african development fund · 2.1. the education system: description and development 2.2. education...

AFRICAN DEVELOPMENT FUND

REF. N TCH/PSET/2001/01LANGUAGE : ENGLISHORIGINAL : FRENCH

REPUBLIC OF CHAD

EDUCATION PROJECT V

STRENGTHENING OF TECHNICAL EDUCATION AND VOCATIONALTRAINING

APPRAISAL REPORT

NB: This document contains errata or corrigenda (see Annexes)

COUNTRY DEPARTMENT OCDCCENTRAL REGION JANUARY 2001

TABLE OF CONTENTS

BASIC DATA, CURRENCY EQUIVALENTS, MEASURING UNITS, FISCAL YEAR, LIST OFANNEXES, ACRONYMS AND ABBREVIATIONS, PROJECT BRIEF,SUMMARY AND CONCLUSIONS, AND PROJECT MATRIX

SUMMARY AND CONCLUSIONS i-v

1. PROJECT ORIGIN AND BACKGROUND

2. THE EDUCATION AND TRAINING SECTOR

2.1. The Education System: Description and Development2.2. Education and Training Policy2.3. Financing

3. THE TECHNICAL EDUCATION AND VOCATIONAL TRAINING (TEVT)SUB-SECTOR

3.1. Description and Development3.2. National TEVT Development Policy3.3. TEVT Internal and External Output3.4. Constraints3.5. Employment and Labour Requirements3.6. Private Sector, Employment and Vocational Training

4. THE PROJECT

4.1. Project Design and Formulation4.2. Participatory Approach4.3. Project Areas and Beneficiaries4.4. Strategic Context4.5. Objectives4.6. Description of Project Outputs4.7. Detailed Description of Component Activities4.8. Environmental Impact4.9. Social Impact – Impact on Women4.10. Impact on Poverty Reduction4.11. Project Cost4.12. Sources of Finance and Expenditure Schedule

5. PROJECT IMPLEMENTATION

5.1. Experience of Implementation of Similar Projects5.2. Executing Agency5.3. Organization of Management5.4. Procurement of Goods, Services and Works

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455667

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788999101414151516

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17181820

5.5. Implementation Plan and Expenditure Schedule5.6. Disbursement Arrangements5.7. Monitoring and Evaluation

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5.8. Financial and Audit Reports5.9. Aid Coordination

6. PROJECT SUSTAINABILITY AND RISKS6.1. Recurrent Costs6.2. Major Risks and Mitigative Measures6.3. Project Sustainability

7. PROJECT BENEFITS

7. 1. Socio-economic Impact

8. CONCLUSIONS AND RECOMMENDATIONS

8.1. Conclusions8.2. Recommendations

ANNEXES

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26262728

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This report was prepared following an appraisal mission to Chad in November 2000 by Mr. C.M.GUEDEGBE, (Education Analyst and Mission Leader) and a consultant/architect. Enquiries shouldbe addressed to Messrs. L.B.S. CHAKROUN, Director, OCDC (Ext. 4008) and N. SAFIR, DivisionManager, OCDC.3 (Ext. 4155)

CURRENCIES AND MEASURES(November 2000)

CURRENCIESLocal Currency: CFA Franc

UA 1 = US$ 1.279UA 1 = CFAF 997

MEASURES

Metric System

FISCAL YEAR

From 1 January to 31 December each year

LIST OF TABLES

Page

Table 4.1: Project Cost by Component 16Table 4.2: Project Cost by Expenditure Category 16Table 4.3: Project Cost by Source of Finance 16Table 4.4: Project Cost by Source of Finance and Component 17Table 4.5: Project Cost by Source of Finance and Expenditure Category 17Table 5.1: Procurement Arrangements 22Table 5.2: Expenditure Schedule by Component 24Table 5.3: Expenditure Schedule by Expenditure Category 24Table 5.4: Expenditure Schedule by Source of Finance 24

LIST OF ANNEXES

Number of pages

1. Administrative Map of Chad 12. Project Organization Chart 13. Project Implementation Schedule 24. Provisional List of Goods and Services 15. Breakdown of Annual Recurrent Costs 16. List of Annexes in the Project Implementation Document 1

ACRONYMS AND ABBREVIATIONS

ADB African Development BankADF African Development FundBD Bidding DocumentsBEPC Brevet d’Etudes du Premier Cycle (equivalent of GCE O Level)BT Baccalauréat de Technicien (Technical high school diploma)BTS Brevet de Technicien Supérieur (Higher vocational training certificate)CA Apprenticeship Training CentreCAP Certificat d’Aptitude Professionnelle (equivalent of City and Guilds certificate)CCU Consultation and Coordination UnitCEPE Certificat d’Etudes Primaires Elémentaires (Primary school leaving certificate)CETCO Collège d'Enseignement Technique Commercial (Commercial secondary school)CETIN Collège d'Enseignement Technique Industriel (Industrial secondary school)CFA Certificat de Fin d’Apprentissage (Training certificate)CFAF CFA FrancCFPA Vocational and Apprenticeship Training CentreCFPMAD Centre de Formation Professionnelle-Mécanique Auto Diesel (Motor Mechanics Training Centre)CFPP Centre de Formation et de Perfectionnement Professionnel (Vocational Training and Retraining

Centre)CFPR Rural Promotion Training CentreCIFP Conseiller en Ingénierie de Formation Professionnelle (Vocational training engineering adviser)CONEFE National Education, Training and Employment CommitteeCPRCDR Centre de Perfectionnement et Recyclage des Cadres du Développement Rural (Rural

Development Retraining Centre)CTAP Centre Technique d'Apprentissage et de Perfectionnement (Technical Training and Retraining

Centre)CTP Principal Technical AdviserDA Department of HandicraftDEAFRP Department of Agricultural Education, Training and Rural PromotionDED German Development ServiceDESTP Department of Technical and Vocational Secondary Education.DFPP Department of Vocational Training and RetrainingDPE Department of Education ProjectsDPEN Prefectoral Delegation of National EducationDTESS Department of Labour, Employment and Social SecurityEFE Education-Training/Employment (Strategy)ENI Ecole Normale d’Instituteurs (Teacher training College)EPMU Education Projects Monitoring UnitETA Ecole des Techniques Agricoles (School of Agriculture)FONAP Fonds National d'Appui à la Formation Professionnelle (National Vocational training Support

Fund)GDP Gross Domestic ProductGNP Gross National ProductGSE General Secondary EducationGTZ Geselleschaf fûr Technische Zusammenarbeit (German Cooperation Agency)ICB International Competitive BiddingIDA International Development AssociationIIEP International Institute for Education PlanningILO International Labour OfficeIMF International Monetary FundISSED Higher Institute of Education SciencesLETCO Commercial Technical High School

LETIN Industrial Technical High SchoolMA Ministry of AgricultureMEN Ministry of National EducationMFPTPEM Ministry of Public Service, Labour, Promotion of Employment and ModernizationMICA Ministry of Industry, Trade and HandicraftNCB National Competitive BiddingNGO Non-Governmental OrganizationOBSEFE Education, Training and Employment ObservatoryONAPE National Employment Promotion BoardPTA Parent-Teacher AssociationTEVT Technical Education and Vocational TrainingUA Unit of AccountUNDP United Nations Development ProgrammeUNESCO United Nations Educational, Scientific and Cultural OrganizationUNICEF United Nations Children’s FundWB World BankWFP World Food Programme

AFRICAN DEVELOPMENT FUND

01 B.P. 1387 ABIDJAN 01Tel.: 20-20-44-44 - Fax: 20-20-40-99

PROJECT BRIEF

Date: November 2000

The information given hereunder is intended to provide some guidance to prospective suppliers,contractors, consultants and all persons interested in the procurement of goods and services forprojects approved by the Board of Directors of the Bank Group. More detailed information andguidance may be obtained from the Executing Agency of the Borrower.

1. COUNTRY Republic of Chad

2. PROJECT NAME Education Project V : Strengthening of TechnicalEducation and Vocational Training

3. LOCATION Countrywide

4. BORROWER Republic of Chad

5. EXECUTING AGENCY Department of Education Projects (DPE) of theMinistry of National Education

6. PROJECT DESCRIPTION

The project, which will be implemented for four (4) years, has the following five (5) components:

I. Strengthening of technical and vocational secondary educationII Support for the Vocational Training and Retraining Centre (CFPP)III Support for agricultural trainingIV Support for the Management Mechanism of the National

Education/Training/Employment Programme (EFE)V Project management

7. TOTAL PROJECT COST UA 7.485 millionForeign exchange UA 4.651 million (62.14%)Local currency UA 2.834 million (37.86%)

8. BANK LOAN/GRANTADF UA 5.431 million (72.56%)TAF UA 1.300 million (17.37%)

9. OTHER SOURCES OF FINANCEGovernment UA 0.754 million (10.07%)

10. DATE OF LOAN APPROVAL March 2001

11. ESTIMATED PROJECT START-UP TIME AND DURATION OF WORKS

Duration 4 yearsStart-up January 2002

12. PROCUREMENT OF GOODS, SERVICES AND WORKS

The goods, works and services relating to the expenditure categories financed by ADF will beprocured in accordance with the Fund’s rules of procedure and the following modalities:

(i) Construction andrehabilitation works

National competitive bidding. There are enterprises in thecountry that can carry out these works.

(ii) Goods (vehicles,equipment, furniture,school textbooks)

National competitive bidding (or IAPSO services) for theproject vehicles; national competitive bidding for thecomputer and communication equipment, furniture andmotorcycles for the EPMU and other beneficiary structures;national competitive bidding for the procurement oftextbooks for schools; international competitive bidding forspecialized workshop equipment.

(iii) Training Short list for the selection of national senior staff or nationalspecialized institutions for training courses at the local level;short list for the selection of institutions for study trips andtraining abroad.

(iv) Consultancy services Short list for technical assistance, engineering studies andworks supervision; short list for short-term consultancies forvarious specific studies (studies on micro-credit for thoseleaving apprenticeship training centres, on promising coursesfor girls, on list of jobs for modular referentials andprogrammes, school counselling and information system) andfor the audit of accounts.

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EDUCATION PROJECT (ADF V): STRENGTHENING OF TECHNICAL EDUCATION ANDVOCATIONAL TRAINING IN CHAD

PROJECT MATRIX

Narrative Description Objectively Verifiable Indicators Means of Verification Major Assumptions/Risks

1. SECTORAL OBJECTIVE

To promote sustainable economicand social development bystrengthening human resourcecapacities

1.1. Increase in available skilled labour in 2005 Human development reports onChad and sectoral reportsReports on employment studies

2. PROJECT OBJECTIVES

2.1. To provide greater access tobetter teaching andapprenticeship facilities andconditions in TEVT

2.2. To strengthen TEVT planningand management capacities inrelation with employment

2.1.1.The admission capacity of TEVTinstitutions is increased by about 1,500places in 2005

2.1.2.A proportion of at least 50% of the teachersand trainers trained and/or retrained in2005

2.1.3.Eleven of the 14 regions have a CAoperational in 2005

2.1.4.At least 100 holders of the GSEbaccalaureat admitted into the CFPP eachyear for modular training courses as from2004

2.1.5.The dressmaking course operational in 6CAs and in the CFPP in 2004

2.1.6.At least 6 courses identified for girls inCAs in 2004

2.2.1 Ten central and decentralizedadministration senior staff trained in educationplanning in 2004

22.2 A school counselling and informationsystem established in the DESTP and functionalin 2003

MEN statistics

National statisticsSurveys and inquiries

Project implementation reports

OBSEFE reports

Consultants’ reports

End-of-course report

The national environment isconducive to economic and socialdevelopment

Education, training and reductionof inequalities remain theGovernment’s priority areas

TEVT remains a sectoral priority

3. OUTPUTS3.1. TEVT institutionsconstructed/rehabilitated/extendedand equipped

In 2005

3.1.1 Construction Works6 CAs (Bongor, Doba, Mongo, Mao, Ati, Bol)

3.1.2. Rehabilitation and Extension Works1 LETCO, 1 LETIN, 4 CAs (Pala, Laï, Koumraand N’Djaména) ; 1 CFPP ; 4 CFPPs (Mondou,Sarh, Abéché and N’Djaména) ; 1 ETA

3.1.3. Sundry equipment procured: furniture androlling stock (motorcycles, vehicles)

3.1.4 Textbooks procured-10,000 textbooks for TVSE-1000 textbooks for the CFPP1000 various textbooks procured for agricultural

training

Implementation reports

Disbursement status

Acceptance reports

Supervision reports

Delivery slips

Textbooks

Existence of an efficientmaintenance system

Existence of an efficient textbookmanagement and storage system

3.2. TEVT staff: teachers, trainersand supervisors recruited, trained,and retrained

In 20043.2.1. TeachersTVSE-15 LETIN (Industry) teachers, 2 CETIN(Building) teachers trained (initial training)-27 CA teachers trained (initial training); 35TVSE tertiary course teachers and 15 industrialcourse teachers retrainedCFPP-14 trainers trained for the CFPP; 20 trainerstrained in vocational training engineeringAgricultural training

Training course reportsSeminar reportsProgress reportsDisbursement status

Capacity of the Government tobear the recurrent costs of theproject

Candidates for training areavailable

Existence of an efficient systemfor the management of trainedstaff

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8 trainers trained in training engineering; 91trainers trained in pedagogy

3.2.2 Supervisory staffTVSE (training and/or retraining): 2 high schoolprincipals; 2 secondary school principals, 10directors of CAs, 14 bursars, 04 central servicessenior staff; 6 prefectoral services senior staff; 2TVSE inspectors, and 4 demonstrators trainedabroadCFPP03 centre managers retrainedAgricultural Training35 centre directors retrained in financialmanagement

SE-CONEFE/FONAP/OBBSEFE/CCC-2 senior staff trained abroad (education sector:SE-CONEFE)-3 senior staff trained abroad (vocational trainingsector: SE-CONEFE/CCC)

3.2.3. Specialized Staff

- 2 specialists trained in TVSE and CFPPyouth information, selection andcounselling skills) ; 01 map specialisttrained (TVSE)

- 2 vocational training map specialists and 5job creation advisers trained (CFPP)

StatisticsTraining programmesTraining course reportsDisbursement status


Candidates for training available

3.3. Youth information andvocational counselling systems andtechnical and pedagogicalmonitoring operational

In 2004

3.3.1. Study on the identification of appropriatecourses for girls conducted in 20033.3.2. Study on opportunities for establishing amicro-credit system for CA leavers conducted in2003

In 20043.3.3. An information – counselling system-studies conducted on employment andprofessions-information and counselling skills defined andfinalized-1 youth information and counselling systemoperational; 1 list of TEVT courses andspecialities prepared, disseminated and applied,specialized staff trained and operational

In 20043.3.5. A pedagogical monitoring andinspection system-pedagogical monitoring and inspection skillsdefined and finalized-1 pedagogical monitoring and inspection systemoperational-TEVT inspectors trained and operational

Study reports

Information toolsTEVT mapList of courses and specialities

Statistics

The community welcomes thevocational training of girls

Candidates for training areavailable

Implementation of control andinspection procedures.

3.4. A TEVT mechanismrestructured and integrated into thework environment

In 20043.4.1. Laws and regulations prepared andenacted3.4.2. Participatory procedures for professionalsprepared3.4.3. Professional boards set up and operational

Establishment textsProceduresMinutes of board meetings

3.5. Referentials and trainingprogrammes prepared, reproducedand disseminated

3.5.1 20 jobs and training referentialsreadjusted/prepared, reproduced anddisseminated for TVSE, the CFPP, ETA in2003

3.5.2 20 modular training programmesprepared, experimented, reproduced anddisseminated for TVSE, TEVT, and ETA

Referentials and programmes

Attitude of all stakeholdersconducive to reform

3.6 TEVT management andsupervisory structures strengthened

3.6.1 National TEVT institutions organizedand structured-staff trained in data collection and processing,project planning and management,

Statistical Yearbooks and otherreports available, and of goodquality


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- management equipment procured, deliveredand operational- information on TEVT updated and available

Progress reports prepared anddisseminated

ACTIVITIESStudies/supervision civilengineering

TOR and contract

Preparation of civilengineering biddingdocuments, equipment,textbooks, launching, analysisand award of works

BD approved by ADB

Recruitment of technicalassistance and consultants forvarious services

Contracts

Construction, rehabilitationand extension of institutions

Progress report; acceptancereport

Establishment of youthinformation and counsellingsystems

Updated information available

Selection and recruitment ofteachers and trainers

List of teachers

Training and refresher courseseminars and sessions

Seminar reports

Identification of trainingstructures abroad, registrationand monitoring of trainees

List approved

Selection of technicalassistance and conduct ofstudies

Study reports

Validation seminars forreferentials and programmes

RESOURCESIN UA MILLION

Studies and supervision …………0.116Construction/rehabilitation …1.156Furniture………………………..0.163Equipment………...………….1.942Training/retraining………...… 0.455Technical Assistance…………..0.680Operating Costs……………….1.378Audit………………………… .0.082Total………………………… 7.485

SOURCES OF FINANCE

ADF ………………………….5.431TAF…………………………..1.300Government …………...……. 0.754Total ………………………….7.485

Seminar reports

Political instability and insecurityare not obstacles to the scheduledactivities

Closer collaboration between theministries concerned with TEVT

Existence of an efficient system forthe management of trained staff

CA: Apprenticeship Training Centres; CETCO: Commercial Secondary School; LETCO: Commercial High School; LETIN: Industrial HighSchool; CFPP: Vocational Training and Retraining Centre.

