 Bakatsir Sec. Tech. 2 1 1 3 2 - 1 1 2 5

Edina/Komenda/Eguafo 2 Komenda Sec. Tech. 2 1 1 3 4 - 1 1 2 aMfantslplm 3 Mankesslm Sec. Tech. 6 2 1 1 7 2 2 1 1 2 7Abura/Asesu/Kwamankese 4 Abakrampa Sec. Tech. 4 1 1 4 4 - 1 1 2 6

Gomoa 5 Gomoa Sec. Tech. 6 1 1 5 6 - 1 1 2 7 1Awutu/Efutu/Senya 6 Senya Secondary 2 - 1 1 2 5

7 Obrakyere Sec. Tech. 2 3 1 1 6 2 - 1 1 2 5 1

Ajumako/Enyan/Esham 8 Denkylra Sec. Tech. 4 1 1 4 2 - 1 1 2 5

Asikuma/Odoben/Brakwa 9 Odoben Secondary 4 1 1 4 6 - 1 1 2 7Agona Swedru 10 Kwanyako Secondary 4 1 1 4 4 - 1 1 2 6

Upper Denkyira 11 Kyoremfom Sec. Tech. 4 1 1 4 4 - 1 1 2 612 Diaso Secondary 4 1 1 4 4 - 1 1 2 6 1

TwHfo Hemang 13 Jukwa Secondary 6 1 1 5 8 - 1 1 2 7 1Assin Fosu 14 Assln North Sec. Tech. 4 3 1 1 7 2 - 1 1 2 5 1

15 Beseasi Secondary _ _ _ - - - -… … … - 1

Subtotal 15 52 8 13 13 60 50 2 14 14 28 83 6

D. GREATER Accra (Metro) 1 Klnbu Sec. Tech. 16 2 1 1 12 2 1 1 2 5ACCRA Tema 2 Ashalman Secondary 4 1 1 4 2 1 1 2 5

3 Manhean Sec. Tech. 1 1 1 3 4 1 1 2 6Dangme East 4 Sege Ada Sec. Tech. 2 3 1 1 6 2 1 1 2 5Dangme West 5 Asutsuare Sec. tech. 1 1 2 2 1 1 2 5Ga 6 Torkuse Socondary 6 1 1 5 6 1 1 2 7 1

7 Amasaman Sec. Tech. 2 1 1 1 4 6 1 1 2 7 18 Tema Methodist Sec. - - - - - 2 3 - - 2 6 -

Subtotal 8 30 8 6 7 36 28 3 7 7 1 46 2

NO. OF REQD. TEACHING NO. OF FACILITIESSPACES AND FACIUTIES PROVIDED


REGION | DISTRICT NO. SCHOOL MS1 WE MS2 MS3 TURES MS1 WE MS2 MS3 SB TURES GS,E. EASTERN New Juaben 1 Koforidua Ada Sec. 2 3 1 1 6 4 - 1 1 2 6

Suhum Kraboa Coaltar 2 Suhum Presbyterian Sec. 1 1 2 2 - 1 1 2 5jAkwapim south 3 Nsawam Secondary 2 - 1 1 2 5

4 Aburi Sec. Tech. 2 1 1 4 2 1 1 1 2 6Akwaim North 5 Adukrom Sec. Tech. 2 1 1 4 4 - 1 1 2 6West Akim 6 Asamankese Sec. Tech. 4 1 1 1 5 4 - 1 1 2 6Birim South 7 Achiase Secondary 2 1 1 3 2 - 1 1 2 5 1

8 Adeiso Secondary 1 1 1 3 6 - 1 1 2 7 19 Oda Attefuah Sec. Tech. 1 1 '2 4 - 1 1 2 6

Birim Norh 10 New Abriem Sec. 6 1 1 1 6 6 - 1 1 2 7 1'Asuogyaman 11 Apeguso Community Sec. 1 1 2 4 - 1 1 2 6 1i Kwahu North 12 Tease Secondary 1 1 2 6 - 1 1 2 7 1Kwahu South 13 St. Paul's Sec. 16 2 1 1 12 6 - 1 1 2 7

