Document of

The World Bank riLE COPYFOR OFFICIAL USE ONLY

Report No. 2646-BT

STAFF APPRAISAL REPORT

SECOND EDUCATION PROJECT

IN THE

REPUBLIC OF BOTSWANA

February 8, 1980

Education Projects DivisionEastern Africa Regional Office

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

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CURRENCY EQUIVALENTS

Currency Units = Pula (P)1 Pula 100 Thebe1 Pula = US$1.2182US$1 = Pula 0.82

MEASURES

1 millimeter (mm) = 0.039 inches1 meter (m) 2 3.28 feet1 square meter (m ) = 10.76 square feet1 kilometer (km) 2 = 0.6214 miles1 square kilometer (km ) = 0.386 square milesDegrees Celsius (0C) x 9/5 (C) + 32 = Fahrenheit (OF)

REPUBLIC OF BOTSWANA

FISCAL YEAR

April 1 - March 31

FOR OFFICIAL USE ONLY

BOTSWANA

APPRAISAL OF A SECOND EDUCATION PROJECT

Table of Contents

Page No.

BASIC DATA

GLOSSARY

I. INTRODUCTION ......................................................... I

II. DEVELOPMENT AND HUMAN RESOURCES NEEDS ................... 1

Socio-Economic Setting .................................. 1Development Objectives ........ ...................... 2Manpower and Employment .... .................... 3

III. THE EDUCATION SECTOR .... ................................ 6

Background, Objectives, Policy and Strategy .... ......... 6The Organization and Administration of the Education

System ........................................... ... 8

The Formal Education System . ............................ 8The Nonformal Education System ..... ..................... 12Financial Aspects of Education Development ........... ... 13Role of the Bank in Botswana Education ............... ... 14

IV. THE PROJECT ............................................. 16

Objectives .............................................. 16Project Components ....... ............................... 16

Community Junior Secondary Schools .... ............. 16Youth Brigades ....... .............................. 17Botswana Training Center ..... ...................... 19Institute of Development Management ................ 19Monitoring and Evaluation Studies ............... ... 20

V. PROJECT COST AND FINANCIAL PLAN ..... .................... 21

Project Cost ............................................ 21Financial Plan .... ...................................... 23

This report is based on the findings of a mission which visited Botswana inMay/June 1979 composed of Messrs. J. L. Scearce (architect-deputy divisionchief), N. J. Colletta (general educator), R. F. McMahon (technical educator-consultant) and Ms. R. P. Brandenburg (economist).

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

Table of Contents (Continued) Page No.

VI. PROJECT IMPLEMENTATION, PROCUREMENT AND DISBURSEMENTS ... 23

Implementation ....... ........................... ........ 23

Procurement ................ ................................... *...... 24Disbursements ....... .......................... ... * ....... . 25

VII. BENEFITS, JUSTIFICATIONS AND RISKS ...................... 26

VIII. AGREEMENTS REACHED AND RECOMMENDATIONS .................. 27

ANNEX 1 - Tables and Charts

Table 1 - Comparative Education Indicators2 - Projections of Primary School Enrollments and

Trained Teacher Requirements and Supply3 - Projections of Secondary School Enrollments and Trained

Teacher Requirements and Supply4 - Projections of Youth Brigades Trainees, Instructors

and Employees5 - Government Expenditures on Education6 - Projected Recurrent Expenditures of the Ministry of Education7 - Summary of Project Costs

& - Estimated Project Cost by Type of Expenditure9 - Implementation Schedule

10 - Estimated Schedule of Disbursements

Chart 1 - Educational Pyramid

2 - Ministry of Education Organization Chart3 - Structure of Educational System

ANNEX 2 - Criteria for Siting of Community Junior Secondary Schools

ANNEX 3 - Key Indicators for Project Implementation

ANNEX 4 - Selected Documents and Data Available in the Project File

MAP - IBRD 14265

BOTSWANA

APPRAISAL OF A SECOND EDUCATION PROJECT

Basic Data (Est.) 1978

GeneralArea 570,000 km

Population 766,000

Per Capita Income US$620

Literacy Rate 35%

Education

Enrollment in Primary Schools 145,460(Grades 1-8)- as % of 6-13 age group 80%

Enrollment in Secondary Schools 16,086(Grades 9-12)- as % of 14-19 age group 20%

Enrollment in University ofBotswana and Swaziland 688

Recurrent Expenditure of Ministry P 23.3 millionof Education (FY78/79)

- as % of Government Recurrent 25.5%Expenditure

Total Expenditure of Ministry of 6.1%Education as % of GDP (FY78/79)

BOTSWANA

APPRAISAL OF A SECOND EDUCATION PROJECT

GLOSSARY

ATC - Advanced Teacher CertificateBRIDEC - National Brigade Development CenterBTC - Botswana Training CenterCIDA - Canadian International Development AgencyCJSS - Community Junior Secondary SchoolsDANIDA - Danish International Development AgencyDNFE - Department of Non-Formal EducationEEC - European Economic CommunityIDM - Institute of Development ManagementILO - International Labor OrganizationJC - Junior Certificate

JCE - Junior Certificate ExaminationMFDP - Ministry of Finance and Development PlanningMLGL - Ministry of Local Government and LandsMOA - Ministry of AgricultureMOE - Ministry of Education

MOH - Ministry of Health

MWC - Ministry of Works anrd CommunicationsNBCC - National Brigades Coordinating CommitteeNCVT - National Center for Vocational TrainingNFE - Nonformal Education

NDP - National Development PlanNORAD - Norwegian Agency for International DevelopmentODA - British Overseas Development AgencyPIU - Project Implementation UnitPSLC - Primary School Leaver CertificatePSTC - Primary School Teaching CertificateRECC - Rural Extension Coordinating CommitteeRSA - Republic of South AfricaSIDA - Swedish International Development AgencyUBS - University of Botswana and SwazilandUNDP - United Nations Development ProgramUSAID - United States Agency for International Development

BOTSWANA

APPRAISAL OF A SECOND EDUCATION PROJECT

I. INTRODUCTION

1.01 The Republic of Botswana has requested Bank assistance in imple-menting its educational plan prepared as a part of its Fifth NationalDevelopment Plan (NDP V), 1979-85. Although the NDP V is still in draftform, the general concensus within the Government is that no significantchanges in its educational aspects will occur during finalization, nowexpected in mid-1980. The education plan is soundly constructed, andimplementation of its contents should result in a much improved educationalsystem.

1.02 The specific objectives of the education plan to be assisted underthe proposed project would be: (a) development of a network of low costcommunity junior secondary schools; (b) expansion of Youth Brigades to supportrural vocational training; and (c) training of civil servants and publicsector personnel in management skills, accountancy, public finance and com-merce by expanding the Botswana Training Center and the Institute of Develop-ment Management.

1.03 After initial discussions with the Government in July 1977, asector memorandum prepared by Bank staff identified the principal needs ofthe education and training sector. In January and November 1978, as well asin January 1979, Bank education missions visited Botswana and further helpedthe Government develop this proposed second education project. The projectwas appraised by Bank staff in May/June 1979.

II. DEVELOPMENT AND HUMAN RESOURCES NEEDS

Socio-Economic Setting

22.01 General. Botswana has an area of 570,000 km , is slightlylarger than France, and occupies the central portion of the great plateauof Southern Africa. The relatively flat ground surface averages about 1,000meters in elevation. A semi-arid continental climate prevails, and theannual rainfall, averaging 450 mm, is highly erratic and unevenly distributed;this leads to frequent drought and crop failures. Precipitation is seasonal,occurring most often during the period from November through April. Tempera-tures generally range between 5 C and 38 C with wide daily variations occur-ring particularly during the winter months (May through October).

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2.02 Mainly situated in eastern Botswana, the population is estimatedat about 766,000 (1978) and is increasing at about 2.3% p.a. Although theurban population comprises only about 10% of the total (73,000 persons resi-dent in five towns), the country has one of the world's highest urbanizationgrowth rates, with the urban population growing at about 15% p.a.

2.03 Since Independence in 1966, important diamond and nickel depositshave been discovered, and their exploitation has brought remarkably highlevels of economic growth and substantial increases in modern sector employ-ment. Most people, however, continue to live outside the major towns, andthe incomes of many have remained virtually unchanged by this process ofmodernization. The situation is further aggravated by the uncertain rainfalland the water scarcity, which affect both the livestock sector and the sub-sistence agriculture on which large numbers of the rural poor depend. Theeconomic growth derived from capital intensive investment in mining andindustries has benefitted mostly the urban population. The benefits accruingfrom beef production have also been very unequally distributed, since 45% ofrural households own no cattle. There is some degree of income inequalityamong economic sectors; for example, in 1976 the earnings of Central Govern-ment employees were four times greater than those of the wage earners in theagricultural sector.

2.04 In 1977, agriculture (livestock) contributed about 25% to GDP,wholesale and retail trade 20% and mining and quarrying about 15%. In 1977,the total labor force in Botswana was estimated to be 384,000. Of thisnumber, 62,700 (16%) were employed in the formal sector of the country;11,000 (3%) were classified as domestics, 46,000 (12%) were employed outsideBotswana, 31,000 in the mines of the Republic of South Africa (RSA), and264,300 (69%) were engaged in agriculture and hunting. Traditionally, largenumbers of Batswana were recruited for work in the mines of RSA. However,with recent policy changes, the RSA is recruiting primarily from the Bantustans.The net result has been a 65% decrease in employment of Batswana in the RSA inthe period 1976-78, together with a 33% reduction in remittances.

Development Objectives

2.05 Botswana is currently finalizing its NDP V, 1979-85. 1/ The prin-cipal objectives of the Plan are expected to be economic growth, employmentcreation and rural development. Further diversification of the economyrequires that high priority be given to promoting industrial and commercialactivity. Such diversification is essential to prevent an increase independency on the mining sector which, while generating revenue used for thedevelopment of other sectors, has only a limited potential for employmentgrowth.

2.06 The rapid expansion of Government activities during the period ofthe NDP IV has resulted in a demand for skilled manpower that exceeds thegrowth in available trained local manpower. This imbalance is not likely

1/ Botswana revises its five-year plan every three years.

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to be resolved in the medium term. Therefore, it is expected that Governmentwill continue to rely upon the employment of expatriates for several yearsto come. There is also strong evidence that the increased use of skilledmanpower by the Central Government has diverted manpower away from LocalGovernment and from the parastatal and private sectors, thereby causingbottlenecks in the development of these subsectors. In order to prevent an.accentuation of this trend, manpower ceilings were imposed on Ministriesduring the preparation of the 1979/80 budget (paras. 2.09-2.10).