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EXECUTIVE SUMMARY OF THE PROJECT

1 PROJECT BACKGROUND

In order to foster the development of Chad and reduce poverty, the Government and itspartners defined an Education-Training/Employment Strategy (EFE) in the early 1990s. Thestrategy was adopted at the EFE sectoral meeting organized in November 1990 following theGeneva Round Table held in June the same year. The Education/Training sectoral meeting,organized in January 2000 under the auspices of the Chadian Government and with the technicaland financial assistance of the African Development Bank (ADB), the Leader of the Education-Training Sector, adopted a support programme for the sector for the 2000-2004 period. Under itsnew Education Project V, the ADB has focused on Technical Education and Vocational Training(TEVT), selected as the second priority of the sector after primary education and literacy.

2 PURPOSE OF THE LOAN

ADF contribution of UA 5.431 million and the TAF grant of UA 1.300 million account for89.93% of the total project cost, and cover all the foreign exchange costs (UA 4.651 million) and73.42% of the local currency costs (UA 2.081 million).

3 SECTORAL AND PROJECT OBJECTIVES

The project aims at strengthening Technical Education and Vocational Training (TEVT)quantitatively and qualitatively and revitalizing it so that it can meet the needs of the economy andthe society, as well as contribute to fuller integration of youths into working life, and thereforeinto the country’s socio-economic development. This entails laying the bases for a proactive andsustainable TEVT mechanism that can adapt to the changing needs of the environment. Morespecifically, the objectives are as follows: (i) to provide greater access to better teaching andapprenticeship facilities and conditions in TEVT; and (ii) to strengthen national TEVT planningand management capacities in relation with employment.

4. DESCRIPTION OF PROJECT OUTPUTS

Project implementation will cover four (4) years. The expected outputs are as follows:

- 6 CAs constructed and 10 other institutions rehabilitated and equipped- 230 trainers and supervisory staff trained/retrained- 22 senior staff of the central and regional administration and of beneficiary structures retrained

in various fields- A school information-counselling system established and operational- 20 training and job referentials and 20 modular training programmes prepared, experimented,

and disseminated- 12,000 textbooks procured and made available to institutions- Studies conducted on (i) employment (OBSEFE), (ii) appropriate courses for girls in CAs, and

(iii) opportunities for establishing a micro-credit system for CA leavers- TVSE management structures strengthened.

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5 PROJECT COST

The total project cost, exclusive of customs duties and taxes, is estimated at UA 7.485 million.The estimates are based on information gathered on costs adopted by MEN and donors. It takesinto consideration the benchmark prices of recent bids for similar projects. The estimates forrehabilitation works are based on data obtained by the mission from the selected sites. The basecosts are evenly increased by 5% to cover contingencies; a 5% inflation rate has also been adoptedfor foreign exchange costs and 5% for local currency costs.

6. SOURCES OF FINANCE

The project is cofinanced by the ADF and the Government. ADF contribution of UA 5.431million and the TAF grant of UA 1.300 million account for 89.93% of the total project cost, andcover all foreign exchange costs (UA 4.651 million) and 73.42% of the local currency costs (UA2.081 million). ADF financing concerns all project categories. The Government’s counterpartcontribution, amounting to UA 0.754 million, accounts for 10.07% of the project cost.


Project implementation will cover 4 tears. It is scheduled to start in January 2002. The project willbe placed under the supervisory authority of the Department of Education Projects (DPE) in theMinistry of National Education. The Education Projects Monitoring Unit (EPMU) of the DPE, theexecuting agency of Education III (completed in June 2000) and Education IV to be completed in2001, will be selected again and strengthened to manage the new project. The project willtherefore not require a new executing agency.


8.1 This project falls within the implementation of the sectoral support programme for the2000-2004 period approved by donors at the Education Sector Round Table organized in January2000. It seeks to strengthen technical education and vocational training both quantitatively andqualitatively. The objective is to reduce regional disparities, and inequalities between girls andboys as regards access to TEVT, to create a network of TEVT institutions that can train skilledlabour, and to prepare young boys and girls leaving or dropping out from primary and secondaryschools for fuller integration into working life by giving them appropriate vocational qualification,and thereby contribute to poverty reduction.

8.2 Recommendations

It is recommended that an ADF loan not exceeding UA 5.431 million and a grant of UA 1.300million be extended to the Republic of Chad for the implementation of the project as described inthis report, subject to the conditions defined in the loan agreement.

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1. PROJECT ORIGIN AND BACKGROUND

1.1 The Republic of Chad is a landlocked country in Central Africa with a surface area of1,284,000 km2. It is bounded to the north by Libya, to the east by Sudan, to the south by theCentral African Republic, and to the west by Cameroon, Niger and Nigeria. The large size of thecountry and the lack of a sea coastline (the nearest port, Douala, is about 2,000 km from thecapital city, N'Djaména) are the major constraints on development. Its population, estimated at 7.5million inhabitants, comprises 58% people below 20 years of age.

1.2 In order to foster the development of Chad and reduce poverty, the Government and itspartners defined an Education-Training/Employment Strategy (EFE) in the early 1990s. Thestrategy was adopted at the EFE sectoral meeting organized in November 1990 following theGeneva Round Table held in June the same year.

1.3 The Education-Training sectoral meeting, organized in January 2000 under the auspices ofthe Chadian Government and with the technical and financial assistance of the AfricanDevelopment Bank (ADB), the Leader of the Education-Training Sector, adopted a supportprogramme for the sector for the 2000-2004 period. The table below shows the position of thevarious donors in the sectoral support programme. Under its new Education project V, the ADBhas focused on Technical Education and Vocational Training (TEVT), considered as the secondpriority of the sector after primary education and literacy.

CHAD: Education-Training Sector

Position of the Major Donors (2000-2004)

Donors Areas Amount(US$ million)

Donor Areas Amount(US$ million)

ADB -Technical Education and VocationalTraining-Capacity building for EFE management

8.7 Europ. Union -Basic education-Capacity building

W.B. Basic education 20.0 Switzerland -Basic education-Vocational training

10.0

France -Higher education (professionalization)-Technical education and Vocational Training

4.0 Germany/GTZ -Basic education-Capacity building

5.8

UNDP -Institutional support as follow up to theGeneva Round Table IV Edu/Training-Vocational Training

2.0 Libya Higher education

UNICEF -Basic education-Literacy

WFP Basic education 20.0

IDB -Basic education-Literacy-Secondary education

22.0 World Vision -Basic education-Capacity building

2.3

-Basic education-Capacity building

3.2 UNICEF -Basic education-Literacy

7.0

Source: Education/Training Round Table (01/2000)

1.4 Following a financing request submitted by the Government, project preparation wasconducted in September 2000 by a joint mission of the Bank and UNDP/ILO. Project appraisalwas conducted in November 2000 by a Bank mission in close collaboration with the authoritiesand beneficiaries.

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2. THE EDUCATION AND TRAINING SECTOR

2.1 The Education System: Description and Development

2.1.1 The Chadian Education/Training system has several levels and types of education andtraining: the primary, secondary and higher education, and vocational training.

2.1.2 Primary education, which had 3,326 public and private schools in 1998/1999, covers six(6) years of study and admits pupils aged 6 to11 years in principle. At the end of the first cycle, the“Certificat d’Etudes Primaires Elémentaires” (CEPE) (Primary School Leaving Certificate) isawarded. Enrolment has been increasing steadily since 1993/1994 from 542,405 to 839,932 pupilsin 1998/1999 with a crude enrolment rate of 68% (85% for boys and 50% girls). There areenrolment disparities between the regions and between boys and girls.

2.1.3 Secondary education is of two types: general education and technical and vocationaleducation. General education comprises: (i) a first cycle of four (4) years, which admits some ofthe primary school leavers through competitive examination. A “Brevet d’Etudes du PremierCycle” (BEPC) (equivalent of GCE OL) is awarded at the end of this cycle; (ii) a second cycle ofthree (3) years, at the end of which the “Baccalauréat de l’enseignement de second degré”(equivalent of GCE AL) is awarded, opening the way to university studies. There has been asignificant increase in enrolment from 45,000 in 1988/1989 to 121,000 students in 1998/1999,including 24,712 girls (or 20.42%).

2.1.4 Technical and vocational education comprises: (i) a first cycle of three (3) years which,through competitive examination, admits students who have completed the second year in college,to prepare them for the “Certificat d’Aptitude Professionnelle” (CAP) (equivalent of City andGuilds Certificate) which would allow them to enter into working life or, through competitiveexamination, to be admitted to the second cycle of secondary education, (ii) a second cycle ofthree (3) years, which prepares students for either the “Baccalauréat E” or “Baccalauréat deTechnicien” (BT) (Technical high school diploma). In 1998/99, the enrolment was 2,009 students,including 616 girls.

2.1.5 Higher education comprises the faculties, institutes and professional schools of higherlevel. Vocational training comprises institutions under the various technical ministries and theprivate sector.

2.1.6 The Ministry of National Education (MEN), assisted by a Secretary of State for HigherEducation, is responsible for managing formal education (from the primary to higher education,and literacy). Under the authority of the Minister of National Education, the Director Generalcoordinates 8 technical departments. At the local level, there are: 14 prefectoral delegations ofNational Education, one in each prefecture, and 70 inspectorates of Basic Education with 260Sectors.

2.1.7 Primary school teachers are recruited through competitive examination after the BEPC andtrained for 3 years in 5 teacher training colleges (ENI). Secondary school teachers are trained inISSED, either with those who left teacher training colleges, or by admission of graduates of highereducation, with or without prior pedagogical training.

2.1.8 Apart from MEN, other ministries are directly involved in the implementation of theEducation-Training/ Employment (EFE) strategy, particularly as regards vocational training. The

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ministries are as follows: Ministry of Public Service, Labour, Promotion of Employment, andModernization (MFPTPEM), Ministry of Industry, Trade and Handicraft (MICA), and Ministry ofAgriculture (MA).

2.1.9 In addition to these difficulties affecting the internal efficiency of the education system,mention should be made of (i) inadequate furniture, comprising mainly precarious infrastructure(poto-poto, secko,); (ii) few and unqualified teachers (46% of primary school teachers have theminimum required qualification); (iii) curricula not adapted to national needs and realities; (iv)unavailability and/or unsuitability of school textbooks, and (v) inadequate financing.

2.1.10 An analysis of the internal efficiency shows high repeater and dropout rates. In primaryeducation in 1998/1999, the average dropout rate was 12.47% (13.07% for girls) and the averagerepeater rate was 27.69% (29.21% for girls). For a primary school enrolment of 1,000 pupils andgiving the possibility of 2 repeats in the course, only 220 pupils complete the cycle and obtain thecertificate, and 42 obtain the certificate without any repeat. The success rates in the various end-of-cycle examinations in 1998/1999 are: CEPE (60.70%), BEPC (55.7%), BAC général (53%),BAC technique (67%), and CAP industriel (73%).

2.2 Education and Training Policy

2.2.1 The EFE strategy forms the basis of the national education and training policy. Theguidelines and objectives of the policy were confirmed at the Sectoral Round Table in January2000. In primary education, the crude enrolment rate should increase from 67% to 81.32% in2004, with reduced disparities between the various regions. The crude national enrolment rate forgirls should increase during the period from 35.6% to 38.5%. As regards secondary education, itshould stabilize with an admission rate from primary schools limited to 47% in 2004 and therebyreduce the pressure on higher education.

2.2.2 The other strategic Government options concern: (i) the rationalization of educationopportunities by adapting the school map to local peculiarities, (ii) the promotion of girlsenrolment at all levels, (iii) the renovation of school curricula; (iv) the creation of short technicaland vocational courses to meet labour market requirements, (v) the diversification and adaptationof training opportunities, (vi) upgrading of the skills of teachers, (vii) the strengthening ofadministrative, planning, management and supervisory institutional capacities, and (viii) thediversification of resources and rationalization of their use. As regards the implementation ofthese strategic options, TEVT will be the second priority after primary education and literacy.

2.3 Financing

2.3.1 The public resources allocated to the education/ training sector (excluding the privatesector), have increased regularly for the past few years, from CFAF 9.617 billion in 1994 to CFAF15.550 billion in 1999, and to CFAF 17.639 billion in 2000, which account for 16%, 21% and17.75% of the State budget respectively. This allocation occupies the first place in the Statebudget and reflects the priority given to the sector by the authorities. In 1999, the proportions ofthe various sub-sectors in the education allocation were as follows: basic education (39%), generaland technical secondary education (19%), teacher training colleges (1.2%), higher education(20%), and administration (20%). The allocation of financial resources to the different levels ofeducation shows a steady progress even if primary education remains the top priority of theGovernment. It should be noted that the largest portion of the financial resources allocated to

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education goes mainly to personnel expenditure (84.53% in 1999). The allocation for recurrentexpenditure and investments remains generally low.

2.3.2 The education sector receives considerable assistance from bilateral and multilateraldonors. New commitments were made during the Education and Training Sector Round Tableheld in January 2000, as indicated above. Local authorities, parent-teacher associations and thecommunities provide vital assistance to the financing of the sector. In 1998/1999, more than halfof the teachers in primary education (53%) were paid by the population, and there were more than900 community schools. Furthermore, the functioning of schools is mainly financed by the parent-teacher associations.

3. THE TECHNICAL EDUCATION AND VOCATIONAL TRAINING SUB-SECTOR

3.1 Description and Development

3.1.1 The Technical Education and Vocational Training (TEVT) sub-sector has four componentsplaced under the supervisory authority of the following ministries: (i) Ministry of NationalEducation, (ii) Ministry of Public Service, Labour, Promotion of Employment, and Modernization(MFPTPEM); (iii) Ministry of Agriculture (MA); and (iv) Ministry of Industry, Trade andHandicraft (MICA).

3.1.2 The Component under MEN: It is made up of an industrial technical high school(LETIN) and two commercial technical high schools (LETCO) in N’Djaména and Moundou, anindustrial technical college (CETIN) in Sarh, and fourteen apprenticeship training centres (CA), ofwhich only 8 are operational. The network provides access to 10 training specialities in 7 differentcourses, and the award of 4 separate certificates: CFA, CAP, Bac E and Baccalauréat deTechnicien. The total enrolment capacity was estimated in 1999 at 3,700 in principle, whereas theactual admission possibilities stand at only about 2,200 places, a bit more than half of the total. Interms of type of institution, this capacity is broken down as follows: 3,400 places (including 1,800actually usable) for high schools and colleges and 300 places for CAs (200 usable).

3.1.3 For 1998-1999, the total enrolment was 1,935 students as against 1,298 students in 1997-1998, which represents a 49% increase, for both sexes in all the high schools and colleges. Theenrolment breakdown by type of institution is as follows: 79% for high schools, 9% for colleges,and 12% for CAs. More than 67% of the enrolment are doing commercial courses. Girls accountfor 33.9% of the total enrolment. The total number of permanent staff for the component underMEN, is 165 persons broken down as follows: 96 high school and college tutors, 15 instructors inapprenticeship training centres, 32 administrative staff, and 22 service staff. In addition, there are33 civic service volunteers and 7 volunteers. For 1997-1998, the breakdown of teachers by sexwas 91.8% men and 8.2% women, the rate of certified and graduate teachers was 30.4%.