14 Pepease Sec. Tech. 4 - 1 1 2 6Kwaabibirem 15 Akim Wenchi Sec. 4 1 - 2 5 1EastAkim 16 Kibi Sec. Tech. 8 1 1 6 2 - 1 1 2 5 1Yilo Krobo 17 Klo-Agogo Sec. 4 1 1 4 2 - 1 1 2 5 1Manya Krobo 18 Akuse Secondary 1 1 4 - 1 1 2 6

iManya Krobo 19 Akro Sec. Tech. 4 1 1 1 5 4 - 1 1 2 6Asuogyaman 20 Boso Sec. Tech. - - - - - -_ _ 1Manya Krobo 21 Asesewa Secondary _ _ _ _ _… _ 1'Fanteakwa ! 22 Osino Secondary _ _ _ _ _…_ 1Akwapim North 23 Mampong Secondary - - - _ _ 2 3 - - 2 6 |Akwapim North 24 Mangoase Secondary _ _ _ _ _ 2 3 - - 2 6 |

Birim South 25 Akroso Secondary - - - _ _ 2 3 - - 2 6 _Birim North 26 Ayirebi Secondary - _ _ _ _ 4 3 - - 2 7 |East Akim 27 Akyem Asafo Secondary - - - _ _ 2 3 - 1 2 7 |

|_____ | Subtotal 27 46 13 15 16 67 84 16 19 19 48 144 11


TOTAL TOALNO. OF NO. OF SCHSSTRUC- STRUC- GIVEN

REGION DISTRICT NO. SCHOOL MS1 WE MS MS3 TURES MSI WE MS MS3 SB TURES GSF. VOLTA Ho 1 Tsto Sec. Tech. 6 1 1 5 4 - 1 1 2 6

2 Akome Sec. Tech. 4 - 1 1 2 63 Tanylgbe Secondary 4 1 1 4 4 - 1 1 4 8 1

Kete Krachi 4 Kete-Krachl Sec. Tech. 4 1 1 1 5 4 - 1 1 2 6 15 Banka Sec. Tech. 2 1 1 3 4 - 1 1 2 6 16 Asukawkaw Secondary 1 1 4 - 1 1 2 6 1

Nkwanta 7 Brewaniase Secondary 6 1 1 5 6 - 1 1 2 7 1Akatsi 8 Akatsi Sec. Tech. 14 1 1 1 10 4 - 1 1 2 6

9 Ave-DakpaSec. 6 1 1 5 4 - 1 1 2 6 1Keta 10 Atlavl Sec. Tech. 6 1 1 5 4 - 1 1 2 6 1Kpandu 11 Vakpo Sec. Tech. 6 1 1 1 6 4 - 1 1 2 6

12 Peki Sec. Tech. 6 11 1 6 2 - 1 1 2 5Ketu 13 Three Town Sec. 6 1 1 5 4 - 1 1 2 6North Tongu 14 Aveylme Battor Sec. Tech. 1 1 2 8 - 1 1 2 8 1South Tongu 15 Dabala Sec. Tech. 8 3 1 1 9 2 - 1 1 2 5 1Hohoe 16 Akpafu Sec. Tech. 2 1 1 3 4 - 1 1 2 6 1

.17 Alavanyo Sec. Tech. 4 - 1 1 2 6 1Buem 18 Okadjakrom Sec. Tech. 4 1 1 4 4 - 1 1 2 8 1Buem 19 Boglo Sec. Tech. (increase 6 1 1 5 6 - 1 1 2 7 1Hohoe Intake before take off)Ho 20 Logba Agrlc Sec. - - - - _ 2 3 2 6 -

Nkwanta 21 Dzolo Secondary _ - - - - _ _ _- 1Ho 22 Nkwanta Secondary - - - - ………_ 1Kadiebi 23 Adaklu Secondary - - - - ………_ 1

24 Dodi Papase Sec. - - - - _ 6 - 1 1 2 7

! Subtotal 24 86 7 17 16 83 84 3 20 20 44 131 16

NO. OF REQD. TEACHING NO. OF FACIUTIESSPACES AND FACIUTIES PROVIDED

TOTAL TOTALNO. OF NO. OF CHSSTRUC- STRUC- 3IVEN

REGION DISTRICT NO. SCHOOL MS1 WE MS2 MS3 TURES MS1 WE MS2 MS3 SB TURES GSG. WESTERN Shama Ahanta East 1 Diabene Sec. Tech. 4 1 1 4 4 - 1 1 2 6