2.07 Another constraint throughout the NDP V will be the availabilityof public revenue. It is expected to rise from P143 million (in 1979/80constant prices) in FY1978/79 to P263 million (also in 1979/80 constantprices) in 1984/85, an average rate of about 10.7% p.a. However, this growthrate is not expected to be steady; over the period 1978/79-1981/82 publicrevenue will grow at an estimated 5.7% p.a. and at an estimated 15.9% p.a.over the period 1981/82-1984/85. The latter growth rate is almost entirelybased on the expected mineral revenues from the Jwaneng diamond mine. If thisdevelopment does not meet present forecasts, the NDP V will have to be revised.

Manpower and Employment

2.08 General. Wage employment increased at the high rate of 13% p.a.from 1968 to 1972, when it totalled 40,200 (not including about 8,000 domesticservants). Over the next five years it grew at an average annual rate exceed-ing 9%, such that in 1977, there were 62,700 wage employees who comprisedabout 16% of the active labor force in the domestic labor market. The per-centage distribution of wage employment by sector in these two years is asfollows:

1972 1/ 1977 2/

Agriculture 11.6 6.7Mining and Quarrying 4.0 9.0Manufacturing 6.4 6.6Electricity and Water /a 1.5Construction 15.6 11.0Commerce 19.0 16.0Transport and Communications 3.0 2.9Finance/Services andCommunity/Social Services 7.6 7.3

Education 8.2 9.2Central Government 22.2 24.6Local Government 2.4 5.2

/a Not separately available - included under manufac-turing.

Source: 1/ Staff Project Report, An Education Project in the Republicof Botswana, World Bank, May 10, 1976;

2/ Employment Survey (August, 1977), Central Statistic Office,Ministry of Finance and Planning, Gaborone, Botswana.

Together, the Central Government, commerce and construction comprised overone half of the total wage employment. The structural changes in the economythat took place between 1972 and 1977 are reflected in changes in the sectoraldistribution of employment. While the share of wage employment in agricu'lturedeclined, the shares of mining and local government increased. In particular,the share of the Dcal government sector in total wage employment more thandoubled between 1972 and 1977.

2.09 Modern sector. There is a chronic shortage of locally qualifiedpersonnel in the Government sector at the degree and diploma level, e.g.,accountants, administrators, and managers, as well as clerical workers.Such shortages are evidenced by the following: (a) vacancies at ministerialestablishments are about 60% of the established posts; (b) development projects(included in the NDP IV) are behind schedule and are reported to be unsatisfac-torily serviced and maintained after completion for lack of trained personnel;and (c) localization is slow in the Government and almost nonexistent inthe private sector. Manpower shortages are so severe that a rationing systemhas been developed by the Government (para. 7.01). However, since agreementhas been reached by Government on the appropriate establishment of eachMinistry (para. 2.06), during the NDP V a larger proportion of skilled man-power should be available for the private and parastatal sectors therebyenabling them to contribute to economic growth and employment creation moreaggressively than in the past.

2.10 The Government has made estimates of output from the University,from degree-level courses taught overseas, from teacher training colleges,and from other third-level education institutions. Of the reported 1,220Central Government jobs which require a degree or diploma, 800 or 66% arecurrently held by expatriates. When allowance is made for wastage of about2% p.a., the stock of 420 Batswana will be reduced to 370 by 1986. Some620 Batswana will become available for employment in the Central Governmentduring the period 1979-86. Preliminary allocations of post Form V leaverswith degree and diploma training are illustrated below:

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SUPPLY OF DEGREE AND DIPLOMA MANPOWER /aAllocation

Private SectorYr. Entering Increase Not Parastatals, Central SecondaryEmployment in Total Available /b Local Government Government Teaching

1979 205 10 41 74 801980 190 9 40 68 731981 209 10 36 54 1091982 275 14 58 77 1271983 306 15 69 82 1401984 339 17 84 87 1511985 364 18 96 89 1611986 450 22 111 86 231

Total 2,338 115 535 617 1,071

/a Percentage allocations change between 1979 and 1986 as follows: Privatesector, parastatals, and local government 21% to 26;, Central Government,38% to 20%; and secondary teaching 41% to 54%.

/b About 5% of the graduates will be self-employed, will emigrate orotherwise be unavailable.

Source: Ministry of Finance and Development Planning: Macro EconomicUnit, 1979.

The needs for further upgrading and training of personnel in the above cate-gories are expected to be met through courses and seminars offered at theInstitute of Development Management (IDM), the main functions of which areexplained below in paras. 3.18 and 4.12.

2.11 The shortage of trained personnel is not limited to the degree ordiploma level. Interviews with employers and other studies revealed thatalmost 75% of the skilled workers in commercial, clerical, and related occu-pations in parastatal and private organizations should have had vocationaltraining, but only 25% had received such training. In particular, the Reportof the Presidential Commission on Localization and Training in Botswanaindicated that among the 350 established posts in five Ministries, there were110 vacancies at mid-level. Of the 240 persons in post, the supervisors feltthat at least 50% could benefit from additional upgrading and training. Inaddition, this type of middle-level manpower is required for other Ministries,for Local Government, and for industrial and commercial organizations. Theneeds for public service training are expected to be met partially by traininggiven at the Botswana Training Center (BTC) (para. 3.18 and para. 4.09). TheBTC will offer training in secretarial skills, public-finance administration,and accounting and auditing as well as special courses for the Ministry ofLocal Government and Lands (MLGL).

2.12 Rural sector. In order to support development in rural areas, theeducation sector will have to provide the knowledge and skills required forincreasing rural productivity. Nonformal training programs are needed foryouth who cannot be absorbed by the modern sector labor market or by the

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formal education system. At present, there are about 88,000 young peoplein the 14-18 age group who have a primary school education. Of this number,about 16,000 are attending school on a full-time basis, and 7,500 are employedeither as skilled or unskilled workers in the modern sector. This leavesabout 63,000 young people in the non-monetized sector (about 72% of the agegroup).

2.13 There are various nonformal training programs under several Minis-tries addressed to this target group, e.g., the Youth Brigades and the Depart-ment of Non-Formal Education (DNFE). There are also programs under theMinistries of Agriculture (MOA) and Health (MOR) (para. 3.23). Althoughnumerous, most of these programs have small capacities. For example, eachBrigade Center can take only about 80 trainees p.a. and the estimated maximumnumber of trainees at the 16 Brigade Centers is therefore about 1,280, or onlyabout 5% of the annual primary school output. In view of the contributionwhich the Brigades can make to the development of local communities (para.4.05), the intake capacity needs to be expanded.

III. THE EDUCATION SECTOR

Background, Objectives, Policy and Strategy

3.01 The early development of formal education in Botswana was undertakenprimarily by various missionary societies and a limited number of local,private groups. At Independence in-1966, Botswana did not have a publiceducation system. About 66,000 students were enrolled in private primaryschools, which numbered fewer than 200. Only about 1,300 students wereenrolled in the four secondary schools that offered a full five-year course.Since Independence, the education system has grown rapidly, with primaryschool enrollments doubling and secondary enrollments increasing tenfoldbetween 1966 and 1978 (Annex 1, T-1, T-2, and T-3). Enrollment ratios nowstand at about 80% of the 6-13 age group in primary education and at 20% ofthe 14-19 age group in secondary education (Chart 1). In spite of theseadvancements, the high rate of economic growth has caused a widening gapbetween the supply and the demand for educated manpower (paras. 2.09-2.10).Furthermore, the poor quality of instruction in scientific and practicalsubjects has resulted in the sector's failing to provide the appropriatemanpower required for either the rapid expansion of the modern sector or theimprovement of the traditional agricultural sector (paras. 2.10-2.13).

3.02 In 1975, the Government, aware of the above problems, commissioneda review of the sector by a team of international experts. The report--"Education for Kagisano" (social harmony)--was completed in April 1977 andwas subsequently issued for public debate. The debates led to the over-whelming acceptance of the Commission's recommendations, cautioned only bythe financial and staffing constraints of actually implementing it withinthe proposed time frame. After the public debates, the Government incorpor-ated the major recommendations of the report into a "White Paper" which was

approved by the Parliament in August 1977. In January 1979, the Commissionwas reconvened to provide further guidance on the priority and rate of imple-mentation of its recommendations as well as on other related programmingmatters. The recommendations of its earlier report were reaffirmed, espe-cially that acknowledging the need to develop low-cost, day junior secondaryschools, to realize the goal of a nine-year universal basic education courseby the 1990's. The Commission also restated its position that practical(vocational) subjects should not be introduced into the primary curriculum perse but rather that practical subjects should be integrated into the regularbasic school courses.

3.03 On the basis of the National Commission's recommendations and the"White Paper," the Government outlined its policy for education in the NDP Vperiod as follows:

(a) to increase educational opportunities and reduce inequali-ties as far as resources permit;

(b) to contribute to the balanced development of the countryby seeking to satisfy manpower requirements for all sectors;and

(c) to promote personal qualities such as respect for nationalideals, self-reliance and concern for other people and toencourage the full development of individual talents.

3.04 To achieve these objectives the Government has prepared a strategywhich has the following principal elements: (a) improvement of the quality ofand access to primary education; (b) development of a new structure to ulti-mately provide nine years of basic education for all by the 1990's; 1/ throughthe expansion of secondary education in both the public school system and inthe private community schools; (c) reformulation of the curriculum toemphasize the acquisition of basic knowledge and skills needed in a rapidlychanging society and economy; and (d) increased emphasis on part-time learn-ing, out-of-school education, and the combination of learning and work.

3.05 The program to carry out this strategy can be summarized as follows:(a) an increase in primary education enrollment in order to attain a seven-year universal primary education for the 6-13 age group by the early 1980s,and an improvement in equity and quality by the elimination of tuition feesat the primary level and the expansion of pre-service and in-service teachertraining; (b) a 50% increase in secondary school enrollment to be effectedduring the next six years, along with the localization of junior secondaryschool examinations and the development of a training college for juniorsecondary school teachers; (c) a strengthening, reorganization and gradualexpansion of technical and nonformal education in line with existing andprojected availability of instructors; and (d) an expansion of the Botswanacampus of the University of Bostwana and Swaziland (UBS) to cater to ananticipated enrollment of some 1,200 in 1985.

1/ The present 7:3:2 structure will remain intact until a sufficient numberof secondary school places are available to enable the shift to the new6:3:3 structure.

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3.06 The specific measures to implement this program are discussedbelow, together with the major issues confronting the sector.