3.1.4 The Component under the Ministry in charge of Labour: It comprises 9 VocationalTraining Centres with only one owned by the Government, under the Department of Training andRetraining (DFPP). The training capacity of the network is relatively low, and all the institutionsare located in N’Djaména. The total number of permanent staff, for all categories in the differentinstitutions is 92, distributed as follows: 57 trainers or 62% of the total number, and 25administrative and service staff or 28% of the total number. On the whole, the average teacher-pupil ratio is one instructor for 7 apprentices. In 1998, the network provided 86% of the initialtraining activities and 14% continuing training in 9 courses and 18 different specialities. The totalnumber of apprentices for initial and continuing training in all activities is 537, broken down as

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follows: 400 in initial training or 74.5% of the total number and 137 in continuing training or25.5% of the total number.

3.1.5 The Component under the Ministry of Agriculture: It has a network of 35 institutions: onecollege of agriculture (ETA), one rural development retraining and refresher courses centre(CPRCDR), and 33 training and rural promotion centres (CFPR), under the Department ofAgricultural Education, Training and Rural Promotion (DEAFPR). As regards agriculturaleducation, the “Ecole des Techniques Agricoles” (ETA) in Ba-Illi has an enrolment capacity ofone hundred and fifty (150) participants/year. The teaching staff is made up of five (5) teachers.As regards the training of rural producers, each CFPR can train thirty (30) to forty (40) groups offorty (40) to fifty (50) members per group each year.

3.1.6 The Component under the Ministry of Industry, Trade and Handicraft: It comprises 4handicraft training centres (CFPA) in N’Djaména, Moundou, Abéché and Sarh. All theseinstitutions are professional training structures for 5 separate courses: leather, wood, metals andtextile and painting. All these centres have about 200 apprentices, and there are 65 trainers withtechnical and teaching skills deemed inadequate.

3.2 National TEVT Development Policy

3.2.1 The guidelines for TEVT development during the 2000-2004 period are as follows: (i)create a coherent technical education and vocational training environment, based on systematicand regular consultation between the education and training institutions, and economic operators;(ii) propose initial training with a diversified range of specialities better adapted to the femalepopulation and offering more possibilities of integration for school-leavers; (iii) promotecontinuing training linked to demand, and the requirements of the labour world; (iv) strengthenlinks between the education/training network and economic operators; (v) promote and encouragetraining, which enables public institutions to generate resources and foster self-financing. A seriesof texts (decrees and orders) have already been issued to define conditions for implementing theTEVT sub-programme and others under preparation.

3.2.2 The management mechanism for the TEVT sub-programme by the ministries concernedcomprises a three-tiered structure as follows: (i) the National Committee for Education-Training/Employment (CONEFE), a ministerial body for defining guidelines and makingdecisions; (ii) the Executive Secretariat (SE-CONEFE), a linking implementation structure anddriving force behind the entire mechanism, (iii) the technical organs of SE-CONEFE: (a) theEducation, Training and Employment Observatory (OBSEFE), serving as the link betweeneducation and training institutions and the labour market, (b) the National Support Fund forVocational Training (FONAP), responsible for gathering and saving funds for the financing ofspecific vocational training activities, and (c) the Consultation and Coordination Unit (CCU),responsible for pooling the resources of the four TEVT components.

3.3 Internal and External Outputs of the TEVT Sub-sector

3.3.1 Admission to public institutions in the sub-sector is through competitive examination, inwhich only 10% to 15% of the candidates are successful, because of the inadequate infrastructureand supervision.

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3.3.2 The dropout and repeater rates are relatively low (rarely exceeding 10%), and the successrates for the end-of course examinations are high (between 75% and 100%). The same situationobtains in private institutions at the various levels of training offered.

3.3.3 As regards the integration of people who have received initial training, availableinformation shows that after a job-seeking period which can take up to one year, many of themsucceed in setting up their own business. Higher education graduates seem to face moredifficulties in finding jobs since they usually look for integration into the public service which nolonger recruits. On the other hand, those who undergo continuing training or apprenticeship aresystematically integrated because they go back to their previous jobs.

3.4 Constraints

3.4.1 The major constraints on the development of the TEVT sub-sector are: (i) the limitednumber of institutions, (ii) the dilapidated state of infrastructures (except the CAs in Moundou andAbéché, and the CETIN in Sarh, recently rehabilitated or constructed under bilateral cooperation),(iii) the lack or obsolete nature of technical and teaching equipment, (iv) the lack of updatedsyllabus, (v) very few courses and specialities, which are mainly geared towards the malepopulation, (vi) the lack or inadequate number of qualified trainers, (vii) inadequate financialresources, and (vii) the lack of or inadequate relationship between TEVT components and thelabour world; (ix) the lack of an information and/or counselling system to guide students fromprimary schools or first cycle of secondary education in the choice of areas in which to pursuestudies in general secondary education or TEVT.

3.4.2 Towards the end of the 1980s, and given the considerable deterioration and need fortechnical and pedagogical equipment and qualified teachers, the Government’s effort to restore thetraining centres and institutions were hampered by the problem of financial resources since thecountry was in a period of adjustment. This situation was particularly detrimental to theApprenticeship Training Centres intended to give youths access to qualifying vocational training.Each region had a CA and the deterioration of these CAs and the disappearance of some increasedthe disparities in access to TEVT.

3.5 Employment and Labour Requirements

3.5.1 The population of Chad, estimated at 7.3 million inhabitants in 1998, is marked by: (i) anaverage growth rate of 2.4% per year, which would exceed 3.7% in 2050, (ii) very young age(68% of the population are below 20 years), (iii) urbanization estimated at 22%, (iv) a highworking population, representing 72% of the population of 15 years and above, with 52.7% inurban areas and 77.6% in rural areas respectively, (v) a higher working population for women inrural areas than in urban areas (only 17% of female working population in N’Djaména forexample), (vi) labour almost exclusively geared towards the agricultural and informal sectorswhich make up nearly 95% of the working population, with the modern sector currentlyemploying only 5%, and (vii) an unemployment rate estimated in 1995 at 7.5% of the workingpopulation, with 1% in rural areas and 11% in urban areas. As regards works linked directly to oilexploitation, about 4,600 jobs will be created, 4,100 of which will be temporary during theinstallation of infrastructure and equipment, and 500 will be permanent during exploitation.

3.5.2 Labour market surveys in the capital and its suburbs and recent estimates in the preparatorydocuments for the national poverty reduction strategy show: (i) technically under-qualifiedlabour, irrespective of the area of activity (carpentry, plumbing, electricity, mechanics, etc.); (ii)

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lack of labour in some specialities, especially those linked to the maintenance of audiovisual,computer or electronic equipment, for example; (iii) public, private and informal sectorrequirements in urban and rural areas estimated at more than one thousand jobs per year in areassuch as: wood, metals, sewing and knitting, restaurants, building and public works, transport andmechanics, leather and skins, as well as the new buoyant niches in the tertiary sector: computerinputting, telephones, and photography. In rural areas, opportunities have been identified inagriculture, livestock and fisheries.

3.6 Private Sector, Employment and Vocational Training

The private sector is an essential partner in the financing and implementation of vocationaltraining in Chad. Private enterprises cover training costs by paying apprenticeship and vocationaltraining tax (TAFP) collected by FONAP. The tax accounts for 1.2% of the wage payroll paid bycontributing enterprises. Part of the apprenticeship tax is used by FONAP to finance thevocational training programmes from which the workers of contributing enterprises also benefit.Training courses are offered in appropriate local public or private institutions. The trainingprogrammes and training referentials are prepared in close collaboration with enterprises whichalso participate in their implementation and evaluation.

4. THE PROJECT

4.1 Project Design and Formulation

4.1.1 This project falls within the support programme for the education sector for the 2000-2004period adopted at the Education Sector Round Table in January 2000. Its design fits in well withthe Bank’s vision as regards poverty reduction, its sectoral policy, and is in line with the CountryStrategy paper and the Poverty Reduction Strategy guidelines. The CSP (1999-2001) mentions thedevelopment, promotion and strengthening of technical and vocational apprenticeship structuresas the Government’s strategy to tackle the high dropout rate in the school system; the dropoutshave little hope for integration into professional life.

4.1.2 The project will contribute to solving the problem of a link between general secondaryeducation and technical education and vocational training as indicated in a recent study byUNESCO as one of the causes for the large numbers of secondary school leavers on the marketwithout any professional qualifications.

4.1.3 The project design takes particular account of: (i) the available statistical data on thepopulation, employment and TEVT, (ii) the results of a group of descriptive or analytical studiescarried out on skilled labour requirements in the economic sector, in particular in the large urbancentres of N’Djaména, Moundou, Sarh and Abéché, (iii) the results of the proceedings andrecommendations of the Round Table organized in January 2000 in N’Djaména, as a follow-up tothe Fourth Round Table in Geneva in October 1998, and (iv) the national employment policyframework paper under review by the Government.

4.2 Participatory Approach

4.2.1 The project design is the outcome of a participatory process comprising: (i) nationalseminars leading to the adoption of an EFE programme and its components including the TEVTsub-programme, in preparation for the Round Table in January 2000; (ii) discussions between the

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authorities, the various national actors and donors, and the consensus obtained on the EFEprogramme; and (iii) the opinions and recommendations of numerous working sessions of thepreparation and appraisal missions with officials of the ministries concerned with the project,public and private education and vocational training institutions, Parent-Teacher Associations,NGOs and members of the Inter-Ministerial Education V Project Preparation Commission, andwith the members of the Monitoring Committee of the Geneva Round Table IV for theEducation/Training component.

4.2.2 The authorities and local population strongly desire the rehabilitation of dilapidated CAsand the construction of new ones in areas where there are none, because the institutions contributeto local development and offer youths quality training in petty trades. The project will contributeto strengthening the participation of the community in the development of education and training.The communities (workers, craftsmen, and employers) will be involved in the preparation ofreferentials, and will participate fully in the life of the institutions through managementcommittees. They will be sensitized on the maintenance of infrastructure.

4.3 Project Areas and Beneficiaries

4.3.1 The project activities concern 11 of the 14 prefectures in the country. The targetted agegroup is between 15 and 25 years. The project sites are the locations of the institutions to berehabilitated or extended, and will be influenced by the desire to establish at least one CA in eachprefecture.

4.3.2 The revised economic and social development plan for the 1998-2005 period indicates thepriority to be given to rural areas during the current phase, along with the development of smalland medium-scale industry. In the beneficiary rural areas, the project will contribute to settling theyouths in the villages and fighting against rural exodus to the towns, while offering them thepossibility to improve their living conditions.

4.3.3 By strengthening the link between primary education and general secondary education, onthe one hand, and technical and vocational training on the other, the project will contribute topartially solving the problem of the future of thousands of young girls and boys who leave primaryand secondary schools (with or without certificates) without professional qualification and cannottherefore find jobs or be self-employed. In fact, in 1997, 108,952 pupils (95 776 from primaryschools and 13,176 from secondary schools) left the system with 30,933 obtaining certificates.The number increased to 113,000 in 1998-1999. This situation is due to (i) the high dropout ratesin primary education (average of 12.47% for boys and 13.70% for girls) and general secondaryeducation (average of 11.62%, with up to 50% in upper sixth classes, 14.28% for girls), and (ii)the relatively low proportion of pupils who finish primary education and are admitted intosecondary schools (in 1999, 51.3%, 49.5% for girls).

4.4 Strategic Context

4.4.1 In the revised orientation plan of June 1998 (1998-2005) which seeks to prepare Chad forthe challenges of the 21st century, the Government intends to pursue a policy to promote theprivate sector and associations. This entails consolidating and diversifying activities that generateproductive jobs. The employment policy being adopted by the Government aims at fullemployment with special emphasis on youths, graduates without employment, women anddisabled persons. The project, which aims at assisting the Government in implementing the TEVTsub-programme in the EFE programme, falls within these guidelines.

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4.4.2 The project is designed to harmonize the operations by the various partners concerned withthe TEVT sub-system, and strengthen the integrated approach to its development adopted by theGovernment. It seeks greater consistency between skilled labour market requirements and thespecialities offered, and some regional balance in training opportunities.

4.4.3 The project will (i) strengthen the professionalization of technical secondary education, (ii)enable the CFPP to serve as a pilot institution for initial vocational training, retraining andrefresher courses on the basis of modular programmes (iii) and improve the country’s capacities inagricultural training by strengthening the capacities of the ETA in Ba-Illi.

4.4.4 The project’s quantitative and qualitative improvements through TEVT will not onlyincrease the stock of skilled labour, but also establish a planning and training mechanism forqualified TEVT human resources. Through initial training, the mechanism for short-termprofessional and modular training will each year produce hundreds of qualified youths in thevarious TEVT specialities, and partially meet the needs of the public, private and informal sectorsin urban and rural areas.

4.5 Objectives

The project aims at strengthening TEVT quantitatively and qualitatively, and revitalizing it so thatit can better meet the needs of the economy and the society, and contribute to fuller integration ofyouths into working life, and therefore into the country’s socio-economic development. Thisentails laying the bases for a proactive and sustainable TEVT mechanism that can adapt to thechanging needs of the environment. More specifically the set objectives are as follows:

i) to provide greater access to better teaching and apprenticeship facilities andconditions in TEVT; and

ii) to strengthen national TEVT planning and management capacities in relation toemployment.

4.6 Description of Project Outputs

Project implementation will cover four (4) years. The expected outputs are as follows:

- 6 CAs constructed and equipped; 1 LETCO and 1 LETIN being extended; 4 CAs, 1 CFPP and 1ETA rehabilitated

- 50 VTSE teachers retrained- 20 CFPP trainers and 8 agricultural trainers trained in vocational training engineering- 91 agricultural trainers trained in pedagogy- 10 central and regional service TEVT senior staff retrained- 38 managers of agricultural training centres retrained in financial management- 5 SE/CONEFE and CCC senior staff trained abroad (Education and Vocational Training)- 1 specialist trained in youth information, selection and counselling skills;- 1 specialist in TEVT map trained (TVSE)- 2 vocational training map specialists and 5 job creation advisers trained (CFPP)- School information-counselling system established and operational- 20 training and job referentials prepared- 20 modular vocational training programmes prepared, experimented and disseminated- 12,000 textbooks procured and made available to institutions

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- Rolling stock procured for the EPMU and beneficiary structures (motorcycles, vehicles, etc.)- Studies conducted on (i) employment (OBSEFE), (ii) appropriate courses for girls in CAs and

(iii) opportunities for establishing a micro-credit system for CA leavers.

4.7 Detailed Description of Component Activities

4.7.1 The project has five (5) components: (i) the strengthening of technical and vocationalsecondary education; (ii) support for the Vocational Training and Retraining Centre; (iii) supportfor agricultural training mainly through the ETA in Ba-Illi; (iv) support for the national EFEprogramme management mechanism; (v) project management. The various project componentactivities by expenditure category are as follows.

Component I: Strengthening of Technical and Vocational Secondary Education

4.7.2 This component aims at strengthening TEVT by increasing its admission capacity,providing technical and pedagogical equipment, preparing, updating and implementing schoolcurricula, training and retraining administrative, financial and pedagogic supervisory staff, as wellas through institutional support comprising technical assistance and procurement of officeautomation equipment and rolling stock.

4.7.3 Studies and Supervision: The construction of 6 CAs (Bongor, Doba, Mongo, Mao, Ati andBol); extension of the LETCO in Mondou, of the LETIN in N’Djaména, as well as therehabilitation of 4 CAs (Pala, Laï, Koumra and N’Djaména) will be based on architectural plansdrawn by independent consulting firms. The final or planned sites for some CAs deemedinappropriate will be determined by the Government. The studies to be conducted by selectedconsulting firms will be monitored and controlled by the EPMU. The works will be monitored andtechnically controlled jointly by the consulting firms and EPMU technicians.

4.7.4 Construction and Rehabilitation: The newly constructed or rehabilitated buildings will beconnected to the various public road, portable water, drainage, electricity and telephone networks.They will be constructed with durable materials, and will have specialized teaching (laboratories,workshops, lecture rooms, etc.) and administrative premises. The area to be covered by each typeof premises will be defined by specific architectural plans. The buildings will be constructed bylocal enterprises.

4.7.5 Furniture and Equipment: The project will provide equipment to the project institutions intheir initial allocations and institutional support in the form of school and office furniture.Provisions have been made for the supply of technical and teaching aids (machine tools, tool kits,workpiece) depending on the training courses, and the procurement of electrical generators for theCAs. Ten thousand (10,000) technical and pedagogic textbooks will be procured and distributed.