2 Adlembra Secondary 2 1 1 3 2 - 1 1 2 53 Shama Secondary 6 1 1 5 2 - 1 1 2 5 1

Ahanta West 4 Agona Nkwanta Sec. Tech. 6 1 1 1 6 6 - 1 1 2 7 1Nzima East 5 Esiama Sec. Tech. 2 1 ! 1 4 6 - I 1 2 7Jomoro 6 Jomoro Secondary 4 1 1 4 4 - 1 1 2 6 1Wassa Amenfl 7 Asankragua Sec. Tech. 4 1 1 4 2 - 1 1 2 5 1Setwi Wlawso 8 Setwi Wiawso Sec. Tech. 4 1 1 4 4 - 1 1 2 6

9 Asawieso Secondary 4 1 1 1 5 4 - 1 1 2 6 1Bibiani-Antwiaso-Bekwal 10 Sefwi Bekwal Sec. 4 1 1 4 4 - 1 1 2 6 1Juabeso Bia 11 Juabeso-Bia Sec. 6 1 1 5 6 - 1 1 2 7 1

12 Debiso-Essem Sec. Tech. 2 1 1 3 2 - 1 1 2 5 1Wassa West 13 Prestea Sect. Tech. 4 1 1 1 5 2 - 1 1 2 5

14 Benso Sec. Tech. 2 1 1 3 2 - 1 1 2 5 1Aowin Susman 15 Nana Brentu Sec. Tech. 6 1 1 5 4 - 1 1 2 6 1

16 Dadieso Secondary 16 1 1 1 11 2 - 1 1 2 5 1Mpohor Wassa West 17 Daboase Sec. Tech. 4 1 1 4 2 - 1 1 2 5 1

I8 Mpohor Secondary 2 1 1 3 4 - 1 1 2 6 1

Subtotal 18 82 5 18 18 82 62 18 18 36 103 13



REGION DISTRICT NO. SCHOOL MS1 WS MS2 MS3 TURES MS1 WS MS2 MS3 SB TURES GSH. NORTHERN Tamale 1 Kalpohin Secondary 6 1 1 6 2 - 1 1 4 7

2 Vi.ping Sec. Tech. 6 1 1 1 6 4 - 1 1 4 8Damongo 3 Damongo Sec. Tech. 2 1 1 3 4 - 1 1 2 6 1Kpandal 4 Kpandai Secondary 2 1 1 3 2 - 1 1 2 5 1Wulunsi 5 Wulunsl Secondary 4 1 1 4 2 - 1 1 2 5 1Bunkpurugu 6 Bunkpurugu Sec. Tech. 6 1 1 5 4 - 1 1 2 6 1Wulugu 7 Wulugu Secondary 1 1 4 - 1 1 2 6 1Tuna 8 Tuna 6 2 1 1 7 2 - 1 1 2 5Yendi 9 Dagbon Sec. Tech. 1 1 2 2 - 1 1 2 5 1Chereponi 10 Chereponi Sec. Tech. 2 1 1 3 2 - 1 1 2 5 1Saboba llSaboba E. P. Sec. 6 1 1 1 6 2 - 1 1 2 5 1Gushiegu 12 Gushiegu 2 1 1 3 2 - 1 1 2 5 1Zabzugu 13 Zabzugu 2 1 1 3 4 - 1 1 2 6 1Tolon 14 Tolon Secondary 4 1 1 4 4 - 1 1 2 6 1Kumbungu 15 Kumbungu Secondary 2 1 1 3 4 - 1 1 2 6 1Savelugu 16 Savelugu Nanton Sec. 1 1 2 4 - 1 1 2 6 1Kpong-Tamale 17 Kpong -Tamale Sec. 1 1 4 - 1 1 2 6 1

jEast Gonja 18 Salaga T. I. Ahmadiyya Sec. _ - - - 4 3 - 1 2 8 -

!Yendi 19 Bimbilla Sec. Sch. _ - - - - - - - - 120 Yendl Sec. Sch.