The Organization and Administration of the Education System

3.07 Overall responsibility for primary, secondary, nonformal, vocationaland higher education lies with the Ministry of Education (MOE) (Chart 2),which accounts for about 95% of total enrollments and about 80% of the operat-ing costs in education and training institutions. Responsibility for agricul-tural and health education rests with the MOA and the MOH, respectively. TheMOE oversees the development of education sector plans, curriculum development,teacher training, and public school administration and supervision. Inaddition, the MOE insures the application of government regulations in privateschools. Botswana is divided into ten districts and four townships, eachhaving an education officer responsible for inspecting schools and advisingdistrict councils on educational matters. The district councils are electedlocal authorities with statutory responsibilities in the sphere of primaryeducation including school construction, maintenance, equipment, and shoulder-ing certain administrative costs. The Rural Extension Coordinating Committee(RECC), an interministerial body under the leadership of the Ministry ofFinance and Development Planning (MFDP), coordinates the nonformal educationprograms of the various Ministries and Departments.

3.08 In the next five years, this administrative structure will bestrengthened in order to facilitate the transition from the existing 7-3-2structure (Chart 3) to a new structure featuring six years of primary educa-tion, three years of junior secondary education, and three years of seniorsecondary education. The new structure will be introduced gradually assufficient secondary places become available and until then, the system willcontinue to be based on seven years of primary education followed by asecondary education in two cycles of three and two years, respectively.

The Formal Education System

3.09 Primary education presently lasts seven years and leads to thePrimary School Leaver Certificate (PSLC). Except for a few English mediumprivate primary schools, the medium of instruction, up to grade four isSetswana and thereafter English. Fees of about P3 (about US$3.7 equivalent)p.a. are charged in all public schools, but the Government plans to abolishall public primary school fees by 1980 (para 3.05). The student:teacherratio has decreased from 34:1 to 31:1 since 1974; this ratio is more generousthan those prevailing in most other African countries at a similar level ofdevelopment. The Government plans to maintain the current ratio as a part ofthe quality and efficiency measures discussed above; however, the averagenumber of pupils per teacher will be increased to about 35:1 if financesprevent the maintenance of the present ratio.

3.10 Internal efficiency and access. In 1978, there were about 145,500students enrolled in primary schools (Annex 1, T-2). Primary school enroll-ments are equivalent to about 80% (95% including overage students) of the

relevant age group; about 55% of the students are female (Chart 1). Repetitionin primary schools has decreased significantly since the introduction of

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automatic promotion in 1967. By increasing enrollments to about 222,800 in1985, thereby providing primary education for all, a positive effect on equityis expected. At the same time, new curricular and administrative measures(para. 3.11), together with the expected improvement in teachers' qualifica-tions (para. 3.16), aim at a gradual improvement in the quality and efficiencyof the first level of education. SIDA is assisting primary school constructionin rural areas. While there are pockets of isolated and semi nomadic school-age children who do not go to a primary school, access does not appear to be amajor problem as indicated by a gross enrollment ratio of 95%.

3.11 Quality of education. Automatic promotion, instituted as a measureto improve efficiency, has created new problems in the increased output ofschool leavers who do not meet the standards expected by the Government. Theintroduction of the Grade-4 examination scheduled for 1980 is an attemptto identify slow learners and to provide remedial instruction early in thecycle. Also, with the help of USAID, the curriculum is being redesignedunder the auspices of the newly formed Curriculum and Evaluation Unit inthe MOE.

3.12 Secondary education comprises five years: three years of juniorsecondary education leading to the Junior Certificate (JC) and two years ofsenior secondary education (Chart 3) leading to the Cambridge Overseas SchoolCertificate (COSC). Secondary education enrollment has expanded at an averageof about 11% p.a. over the last five years, and although the enrollment ratiois comparatively high, this subsector fails to meet the manpower needs of thecountry (paras. 2.09-2.12). Government and aided schools charge fees varyingfrom P80 to P150 p.a. (US$97 to US$183 equivalent). 1/ The student:teacherratio averages about 22:1 for Government and aided schools and about 28:1 forcommunity schools. Although these may appear to be uneconomically low for acountry of Botswana' s per capita income, the Government proposes no changes atthis time but intends to keep the situation under review, in view of the longperiods that teaching posts may remain vacant. In the course of supervision,pertinent developments will be discussed with the Bank.

3.13 Internal efficiency and access. In 1978, there were about 11,000students enrolled in Government and aided secondary schools and about 5,000in community junior secondary schools (CJSS) (Annex 1, T-3). The totalenrollment represents about 20% of the 14-19 age group. Fifty-six percent ofthe students are female. Dropout rates are about 2% p.a. in Form I and about5% p.a. in Forms II-IV in Government and aided schools. Dropout rates inprivate community junior secondary schools are about 15% for Form I and 25%for Form II. As a result of Government development efforts, these areexpected to improve to about 10% per year. It is anticipated that thedropout rate will remain constant for Government and aided schools.

1/ Government schools are fully financed apart from fees. Aided schoolsare publically assisted schools in which the Government officiallyprovides varying amounts of capital and technical services. Communityjunior secondary schools are private schools which officially receiveonly the technical services of the Government and depend upon thecommunity for capital assistance.

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The Government plans to attain a net enrollment ratio of about 32% by 1985.Of the total enrollment, about 40% will be in private community schools;however, teacher shortage may prevent the attainment of these targets. Withthis expansion, overall equity will be increased with the improved access tosecondary education. The current distribution of secondary school places asrepresented by a Gini coefficient 1/ of .232 compares favorably with that ofMalawi (.278) and Kenya (.339).

3.14 Quality of education. Recent results of the 1978 Junior CertificateExamination (JCE) show an overall pass rate of 90% for Government and aidedschools and a 52% pass rate for community junior secondary schools. Thedifference in performance is particularly significant when comparing resultsin mathematics and science subjects where the pass rate was 90% for Governmentand aided schools and only 47% for community junior secondary schools. Thispoor performance by the students of community junior secondary schools isattributed to the lack of science laboratories and equipment and qualifiedteachers. At the senior secondary level, the COSC examination results haveshown a downward trend over the past eleven years, with the overall pass ratedropping from about 80% in 1967 to less than 50% in 1978. This has occurredbecause the examination system has yet to be localized while the enrollmentbase has been broadened.

3.15 In the past, the secondary school curriculum has placed littleemphasis on Tswana language and culture and practical studies. With USAIDassistance, the Curriculum and Evaluation Unit of the MOE is currently revis-ing the curriculum and syllabus to include, inter alia, Tswana language andculture, integrated science, and at least one practical subject for allstudents throughout the secondary cycle.

3.16 Teacher education. In 1978, out of approximately 4,600 primaryschool teachers, about 1,800 (almost 40%) were noncertified. 2/ The primaryschool teacher wastage rate is about 3% p.a. (Annex 1, T-2). In order toimprove teacher qualifications as well as meet requirements for new teachers,the Government is expanding its in-service primary teacher training programand is building a fourth primary teacher training college. Government andaided secondary schools employ about 500 teachers of whom approximately 63%are noncitizens. Community junior secondary schools employ about 225 teachers,most of whom are noncertified Zimbabwe-Rhodesians (Annex 1, T-3). Due to anacute shortage of qualified science teachers in the community junior secondary

1/ Percent of distributed goods (e.g. capacity, teachers, recurrentcosts per student).

2/ Primary school teacher training is a two-year post-junior secondarycourse that culminates in the Primary School Teaching Certificate(PSTC). At present, secondary school teachers are trained at theUniversity in a two-year post-senior secondary course that resultsin the Advanced Teacher Certificate (ATC). A Bachelor's degreein education is also awarded at the University after four years ofsuccessful study.

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schools, the Government is trying to fill the gap, for the short term, withvolunteers provided by multilateral and bilateral agencies; for the long terma new junior secondary teacher training program is being planned. At present,all secondary teacher training takes place at the University Faculty ofEducation which produces an annual output which is expected to grow from about50 in 1979 to about 110 in 1982. Plans include phasing out the juniorsecondary teacher preparation part of this program when the new college isestablished. ODM and USAID are the main external sources of support forteacher training.

3.17 Vocational and technical education is given high priority in the NDPV in order to meet the growing needs of the modern sector (paras. 2.09-2.13).At present, vocational training is provided by a number of Government andprivate agencies. Technical departments of the various ministries (e.g.,Telecommunications, Roads, and Water Affairs) have their own trainingfacilities and programs.

3.18 The Botswana Training Center (para. 2.11) was initially establishedin 1968 to provide skill-development courses in the building, electrical,and general engineering trades. In addition, the BTC conducted informaltraining programs for commercial and Government employees in administrativeskills, revenue procedures and typewriting. The BTC is being assisted byUNDP. Since the establishment of the National Center for Vocational Training(NCVT) in 1973 (para. 3.19), the BTC has concentrated entirely on upgradingand preservice training for private sector "white collar" occupations. Fortraining in higher-level administrative skills, the Institute of DevelopmentManagement (IDM), a regional institution established with CIDA support in1974, offers short courses for senior management personnel, primarily ofthe public sector.

3.19 The NCVT operates directly under the MOE's Vocational TrainingDivision. It offers two- and three-year, full-time courses at the craftsman/technical level in carpentry, plumbing, electrical skills, mechanics andwelding. Recently, the Government renamed the NCVT the Botswana Polytechnic.The Government plans to expand facilities to emphasize middle and higher-leveltechnical training; the ODA is providing assistance in this area. In additionto the proposed expanded Botswana Polytechnic, the Government plans to opena training center for the automechanics trade and a technical wing at Selibe-Pikwe Secondary School.

3.20 The Youth Brigades comprise a network of some 16 Centers whichcombine training at the craft and artisan level with production activitiesdesigned essentially for primary school leavers. The Brigades originatethrough the local initiative of community members and are incorporated asprivate nonprofit entities assigned by numerous voluntary organizations.For administrative purposes, several Brigades catering to different skillareas, (e.g., automechanics, carpentry, and building) share facilities ina Youth Brigade Center. In 1978, the 16 Centers housed about 60 Brigadeshaving about 1,280 trainees (Annex 1, T-4). A National Brigade CoordinatingCommittee, functioning under the auspices of the MOE, provides some financial

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and technical support for the Brigade Centers. In addition, a recently openedNational Bridgade Development Center (BRIDEC), which was financed under thefirst Bank-assisted education project (Loan 1274-BT-1275-T-BT), addresses theneeds of instructional and administrative training. Although the Brigadesare helping to meet the nation's requirements for craft- and artisan-levelskilled manpower the needs for such skills remain great (para. 2.13). There-fore, the Government anticipates that the number of Brigades will expand from60 to about 90 over the next five years. The Youth Brigades are expected tobecome a major source of trained craftsmen.