4.7.6 Training and Retraining: This component comprises: (i) the preparation of 20 jobreferentials in close consultation with professional circles and other partners concerned, (ii) thepreparation and experimentation of 20 modular programmes, by competence objective andaccording to the methodology developed by Vocational Training Engineering Advisers (CIFP).The CIFPs will be the human resources to supervise the readjustment of existing job and trainingreferentials, and prepare new ones in the professional branches to be defined. The preparationprocess for the referentials and programmes will receive support from international technicalassistance, under the supervision of the project Technical Adviser/Educationalist. The vocationaltraining monitoring/evaluation service will be set up and made operational in each component.

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4.7.7 The project will upgrade the qualification of human resources in TEVT institutions,especially the teaching staff, through initial pedagogic training for 40 teachers who will berecruited by the Government, the retraining of 50 others to upgrade their skills, and the training of2 inspectors and 4 works supervisors. On the other hand, technical and administrative supervisors(heads of institutions, bursars) will be given training in management. Furthermore, 12 central andlocal administration senior staff will benefit from training in planning (school map), school andvocational information and counselling, and project management. With the exception of thetraining of senior staff, all the other TVSE staff training courses (initial training and continuingtraining) will be organized by the French Cooperation under a project consistent with the presentone.

4.7.8 Technical Assistance International and local technical assistance will be recruited to assistin (i) the preparation of referentials and programmes, and their experimentation, (ii) theestablishment of a student information and counselling system, (iii) the conduct of two studies on(a) appropriate courses for girls, and (b) opportunities for the establishment of a micro-creditsystem for CA leavers.

Component II: Support for the CFPP

4.7.9 The support seeks to make the centre a pilot vocational training institution. The centreexists in principle, but is not yet fully operational. The component comprises the reconstruction ofbuildings which were damaged by the war, the supply of technical and teaching aids, thepreparation, updating and implementation of training programmes, the training and retraining ofadministrative, financial and pedagogic supervisory staff, and institutional support.

4.7.10 Studies and Supervision: The reconstruction of the CFPP in N’Djaména will be based onarchitectural plans drawn by an independent consulting firm in compliance with the current plotplan. The studies to be conducted by selected consulting firms will be monitored and controlled bythe EPMU. The works will be monitored and technically controlled jointly by the consulting firmsand EPMU technicians.

4.7.11 Construction and Rehabilitation: Four buildings, which are in an advanced state ofdilapidation, will be reconstructed with durable materials, and the partial metallic frame to supportthe roof will be redone. The reconstructed buildings will be connected to the various public road,portable water, drainage, electricity, and telephone networks. Each building will comprisedifferent areas reserved mainly for a workshop, a lecture room, a store, and an office for thetrainer. The area covered by each space will by determined in specific architectural plans. Thebuildings will be reconstructed by local enterprises.

4.7.12 Furniture and Equipment: The project will provide equipment for the project institutions asinitial allocation and institutional support in the form of school and office furniture. The projectworkshops will be equipped with technical and teaching aids (machine tools, tool kits, workpiece)and a light vehicle will be procured.

4.7.13 Training: The project will: (i) prepare job referentials in close consultation withprofessional circles and other partners concerned, (ii) prepare and experiment modularprogrammes, by competence objective and according to the methodology developed by theVocational Training Engineering Advisers (CIFP). The CIFPs will be the human resource tosupervise the readjustment of existing job and training referentials, and to prepare new ones in

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professional branches to be defined. One thousand (1,000) technical and pedagogic textbooks willbe procured and disseminated.

4.7.14 The project will upgrade the qualification of human resources by recruiting and providinginitial training to 14 CFPP trainers, retraining to 20 trainers in vocational training engineeringfrom the private sector, training to 3 managers, training to 8 central administration senior staffincluding 5 in job seeking and creation skills, 2 in school map, and 1 in vocational informationand counselling.

4.7.15 Technical Assistance: Technical assistance will comprise a national consultant, a TrainingEngineering Adviser, for 1staff/months, to assist in the training of trainers.

4.7.16 Operating Costs. The project will procure consumables for the CFPP, bear the runningcosts of the vehicle, and procure materials for the workshops.

Component III: Support for Agricultural Training

4.7.17 This component seeks to rehabilitate 4 lecture buildings, the library and the water supplynetwork of the ETA in Ba-Illi.

4.7.18 Studies and Supervision: The rehabilitation of the ETA will be based on architectural plansdrawn by an independent consulting firm in compliance with the current plot plans. The studies tobe conducted by the selected consulting firms will be monitored and controlled by the EPMU. Theworks will be monitored and technically controlled jointly by the consulting firms and EPMUtechnicians.

4.7.19 Construction and Rehabilitation: Four out of the 35 existing lecture buildings, and theagricultural water supply network will be rehabilitated. The rehabilitated buildings will beconnected to the various road, portable water, drainage, electricity and telephone networks.

4.7.20 Furniture and Equipment: The project will provide furniture for 4 classrooms and thelibrary. The ETA will be supplied with office automation and computer equipment, technicaltextbooks, and two overhead projectors.

4.7.21 Training: The project will: (i) prepare job referentials in close consultation withcraftsmen and the other partners concerned, (ii) prepare and experiment modular programmes, bycompetence objective and according to the methodology developed by the Vocational TrainingEngineering Advisers (CIFP). The CIFPs will be the human resources supervise the readjustmentof existing job and training referentials and to prepare the new ones in professional branches to bedefined. One thousand technical and pedagogic textbooks will be procured and disseminated.

4.7.22 In order to upgrade the qualification of human resources, the project will provide trainingto 8 trainers, 5 of whom will be for the ETA and 3 for the CPRCDR, in vocational trainingengineering, retraining to 91 CFPR trainers, and retraining in management to 35 heads ofinstitutions.

4.7.23 Technical Assistance: The technical assistance will comprise international and nationalexperts for the training of trainers and heads of institutions, and the conduct of monitoring andevaluation workshops.

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4.7.24 Operating Costs: The project will bear the costs of organizing 4 monitoring and evaluationworkshops for the various activities carried out by the CFPRs.

Component IV: Support for the EFE Management Mechanism

4.7.25 This component seeks to support the EFE management mechanism, made up of the SE-CONEFE, FONAP, OBSEFE and CCC, so as to strengthen their human and material capacitiesand facilitate the coordination and monitoring of activities carried out by the various componentsof the TEVT sub-sector.

4.7.26 Furniture and Equipment: Metallic cupboards will be procured for the CCC. The projectwill procure computer and office automation equipment, and a four-wheel drive vehicle. Thevehicle will increase the SE/CONEFE fleet, and will be placed at the disposal of the managementmechanism structures.

4.7.27 Training and Retraining: The project will upgrade the qualification of human resourcesthrough study trips and the training of 5 senior staff 2 of whom will be responsible for activitiesrelated to the education system, and 3 responsible for vocational training.

4.7.28 Technical Assistance: Technical assistance will comprise international and nationalexperts to assist in: (i) vocational training engineering; (ii) the conduct of studies on employment,the informal sector and list of jobs; (iii) the organization of activity communication and evaluationservices for enterprises.

4.7.29 Operating Costs. Expenses for the supply of consumables for the procured equipment andexpenses on local support staff recruited for the project will be borne by the loan.

Component V: Project Management

4.7.30 This component aims at providing support to the Education Project Monitoring Unit(EPMU) within MEN, so as to strengthen human and material capacities and facilitate thecoordination and monitoring of project activities.

4.7.31 Furniture and Equipment: The project will procure additional furniture for the newpremises to be constructed in the Ministry of Education for the Education Project Monitoring Unit(EPMU). Computer, office automation, communication and filing equipment as well as rollingstock will also be procured.

4.7.32 Technical Assistance Technical assistance will comprise 1 international expert, thetechnical adviser/educationalist, for a period of 36staff/months

4.7.33 Operating Costs: Expenses for the supply of consumables for the procured equipment andexpenses on the local support staff recruited for the project will be borne by the loan.

4.7.34 Audit. The project will be audited by a specialized consulting firm, within 6 monthsfollowing the end of each fiscal year, and the exercise will be financed by the project.

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4.8 Environmental Impact

4.8.1 The project is classified in Category III. It will not have any significant negative impactson the environment. The project sites will comprise the schools to be rehabilitated and newbuildings to be constructed in replacement of makeshift buildings. Latrines and water points(wells) will also be constructed. There will therefore be no deforestation or large-scale earthworkslikely to modify the topography of the areas. No waterway is located in the vicinity of the schools.The replacement sites for the construction of the CAs concerned will be chosen in such manner asto limit the risks of pollution for the wildlife, flora or groundwater table.

4.8.2 The construction of classrooms and workshops will be based on model plans whichcomply with standards relating to aeration, light, and useful space for each pupil. Theestablishment of worksites will comply with safety standards in the construction of buildings andimplementation of works. In particular: (i) fences will be erected round the sites, and the worksiteswill be supervised; (ii) the earth dumps and pits will watered regularly; (iii) environmentalprotection measures will be taken during transportation of building materials and; (iv) the pupilswill be sensitized on the dangers of going to the worksites. The construction works will bescheduled in such manner as to avoid causing noise to disturb the nearby schools.

4.8.3 Within the technical and common premises (workshops, laboratories, specialized rooms,etc.), measures will be taken to prevent various hygiene and safety risks in compliance with therelevant regulations. Rubbish from the metal works will not be taken to public dumps; it will becollected, stored and delivered to scrap traders or local craftsmen for processing.

4.8.4 The construction of sanitary blocks (latrines, W-C, urinates, collective washrooms),systematic drainage through septic tanks and cesspools for the renovated or newly-constructedCAs, and the rehabilitation of sanitary blocks in the CFPP and ETA in Ba-Illi will improvehygiene and health conditions. Since the institutions are constructed on very wide areas,playgrounds and as much green spaces as possible will be provided to embellish the environment.The management committees will be responsible for planting trees, and developing sites and areassurrounding the schools. These various activities will contribute to improving the environment.

4.9 Social Impact – Impact on Women

4.9.1 The project will have an undisputed positive impact on society, in so far as it will fosterthe emergence of an entrepreneurial spirit and culture through the initiation of individualinitiatives and the development of activities leading to self-employment or the medium-termestablishment of SME/SMI. The diversification of offers of training will make it possible tosatisfy a potentially higher number of applications, to encourage job creation and settle thepopulation, thus containing rural-urban migration with all its attendant negative impacts, both forthe areas of origin which thus lose their lifeblood, and the urban areas to which it migrates.

4.9.2 The project will increase the enrolment of girls in TEVT through the diversification ofcourses. Sensitization and counseling activities will be carried out to interest them in all thecourses of study available. Apart from beefing up the commercial courses, which already attract ahigh proportion of girls, a sewing course will be introduced in 6 CAs and the CFPP. A study willbe conducted to identify motivating new courses for girls. The system of school information andeducational counseling to be introduced at the DTVSE/MEN will target girls and also encouragethem to enrol in the industrial and productive courses. The project will also help to ensure a

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higher proportion of women among the teaching staff, for 10% of the new teachers to be recruitedwill be female, not only in order to provide more opportunities for women, but also to attract moregirls to the different TEVT courses of study. Indeed, in 1997/1998, women only represented 8.2%of the total number of TEVT teachers. Since recruitment for initial training primarily concernsindustrial courses where there are no women among the teaching staff, the aim is to graduallyrecruit women for those courses.

4.9.3 As mentioned above (4.6 and 4.7.8), a study will be conducted under the project on theopportunities for the establishment of a microcredit system for graduates of the CAs. To that end,measures to facilitate access to credit with a view to job creation could make it possible toheighten the project impact, in particular through: i) the implementation in the Department ofChari-Baguirmi, of the ADB pilot project, concerning poverty reduction and women’sadvancement, and which will target, in particular, the future graduates of the TEVT system; ii) thedevelopment of activities carried out in this area by VITA and other donors, and iii) theestablishment of a Special Job Creation Fund, the operating and financing conditions of whichshall be the subject of further discussions.

4.10 Impact on Poverty Reduction

4.10.1 By increasing its receptive capacities and the quality of its education and learning, theproject will enable TEVT to accommodate some of the thousands of graduates and drop-outs ofboth sexes from basic and general secondary education, in urban and rural areas, in order toprovide them with lasting prospects for entrance into the labour force through enhanced vocationalskills. It will make it possible to control rural-urban migration and consequently reduce poverty inthe rural areas covered by the project.

4.10.2 The targeted age bracket is mainly 15 to 25 year olds. Since the public sector has limitedabsorptive capacity, the training given will aim to prepare young people for the establishment ofmicro, small and medium-size enterprises. Entrepreneurship training modules will be preparedand dispensed in order to better prepare those young people for self employment. With thisvocational training, graduates of the educational institutions individually or collectively presentprojects and obtain financing under microcredit programmes. Furthermore, through the buildingand rehabilitation sites, this project will have significant direct impacts on the poor since it willchiefly provide recruitment opportunities for unskilled labour (labourers, jobbers).

4.11 Project Cost

The total project cost, excluding all taxes and customs duties, is estimated at UA 7.485million. The cost estimate was calculated on the basis of information gathered, relating to costsapplied by MEN and the donors. It took into consideration benchmark prices following recentbidding in the context of similar projects. The rehabilitation works estimates were calculated onthe basis of data obtained from surveys carried out by the mission on the selected sites. The basecosts have been increased across the board by 5% for physical contingencies, and by 5%1 for pricecontingencies for amounts in foreign exchange and by 5%2 for amounts in local currency.

1 Average rate used for the estimate of the unit value of the prices of manufactured goods (World Bank: “CommodityMarket and Developing Countries, Washington DC, Nov 97)2 The average inflation rate of the BEAC franc zone (1998 – 2000)

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Table 4.1Summary of Project Costs by Component

Component CFA.F (in million) UA (in million) %

F.E. L.C. Total F.E. L.C. Total F.E.

I. Strengthening of TVSE 2 905.417 1 668.754 4 574.172 2.914 1.674 4.588 63.52%

II. Support to CFPP 404.480 276.944 681.424 0.406 0.278 0.683 59.36%

III. Agricultural Vocational Training (AVT) Support 113.331 99.640 212.971 0.114 0.100 0.214 53.21%

IV. Support for the EFE Programme ManagementMechanism

218.053 74.187 292.240 0.219 0.074 0.293 74.61%

V. Project Management 534.802 427.098 961.900 0.536 0.428 0.965 55.60%

Base Cost 4 176.083 2 546.624 6 722.707 4.189 2.554 6.743 62.12%

Physical Contingencies 208.804 127.331 336.135 0.209 0.128 0.337 62.12%

Price Contingencies 252.035 151.674 403.709 0.253 0.152 0.405 62.43%

Total Project Cost 4 636.922 2 825.629 7 462.551 4.651 2.834 7.485 62.14%

Percentage of Project Cost 62.14% 37.86% 100.00% 62.14% 37.86% 100.00%

Table 4.2Summary of Project Costs by Expenditure Category

CFA.F (in million) UA in million %Category


A. Studies and Supervision 115.309 0.000 115.309 0.116 0.000 0.116 100.00%

B. Construction, Rehabilitation 1 057.002 95.208 1 152.210 1.060 0.095 1.156 91.74%

C. Furniture 19.534 143.247 162.781 0.020 0.144 0.163 12.00%

D. Equipment 1 742.630 193.626 1 936.255 1.748 0.194 1.942 90.00%

E. Training 396.974 56.977 453.950 0.398 0.057 0.455 87.45%

F. Technical Assistance 677.850 0.000 677.850 0.680 0.000 0.680 100.00%

G. Operation 109.875 1 263.565 1 373.440 0.110 1.267 1.378 8.00%

H. Audit 56.910 24.390 81.300 0.057 0.024 0.082 70.00%

Base Cost 4 176.083 2 546.624 6 722.707 4.189 2.554 6.743 62.12%

Physical Contingencies 208.804 127.331 336.135 0.209 0.128 0.337 62.12%

Price Contingencies 252.035 151.674 403.709 0.253 0.152 0.405 62.43%

Total Project Cost 4 636.922 2 825.629 7 462.551 4.651 2.834 7.485 62.14%

Percentage of Project Cost 62.14% 37.86% 100.00% 62.14% 37.86% 100.00%

4.12 Sources of Financing and Expenditure Schedule

4.12.1 The project will be jointly financed by ADF and the Government of Chad, to the tune of89.93% and 10.07% respectively. Tables 4.3 and 4.4 below present the sources of financing aswell as the breakdown of costs by source of financing, component and expenditure category.