I______ |LSubtotaI 20 52 4 1161 62 56 3 17 18 40 106 15

NO. OF REQD. TEACHING NO. OF FACILITIESSPACES AND FACILITIES PROVIDED


REGION DISTRICT NO. SCHOOL MS1 WE MS2 MS3 TURES MS1 WE MS2 MS3 SB TURES GSI. UPPER Bawku East 1 Bawku Sec. Tech. 1 1 1 3 4 - 1 1 4 8 1

EAST Bawku West 2 Kusanaba Secondary 2 1 1 1 4 4 - 1 1 4 8 1Builsa 3 Fumbisi Secondary 2 1 1 1 4 2 - 1 1 4 7 1Bolgatanga 4 Kongo Secondary 2 1 1 3 2 - 1 1 4 7 1Kassena Nankani 5 O. L. L. Sec. Tech. 2 1 1 1 4 2 - 1 1 4 7

6 Chiana Secondary 2 1 1 1 4 2 - 1 1 4 7 17 Awe Sec. Tech. (Awaiting

i I feedback on take off of school) 2 1 1 1 4 2 - 1 1 4 7|Bongo 8 Bongo Secondary 2 2 1 1 5 2 - 1 1 4 7 1

9 Gowrie Secondary 4 1 1 1 5 4 - 1 1 4 8 1

Subtotal 9 18 99 9 36 24 9 9 36 66 9

J. UPPER ILawra 1 Eremon Sec. Tech. 2 1 1 3 2 - 1 1 4 7 1WEST Jirapa/Lambusie 2 Ullo Secondary 2 1 1 4 2 - 1 1 4 7 1

i 3 Plina Secondary 4 2 1 1 6 2 - 1 1 4 7 1Sissala/Tumu 4 Tumu Sec. Tech. 6 2 1 1 7 4 - 1 1 4 8Nadawli 5 Kaleo Sec. Tech. 4 1 1 4 4 - 1 1 4 8 1

I 6 Daffiama Secondary 4 1 1 4 4 - 1 1 4 8 17 Wa Community Day - _ _ 2 - 1 1 4 7 -

'Subtotal 7 20 6 6 6 28 20-7 7 28 52 5

MAP SECTION

ewo ~BURKINA FASO

- C 1 135 134 O1 GHANA

NGA#J \ \ / COMMUNITYt4e )1<F X132 \ §tAILSECONDARY SCHOOLS

6"7A)4313s1,t3 el-O \ \ CONSTRUCTION PROJECT

Location of NewSecondary Schools

PRIMARYROADS

.2AOR SE-:ON4DARY ROADS

12 S tz 1|2 ALE u111IR SECONDARY ROADS

, Zobvu- | (3 REGION HEIDQUARlERS

,1N |1ASIORA CAPITAL

0 Bole D u >f Ygwlul/e . REGION BOUNDARIES

INIAEPRNATIONAL BOUNDARIES

Note: Red Numbers DenoteLocations Of CommunitySecondary Schools.

D'IVOIRE \ -; \ } . U l,,,,,C, J E.G See List Of Schools

) \ / feo, 0 <>CIsIdr l g Following Map.( / j bLznbLzP / ; e . ~~~~ ~ ~~~~~~~~~79 1

6 27 uc < X 4 V: ,> I TOGO

ad'..~~~~~~~~~~~~~E''AE .,~p,,db

\ 104 AW aa I . /) 7 14rqlgons 1 S I YAl1.7 1 >~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ . .,.,, I C,.p,

23 22' 3' C2

1 7~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~0

1 3 20~~~~~~~~~~~~~~~~~~

9 9 4 ' ' E -

tas1.,l.t. ~ ~ ~ K 10tw 9 TOG

toloba ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~~~~~~~~~ 6 83 CPECOS

, SEKONDI {s.ts d s@ach"KOFORIDU

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TMAGING

Report No: 15212Type: icR 51

World Bank Document · reviewed by Mr. Nicholas Bennett (Principal Education Planner, AF4PH), Mrs....

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Transcript of World Bank Document · reviewed by Mr. Nicholas Bennett (Principal Education Planner, AF4PH), Mrs....