3.21 The Botswana Agricultural College provides two- and three-yearcertificate courses in farming and animal husbandry. The AgriculturalExtension Service and a network of four rural training centers both offerdirect training to farmers. Since the extension service reaches less than15% of the farm families, the Government is encouraging the expansion ofBrigade agricultural activities in cooperation with the MOA for demonstrationactivities which would complement those of the extension workers. Trainingfor nurses is conducted at the MOH Nurse Training School and at local hos-pitals and dispensaries.

3.22 Higher education. The Botswana campus of the University of Botswanaand Swaziland offers four-year degree programs in education, economics, admin-istration, science and other disciplines, as well-as an advanced trainingprogram for secondary school teachers. In 1978, about 688 students wereenrolled in UBS with an additional 300 university-level students studyingabroad. The UBS is staffed by about 85 lecturers of whom about 78 areexpatriates. A USAID-assisted study on higher education in Botswana wasrecently conducted. Plans are now underway to expand the UBS (para. 3.05).

The Nonformal Education System

3.23 Nonformal education (NFE) in Botswana has only recently been givenpriority by the Central Government, following the appointment of a chiefeducation officer in the newly formed Department of NFE in the MOE; theDepartment is being developed with Unesco assistance. Several Ministrieshave introduced NFE programs for their own specific purposes. For example,the MOA has an extension department involved with radio programs and itproduces written materials for farmer education (para. 3.21). The Departmentof Community Development has organized and established literacy courses andyouth clubs throughout the country. The Department's field workers haveestablished Village Development Committees and they encourage the participa-tion of villagers in planning local development. Health education programshave been launched by the MOH in connection with the distribution of foodsthrough school feeding programs and the World Food Program. Voluntaryagencies such as the Red Cross, the Botswana Council of Women, and theYoung Women's Christian Association have assisted in the health educationeffort, in addition to providing other programs of instruction for theirmembers.

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3.24 Under the first Bank-assisted education project, a nonformal educa-tion program for adults is being implemented in conjunction with the develop-ment of Matsha Community College. 1/ The content of such programs ranges fromfunctional literacy to courses in civics and health. The Institute of AdultEducation of the UBS, has been training adults as nonformal educators andproviding extension courses. The DNFE offers a program of distance learningthat stresses secondary school equivalency skills for adults throughout thecountry. The DNFE have also been involved in experimental literacy work and anational literacy program is about to be launched.

Financial Aspects of Education Development

3.25 The financing of education is largely the responsibility of theCentral Government. Since 1976/77, with the introduction of the UnifiedTeaching Service, the salary payments of all primary school teachers weretransferred from the district councils to the MOE; only supporting servicesare paid by the district councils. At the primary level parents still pay atuition fee to help defray the costs of educating their children. At thesecondary level, fees vary according to the type of school(public versusprivate); from 1980 all tuition at the primary level will be abolished.

3.26 Unit recurrent costs are about P100 p.a. for primary students,P440 for day junior secondary students, and P590 for day senior secondarystudents; an additional P140 is provided for boarding students at thesecondary level. Unit recurrent costs for university students are aboutP4,500 of which the bursary element represents P1,250. With the exceptionof the high unit cost of university education, due primarily to the earlystage of development of the University, these figures compare well withthose prevailing in nearby Southern African countries, e.g., Zambia andSwaziland.

3.27 The enrollment increases anticipated in the NDP V are summarizedas follows:

1979 1985

Primary Education 158,300 222,800

Secondary Education: public 12,330 16,770private 5,150 10,850

Higher Education 760 1,200

1/ Matsha Community College is a planned multi-purpose education centerlocated in the Western Kalahari region which will provide juniorsecondary education for about 320 boarding students, and adult educa-tion courses for about 3,600 out-of-school youth and adults per annum.

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The expansion of the system will be accompanied by quality improvement mea-sures that will inevitably increase the cost of education to some extent. Forexample, the unit recurrent cost of primary education is likely to increaseby some 10% in real terms from 1979 to 1985, unless the student: teacher ratiois revised upward from the recent trend (para. 3.09); our projection assumesa gradual increase in the average number of pupils per teacher. Ca the otherhand, the increase in secondary education unit costs will be limited sincethe Government will give priority to the development of low-cost, community-based day schools.

3.28 The draft NDP V projections in constant 1979/80 prices indicatethat the Central Government's total recurrent and capital expenditures oneducation will rise from an estimated P37.8 million in 1979/80 to an estimatedP49.0 million in 1984/85 (Annex 1, T-5). The ratio of recurrent and capitalexpenditures is approximately 7:1, which is 'in line with other African coun-tries. The MOE's total expenditures as a percentage of total Governmentexpenditures were about 19% in 1978/79, and it is reasonable to assume thatthis figure will rise to about 22% by 1984/85. In 1978/79 the recurrenteducation expenditures represent about 25.5% of total government recurrentexpenditures and are expected to reach about 28% in 1984/85. Recurrentexpenditures for education during the NDP V will be allowed to grow in realterms by about 10% p.a. with a ceiling of 10.4% p.a. imposed by the cabinet(Annex 1, T-6). This is higher than the growth rate of any other Ministrybut lower than the 15% p.a. growth rate allocated to education in the NDPIV.

3.29 Education development expenditures will be limited to about P29.0million over the NDP V period, which is a reduction in real terms withrespect to the allocation for the NDP IV period. Given these guidelines,the MOE will have to institute measures designed to prevent increases incosts per student. Specifically, the MOE intends: (a) to develop juniorsecondary schools on the basis of community self-help with Government con-tributions to capital development and the provision of only certain teachers;and (b) to review fees for secondary education in order to ensure that bur-saries which represent about 5% of the recurrent budget for education areawarded only to those in genuine need. For post-secondary education, bur-saries will continue to be provided to all students because of the urgencyof meeting manpower needs.

Role of the Bank in Botswana Education

3.30 Past experience. The first Bank-assisted education project (Loans1274-BT/1275-T-BT, May 1976) is viewed as supporting the first phase of theGovernment's education investment program designed to help meet the manpowerrequirements of the economy. The objectives of the first project are:(a) to increase the number of secondary school places by about 30%; (b) toprovide secondary school teachers to replace expatriates and meet expansionneeds; (c) to expand adult education programs for out-of-school youth andadults; and (d) to provide a multi-purpose rural education center to servethe needs of the Western Kalahari region. Implementation of the project issatisfactory and completion with full disbursement is expected by the May1982 Closing Date.

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3.31 Lessons learned. Although the project has not yet been completed,several lessons have been learned. On the physical implementation side,disbursement delays in the first project have probably resulted from thelack of a full-time architect, a quantity surveyor and a finance officer. Afinance officer has now taken up post and the Government is requesting that abilateral donor provide the other specialists needed; no further problems areanticipated in this regard. Also, the lack of periodic reports to provide anoverall view of the progress to the Project Implementation Unit (PIU) and theGovernment has probably further contributed to delays in disbursements.Agreement has been reached that semi-annual reports will be prepared for useby the Government and the Bank to identify possible difficulties. The PIU isexpected to be formally institutionalized in the near future and is taking onadditional development work beyond that financed by the Bank. In this respectthe Government has been encouraged, with limited success, to localize thestaff; however, due to the lack of trained manpower, it is expected thatprogress will be slow.

3.32 On the educational side, preliminary reviews conducted in thecourse of project supervision have indicated that more economical facilitiesfor public secondary education expansion should be undertaken. These reviewshave also revealed that the Brigades program is generally effective but thatit needs further strengthening in evaluation and certain managerial aspects.Finally, the reviews have pointed out the shortage of teachers and instructorsin the sciences and the practical subjects.

3.33 These lessons have been applied to the design of the proposedsecond education project as follows: (a) provisions have been made for theadequate staffing of the PIU (para. 6.02); (b) priority has been given to thedevelopment of community schools (paras. 4.02 and 4.03); (c) measures toreinforce the Brigades have been included (paras. 4.05 and 4.08); and (d)attention has been paid to the present and projected teacher supply (para.4.04). In addition, whereas the project would center on the provision ofphysical facilities, it has been developed in close cooperation with otheragencies such as USAID, UNDP, and CIDA, who are providing significant tech-nical assistance programs for software development on a grant basis.

3.34 Future strategy. The Government of Botswana's present and proposedpolicy for education development is sound and meets Bank criteria for assis-tance to the sector. In the area of primary education, the needs are mostlyqualitative and involve only modest expansion; they are being catered toprincipally under projects assisted by bilateral agencies (paras. 3.09-3.11).Bilateral agencies are also providing considerable support to specializedteachers and higher education (paras. 3.15 and 3.22). Secondary educationis expected to continue to be the main focus of Bank assistance, togetherwith certain well-defined elements of the nonformal and technical/vocationaleducation subsectors. By placing emphasis on secondary education, the Bankwill at the same time assist in meeting manpower needs and broaden the baseof the sector so as to develop a nine-year universal basic education.

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IV. THE PROJECT

Objectives

4.01 The proposed project covers a five-year program (mid 1980 to 1985)and supports some of the principal educational objectives of the NDP V (para.3.03): (a) development of a network of community junior secondary schools(CJSS) in order to allow eventual universal access to this level of education;(b) expansion of rural vocational training principally for primary schoolleavers; and (c) improved training of civil servants and public sector per-sonnel in management skills, accountancy, public finance and commerce. Thesethree objectives would be furthered by the projects three main components:(a) a program of assistance for existing and new community junior secondaryschools; (b) continuation of the assistance provided under the first Bank-assisted education project for the Youth Brigades; and (c) expansion of theInstitute of Development Management and the Botswana Training Center.

Project Components

4.02 Community junior secondary schools (Grades 8-10). The Government'slong-term strategy for secondary education is based on the Report of theNational Commission on Education and the 1977 Government White Paper No. 1"National Policy on Education" (para. 3.02). One of the main programs includedin the White Paper is the development of CJSS to eventually allow the extensionof basic education from the present seven years to nine years; during thischange, the primary cycle of seven years would be reduced to six years (para.3.08).

4.03 The Paper sets no precise time-table for attainment of universaljunior secondary school education because progress will largely depend on theavailability of resources which might be devoted to education over the longterm (paras. 2.07 and 3.27). However, the target set for the end of the NDP Vperiod is that at least half of all standard VII primary school leavers shouldbe admitted to junior secondary schools. This means that junior secondaryschool enrollment should rise as summarized in para. 3.27. Expansion ofGovernment and aided schools is being financed under the Bank assisted firsteducation project as well as under other schemes. The doubling of enrollmentsin the privately financed community schools will depend to what degree thelocal communities respond to the Government's incentives for establishing suchschools. These incentives include professional services, provision of someteachers, and financial support. To obtain such assistance, the local com-munity has to comply with the Statutory Instrument No. 144 of 1978 "Education(Private Secondary Schools) Regulations." All CJSS, schools, enrolling 5,150students, have complied with these regulations. Because of limited develop-ment resources, the curriculum in use is nearly devoid of science-basedsubjects and mathematics. Therefore, the proposed project includes assis-tance for about 11 of the 16 schools so that they may be provided withscience laboratories, classrooms, administrative offices and site develop-ment. This action would make improved curriculum and instruction availablefor about 3,850 students.