Table 4.3Sources of Financing (in millionUA)

Source F.E. L.C. Total Cost % by source

ADF 3.351 2.081 5.431 72.56%

TAF 1.300 0.000 1.300 17.37%

Government 0.000 0.754 0.754 10.07%

Total 4.651 2.834 7.485 100.00%

% of cost 62.14% 37.86% 100.00%

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Table 4.4Project Costs by Source of Financing and by Component (in million UA)

Component ADF TAF GVT Total % per

F.E. L.C. Total F.E. L.C. F.E. L.C. Total component

I. Strengthening of TVSE 2.644 1.381 4.024 0.593 0.477 3.237 1.857 5.094 68.06%

II. Support to CFPP 0.302 0.220 0.522 0.149 0.088 0.451 0.308 0.759 10.14%

III. Support to AgriculturalVocational Training

0.094 0.089 0.184 0.032 0.022 0.126 0.111 0.237 3.17%

IV. Support to EFE ProgrammeManagement Mechanism

0.064 0.057 0.121 0.178 0.025 0.242 0.083 0.325 4.34%

V . Project Management 0.246 0.333 0.579 0.348 0.142 0.594 0.475 1.070 14.29%

Total Cost 3.351 2.081 5.431 1.300 0.754 4.651 2.834 7.485 100.00%

Table 4.5Project Cost by Source of Financing and Expenditure Category (in million UA)

Category ADF TAF GVT Total % perCategory

F.E. L.C. Total F.E. L.C. F.E. L.C. Total

A. Studies and Supervision 0.000 0.000 0.000 0.128 0.000 0.128 0.000 0.128 1.71%

B. Construction, Rehabilitation 1.175 0.748 1.922 0.000 0.214 1.175 0.961 2.136 28.54%

C. Furniture 0.022 0.087 0.109 0.000 0.073 0.022 0.160 0.182 2.43%

D. Equipment 1.945 0.216 2.161 0.000 0.000 1.945 0.216 2.161 28.87%

E. Training 0.023 0.055 0.078 0.418 0.009 0.442 0.063 0.505 6.75%

F. Technical Assistance 0.000 0.000 0.000 0.754 0.000 0.754 0.000 0.754 10.07%

G. Operation 0.122 0.948 1.070 0.000 0.459 0.122 1.406 1.529 20.43%

H. Audit 0.063 0.027 0.090 0.000 0.000 0.063 0.027 0.090 1.21%

Total Cost 3.351 2.081 5.431 1.300 0.754 4.651 2.834 7.485 100.00%


5.1 Experience with the Implementation of Similar Projects

5.1.1 To date the ADF has financed four (4) projects in the education sector in Chad, namely:Education I (Development of Teacher Training Structures, completed; Education II (secondaryand higher education, completed); Education III (primary education, completed in June 2001);Education IV (secondary education, will be completed in June 2001). Education I and II were thesubject of completion reports. The Education III completion report will be prepared in 2001.With an increase in the number of projects, and to improve their management, a single ProjectMonitoring Unit (EPMU) was established in March 1997, under the supervision of the Directorfor Education Projects at the Ministry of National Education.

5.1.2 Though the EPMU has improved project management, some shortcomings remain. In fact,a review of project performance shows considerable slippage on the original scheduling. Thus,apart from the suspension of disbursements related to repayment arrears of the Borrower and thedifficult political situation in the country, the delays are due to slippage on contract performanceoften as a result of non-compliance by the Borrower with the Bank’s procurement procedures.Moreover, there is a lack of monitoring due to the absence of a modern monitoring and evaluation

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system on the one hand, and on the other, a lack of skills within the monitoring structure toefficiently organize and monitor aspects related to the teaching component (training of teachersand other staff, text books, syllabi, etc.) and civil works (control of designs, preparation of biddingdocuments). To address these shortcomings, the project will reappoint the existing EPMU, whichis already familiar with the Bank’s rules of procedure.

5.2 Executing Agency

5.2.1 The education projects financed by the Bank in Chad are implemented by the EPMU underthe direct supervision of the Education Projects Directorate of the Ministry of National Education.The EPMU currently comprises: a coordinator, an accountant, two civil engineers, a secretary and2 drivers. The coordinator and the accountant have attended an external training course in projectand financial management.

5.2.2 The team will be beefed up by the recruitment of a Technical Adviser/Educationalist(international expert in technical education and vocational training), an architect and 2 workssupervisors, recruited locally. The process is underway for the building of the new EPMU offices.This project has been planned on the basis of those institutional assets. It will not, therefore, benecessary to establish a new executing agency.

5.2.3 The EPMU will be supervised by a Steering Committee comprising the TechnicalCommittee responsible for monitoring the Education/Training Sectoral Round Table (establishedby Prime Ministerial decree no 030/PM/2000 of 1 May 2000), extended to component heads, thecoordinator, the Technical Adviser/Educationalist and the Project Architect.

5.3 Organization and Management

5.3.1 The specific duties of the EPMU are to: (a) ensure the coordination of all the projectactivities; (b) carry out the administrative and financial management of all the projectcomponents; (c) see to the adequate preparation of bidding documents concerning constructionand rehabilitation works and prepare BDs for the procurement of equipment, furniture andtextbooks; (d) issue invitations to bid and supervise the implementation of works, the delivery andinstallation of equipment, furniture and textbooks; (e) organize and monitor the different trainingprogrammes; (f) prepare disbursement requests; (g) prepare and submit to ADF activity reports, aswell as audit reports of the project accounts; (h) maintain contact with the representatives assignedto the structures involved in the project and (i) liaise with ADF.

5.3.2 The specific duties of the Steering Committee are as follows: (a) to see to the achievementof the project objectives in conformity with the predetermined schedule, (b) to see to the effectiveinvolvement of all the stakeholders; and (c) to liaise between the EPMU, governmentorganizations and civil society.

5.3.3 The EPMU will comprise, on the one hand, personnel recruited by the project, namely: thearchitect, the accountant, 4 civil engineers and support staff and on the other, seconded staff (inparticular the coordinator). It will liaise with the representatives designated within the differentstructures of the project.

5.3.4 EPMU works closely with the component heads, namely the SE/CONEFE and at the levelof each of the 3 ministries concerned (MEN, MA, MFPERAM), the central director of the

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competent Directorate of that Ministry or his representative. The structures will be provided withinstitutional support.

5.3.5 The coordinator is responsible for all matters relating to project implementation:preparation of the programme for the construction, rehabilitation and extension work and theprocurement of equipment, furniture and textbooks, the different training courses in consultationwith the institutions concerned. He/she will also participate in the issue of invitations to bid, aswell as the analysis and evaluation of bids relating to the procurement of goods and servicesplanned under the project. He/she will be responsible for the administration of contracts forconstruction work and supplies of equipment and furniture, and will supervise the activities ofconsultants and technical assistants.

5.3.6 The Technical Adviser/Educationalist will be an international expert in technical educationand vocational training. He/she will be responsible for the organization and monitoring of thedifferent training activities as well as the studies. He/she shall define, in collaboration with thecomponent heads, the specifications for equipment and teaching manuals, will participate incollaboration with the architect and the consultants responsible for the studies, in the preparationof bidding documents, bid analysis and contract awards. Subsequently, he will see to thecompliance of equipment and teaching manuals and will supervise their transport and deliveryonsite.

5.3.7 The architect or civil engineer will be responsible for the architectural drawings and workssupervision. He/she will see to the adequate preparation of BDs concerning construction andrehabilitation work, and will work closely with the consultant responsible for the engineeringdesigns, the issue of invitations to bid, bid evaluation and contract awards for works. He/she willprepare the instructions to contractors. He/she shall support the administrator in the preparation ofstatements for contractors and the related payment requests. He/she will see to the satisfactoryimplementation of work on the sites and works acceptance, and prepare periodic financial reportsin conformity with Government and ADB procedures. He/she will also ensure that paymentscorrespond exactly to the effective performance of the related activities (construction work,procurement of goods and services).

5.3.8 The component heads perform specific duties in respect of the project activities related totheir component. In liaison with the EPMU coordinator, the Technical Adviser/Educationalist andthe architect, they coordinate the activities carried out, participate in the preparation of biddingdocuments, prepare and participate in the organization and monitoring of the different trainingactivities. They will be involved in local project supervision missions.

5.3.9 With regard to equipment, the EPMU will have newly built offices adequately equippedand furnished. In addition, four x four-wheel drive vehicles, including 2 pick ups, will bepurchased for field monitoring and the supervision of activities. Funds have been earmarked tocover the operating expenditure of the EPMU, which includes, in particular, vehicle running costs,office supplies, travel, subsistence allowances and other staff allowances, as well ascommunication and reproduction costs.

5.3.10 These provisions will make it possible to draw on the experience gained, establish closerelations between the different bodies responsible for project management and improvecomplementarity in the implementation of activities assigned to each of the TEVT components.

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5.3.11 The project accounts will be maintained by the project accountant on the basis of acomputerized accounting and financial management system to be established by the firm ofauditors during preparation of the procedures manual. The system will make it possible tomonitor project expenditure on the basis of forecasts and will provide details of expenditure bysource of financing, component and expenditure category. The auditing and annual verification ofaccounts will be carried out by a firm of chartered accountants.

5.4 Procurement of Goods, Services and Works

5.4.1 Goods and services to be financed from the proceeds of the loan will be procured inconformity with the Bank’s rules of procedure for the procurement of goods and works or,depending on the case, the rules of procedure for the use of consultants, by using standard Bank-approved bidding documents. The arrangements concerning the procurement of goods andservices are summarized in Table 5.1.

5.4.2 Works: the construction and rehabilitation/extension works on the educational institutions(for a total amount of UA 1.92 million) will be procured by national competitive bidding. Theworks concern 16 institutions and the maximum amount per institution is UA 170,000. There arenational enterprises capable of implementing those works.

5.4.3 Goods. The vehicles and motorbikes for the EPMU and the beneficiary structures(maximum contract value of UA 90,000) will be procured by national competitive bidding.However, for reasons of economy and simplification of procedures, the Borrower may use theservices of IAPSO to procure them. The computer and office automation equipment, equipmentfor the EPMU and the technical directorates (maximum contract value of UA 72,000) will beprocured by national competitive bidding. The furniture for the institutions, the EPMU and thetechnical directorates (maximum contract value of UA 15, 000) will also be procured by NCB.The manuals and textbooks for the institutions (maximum contract value of UA 100,000) will beprocured by NCB. The working materials for the workshops (maximum contract value of UA80,000 per year) will be procured by national competitive bidding. The various consumables andoffice automation equipment for the EPMU and the technical directorates will be procuredthrough national shopping. The specialized workshop equipment for a total value of UA 1.68million, will be procured through the ICB procedure.

5.4.4 Consultancy Services: the necessary services will be procured in conformity with theBank’s rules of procedure for the use of consultants. Technical assistance services (for a totalamount of UA 298,000) and consultancy services for the preparation of engineering designs andworks supervision (for a total amount of UA 298,000) will be recruited on the basis of a shortlist.Short-term services for the procedures manual and the audit (total amount of UA 90,000) and forthe conduct of specific studies (total amount of UA 423,000) will be recruited on the basis of ashortlist. The use of local staff (engineering advisers for vocational training, specialized trainers)of specialized institutions for local training activities will be recruited on the basis of a shortlist.The external training of managerial staff will be on the basis of shortlists.

5.4.5 General Procurement Notice. The General Procurement Notice (GPN) adopted with theBorrower during the negotiations on the Loan Agreement, will be released for publication indevelopment business following approval by the Board of Directors of the loan proposal.

5.4.6 Review Procedures. The following documents will be subject to review and approval bythe Bank prior to publication:

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Specific Procurement Notice; Shortlists and invitations to bid; Bidding documents; Bid evaluation reports including recommendations on the award of contracts; Draft contracts if the contract types contained in the bidding documents have been

modified.

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Table 5.1Arrangements for the Procurement of Goods and Services and the Use of Consultancy Services

(in million UA)

Expenditure Category ICB NCB Others TotalShortlist

1. Civil Works subtotal 2.136 [1.922] 2.136 [1.922]

2. Goods

2.1 Furniture 0.182 [0.109] 0.182 [0.109]

2.2 Specialized Workshop Equipment 1.680 [1.680] 1.680 [1.680]

2.3 Vehicles 0.223 [0.223] 0.223 [0.223]

2.4 Other and Office Automation Equipment 0.127 [0.127] 0.127 [0.127]

2.5 Manuals and Documentation 0.130 [0.130] 0.130 [0.130]

Subtotal 1.680 [1.680] 0.662 [0.589] 2.342 [2.269]

3. Consultancy Services

3.1 Studies and Supervision 0.128 [0.128] 0.128 [0.128]

3.2 Training 0.033 [0.033] 0.033 [0.033]

3.3 Long-Term Technical Assistance (EPMU) 0.298 [0.298] 0.298 [0.298]

3.4 Studies and Consultations 0.423 [0.423] 0.423 [0.423]

3.5 Audit 0.090 [0.090] 0.090 [0.090]

Subtotal 0.972 [0.972] 0.972 [0.972]

4. Others

4.1 Training

4.1.1 Local Training 0.264 [0.259] 0.264 [0.259]

4.1.2 External Training 0.241 0.241 [0.237]

4.2 Operation

4.2.1 Workshop equipment 0.721 [0.505] 0.721 [0.505]

4.2.2 Misc. and Office Automation Consumables (*) 0.419 [0.293] 0.419 [0.293]

4.2.3 Other Costs (allowances and salaries, etc) (**) 0.389 [0.272] 0.389 [0.272]

Subtotal 0.721 [0.505] 0.808 [0.565] 0.505 [0.496] 2.034 [1.566]

Grand Total 1.680 [1.680] 3.519 [3.016] 0.808 [0.565] 1.477 [1.468] 7.485 [6.729]

[…..] : Part financed by ADF/TAF (*) : National Shopping

ICB : International Competitive Bidding (**) Revolving Fund

NCB : National Competitive Bidding

5.5 Implementation Plan and Expenditure Schedule

5.5.1 The estimated project implementation period is 4 years. The estimated schedule ispresented in Table 5.2 below. The implementation plan is contained in Annex 6.

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Implementation Plan

Component Activity Responsible Dates

ADMINISTRATIONBoard Presentation ADF March 2001

Loan Signature ADF/GVT June 2001

Effectiveness ADF/GVT Dec 2001

Mid-term Review ADB/GVT Dec 2003

Completion of Project Dec 2005

Completion Report ADF/GVT June 2006

I TVSE Strengthening

Studies and supervision EPMU/Consult/GVT Jan 2002-Dec 2005

Construction Rehabilitation EPMU/Contractor/ADF July 2002 –June 2004

Furniture EPMU/Contractor/ADF July 2004 – June 2005

Equipment and materials EPMU/Contractor/ADF July 2004-December 2005

Training of Central and Regional Managers EPMU /Experts/Institute June-Dec 2002

Preparation, validation and exper. of frames of ref. andprogrammes.

EPMU/Experts/CIF June 2002-June 2004

Studies on Girls’ Courses and Microcredits for CA graduates. EPMU/Consultants June-Dec 2002

II SUPPORT TO CFPPStudies and Supervision EPMU/Consult/GVT Jan-Dec 2002

Construction Rehabilitation EPMU/Contractor/ADF July 2002-June 2004

Furniture EPMU/Contractor/ADF July 2004-June 2005

Equipment and Materials EPMU/Contractor/ADF July 2004-June 2005

Training/Retraining of Trainers, Administrators and Experts EPMU/Experts/Institute Jan 2002-June 2005

III SUPPORT TO AGRICULTURAL VOCATIONALTRAININGStudies and Supervision EPMU/Consult/GVT Jan-Dec 2002

Construction and Rehabilitation EPMU/Contractor/ADF July 2002-June 2004

Furniture EPMU/Contractor/ADF July 2004-June 2005

Equipment and Materials EPMU/Contractor/ADF July 2004-December 2005

Training of Trainers, supervision, administrators EPMU /Experts/Institute June 2002-December 2004

Support to DEAFPR (technical assistance) EPMU/Experts/ June 2002-December 2003

IV SUPPORT TO EFE PROGRAMME MANAGEMENTMECHANISMFurniture EPMU /Experts/Institute Jan-Dec. 2002

Equipment and Materials EPMU /Experts/Institute July 2002-June 2003

Support to the SE/ CONEFE (training) EPMU /Experts/Institute Jan.-December 2003

Study Trips for SE / CONEFE managerial staff EPMU/Institutions Jan. 2003-December 2005

Training in Documen. Centre Management Methods. EPMU/Institutions Jan.-December 2003

Support to SE / CONEFE (Technical Assistance) EPMU/TA Jan-December 2003

Support to the Organization of Communications Services FONAP EPMU/TA Jan-December 2004

Misc. Employment Studies (OBSEFE) EPMU/Experts Oct 2002–Feb 2003

Technical Support to CCU EPMU/Experts June 2002-June 2005

V PROJECT MANAGEMENTFurniture EPMU/Contractor/ADF Jan-June 2002

Equipment and Materials EPMU/Contractor/ADF May-Sept 2002

Teaching Technical Assistance EPMU/TA Jan 2002-December 2004

Technical Assistance Architect/Engineer EPMU/TA Jan 2002-December 2005

Operation UFP/ADF/GVT

Audit EPMU/Consultant 2002 ;2003 ;2004 ;2005

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5.5.2 The expenditure schedules by component, category and by source of financing, indicatedin Tables 5.2, 5.3 and 5.4 above, have been prepared in conformity with the estimatedimplementation plan.