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4.04 The proposed project also includes a total of about 1,680 studentplaces to be distributed among about seven new CJSS; the actual locations ofthese schools would be chosen in accordance with criteria outlined in Annex2. The Government has confirmed that the locations would be selected inaccordance with these criteria. Each school would have an average of 240students. The total number of new places is one third of the targeted increasefor the CJSS during the Plan period. It is probable that effective juniorsecondary school expansion will be limited by the severe shortage of teachers,particularly in mathematics and the sciences (para. 3.32). During the Planperiod, and based on its projections, there will not be sufficient qualifiedBatswana teachers to meet the needs of all junior secondary schools; thedeficit of mathematics and science teachers is expected to increase from about240 in 1979 to 335 in 1985. At present, the gap is partially filled byexpatriate teachers (about 120 in April 1978), many of whom are provided byvoluntary agencies. In arts subjects, a deficit of 210 Batswana teachers in1979 is expected to be reduced to 60 by 1985. An increase in teachers supplyand improvement of their training facilities require urgent attention from theGovernment to meet the needs of planned student enrollment expansions. TheGovernment has provided (a) a satisfactory plan for resolving the long- andshort-term problems of secondary teacher supply, particularly for mathematicsand science subjects; (b) assurances that an adequate number of suitablyqualified teachers would be made available to staff the facilities providedunder the proposed project; (c) assurances that, in consultation with theBank, it would take action as may be necessary to ensure: the progressiveequalization of the level of fees charged by the CJSS with the national levelof fees changed by Government secondary schools. It is expected that theequalization of fees will take place over a lengthy period of time and at arate which can be absorbed by available resources. The existing bursaryscheme would be extended so as to apply on a non-discriminatory basis tostudents attending CJSS included in the project i.e. students would receiveassistance according to individual needs; and (d) the Board of Governors ofthe CJSS would submit project memoranda, to the PIU through the GovernmentCommittee, providing details on their requests for assistance under theproject. The plan under (a) includes proposals for employment of expatriateteachers and including agreements with voluntary and bilateral agencies, untillocal institutions are expanded to provide a sufficient supply of qualifiedBatswana teachers. It is expected that only in the late 1980's Botswanasecondary schools will be staffed by citizens.

4.05 Youth Brigades. The proposed project includes a continuation ofassistance for Brigades similar to that provided under the first Bank-assistededucation project (para. 3.30). The Brigades provide skill training mostlyfor primary school leavers, yet some trades taught at the Center (e.g., motormechanics and electrical) call for a higher level of education than thatpossessed by primary school leavers; hence, some secondary school leavers arerecruited to train for such trades. Since their introduction in 1965, theBrigades have made steady progress in training skilled manpower at a basicvocational level. The usual pattern is that youngsters of about 16 years ofage are trained in a vocational skill, e.g., building, carpentry, textiles, ormechanics. After two or three years, these trainees take the appropriategovernment trade test and are released for employment. Some of the recurrentcosts are recovered by productive work in real-work situations; about 50% of

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the trainees' time is devoted to production. In 1976, a tracer study wasmade of the trainees who had completed courses since 1965. Of the 1,300 whohad completed training, 450 responded to a questionnaire; 83% of them hadfound work within three months and 11% within six months after completion oftraining. Furthermore, 80% of those employed were situated in jobs relatedto the skills they had acquired. More comprehensive evaluationr and tracerstudies are about to be undertaken by BRIDEC, but the results of the 1976study are sufficiently encouraging to merit continued assistance to theBrigade movement. The present Brigade evaluation system being operated byBRIDEC under the auspices of the NBCC should be further strengthened (para.3.32). The Government has submitted a satisfactory plan to further strengthenand institutionalize the present evaluation system. Included would be thesubmission of an annual report of the Brigade programs to the Bank withinthree months after the end of the Government's fiscal year.

4.06 The Brigades are not under direct Government control. They areadministered by local Boards of Trustees who set policies and determine thepriorities for their specific centers which are then, in turn, reviewedby the National Brigades Coordinating Committee (NBCC). This procedureis accepted by the Government since the autonomy of the Brigades ensureslocal decision making, participation and flexibility. The Government hasprovided assurances that the Board of Trustees of the brigades would submitproject memoranda, to the PIU through the NBCC, providing details on theirrequest for assistance under the project.

4.07 There are three major elements of Government assistance to theBrigades: development capital, training subsidies of P240 p.a. per trainee,and the provision of training and extension activities by BRIDEC, financedunder the first Bank-assisted education project. Although at this stageof development, the Brigades are far from being self-supporting, their con-tribution to the financing of their activities represents an important savingfor the Government. The Brigades considerably relieve the heavy burden whichwould be placed on the Government if an equal amount of vocational trainingwere to be directly financed by Government resources.

4.08 The assistance included under the proposed project would provide forabout seven Brigade Centers and about nine Agricultural Brigades (para. 3.21).A Brigade Center generally comprises several Brigades, e.g., a Builders'Brigade, a Carpentry Brigade. The locations of the new Centers and Brigadeswould be approved by the NBCC after appropriate preliminary preparation hasbeen done by the local communities involved and the Boards of Trusteesformed. The new Centers and Brigades would be sited in rural areas, and forthis reason special emphasis is being given to increasing the numbers ofAgricultural Brigades. In the past, agricultural brigades have encounteredproblems due to poor management and inadequate agricultural expertise. Inorder to help address these problems the MOA has recently established a postfor a full-time agricultural specialist to act as a liaison officer betweenMOA and the agricultural brigades. An assurance has been obtained from theGovernment that this officer will be appointed not later than September 30,1980. A program for the timely selection of sites has also been discussedwith the Government.

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4.09 Botswana Training Center (BTC). In 1962, the BTC in Gaborone wasopened and began to provide lower- to middle-level training for civil servantsand public sector employees in administration, accounting and bookkeeping andshorthand and typewriting (para. 3.12). In 1975, the BTC was placed under thedirect control of the Director of Personnel in the Office of the President.In 1977, the National Commission on Education recommended that the BTC beexpanded to become the National College of Commerce and Administration, arecommendation which is included in the 1977 White Paper (para. 3.02).

4.10 In January 1978, in support of this recommendation, UNDP, withthe ILO as the executing agency, approved a project to assist the BTC.Provisions were made for ;5 man-years of technical assistance, six fellow-ships, equipment and vehicles, monitoring and technical review. The UNDPinput amounts to about US$1.3 million equivalent over four years.

4.11 The development objectives of the UNDP project are to introducetwo new courses, one in commerce and accountancy and the other in publicfinance and accountancy, as well as to raise the standard of secretarialtraining so that graduates can fill secretarial positions in private,parastatal and public sectors. When fully operational by the end of 1980,the new courses in commerce, accountancy, and public finance would have240 students enrolled on "day-release" 1/ and "block-release" 2/ courses,each for three years' duration. Since only half the students attend atany one time, a capacity of 120 student places is required for these courses.About 75 students are enrolled in the existing 15-month, full-time coursesfor secretarial training and this enrollment is expected to increase to120 students. Since present accommodations at the BTC are inadequate tosupport these enrollment increases, the proposed project includes classrooms,seminar rooms, a typewriting room and administrative offices of appropriatecapacity. For women students living outside Gaborone and attending the BTC,a 40-bed hostel is also included in the proposed project.

4.12 Institute of Development Management (IDM). The IDM was establishedin 1974 as a largely autonomous regional institution within the University ofBotswana, Lesotho and Swaziland (para 3.18). Following the withdrawal ofLesotho from the University in 1975, the IDM, on the recommendations of itsAdvisory Board and with the approval of the three governments, became aseparate regional body under a Governing Board.

4.13 The IDM provides courses, seminars and workshops designed to helpmiddle and senior-level personnel gain a fuller understanding and competence

1/ Day-release: Students attend the BTC either in the mornings or inthe afternoons and spend the rest of the day at their employment.Two groups of students attend BTC daily.

2/ Block-release: Students attend the BTC for six months per year andspend the rest of the year in employment. Two groups of studentsattend BTC annually.

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in performing their responsibilities. Over the IDM's five years of operations,about 110 courses have been conducted with nearly 2,000 participants from thepublic, parastatal and private sectors. The courses offered include adminis-tration and management for public service and the private sector, financialmanagement, pe-sonnel management, as well as more specialized needs in educa-tion, health services, agriculture, rural development, local administrationand related fields.

4.14 CIDA's evaluation of the IDM in 1977 concluded that the Instituteoffered high-quality courses that were both relevant and useful. CIDAis giving major support to IDM, principally in technical assistance andfellowships, and it has recently approved a grant of about US$4.0 millionequivalent to provide staff and staff development until July 30, 1983. TheInstitute has also received assistance from the Ford Foundation and theNorwegian Agency for Development (NORAD), which together financed the con-struction of the facilities at the Gaborone campus; UNDP has assisted withthe costs of participants attending courses. At present, the facilities atGaborone are inadequate to meet the expanding requests for courses, not onlyfrom students in Botswana, Lesotho and Swaziland, but also from other Africancountries. Consequently, the proposed project would provide classrooms,seminar and library rooms, and administrative offices to accommodate theprojected expansion of courses over the next four years.

4.15 Monitoring and evaluation studies. The Planning Unit of theMOE, in cooperation with the Central Statistics Unit, is currently planningtracer studies for primary school leavers, Form III leavers, Form V leavers,and Brigade leavers during the course of implementation of the Five-Year Plan(1979-85). In addition, both the Youth Brigades (para. 4.05) and the IDM(para. 4.13) are in the process of developing more comprehensive evaluationsystems for their respective programs. The Bank will receive and, as appro-priate, review the results of these studies.

4.16 The Government has given assurances that it would prepare andfurnish to the Bank a completion report on the execution and initialoperations of the proposed project; its costs and the benefits derived; theperformance by the Government and the Bank of their respective obligationsunder the Loan Agreement; and significant lessons learned during projectimplementation. This report would be prepared by the PIU and the MOE incooperation with other relevant agencies or departments by not later thanthree months after the Loan Closing Date.