Table 5.2Expenditure Schedule by Component (million UA)

Component 2002 2003 2004 2005 Total

I. Strengthening of TVSE 0.893 1.296 1.428 1.477 5.094

II. Support to CFPP 0.129 0.143 0.220 0.266 0.759

III. Support to Agric. Vocational Training (AVT) 0.054 0.082 0.061 0.040 0.237

IV. Support to EFE Programme ManagementMechanism

0.085 0.142 0.069 0.029 0.325

V . Project Management 0.417 0.246 0.247 0.160 1.070

Total Cost 1.578 1.909 2.025 1.973 7.485

Table 5.3Expenditure Schedule by Category (millionUA)

Category 2002 2003 2004 2005 Total

A. Designs and Supervision 0.035 0.031 0.031 0.031 0.128

B. Construction, Rehabilitation 0.533 1.068 0.535 0.000 2.136

C. Furniture 0.015 0.000 0.083 0.083 0.182

D. Equipment 0.193 0.032 0.644 1.292 2.161

E. Training 0.169 0.117 0.132 0.086 0.505

F. Technical Assistance 0.231 0.257 0.193 0.073 0.754

G. Operation 0.381 0.382 0.383 0.384 1.529

H. Audit 0.023 0.023 0.023 0.023 0.090

Total Cost 1.578 1.909 2.025 1.973 7.485

Table 5.4Expenditure Schedule by Source of Financing (UA million)

Source of Financing 2002 2003 2004 2005 Total

ADF 0.990 1.316 1.485 1.640 5.431

TAF 0.412 0.368 0.336 0.184 1.300

Government 0.176 0.225 0.204 0.149 0.754

Total 1.578 1.909 2.025 1.973 7.485

5.6 Disbursement Arrangements

Disbursements in respect of major contracts such as civil works (construction and rehabilitation ofinstitutions), vehicles, equipment and materials, will be made directly to contractors and suppliersby direct payment. The same disbursement method will be used for contracts concerning technicalassistance services, short-term consultancies, and specialized services in the context ofAgreements. Operating expenses, bonuses and travel allowances will be disbursed in the form ofrevolving funds through the special account method.

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5.7 Monitoring and Evaluation

5.7.1 Monitoring and evaluation will comprise internal and external monitoring, Banksupervision missions, a mid-term review and a final evaluation including the Borrower’scompletion report. The supervision plan is presented below.

Supervision Plan

Approximate Date(month/year)

Activity Profile Required Duration(weeks)

December 2001 Launching Project Officer; FPRU; FLAD 2

May and November2002

2 Supervision Missions Project Officer 4

May 2003 Supervision Mission Project Officer 2

December 2003 Mid-Term Review Project Officer; Architect 2

May and November2004

2 Supervision Missions Project Officer 2

May 2005 Supervision Mission Project Officer 2

November 2005 Supervision Mission Project Officer; Architect 2

June 2006 PCR Project Officer; Consultant ; Architect 2

5.7.2 The EPMU coordinator and the other people responsible for project management andmonitoring will be familiarized with the relevant procedures by ADF. Appropriate documentationon the subject will be provided. The EPMU will have to submit to ADF, in the agreed formatquarterly status reports on all aspects of the project within 30 days of the end of each quarter. Oncompletion of the project, the EPMU will prepare and submit a completion report as well, inconformity with the ADF recommended format.

5.7.3 Furthermore, procedures manuals and an accounting monitoring system will be preparedfor the project management structure within the Ministry of National Education with a view toensuring the continuous and adequate monitoring of the implementation of all aspects of theproject to allow regular monitoring and control of the EPMU’s activities.

5.8 Financial and Audit Reports

The EPMU Coordinator will be responsible for the monitoring, management and supervision ofall the project activities. Detailed accounting, on the basis of separate accounts concerning ADF(on the loan and special accounts) and Government expenditure, will permit the identification ofexpenditure by component, category and source of financing. The project accounts will beverified by a firm of external auditors and presented annually to ADF within six months of the endof each accounting year, accompanied by a mid-term review.

5.9 Aid Coordination

5.9.1 The education and training sector is well coordinated with respect to the follow-up of therecommendations of the Education Sector Roundtable. The sector’s principal donors haveexpressed their areas of interest in the context of their support of the country’s sectoral strategy forthe 2000 to 2004 period. A monitoring committee for the Geneva IV Roundtable for the EFE

26

component has been set up and is operational. It constitutes a national coordination body fordonor operations. In its leadership role in the education/training sector, ADB is trying to achievesynergy and complementarity in its TEVT operations.

5.9.2 This project is in keeping with the ongoing and planned TEVT operations financed byother donors. The interest shown by UNDP and ILO in this project is reflected concretely in theirsupport to its preparation through one staff/month of international consultancy services and onestaff/month of local consultancy services. The contribution of French Technical Assistance, in theform of parallel financing within the framework of its support to TEVT for the 2001-2004 period,for an amount of FF 6.5 million, covers the following aspects of Component I of the project: (i)the extension of, and additional equipment for the Moundou and Abêché CAs, which have justbeen rehabilitated by it, (ii) the initial training of 40 teachers of industrial courses, (iii) the trainingof two high school principals, 2 junior secondary headmasters, 10 CA heads, 2 TVSE inspectorsand 4 works supervisors, (iv) the retraining of 50 teachers; (v) the creation of 2 technical assistantpositions. The DED will bear the cost of a study on crafts and the informal sector. The UNDPwill provide support to the operation of the Monitoring Committee for the Geneva IVEducation/Training Roundtable, and is planning to continue its assistance to vocational trainingunder the next cooperation programme being prepared. The Education V project is therefore atthe core of the operations planned for TEVT in the context of support to the education trainingsector for the 2000-2004 period.

6. PROJECT SUSTAINABILITY AND RISKS

6.1 Recurrent Costs6.1.1 The recurrent costs mainly comprise the salaries of teachers and supervisory staff to berecruited either for the new institutions, or to beef up the staffing of institutions to be rehabilitatedor expanded, as well as the maintenance and purchasing costs of working materials forComponents I, II and III.

6.1.2 The new recurrent costs induced by the project amount to CFA.F 210,316,000 for those 3components, which represents 1.22% of the operating budget of the 3 sectoral Ministriesconcerned. The contribution of the State to the operation of the TVSE component alone under thesupervision of the MEN rose from CFA.F 25,000,000 in 1995 to CFA.F 190,000,000 in 2000 withthe likelihood of increasing to CFA.F 235,000,000 in 2001 and an estimated annual increase of20% as from 2001. There will, therefore, be no major difficulties in covering those costs.

6.1.3 Moreover, MEN is authorized to recruit 20 teachers per year. TEVT will also receiveprivate sector resources in the form of the apprenticeship tax collected by FONAP from theenterprises liable. From such resources, FONAP finances training sessions in public or privateinstitutions which could be used as part of the payments for maintenance and working materialscosts. From the macroeconomic standpoint, Chad is eligible for the HIPC initiative and could, inthe immediate future, have additional funds for the social sectors, including education andtraining.

6.1.4 The necessary legal and regulatory provisions to authorize institutions to generate andutilize equity capital, should, however, be promulgated as soon as possible. The texts prepared inthat vein are being considered by the different services concerned, and they will shortly besubmitted to the competent bodies for approval and signature.

27

6.1.5 When the institutions concerned have reached their normal operating pace, a significantpart of their recurrent costs related to operations and the procurement of working materials and therenewal of light equipment, will probably no longer be borne by the State budget, in so far as theywill have the resources (and the legal obligation) to generate their own funds, stemming from theprovision of services or the production of marketable goods.

6.2 Principal Risks and Mitigative Measures

6.2.1 Insecurity still constitutes a concern in Chad. However, there do not appear to be problemsof security in the regions where the institutions will be established. Consequently, the buildingsplanned are in no way threatened. In any event, the institutionalization of PTAs within all theeducational institutions and their active participation in their management (through managementcommittees) is, moreover, a guarantee of security for the property built in areas where possiblerisks might arise.

6.2.2 The State’s financial difficulties could cause problems regarding the recruitment of newteachers. Undertakings were given by the Government at the Education/Training sectoral meeting,to allocate at least 540 budget items to the education sector, 20 of which will be allocatedexclusively to TEVT. The project, therefore, minimizes this risk, especially in the light of: i)planned financial inflows in respect of oil taxes and eligibility for the HIPC initiative, ii)opportunities for the institutions to generate and utilize for their benefit resources, a part of whichis earmarked for teachers, iii) training programmes selected for trainers, which will ensure theirprofessional advancement and promotion, thus reducing the risks of their leaving the subsector.

6.2.3 The lack of collaboration among the 4 Ministries involved in the implementation of theTEVT subprogramme of the EFE programme could impede the smooth implementation of theprogramme. This risk is mitigated by the fact that the Authorities have established the CCU, abody of coordination and consultation for all the TEVT actors and have adopted a series ofcrosscutting texts such as orders governing vocational training and apprenticeship. In the contextof the integrated TEVT development vision, and from an operational standpoint, the officials andmanagers of those structures have already embarked upon joint activities (training of vocationaltraining engineering advisers, the preparation of reference frameworks, etc..) conducive to fruitfulcooperation. Furthermore, the Steering Committee, of which the component heads will bemembers, constitutes another TEVT consultation framework.

6.2.4 The return on publicly-financed TEVT is often considered to be extremely low in Africabecause of inefficient management, high unit costs and inappropriate teaching methods. Theproject attaches great importance to the reform of programmes in order to adapt them to therequirements of the environment, and adopts an innovative methodology based on employmentand training reference frameworks, which will take into consideration the concerns of the differentplayers concerned. The training institutions (in particular the CAs) will constitute resource centresfor the community. The involvement of the private sector, which already finances vocationaltraining through the apprenticeship tax paid to FONAP will be stepped up through theestablishment of professional associations. Emphasis will be placed on the maintenance ofequipment to ensure it has a maximum life span. To that end, specific modules will be assigned totraining in equipment maintenance. It is also planned to introduce an audio-visual maintenancecourse.

6.2.5 The contribution of French Technical Assistance constitutes a major support forComponent I of the project and any default or delay in the implementation of the French project

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could have a negative impact on the implementation of the project. To reduce this risk theschedules of the two projects have been harmonized and cover the same period. Firmcommitments have been given by the French party, which contributed to the preparation of theproject. The signing of an agreement between the Government and French Technical Assistance isa loan condition.

6.3 Project Sustainability

6.3.1 Project sustainability stems from the fact that it meets a priority objective of the educationdevelopment policy and training defined in consultation with the donors. It is also determined bythe fact that the project was designed, and will be implemented, in close cooperation with theauthorities and other actors concerned.

6.3.2 The building of national capacities in the preparation of reference frameworks foremployment and training and modular training programmes will make it possible to make TEVTmore adaptable to the needs of the economy and society.

6.3.3 The involvement of the communities through management committees in the institutionswill help to ensure the sustainability of the project. The said committees, which will be functionalin all the institutions, comprise, in addition to the representatives of National Education, those ofparent/teacher associations, employers and craftsmen. The institutions, in particular the CAs willbe resource centres for the craftsmen and SME/SMI in their districts, which could refer to themfor continuing staff training. Texts are being prepared to ensure that the TEVT institutions haveautonomous management and that they are authorized to carry out production activities.

6.3.4 The replacement, updating and gradual renewal of infrastructure and equipment will befacilitated by additional resources from oil extraction and debt reduction, since the TEVT sector isone of the Government’s sectoral priorities.

6.3.5 The project will focus on the accountability of pupils, teachers, principals and pupils’parents in the maintenance and upkeep of infrastructure and equipment. The preparation of amaintenance guide, the training of principals and works supervisors, the existence of trainingmodules in maintenance and the audio-visual maintenance course, under the project, will help tobuild capacities in this area.

7 PROJECT BENEFITS

7.1 Socio-economic Impact

7.1.1 The project will contribute directly to the economic development, both of the areas wherethe institutions are established, and of the country at large, and to the expansion and strengtheningof the national network of Education/Training institutions and to ensuring a more even geographicdistribution of such institutions.

7.1.2 During the implementation phase, direct and indirect jobs will be created (especially in theconstruction and services sectors). The opening of the institutions will also lead to the creation ofother types of direct employment: administration and management, training, maintenance ofproperty and equipment…. and indirect employment: transport, catering, services for students,petty trading…

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7.1.3 The items of equipment installed in the institutions, which constitute major factors ofproduction, could be used for the manufacture and marketing of various items and services, thusgenerating substantial resources, which will partly be used to pay operating costs and will make itpossible to reduce the State’s contribution in that area. The institutions built will participate inthe training of skilled labour, which will make it possible to improve productivity and theperformance of the country’s physical plant assets, thus generating more wealth.

7.1.4 The project will also facilitate the attendance by workers of continuing training cycles(retraining and refresher courses) which will improve their productivity and their chances ofprofessional advancement. The project will also help to reduce regional disparities with regard toTEVT opportunities, since 11 out of 14 prefectures will benefit from the project. The project willtherefore have a significant social impact, in so far as it will help to create the conditions foreconomic and social expansion in most of the regions of the country.

7.1.5 Graduates will be able to set themselves up in business and also create other jobs indifferent sectors of economic activity, thus helping to reduce unemployment. All these factorswill undeniably, through their spin-off effect, boost overall economic development, and providemany families with the possibility of earning regular incomes and improving their livingconditions.


8.1 Conclusions

8.1.1 This project is in keeping with the framework for the implementation of the 2000-2004sectoral support programme approved by the donors at the Education Sector Roundtable organizedin January 2000. It aims to improve technical education and vocational training, both qualitativelyand quantitatively. The objective is to succeed in establishing a network of TEVT institutions,which will be able to train skilled labour, facilitate the entrance into the labour force of girls/boysleaving, or dropping out from, primary and secondary education by enabling them to obtain anappropriate professional qualification, thus helping to reduce poverty. It will also make it possibleto reduce regional and gender disparities and inequalities in respect of access to TEVT. Theproject will help to lay the foundations of proactive, lasting TEVT capable of adapting to thechanging needs of its environment. This mechanism, through the initial training, short-termqualifying training courses and modular training courses, will make it possible to train hundreds ofyoung people skilled in various TEVT specialties and partially meet the demand of the public,private and informal urban and rural sectors.

8.1.2 Thus from 2007, around 300 girls and boys will graduate from the CAs with qualificationsin the following subjects; car mechanics, engineering industries, plumbing, carpentry, masonryand a further 200 in the industrial and commercial streams of TEVT high schools and juniorsecondary schools (with about fifteen in audiovisual and equipment maintenance). The Ba-iliETA will be able, through modular training, to train at least 50 applicants per year in variousagricultural subjects. Building the capacities of trainers and supervisory training staff of the 33CFPRs will enable those institutions to enhance their supervisory and sensitization role in respectof rural cooperatives and associations. The N’djamena CFPP will be fully functional as a pilotinstitutions and could admit dozens of high school graduates and even university graduates formodular training courses while more effectively pursuing its continuing training and retrainingmission with regard to public and private sector personnel.

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8.2 Recommendations

It is recommended that an ADF loan not exceeding UA 5.431 million and a grant of UA 1.3million be awarded to the Republic of Chad.