4.17 Female participation in the formal education system in 1978 was asfollows: at the primary level (Grades 1-7), females represented about 55%of the total enrollment, at secondary level (Form I-V), 56% and at the univer-sity level, 33% (Annex 1, C-1). The proposed project is specifically provid-ing; upgrading of the junior secondary level where the female participationis proportionally the greatest; hostel accommodations for women at the BTC(para. 4.11); and the Brigades are expected to cater to women for trainingin, inter alia, textiles, handicrafts and agriculture.

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V. PROJECT COST AND FINANCIAL PLAN

Project Cost

5.01 The total cost of the project is estimated at US$15.0 millionequivalent, including customs duties and taxes estimated at about US$0.4 mil-lion. The estimated costs and foreign exchange components are given inAnnex 1, T-7 and T-8, and are summarized as follows:

% ofPula (Millions) US$ (Millions) Base

Local Foreign Total Local Foreign Total Cost

I. Civil Works, Furniture,Equipment & Vehicles

1. New Junior SecondarySchools (7) 0.70 1.29 2.04 0.92 1.57 2.49 24

2. Upgrading of JuniorSecondary Schools (11) 0.54 0.80 1.34 0.65 0.98 1.63 16Sub-total (1+2) 1.29 2.09 3.38 1.57 2.55 4.12 40

3. New BrigadeCenters (7) 0.72 1.47 2.19 0.88 1.79 2.67 26

4. AgriculturalBrigades (9) 0.13 0.51 0.64 0.16 0.62 0.78 7Sub-total (3+4) 0.85 1.98 2.83 1.04 2.41 3.45 33

5. Botswana TrainingCenter 0.23 0.29 0.52 0.28 0.35 0.63 6

6. Institute of Develop-ment Management 0.08 0.10 0.18 0.10 0.12 0.22 2Total I 2.45 4.46 6.91 2.99 5.43 8.42 81

II. Professional Services(A/E) 0.17 0.41 0.58 0.21 0.50 0.71 7

III. Project Administration

1. Technical Assistance 0.17 0.51 0.68 0.21 0.62 0.83 82. Operational Expenses 0.27 1.12 0.39 0.32 0.15 0.47 4

Sub-total III 0.44 0.63 1.07 0.53 0.77 1.30 12

Total Base CostI-III (Dec. 1979) 3.06 5.50 8.56 3.73 6.70 10.43 100

IV. Contingencies

1. Physical (8%) 0.25 0.43 0.68 0.31 0.52 0.832. Price (33%) 1.10 1.97 3.07 1.34 2.40 3.74

Sub-total IV 1.35 2.40 3.75 1.65 2.92 4.57

Total Project Cost(I-IV) 4.41 7.90 12.31 5.38 9.62 15.00

of which tax 0.31 0.38

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5.02 Cost estimates for civil works, furniture, equipment and vehicleshave been derived from a review of available data carried out by Bank staff,together with the Ministry of Works and Communications (MWC) and PIU staff,and based upon recent quotations received for similar components in the first

Bank-assisted education project. The cost of civil works for Phe Brigades isalso based upon experience from the first education project, taking intoaccount the reduced labor cost of trainees involved in the work. The proposedschedules of accommodations for the various proposed institutions are functional,and the furniture and equipment would be of the type pertinent for the country'sneeds in accomplishing the educational objectives of the project. The average

cost per square meter for the community junior secondary schools varies. Forexample, in the proximity of Gaborone and along the line of rail, the cost isabout US$188 equivalent, whereas the cost is about US$319 equivalent for thetwo schools located in the remote areas of the country; the differencesresulting from the higher costs of labor, materials, transportation and sitedevelopment. These costs compare with the average cost per square meter inother Eastern African countries as follows: Malawi - 1979, US$190; Swaziland -

1979, US$160; Kenya - 1978, US$190; and Mauritius - 1978, US$273: (basedupon exchange rates which reflect the scarcity of foreign exchange). Unitcosts of international specialists, who are expected to be recruited locally,are estimated at about US$33,000 equivalent per staff-year.

5.03 Customs duties and taxes. All items specifically imported forthe proposed project would be exempt from customs duties and taxes in linewith the practice of the Government to grant custom and tax exemption toimports for educational purposes. Some of the materials to be used inthe construction of the proposed institutions would be acquired on the openmarket and would be subject to customs duties and/or taxes. Of the estimatedcivil works and professional services costs, about US$0.38 million equivalentwould represent customs duties and taxes.

5.04 Contingency allowances. For physical contingencies, 10% has beenadded to the base cost of civil works and professional services and 5% tofurniture, equipment and vehicles. Price increases from the base cost date(December 1979) have been applied in accordance with the implementationschedule shown in Annex 1, T-9 at the following rates:

Civil Works Furniture,and Prof. Equipment

Year Services & Vehicles

1980 18% p.a. 10% p.a.1981 14% p.a. 8% p.a.1982-85 12% p.a. 8% p.a.

Projected price increases were obtained on the basis of a review conductedwith the Chief Quantity Surveyor of the MWC and the staff of the PIU, as wellas on the basis of past experience.

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5.05 The foreign exchange component has been calculated as follows:(a) civil works, 60%; (b) furniture, 80%; (c) equipment and vehicles, 90%;(d) professional services, 70%; (e) technical assistance, 75%; and (f)project administration, 30%. Including contingencies, the foreign exchangecomponent is estimated at US$9.6 million equivalent or 64% of the totalproject cost.

Financial Plan

5.06 The financial plan provides for Bank assistance of US$10.0 millionequivalent, or 68% of the project cost net of taxes as follows:

US$ million equivalentBotswana Bank

Category Government Loan Total

1. Civil works (including force accountwork by Brigades) 2.40 4.00 6.40

2. Construction materials for CJSS 0.14 0.23 0.37

3. Furniture, equipment and vehicles 0.15 1.50 1.65

4. Professional services (A/E) 0.21 0.50 0.71

5. Project administration:

(a) technical assistance 0.21 0.62 0.83(b) operational expenses 0.32 0.15 0.47

6. Unallocated 1.57 3.00 4.57

Totals 5.00 10.00 15.00

of which taxes: 0.38 - 0.38

5.07 While ODA, EEC, DANIDA, CIDA, UNDP (ILO), USAID and other agenciesare assisting elements related to the project, formal cofinancing arrangementsare not contemplated. Recurrent costs generated by the proposed projectare estimated at about US$3.1 million equivalent p.a. at 1979 prices, orabout 6.4% of the estimated recurrent cost of education in 1984/85.

VI. PROJECT IMPLEMENTATION, PROCUREMENT AND DISBURSEMENTS

Implementation

6.01 Schedule. The proposed project would be implemented in about fiveyears, including six months for finalization of accounts and withdrawals(Annex 1, T-9). Project completion is expected by December 31, 1984 with aClosing Date of June 30, 1985. The implementation schedule is based uponexperience derived from the first Bank-assisted education project.

- 24 -

6.02 Administration. The PIU established in the MOE, for implementationof the first Bank-assisted education project, would be responsible for theadministrative and financial control of the proposed project, includingliaison with the Bank. This Unit would also be responsible for coordinationwith the various Ministries and Departments involved in the project. Anyappointments to he positions of project director (manager) and architectwould be made after consultation between the Borrower and the Bank. 1/ DANIDAis expected to provide the services of a project director. Technical assist-ance and operational expenses for the PIU are included in the project cost.Technical assistance would provide for the services of a procurement officer,an assistant architect, an assistant quantity surveyor, and about two clerksof works for a period of five years each. Each appointment to the staff ofthe PIU financed out of the proceeds of the proposed loan shall be a personwhose qualifications, experience and terms and conditions of employmentshall be satisfactory to the Bank. To permit the PIU to adequately controland monitor the implementation of the project components dealing with brigadesand CJSS, assurances were given by the Government that the Board of Governorsof the community junior secondary schools and the Brigade Trusts which seekassistance under the project would prepare project memoranda proposing indetail the facilities and services to be constructed, installed or provided;the contributions to be made by the community or the Brigade Trust the sitelocation; the capital expenditures to be financed; the construction, installa-tion and procurement procedures to be followed; the proposed utilization ofsuch facilities; the financial and economic justification for the proposalsand such other information as may be required. The Government has givenassurances that semi-annual reports on implementation progress will besubmitted to the Bank for review within two months after the periods ending onMarch 31 and September 30.

6.03 Professional Services (architectural/engineering). Design andsupervision of the construction of the community junior secondary schools,the BTC, and the IDM components would be carried out by locally establishedconsultants selected and commissioned on terms and conditions satisfactory tothe Bank. These consultants, except those for the IDM, would work under thetechnical direction of the MWC. The consultant for the IDM would be under thetechnical direction (for both design and supervision of construction) of thecampus planner of the UBS. In addition to the normal supervision of construc-tion carried out by consultants, the clerks of works in the PIU (workingunder the technical direction of the MWC and consultants) would providesupervision for the community junior secondary schools and the BTC on aregular basis. The design of the Brigades facilities would be carried out bythe Brigade Draftsmen Unit using standardized documents.

6.04 Because of the urgent need for the facilities in the proposedproject, particularly at the BTC and the IDM, design work should be under-taken promptly and retroactive financing is recommended for the servicesof architectural/engineering consultants. In particular, retroactive financ-ing is recommended for expenditures incurred after January 1, 1980, estimatedat US$150,000 equivalent, of which about US$100,000 would be eligible forreimbursement.

1/ As set forth in the First Education Project Loan Agreement.

- 25 -

6.05 Site selection. Satisfactory sites exist for the expansion ofthe 11 community junior secondary schools, the BTC and the IDM. Site selec-tion for the new Brigades would be made in accordance with establishedsatisfactory procedures which have been successfully applied by the NBCC(para. 4.06) in the first Bank-assisted education project. Locations andsites for the seven new community junior secondary schools would be selectedin accordance with criteria contained in Annex 2. A program for the timelyselection of sites was discussed during negotiations.

Procurement

6.06 Contracts for civil works, furniture, equipment and vehicles wouldbe awarded on the basis of international competitive bidding in accordancewith the Bank Group's guidelines for procurement, except as follows:

(a) civil works for the Brigade Centers and AgriculturalBrigades;

(b) civil works contracts costing less than US$250,000equivalent each; and

(c) furniture, equipment, vehicles and construction materialcontracts costing less than US$50,000 equivalent each.

6.07 Item (a), listed above, would be carried out by the departmentalforces of the Brigades utilizing force account procedures which, based uponexperience in the first project, have proven to be an economic and efficientmethod because of: (i) their small size and the scattered and remote rurallocations; and (ii) the utilization of the Carpentry and Building Brigadestrainees in carrying out the work. The cost of (a) is estimated at US$3.4million equivalent including contingencies. Items under (b), estimated atUS$2.1 million equivalent and items under (c), estimated at US$0.6 millionequivalent including contingencies, would be awarded on the basis of com-petitive bidding advertised locally and in accordance with local proceduressatisfactory to the Bank. Civil works, furniture, equipment and vehicles tobe awarded by ICB are estimated at about US$6.6 million equivalent includingcontingencies.

6.08 Sketch designs, draft tender documents and master lists of furni-ture, equipment and vehicles indicating proposed grouping and cost estimateswould be reviewed by the Bank. Items would be grouped to the extent practic-able to encourage competitive bidding and permit bulk procurement. Review oftender evaluation documents prior to award would be required only for contractsabove US$250,000 equivalent for civil works and US$50,000 equivalent forfurniture, equipment and vehicles.

6.09 Domestic manufacturers of furniture and equipment would be alloweda preference of 15% or the existing rate of import duties, whichever is lower,over the c.i.f. price of competing foreign suppliers.

- 26 -

Disbursements

6.10 Disbursements (Annex 1, T-10) would be made on the basis of:

(a) 62% of civil works (including construction materials for theCJSS and force account work by Brigades);

(b) 100% of foreign expenditures for directly imported constructionmaterials for the CJSS, furniture, equipment and vehicles;

(c) 90% of local expenditures for locally manufactured furnitureand equipment;

(d) 80% of total expenditures for imported but locally procuredfurniture, equipment and vehicles, and for technical assistance;

(e) 70% of total expenditures for professional services; and

(f) 30% of local expenditures for operational expenses.

6.11 All disbursements would be fully documented except for: (a) civilworks executed by the Brigade's departmental forces utilizing force accountprocedures and (b) operational expenses for project administration (paras.6.06-6.07), for which disbursements would be made against a certificate ofexpenditure, the documentation for which is not submitted for review, but isretained by the Borrower and available for inspection by the Bank during thecourse of a project supervision mission. Based upon experience in the firstBank assisted education project, the Brigades and the PIU have satisfactoryinstitutional capacity to use the statement of expenditure procedure.

6.12 Auditing would be required on an annual basis for expendituresfinanced under this project and, in particular, for work carried out bydepartmental forces (force account) and for operational expenses underproject administration. Auditing would be performed by auditors acceptableto the Bank applying satisfactory auditing procedures. Reports should besubmitted to the Bank within six months after the end of each fiscal year ofthe Government.

VII. BENEFITS, JUSTIFICATIONS AND RISKS

7.01 The principal benefits of the proposed project are expected to be inthe area of manpower development. The project has been developed to reduceBotswana's critical shortage of trained manpower and to replace expatriatesthroughout the economy. For example, the severe shortage of secondary schoolgraduates is such that a rationing system exists in which the Directorate ofPersonnel allocates graduates between government departments and the privatesector or directs them towards further education. Of particular concern tothe Government is the shortage of graduates who proceed to those occupations

- 27 -

that require higher education and which demand a basic training in science andmathematics (paras. 2.08-2.13). Assistance to the community junior secondaryschools would help eliminate these weaknesses in the educational system. TheGovernment's agreement to assist community junior secondary schools (para.4.02) is contingent upon considerable effort from the local communities them-selves in establishing, operating, and financing the schools; consequently,much of the financial burden is removed from Government, thus enabling a morerapid expansion of enrollments than would otherwise be possible.

7.02 Like the community junior secondary schools, the Youth Brigadesare the responsibility of their respective communities, which have, withinthe wide limits set by the NBCC, the autonomy to develop, finance and operatethe Brigades in the best interests of the community. Development of theBrigades since their inception in 1965 has been slow but steady; in recentyears, the Government has been attaching greater importance to their expan-sion. With the formation of BRIDEC, adequate advisory and instructor trainingfacilities are now available for a more rapid expansion of the Brigades. Theproposed second project would enable an increase from the present 60 to about90 Brigades over the next five years.

7.03 The expansion of the BTC and the IDM under the proposed projectwould enable increased student enrollments and better utilization of thehighly qualified staff being supplied by other donors.

7.04 The risks involved, in relative order of importance, are: (a) apossible shortage of qualified mathematics and science teachers in juniorsecondary schools; and (b) the forniation and possible difficulties in theoperation of the Agricultural Brigades. The Government is aware of theserisks and specific steps (summarized in paras. 4.04 and 4.08) will be takento minimize them.

VIII. AGREEMENTS REACHED AND RECOMMENDATIONS

8.01 The Government has provided a satisfactory plan to: (a) resolveproblems of secondary teacher supply (para. 4.04); and (b) strengthen andfurther institutionalize the present Brigade evaluation system, includingthe submission of an annual report on the Brigade programs (para. 4.05).

8.02 Agreement was also reached that: (a) site locations for thecommunity junior secondary schools will be selected in accordance withagreed criteria (paras. 4.04, 6.05 and Annex 2); (b) an adequate supply ofqualified teachers will be made available to staff the facilities providedin the proposed project; that the fee level for the community junior secondaryschools would progressively be equalized and the existing bursary schemeextended to the CJSS included in the project on a non-discriminatory basis;and that the Board of Governors of the CJSS and the Board of Trustees of theBrigades would submit project memoranda to the PIU through the Government

- 28 -

Committee and the NBCC respectively, detailing their request for assistanceunder the project (paras. 4.04 and 4.06); (c) a liaison officer between theMOA and BRIDEC would be appointed (para. 4.08); (d) a report on the executionand initial operations of the proposed project would be submitted within threemonths of the ilosing date (para. 4.16); (e) appointments to the positions ofproject director (manager) and architect will be made after consultationbetween the Borrower and the Bank (para. 6.02); (f) semi-annual progressreports would be submitted to the Bank for review within two month after theperiods ending on March 31 and September 30 (para. 6.02); and (g) auditreports would be submitted to the Bank within six months after the end ofeach fiscal year of the Government (para. 6.12).

8.03 Retroactive financing is recommended for expenditures incurredafter January 1, 1980 for professional services (architectural/engineering)estimated at US$150,000 equivalent, of which US$100,000 would be eligiblefor reimbursement (para. 6.04).

8.04 Subject to the conditions above, the proposed project constitutesa suitable basis for a Bank loan of US$10.0 million equivalent to the Republicof Botswana.

29 -ANNU 1

COMPARATIVE EDUCATION INDICATORS -ABLE 1................................ IAUGUST 21. 1979 Page 1 of 2.............

--------------------------------------------------------------------------------------------------- --------------------------------

GNP/ % GW A TOTALA OF PUBLIC :001. Av.pql. �SEC:CAPITA: OEVOTED:PVBLIC EDUCATION :LITER- PRI, COMPLE- :STU- :SCH.TFA'H:PROW9SS- SEC. :STU- :HIGHER:: AT : TO EDU.. EXP, RECURRENT :ACY :ENROLL:T70N :OENTS;SALARY ZN:10M RATE fNROLL:0ffMTS:ENROLL;

MARKET: (PUSLICi0fVOTfO:IEXP ALLOCATED: RATE RATIO -RATE FOR:PER :RELATTOPI FROM Pgt. :QATIO :PER :RATIO :POP. :PRICES: EXP. TO : TO: :(% Of : MET :P*I.SCH.:TEACH: TO GNP :TO SEC. NET :TEACH- GROSS:

YR:MILLS. (US0! ONLY) ED.U. :Pat. SEC. HI.:AOULTS); (%Y :CYCLEM ;Eft :CAPTTA "(19) I!%) :ER I%)

(2) (4) (6) ' (7) (a) (9) (to) i-it) :(12) :(13) :(14)---------------------------------------------------------------------------------------------------------------------------------

ADVANCED

AUSTRIA 74 TAG 5,62OG 5.3y 9.51Y 24Y sly ISY go 93D 260 2.00 990 sto ISO 16.815YCANADA 73 22.8 7.135 7.3 14.7 30 37 26 94 99 97 Is 2.0 90 la 16.00GERMANY F 1110.75 61.8 6,670 5.0 iO.2 31EY 64-- 261Y 99 90 is 23EY ... "Y 84Y 22C 20.211VJAPAN 75 111.6 4.450 AAE 2O.TE AOUY 37UY tlUY 92 m "C 25 2.08 99C 95xy 20C 24.69YNETHERLANOS 75 i3.7 5.425 9.4 22.40 21 39 25 99 95 95 29 2.0 97 30 20 i2.00NEW ZEALANO 73 3.IG 4.20OG 3.2 ... 39 24 29 go 99 99 26 ... 99 47 19 24.00NORWAY 76 4.0 8.043 7.2 14,4 54 24 is 99 99 99 la i�5 991E 62 11 Ii.00SWEDEN 76 8.2 8,150 S.S t4.0 23 29 12 29 99 92 16 ... 907 sac i3 30.OOCU.K. 75 56.0 3.780 7.1 13.9 26 41 la 99 99 ... 24 2.0 ... so i7 2l.OOXU.S.&. 76 214.4 7,950 3.4 15.8 ... 72-- 25 92E 92 99 22 99 93 ig 24.00

EUROPE

GPEECE 76 9.1 2,590 2.6 10.4 37 26 21 see 99 820 3i 2.0 7oc- so 27 is.00IRELAND 14 3.IG 2,62OG 5.t 13.90 43Y 41Y IAY 96 108AY 99A 35 ... 95A ssxy 19 15.47YPORTUGAL 77 9.7 i,SSO 3 6 15.A 4i 21 Is 700 82 so. i9 2. 0 7S- 35 12 5.00ROMANIA 75 21�2 1,240 4.0 6.4 36 1 9 13 9-1 loix ... 21 ... 98 49 22 10.00SPAIN 74 35.84 2,99OG 2.48 15.2A 49Y 22Y tSy 94A 115x� 35A ... 7axy 30 17.98Y