A. Conditions Precedent to Effectiveness

Loan effectiveness will be subject to Section 5.01 of the General Conditions Applicable to LoanAgreements and Fund Guarantee Agreements, and the effectiveness of the grant will be subject toSection 4.01 of the General Conditions Applicable to Activities of the Technical Assistance Fund.The loan will also be subject to the following special conditions:

B. Conditions Precedent to the First Disbursement

The Borrower shall:

(i) Provide evidence of the maintenance of the EPMU and its personnel (coordinator,accountant, senior technicians) as the project executing agency; (5.1.2)

(ii) Provide evidence of the appointment of the Project Steering Committee comprising theTechnical Monitoring Committee of the Education/Training Roundtable, extended tocomponent heads, the project coordinator, the Technical Adviser/Educationalist and theproject architect; (5.2.3; 5.3.2)

(iii) Provide evidence of the appointment of the director or official concerned of MEN,MFPTPEM, MICA, MA and SE/CONEFE as “Component Head” ; (5.3.4; 5.3.8)

(iv) Provide evidence of the assignment of sites earmarked for the CAs of Ati, Bol, Doba,Koumra, Mao and Mongo, which meet the standards and characteristics of land reservedfor school buildings; (4.7.3)

(v) Give an undertaking that the findings of the study on the identification of motivatingcourses for girls will be used to encourage the participation of girls in vocational trainingcourses in the CAs. (4.6; 4.9.2).

C. Other Conditions

The Borrower shall, moreover :

(i) Provide the Fund, no later than three months following effectiveness of the LoanAgreement, with evidence of the Agreement signed between the Government and FrenchTechnical Assistance concerning TEVT support; (5.9.2)

(ii) Provide the Fund, no later than 6 months following effectiveness of the Loan Agreement,with evidence of the recruitment of the architect and two senior civil engineers whosequalifications will have been deemed acceptable to the Fund; (5.2.2)

31

(iii) Provide the fund no later than six months after the start of each year with evidence that thenecessary budget resources have been earmarked for the recruitment of 20 TEVT teachers(including a minimum of 2 women) (4.9.2 ; 6.1.3 ) ;

(iv) Submit to the Fund, within 6 months of effectiveness of the Loan agreement, theregulatory texts concerning the reorganization of TEVT institutions, granting themmanagement autonomy and authorizing them to provide remunerated services to thirdparties or to produce marketable products, with a view to generating investment funds;(6.1.4; 6.3.3)

(v) Provide evidence, no later than 6 months after effectiveness of the loan agreement of (a)the establishment within DTVSE, DFPP, DEAFPR and the DA of a service (or division)responsible for the monitoring-evaluation of vocational training and (b) the assignment tosuch a service (or division) of the personnel required for its running; (4.7.6)

(vi) Provide evidence, no later than 6 months after effectiveness of the Loan Agreement of theadoption of regulatory texts establishing the Institutional Management Committees, inparticular the representatives of MEN, pupils’ parents, employers and craftsmen with aview to stepping up community involvement in the said institutions (6.3.3)

Education Project V - CHADAnnex 1

ADMINISTRATIVE MAP OF CHAD

PREFECTURE CHIEF TOWN OF PREFECTURE1 BATHA ATI2 BET FAYA3 BILTINE BILTINE4 CHARI - BAGUIRMI N’DJAMENA5 GUERA MONGO6 KANEM MAO7 LAC BOL8 LOGONE OCCIDENTAL MOUNDOU9 LOGONE ORIENTAL DOBA

10 MAYO - KEBBI BONGOR11 MOYEN - CHARI SARH12 OUADDAI ABECHE13 SALAMAT AM – TIMAN14 TANDJILE LAI

The countries administrative boundaries were recently redrawn, increasing thenumber of prefectures to 28, but the new demarcation is not yet effective.

Project sites

Annex 2Education Project V - CHAD

PROJECT ORGANIZATION CHART

IMPLEMENTATION AND MANAGEMENT STRUCTURE

Technical Adviser/Educationalist

(internat.)

Architect (nat.); Accountant;

4 civil engineers; 1 secretary

1 liaison officer;

3 drivers; 2 security guards

Component Heads

DESTPDFPP DEAFPR

CONEFE: National Committee for Vocational Education and Training

DESTP: Director of Secondary, Technical and Vocational Education

DFPP: Director of Vocational Training and Retraining

DEAFPR: Director of Agicultural Education, Training and Rural Development

DA: Director of Arts and Crafts

OBSEFE: Education,Training and Employment Observatory

FONAP: National Vocational Training Support Fund

CCC: Consultation and Coordination Unit

SE/CONEFE: SE, CCC,

OBSEFE, FONAP

EDUCATION PROJECTS MONITORING UNITCoordinator

EDUCATION PROJECTS DIRECTORATE(Ministry of National Education)

NATIONAL STEERING COMMITTEETechnical Monitoring Committee of the Education-Training Sectoral Round Table

EDUCATION V – REPUBLIC OF CHADAnnex 3

Implementation Schedule Page 1 of 2Compo- Expend. Year/month 2 0 0 1 2 0 0 2 2 0 0 3 2 0 0 4 2 0 0 5

nents Category Activity M A M J J A S O N D J F M A M J J A S O N D J F M A M J J A S O N D J F M A M J J A S O N D J F M A M J J A S O NBoard PresentationSigning of Loan AgreementEffectivenessMid-Term ReviewProject Completion

I TVSE StrengtheningI.A Studies and SupervisionI.B Construction and RehabilitationI.C FurnitureI.D Equipment and MaterialsI.E TrainingI.E.1 10 TVSE Central Services StaffI.E.2.1 Preparation and Approval of Reference

FrameworksI.E.2.2 Preparation and Approval of ProgrammesI.E.2.3 Testing of Modular ProgrammesI.F.1 Design, appr., testing of reference frameworks and

programmesI.F.2 Study on Microcredits for Statutes of CAI.F.3 Study on Motivating Courses for GirlsI.G Operation

II CFPP StrengtheningII.A Studies and SupervisionII.B Construction RehabilitationII.C FurnitureII.D Equipment and MaterialsII.E.1 Training of TrainersII.E.2 Training of CFPP AdministratorsII.E.3 Training of CP and Job Creation ExpertsII.E.4 Training of TrainersII.F.1 Technical Ass. Retraining of TrainersII.G Operation

III SUPPORT TO AVTIII.A Studies and SupervisionIII.B Construction RehabilitationIII.C FurnitureIII.D Equipment and MaterialsIII.E1 Teacher TrainingIII.E.2 Retraining in Financial ManagementIII.E.3 Educational Training of TrainersIII.E.4 Support to DEAFPR (training)III.F.1 Teacher TrainingIII.F.2 Financial Management RetrainingIII.F.3 Educational Training of TrainersIII.F.4 Support to the DEAFPRi (technical assistance)

Annex 3Page 2 of 2

IV Support to EFE Management MechanismIV.C FurnitureIV.D Equipment and MaterialsIV.E.1 Support to SE / CONEFE (training)IV.E.2 Study Trips for SE / CONEFE managersIV.E.3 Training in Doc. Centre Management Methods

IV.F.1.1 Support to SE / CONEFE (technical assistance)IV.F.1.2 Support to the Organization of Communication

ServicesIV.F.1.3 Study on the Informal Sector and Job StructureIV.F.2.1 Study on OBSEFE Job StructureIV.F.2.2 Study on OBSEFE Informal SectorIV.F.2.3 Study on OBSEFE Trades InventoryIV.F.2.4 Study on OBSEFE Employment ReviewIV.F.2.5 Technical Support to CCUIV.G Operation

V Project ManagementV.C FurnitureV.D Equipment and MaterialsV.F.1 Technical Adviser/EducationalistV.F.2 Technical Assistance Architect/EngineerV.G OperationV.H Audit

Annex 4Education Project V - CHAD

LIST OF GOODS AND SERVICES

Financing Million CFA.F Million UA

ADF TAF GVT Total Total Total

Expenditure Categories F.E. L.C. Total F.E. L.C. Total F.E. L.C. L.C. F.E. F.E. + L.C.

A. Studies and Supervision Total 127.952 0.000 127.952 0.000 0.000 0.000 0.128 0.000 0.000 0.128 0.128

% 100.00% 0.00% 100.00% 0.00% 0.00% 0.00% 100.00% 0.00% 0.00% 100.00% 1.71%

B. Construction / Rehabilitation Total 1,171.260 958.304 2,129.564 1.175 0.748 1.922 0.000 0.214 0.961 1.175 2.136

% 55.00% 45.00% 100.00% 55.00% 35.00% 90.00% 0.00% 10.00% 45.00% 55.00% 28.54%

C. Furniture Total 21.728 159.342 181.070 0.022 0.087 0.109 0.000 0.073 0.160 0.022 0.182

% 12.00% 88.00% 100.00% 12.00% 48.00% 60.00% 0.00% 40.00% 88.00% 12.00% 2.43%

D. Equipment Total 1,939.131 215.459 2,154.590 1.945 0.216 2.161 0.000 0.000 0.216 1.945 2.161

% 90.00% 10.00% 100.00% 90.00% 10.00% 100.00% 0.00% 0.00% 10.00% 90.00% 28.87%

E. Training Total 440.284 63.163 503.447 0.023 0.055 0.078 0.418 0.009 0.063 0.442 0.505

% 87.45% 12.55% 100.00% 4.64% 10.83% 15.47% 82.81% 1.72% 12.55% 87.45% 6.75%

F. Technical Assistance Total 751.470 0.000 751.470 0.000 0.000 0.000 0.754 0.000 0.000 0.754 0.754

% 100.00% 0.00% 100.00% 0.00% 0.00% 0.00% 100.00% 0.00% 0.00% 100.00% 10.07%

G. Operation Total 121.939 1,402.293 1,524.231 0.122 0.948 1.070 0.000 0.459 1.406 0.122 1.529

% 8.00% 92.00% 100.00% 8.00% 62.00% 70.00% 0.00% 30.00% 92.00% 8.00% 20.43%

H. Audit Total 63.158 27.068 90.226 0.063 0.027 0.090 0.000 0.000 0.027 0.063 0.090

% 70.00% 30.00% 100.00% 70.00% 30.00% 100.00% 0.00% 0.00% 30.00% 70.00% 1.21%

Total Cost Total 4,636.922 2,825.629 7,462.551 3.351 2.081 5.431 1.300 0.754 2.834 4.651 7.485

% 62.14% 37.86% 100.00% 44.76% 27.80% 72.56% 17.37% 10.07% 37.86% 62.14% 100.00%

Annex 5

CHAD – Education Project V

Detailed Annual Recurrent CostsDescription Unit Quantity UNIT P.

(thousand CFA.F)Amount (million

CFAF)Amount

(in million UA)Component I: Strengthening of Technical and Vocational Secondary Education

Upkeep and Maintenance of Infrastructure at a rate of 1.5% of the Construction Cost of Buildings lumpsum 1.50% 1,743.514 0.026 0.000

Upkeep and Maintenance of Furniture and Equipment at a rate of 2.5% of the Cost of Procurements lumpsum 2.50% 1,618.897 0.040 0.000

Annual Salaries of Personnel in Jobs Created by the Project:

N'Djamena LETIN: 3 teachers (1 for technical education and 2 for typing) Person/months 36 110.000 3.960 0.004

N'Djamena LETCO : 5 computer teachers Person/months 60 110.000 6.600 0.007

Moundou LETCOM : 13 teachers (2 for typing, 3 for computer studies, 8 general studies teachers Person/months 156 110.000

Sarh CETIN : 2 masonry teachers Person/months 24 110.000 2.640 0.003

Apprentice Training Centres: 31 Technical Education Supervisors for 31 workshops built under the project Person/months 372 80.000 29.760 0.030

Work Tools for the Operation of the Workshops of the Apprentice Training Centres

Average allocation of CFA.F 8000 000 per year and per CA, i.e.CFA.F 80 000 000/year Lumpsum 1 80,000.000 80.000 0.080

Working Materials for the Operation of 11 Workshops and Specialized Rooms created under the Project

Technical and Vocational Secondary Education to the tune of CFA.Fe 4000 000

By Workshop or Specialized Room and per year, i.e. CFA.F 44000000/yr Lumpsum 1 44,000.000 44.000 0.044

Subtotal I:Costs induced by Component I

184.187 0.185

Operating Budget of the Ministry of National Education for 1999 15,570.870 15.617

% of Recurrent Costs/Operating Budget of the Ministry 1.18% 1.18%

State Operating Budget for 1999 92,708.225 92.985

% of Recurrent Costs /State Operating Budget 0.20% 0.20%

Component II : Support to the Vocational and Retraining Centre

Upkeep and Maintenance of Infrastructure at a rate of 1.5% of Construction Costs Lumpsum 1.50% 117.325 0.002 0.000

Upkeep and Maintenance of Furniture and Equipment at a rate of 2.5% of the Cost of the Procurements Lumpsum 2.50% 218.860 0.005 0.000

Salaries of Personnel in Jobs created by the Project: 8 Trainers at a rate of 2 per Workshop created under the Project person/months 96 110.000 10.560 0.011

Subtotal II: Costs induced by Component II 10.567 0.011

Operating Budget of the Ministry for the Civil Service for 1999 60.550 0.061

% of Recurrent Costs/the Ministry’s budget 17.45% 17.45%

State Budget for 1999 92,708.225 92.985

% of Recurrent costs/ State Operating Budget 0.07% 0.07%

Component III: Support to Agricultural Vocational Training

Upkeep and Maintenance of Infrastructure at a rate of 1.5% of the Construction Cost lumpsum 1.50% 60.982 0.001 0.000Upkeep and Maintenance of Furniture and Equipment at a rate of 2.5% of the Purchase Price lumpsum 2.50% 45.280 0.001 0.000Salaries of Personnel in Jobs created by the Project: 8 Trainers at a rate of 2 per Workshop created under the Project person/months 96 110.000 10.560 0.011Working Materials for the Operation of the Laboratory rehabilitated under the Project at a rate of CFA.F per year. lumpsum 1 5,000.000 5.000 0.005

Subtotal III: Costs Induced by Component III 15.562 0.016

% of Recurrent Costs of the Operating Budget of the Ministry of Agriculture for 1999 1,657.403 1.662

% of Recurrent Costs / Ministry Budget 0.94% 0.94%

State Operating Budget for 1999 92,708.225 92.985

% of Recurrent Costs/ State Operating Budget 0.02% 0.02%

Grand Total I+II+III : Recurrent Costs Induced by the Project 210.316 0.211Total Operating Budget of the Three Ministries Concerned by the Project 17,288.823% of Recurrent Costs /Total Operating Budget of the Three Ministries 1.22%

% of Recurrent Costs / The State’s Operating Budget 0.23%

Annex 6

LIST OF ANNEXES IN THE PROJECT IMPLEMENTATION DOCUMENT

1. Administrative Map of Chad2. Organization Chart of the Executing Agency3. Supervision Plan4. Enrolment by Prefecture (primary and secondary)5. TVSE Staffing6. Trend of the Budget Allocated to national Education form 1994 to 20017. Detailed Costs and Methods of Calculation8. Terms of Reference of EPMU

Annexe

CONFIDENTIAL

AFRICAN DEVELOPMENT FUND ADF/BD/WP/2001/08/Corr.120 February 2001Prepared by: OCDCOriginal: FrenchTranslated by: M. NINTAI

Probable Date of Board Presentation:28 February 2001

FOR CONSIDERATION

MEMORANDUM

TO : THE BOARD OF DIRECTORS

FROM : Philibert AFRIKASecretary General

SUBJECT : CHAD : PROPOSAL FOR AN ADF LOAN OF UA 5.431 MILLIONAND A TAF GRANT OF UA 1.300 MILLION TO FINANCE THEEDUCATION PROJECT V -STRENGTHENING OF TECHNICAL EDUCATION AND VOCATIONALTRAINING

CORRIGENDUM*

Please find attached hereto a corrigendum to the above-mentioned document.The corrections concern factual changes to the text, and amendments to the loanconditions and other conditions.

Attch:

c.c. The President

*Questions on this document should be referred to:Mr. L.B.S. CHAKROUN Director OCDC Ext. 4008Mr. N. SAFIR Manager OCDC.3 Ext. 4155Mr. C.M. GUEDEGBE Education Analyst OCDC.3 Ext. 4499

SCCD: C.H.

1

REPUBLIC OF CHAD – EDUCATION PROJECT VAPPRAISAL REPORT

CORRIGENDUM1. Executive Summary

Page (v) par. 6, Sources of Finance, read: “The project is cofinanced by the ADF and theGovernment. ADF contribution of UA 5.431 million and the TAF grant of UA 1.300 millionaccount for 89.93% of the total project cost, and cover all foreign exchange costs (UA 4.517million) and 75.16% of the local currency costs (UA 2.231 million). The Government’scounterpart contribution, amounting to UA 0.754 million, accounts for 10.07 % of the projectcost.”

2. Body of the Text

2.1 Following the internal reallocation of resources to the components, Tables 4.1, 4.2,4.3, 4.4, 4.5 (pages 16-17) and 5.2, 5.3 and 5.4 (page 24) as well as Annex 4 (List of Goodsand Services) have been slightly modified. The modified tables are attached hereto.

2.2. The following corrections were made:

(a) Page (i) (Logical Framework) par. 3.1.1. read “Koumra” instead of “Bongor”; par.3.1.2: read “Bongor” instead of “Koumra” and add “LETCON of N’Djaména andCETIN of Sarh”.

(b) Page 9, par. 4.6: read: “6 CAs constructed and equipped; 1 LETCO being extended; 4CAs, 1 CFPP, 1 ETA, 1 LETCO, and 1 CETIN rehabilitated”.

(c) Page 10, par. 4.7.3: reflect the above changes (a and b).

(d) Page 11: add paragraph 4.7.9 relating to “Operating Costs”. Consequently, thesubsequent paragraphs will be renumbered to reflect the addition.

3. Loan Conditions

The following changes were made to the conditions:

Conditions Precedent to the First Disbursement

Condition (i): Read: Provide the Fund with evidence of the maintenance of the EducationProjects Monitoring Unit (EPMU) as the project executing agency; (5.1.2).

Condition (ii): New condition, previously under the Other Conditions category (ii): Read:Provide the Fund with evidence of the recruitment of an Architect or a Civil Engineer and four(4) Senior Civil Works Technicians for the EPMU whose qualifications and experience willhave been deemed acceptable to the Fund; (5.2.2).

Condition (ii) becomes (iii).

2

Condition (iii) becomes (iv): Read: Provide the Fund with evidence of the appointment of thedirector or official concerned of the Ministry of National Education (MEN), the Ministry ofPublic Service, Labour, Promotion of Employment and Modernization (MFPTPEM), theMinistry of Agriculture (MA) and the Ministry of Economic Promotion and Development(MPED) as “Component Head”;

Condition (iv) becomes Condition (v).

Condition (v) is transformed into a Special Commitment (Section 4.01).

Other Conditions

Condition (i) Instead of “3 months”, read “6 months”.

Condition (ii): cancelled, (see new Condition precedent (ii) mentioned above).

Condition (iii) becomes Condition (ii): Read: Provide the Fund, no later than 31 December eachyear, with evidence of the recruitment and assignment of twenty (20) TEVT teachers (includingat least 2 women).

Condition (iv) becomes Condition (iii): Read: Submit to the Fund, within six (6) months ofeffectiveness of the Loan Agreement, the regulatory texts concerning the reorganization of thethree (3) pilot TEVT institutions (the “Collège d'enseignement technique industriel” of Sarh, the“Centre de formation professionnelle et de perfectionnement” of N'djamena, and the “Ecoletechnique d'agriculture” of Ba-Illi), granting them management autonomy and authorizing themto provide remunerated services to third parties or to produce marketable goods, with a view togenerating investment funds.

Condition (iv) New Condition: Read: Extend to all TEVT institutions (other than those referredto in the preceding paragraph), as they are established or rehabilitated, the autonomousmanagement system and authorize them to provide remunerated services to third parties or toproduce marketable goods, with a view to generating investment funds.

Condition (v): Read: Provide evidence, no later than six (6) months after effectiveness of theLoan Agreement of: (a) the establishment within the Department of Technical and VocationalSecondary Education (DESTP), the Department of Vocational Training and Retraining (DFPP)and the Department of Agricultural Education, Training and Rural Promotion (DEAFPR) of aservice (or division) responsible for the monitoring-evaluation of technical education and/orvocational training and, (b) the assignment to such a service (or division) of the personnelrequired for its running.

Condition (vi): cancelled.

3

Table 4.1Summary Project Costs by Component

Components In CFAF (in million) UU (in million) %


I. Strengthening of TSVE 2917344.67 1692667.33 4610012.00 2.926 1.698 4.624 63.28

II. Support to CFPP 310843.29 283730.71 594574.00 0.312 0.285 0.596 52.28

III. Support to Agricultural Vocational Training 118273.16 87097.84 205371.00 0.119 0.087 0.206 57.59

IV. Support to the EFE Programme ManagementMechanism

178647.48 81392.52 260040.00 0.179 0.082 0.261 68.70

V .Project Management 515325.72 532084.28 1047410.00 0.517 0.534 1.051 49.20

Base cost 4040434.32 2676972.68 6717407.00 4.053 2.685 6.738 62.07

Contingencies 208021.70 127848.65 335870.35 0.209 0.128 0.337 61.94

Inflation 254556.21 153190.40 407746.60 0.255 0.154 0.409 62.43

Total Project Cost 4503012.23 2958011.73 7461023.95 4.517 2.967 7.483 60.35%

% of project cost 60.35% 39.65% 100.00% 60.35% 39.65% 100.00%

Table 4.2Summary Project Costs by Expenditure Category

Category CFAF (in million) UA (in million) %


A. Studies and Supervision 115309.00 0.00 115309.00 0.116 0.00 0.116 100.00%

B. Construction, Rehabilitation 1057001.55 864819.00 1921821.00 1.060 0.867 1.928 55.00%

C. Furniture 19533.72 143247.28 162781.00 0.020 0.144 0.163 12.00%

D. Equipment 1782230.40 198025.60 1980256.00 1.788 0.199 1.986 90.00%

E. Training 243810.00 162540.00 406350.00 0.245 0.163 0.408 87.45%

F. Technical Assistance 668600.00 0.00 668600.00 0.671 0.000 0.671 100.00

G. Operating Costs 110479.20 1270510.80 1380990.00 0.111 1.274 1.385 8.00%

H. Audit 56910.00 24390.00 81300.00 0.057 0.024 0.082 70.00%

Base cost 4053873.87 2663532.68 6717407.00 4.066 2.672 6.738 62.12%

Contingencies 202693.69 133176.66 335870.35 0.203 0.134 0.337 62.12%

Inflation 246880.92 161537.43 408418.35 0.248 0.162 0.410 62.43%

Total Project Cost 4503448.48 2958247.21 7461695.70 4.517 2.967 7.484 60.35%

Percentage of Project Cost 60.35% 39.65% 100% 60.35% 39.65% 100.00%

Table 4.3Summary Project Costs by Source of Finance

Source Foreign Exchange Local Currency Total Cost % by Source

ADF 3.382 2.049 5.431 72.57%

TAF 1.137 0.163 1.300 17.37%

Government 0.000 0.753 0.753 10.06%

Total 4.519 2.965 7.484 100.00%

% of total cost 60.35% 39.65% 100.00%

4

Table 4.4Project Costs by Source of Finance and Component (in UA million)

Component ADF TAF GVT Total

F.E. L.C. Total F.E+L.C. F.E. L.C. Total Component

I. Strengthening of TVSE 2.627 1.397 4.024 0.673 0.503 3.248 1.884 5.132 68.56%

II. Support to CFPP 0.279 0.243 0.522 0.149 0.114 0.349 0.319 0.668 8.92%

III. Support to Agricultural VocationalTraining

0.107 0.077 0.184 0.032 0.048 0.131 0.097 0.228 3.05%

IV. Support to the EFE ProgammeManagement Mechanism

0.084 0.037 0.121 0.098 0.051 0.227 0.062 0.289 3.86%

V. Project Management 0.285 0.294 0.579 0.348 0.040 0.575 0.593 1.168 15.60%

Project Cost 3.382 2.048 5.430 1.300 0.754 4.530 2.955 7.485 100.00%

Table 4.5Project Cost by Source of Finance and Expenditure Category (in UA million)

Category ADF TAF GVT Total % by

F.E. L.C. Total F.E.+ L.C. L.C. F.E. L.C. Total Category

A. Studies and Supervision 0.000 0.000 0.000 0.128 0.000 0.128 0.000 0.128 1.71%

B. Construction, Rehabilitation 1.170 0.752 1.922 0.000 0.213 1.170 0.963 2.133 28.50%

C. Furniture 0.022 0.090 0.112 0.000 0.071 0.022 0.159 0.181 2.42%

D. Equipment 1.996 0.224 2.220 0.000 0.000 1.996 0.220 2.216 29.61%

E. Training 0.000 0.000 0.000 0.431 0.000 0.271 0.181 0.452 6.04%

F. Technical Assistance 0.000 0.000 0.000 0.744 0.000 0.744 0.000 0.744 9.94%

G. Operating Costs 0.128 0.947 1.075 0.000 0.472 0.123 1.415 1.538 20.55%

H. Audit 0.065 0.028 0.093 0.000 0.000 0.063 0.028 0.091 1.22%

Total 3.381 2.050 5.431 1.303 0.756 4.517 2.966 7.483 100.00%

Table 5.2Expenditure Schedule by Component

Components 2002 2003 2004 2005 Total

I. Strengthening of TVSE 0.962 1.250 1.428 1.492 5.132

II. Support to CFPP 0.129 0.144 0.185 0.210 0.668

III. Support to Agricultural VocationalTraining

0.075 0.060 0.051 0.042 0.228

IV. Support to EFE Programme ManagementMechanism

0.085 0.130 0.052 0.022 0.289

V .Project Management 0.470 0.257 0.261 0.180 1.168

Total Cost 1.721 1.841 1.977 1.946 7.485

Table 5.3Expenditure Schedule by Category

Category 2002 2003 2004 2005 Total

A. Studies and Supervision 0.035 0.031 0.031 0.031 0.128

B. Construction, Rehabilitation 0.532 1.067 0.534 0.000 2.133

C. Furniture 0.015 0.000 0.083 0.083 0.181

D. Equipment 0.193 0.030 0.726 1.267 2.216

E. Training 0.169 0.110 0.140 0.033 0.452

F. Technical Assistance 0.220 0.257 0.180 0.087 0.744

G. Operating Costs 0.383 0.384 0.385 0.386 1.538

H. Audit 0.023 0.023 0.023 0.023 0.092

Total 1.570 1.902 2.102 1.910 7.484

LIST OF GOODS AND SERVICES Annex 4CFAF million UA million

Expenditure Category ADF TAF GVT Total Total Total

F.E. L.C. Total F.E. L.C. Total F.E.+ L.C. L.C. L.C. F.E. F.E.+L.C.

A Studies and Supervision BC 115309.00 0.00 115309.00 0.000 0.000 0.000 0.115 0.000 0.000 0.116 0.116

Cont. 5765.45 0.00 5765.45 0.000 0.000 0.000 0.006 0.000 0.000 0.006 0.006

Infl. 6918.54 0.00 6918.54 0.000 0.000 0.000 0.007 0.000 0.000 0.007 0.007

TOT 127992.99 0.00 127992.99 0.000 0.000 0.000 0.128 0.000 0.000 0.128 0.128

% 0.00% 0.00% 100.00% 0.00% 0.00% 0.00% 100.00% 0.00% 0.00% 100.00% 1.72%

B Construction/rehabilitation BC 1057001.55 864819.45 1921821.00 1.060 0.675 1.735 0.000 0.193 0.867 1.060 1.928

Cont. 52850.08 43240.97 96091.05 0.052 0.034 0.087 0.000 0.010 0.043 0.053 0.096

Infl. 63420.09 51889.17 115309.26 0.058 0.040 0.108 0.000 0.012 0.052 0.064 0.116

TOT 1173271.72 959949.59 2133221.31 1.170 0.749 1.929 0.000 0.214 0.963 1.177 2.140

% 55.00% 45.00% 100.00% 55.00% 35.00% 90.00% 0.00% 10.00% 45.00% 55.00% 28.59%

C Furniture BC 19533.72 143247.28 162781.00 0.020 0.078 0.098 0.000 0.065 0.144 0.020 0.163

Cont. 976.69 7162.36 8139.05 0.001 0.004 0.005 0.000 0.003 0.007 0.001 0.008

Infl. 1172.02 8594.84 9766.86 0.001 0.005 0.006 0.000 0.004 0.009 0.001 0.010

TOT 21682.43 159004.48 180686.91 0.022 0.087 0.109 0.000 0.072 0.159 0.022 0.181

% 12.00% 88.00% 100.00% 12.00% 48.00% 60.00% 0.00% 40.00% 88% 12.00% 2.42%

D Equipment BC 1782230.40 198025.60 1980256.00 1.788 0.199 1.986 0.000 0.000 0.199 1.788 1.986

Cont. 89111.52 9901.28 99012.80 0.093 0.010 0.115 0.000 0.000 0.010 0.089 0.099

Infl. 106933.82 11881.54 118815.36 0.114 0.012 0.133 0.000 0.000 0.012 0.107 0.119

TOT 1978275.74 219808.42 2198084.16 1.994 0.220 2.234 0.000 0.000 0.220 1.984 2.205

% 90.00% 10.00% 100.00% 90.00% 10.00% 100% 0.00% 0.00% 0.000 0.00% 29.46%

E Training BC 243810.00 162540.00 406350.00 0.000 0.000 0.000 0.406 0.000 0.163 0.245 0.408

Cont. 12190.50 8127.00 20317.50 0.000 0.000 0.000 0.020 0.000 0.008 0.012 0.020

Infl. 14628.60 9752.40 24381.00 0.000 0.000 0.000 0.024 0.000 0.010 0.015 0.024

TOT 270629.10 180419.40 451048.50 0.000 0.000 0.000 0.451 0.000 0.181 0.271 0.452

% 60.00% 40.00% 100.00% 0.00% 0.00% 0.00% 100.00% 0.00% 0.000 0.00% 6.04%

F Technical Assistance BC 668600.00 0.00 668600.00 0.000 0.000 0.000 0.669 0.000 0.000 0.671 0.671

Cont. 33430.00 0.00 33430.00 0.000 0.000 0.033 0.000 0.000 0.034 0.034

Infl. 40116.00 0.00 40116.00 0.000 0.000 0.040 0.000 0.000 0.040 0.040

TOT 742146.00 0.00 742146.00 0.000 0.000 0.742 0.000 0.000 0.744 0.744

% 100.00% 0.00% 100.00% 0.000 0.000 0.000 100.00% 0.00% 0.000 0.00% 9.95%

G Operating Costs BC 110479.20 1270510.80 1380990.00 0.111 0.859 0.970 0.000 0.416 1.274 0.111 1.385

Cont. 5523.96 63525.54 69049.50 0.008 0.043 0.039 0.000 0.029 0.064 0.006 0.069

Infl. 6628.75 76230.65 82859.40 0.008 0.043 0.053 0.000 0.029 0.076 0.007 0.083

TOT 122631.91 1410266.99 1532898.90 0.127 0.945 1.062 0.000 0.474 1.415 0.123 1.538

% 8.00% 92.00% 100.00% 8.00% 62.00% 70% 0.00% 30.00% 0.000 0.00% 20.54%

H Audit BC 56910.00 24390.00 81300.00 0.057 0.024 0.082 0.000 0.000 0.024 0.057 0.082

Cont. 2845.50 1219.50 4065.00 0.003 0.001 0.004 0.000 0.000 0.001 0.003 0.004

Infl. 3414.60 1463.40 4878.00 0.004 0.001 0.005 0.000 0.000 0.001 0.003 0.005

TOT 63170.10 27072.90 90243.00 0.064 0.027 0.091 0.000 0.000 0.027 0.063 0.091

% 70% 30% 100% 70.00% 30.00% 100% 0.00% 30.00% 0.000 0.00% 1.21%

TOTAL BC 4053873.87 2663533.13 6717407.00 3.035 1.835 4.870 1.190 0.674 2.672 4.066 6.738

Cont. 202693.69 133176.66 335870.35 0.159 0.099 0.263 0.057 0.036 0.134 0.203 0.337

Infl. 246475.53 161942.81 408418.35 0.188 0.116 0.297 0.060 0.042 0.162 0.247 0.410

TOT 4503043.09 2958652.60 7461695.70 3.382 2.050 5.430 1.307 0.752 2.968 4.517 7.484

% 60.35% 39.65% 100.00% 45.16% 27.35% 72.51% 17.41% 10.06% 39.65% 60.35% 100%