AFRICA

ALGERIA 78 17.3 1.110H 7,4 I4.3FY 34 26 21 377 86 49 38 4.0 55 31 27 6.00BENIN 74 3.211 looG 7.2M 3S.OY 470 23D 100 110 4AXY 706 53Y 25 -:�S 430 ii(Y 396 0 74YgorSWANA 78 0.8 620 5.4 19.0 48 39 13 35 so 70 3i 9.0 so 20 22 1.58URUNDI 73 4.1 i3OH 2.7 22.14 4GR 33R 21R 25 23X 45 32 9.0 22 3A Is 0.5CAMEROON 76 7.7 31A 3,7 21.5 33 A3 20 ... so 49 52 4.0 20 90 24 0.940cyC.A.R. 74 I.SF 22OF 3.00 t7.00 ass iss _ ... 79xt 25 GSY ... te SXY 27lay 0.21YCHAO 75 4.0 i2o 3.0 10.0 78 22 ... Is 29XSY 30- 63gy is 0 a 2XSY 30 O�OlayCCNGO(S) 74 1.3F 51OF 6.0 is.3 40 32 21 507 13zx 63 63 6.0 48 33X 22 3.40EGYPT 76 38.2 310 5.914 - 30 32 25 44 76 so 31 79 45 20 12.00ETHIOPIA 77 22.0 ioo 2.4 12.5 44 31 14 to 26 ... so 63 a 38 ...GABON 74 O.SF 2,54OF 5.00 20.50 250 90 t 10 ... loov 23C 46C 5.0 ISA 31Y 2te 0.22YGAMBIA 76 0.5 00 3.3 11.5 46 25 6 10 27 90 33 92 13 215GHANA 7A 9.9f SW ... 19.7y 43Y 22Y 20YO ... SOXY 625 30Y 148 35xy lacy i.OSYGUINEA 76 4.7 isof 4 - 3140 ... 30 31 30 ... 3OX 64 45 12 - OF 86 13X 26 4.00IVORY COAST 76 7.0 sto 15's 23.t 33 46 13 9A so as 43 7.0 47 IIXY 26 1 64Y-CENYA 75 i3.3 240 5.9 26.0 67 27 10 40 907 607 34 6.0 30 is 27 1 0

LESOTHO 75 1.2 tao 12.OP 23.0 49 is 20 40 as io 32 7.GN SI to 24 1�00LIIBERIA 75 1.5 410 2.4 13.2 27 is 20 73 58 ... 3s 2.0 ... t2 26 I.IOAYMADAGASCAR 77 8.0 240 4.0 24.0 S3 28 ts so 90 33 44 6.0 39 14 23 1.70MALAWI 77 5.6 I 41) 2-2 9-3 40 I 7 22 29 sex 21 St S.n 9 SA 21 0.47MALr 75 1.7F 9OF 4.2M 33.OF 45F 37F fSF IOF 22XF 48F 9.SF SOF GX 21MAURITANIA 71 i.3F 32OF 4.1y 2O.Oy ... ... ... IOA 17XY 22A ... ... 3XY 24A ...MAURITIUS 76 0.9L Sao 4.7 i2.i 50 26 a soc 94 92 24 4.5 90 45 32 1. -50WOROCCO 76 18.2 520 6.3 15.2 3SR 4SR 13R 23 65X 33 40 33 17X 22 4,00NIGERIA 74 7S.OF 34OF 4.10Y 2A.20Y 23Y IGY 42Y ... .49X'f ... 340Y ... ... IOXY 20cy O.JRYRWANOA 73 4.11' IOOF 3.2C 26.00 .. ... ... 23 52 ... 51 2 13 0.23cySENEGAL 77 5.1 420 5.0 23.0 46 3A 20 10 32 ... 49 10 20 10 21- I 3SIERRA LEONE 73 3.OF 20OF 3-4 23.4 3t 36 30 157 34X 45 32 4.CE 68 t3X - 21 C). 53eySOMALIA 78 3.8 110 5.0 i2.0 69 31 21 Go? agx so 27 12.0 76 5 14 0.10SUDAN 76 15.9 290 4.5 19.9 48 36 Is 20 34 74 33 3.8 33 t4 24 1.24SWiZILANO 78 0.5 56( 7.1 12.2 37 33 23 65 92X 49 37 4.OH 66 32A 20 2.0oxTANZANIA 76 15.1 ISO 6.5 17.4 42 21 12 so 78X 81 49 3 0 to 4. is 0.34TOCC 77 2.4 300 5. 5 26.3 30 29 21 la 74 40 as 6.0 52 - 44 2.00TUNISIA 73 5�1`G SOOG 6.3 23.4 37 43 1 a 55 72 81 41 6.0 31 14 21 3.00UGANOA _7 5 11.6 230 3.40Y 1-3.70Y 34EY 40EY 22EY 25A 53xe -. 34EY ... IAA SXCY 21A 0 56YUPPER VOLrA 77 5.3 lis 3.4 23.9 31 1 6 32 SC 13 23 Si 2A �1 19 2 23 1.0ZAIPE 76 29.6 140 6.0 22.0 dg 26 25 1 -3 86- 4A 42X 2 0 41 13X 27 I.ocxZAMBIA 76 -3. 1 AAO 5.8 fS.9 54 22 22 39 97X 80 49 7 0 2i Is 23 1.50

CENTRAL AMEQICA ANO THE CAR18SEAN---------------------------------

BARBAOOS 76 0.2 1,620 8.1 22.1 43 31 to 99 106X 99 21 3., 99 94X 17 ...COSTA RICA 75 2.0 960 5.28 22.78 !78 25a 123 age 109xy 658 296 3 �e 588 52xy 298 17 lsyCUSA 78 9.S 9.500 9.0 11.0 ... ... ... 96 ga go 22 2.-, 96 65 t's is 00OOMINICAN REP 71 4,SG 79OG 3.0 13.9 42 24 22 St 80 i7 54 3.00 63 14 24 7 00EL SALVADOR 77 A,i $70 4 0 27.2 64 a 27 62 sex 32 39 2.2 41 23 21 7 00GUATEMALA 73 6.2G 70OG 1.9 16.0 55 113 14 47 64 2s 3s 3-C 69 a 25 4 09Y14A 171 76 4.7 200 1.0 8.0 61 21 11 2M 25F 13 ssu 3.0 6 11 4 ... 0.7HONDURAS 713 2.9G 40OG 4.212 IS.SG 62G ISG i9G 53 -8 30 35 3 0 68 II 17 4COJAMAICA 76 2.1 i.070 9.9 16�2 37 33 22 BGE 91 52 39 4 5 94 64 2-J 758MEXICO 75 59.9 1,0540 3 100 12.000 5ty 26Y 12Y 76 112xf 31 46 3.0 63 3sxy 23A a97EYAirCAiZAGUA 74 2.3G 70OG 2-5 14.2 6 t t3 !3 57 65 21 37 2�0 93 17 24 700TRINIDAO & T� 17 1.1 2.185 4,5 i4.1 48 32 20 95 98 gi 30 3 0 49 62 24

SOUTH AMEQLCA------------

SCL:vrA 76 5.8 315F -3.0 17 IF 38 t7s 2 4 AB ISO6RAZ:L 75 110.OG 1.30CG 5.0 12 A 42E 20E 37E 64A SGG 27cy ... 26G i5cy 6ZtoeCHrLc 75 10,341 I.OsnG 3. spy 12'spy 23Y loy 50Y '19., 35Y 4axy - Is 55,-01-31413 IA 74 24.313 65CG 3,30Y 21.2L)Y A40V 220� ily '(-!� , 20 33Y 4 90 36x� 14A 667�-CUAOCR 713 7 3G 70OG 3 10 27"C .. - _. 69 10,11, .. I 311C . . 3oxy "CGUYANA 74 0�81` SICF 5.aN 14.7Q 47 35 14 93A '9 1Z � 39 33 6., 19 S2A Z4 �oP4PAGUAI 74 2.6G GSCG I a 11 0 5L 1 3 2 2 91 13 2 215 30 65 - 12 5 _�'-ERU 75 16-OG 84OG 4.20Y 21.70Y 40Y 22Y t5,` 72 tjj�' 38 �3901 3 To 4SAY 220Y 'J 41-URUGUAY 75 2.3G I 37OG 2-3 15.3 46 34 :0 9. 133�' .. 24 33 10VENEZUELA 73 t2.3G 2.54OG 4 6 19�9 300 230 350 7'A 8, ... 33 Z 33 ... 63c,

-30-TABFL E1

COMPARATIEEUAINIOCTR CNO Page 2 of 2

AUUT21. 1979

GN~P/ % GNP A TOTAL;% OF PUBLIC :PRI. -AV.PQI. SEC:CAPITA: DEVOTED:PUSLIC :EDUCATION :LITER- PRI. :COUPLE- :STU- :SCH.TEA-H PRdGRESS-7 SEC. STU- :HIGHER:

AT TO EOU. EXP. : RECURRENT ACY :ENROLL:TION -OENTS:SALARY !N ION RATE ENROLL:OENT S :ENROLL:MARKET~ (PUBLIC:OEVOTED:EXP ALLOCATED: RATE :RATIO :RATE FOR:PER RELATTED: FROMA FQI. RATIO :PER :RATIO

POP. PRICES: EXP. TO : TO: :(% OF NET :PRI.SCH. TEACH- TO GNP To SEC. NET :TEACH- GROSS:YR:MILLS.: (USS): ONLY) :EOU. :PRI. SEC. HI.:ADULTS): (% :CYCLE(/,): ER CAPITA (%) (I :ER ()

ASIA AND OCEANIA

AFGHANISTAN 77M 14.3 I8OG 1.8 11.6 47 19l 1s 12 29X 69 37 3.0G 62 BA 17 '.(0

BANGLADESH 73 8O.4G 900 1.2 20.2 44Y 22Y 21Y 23D 56X . .. 480 . . I.. 23XD 28 ..CHENA(TAIWAN) 73 16.3G 1.050G 3.2 14.0 28 41 22 82 98C 94 40 14.0 84 sic 26 20.OOCC

INDIA 75 620.4G 1400 2.6VY .. .298 65XY . 43A . 29XY 20AY 2.34EYINDONESIA 76 130.9G 2800 3.0 11.0 28 32 IS SOB 79EX 43E 30E 2.0 52E' IREX S4E 2.00IRAN 73 33.8G 2.060G 3.3 12.6 506 188 128 50 77 74A 32 5.08 BOA 24 32 4.32CYIRAQ 75 11.5G 1,390G 6.7c I6.30R _ .. _ 28C 93Xf . .. 22 .... 35XY 25C 8.47YJORDAN 77 2.3 997 4.6K 7.1K 25R 509 3R 70 97X e1 32 2.0 * 91 se 22 $0.60KOREA 78 37.0 1.242 2.8 17 6 35 29 36 93 'O2T 94 49 2.9 91 80 45 ¶8.00

LEBAN4ON 72 3.2G 1.070G 3.5 18.0 39 40 10 68 86 66 19 2.0 63 26U 25 23.00MALAYSIA 75 12.6 8a0 6.7 26.0 42 34 is SOC 95 93 32 3.7 78 48 28 3.00

NEPAL 78 12.SF IIOF 1.1 10.0 29 20 41 19 59 26 31 2 3 64 14 24 0.8OMAN 72 O.8F Z.300F 1.7N 3.8 96 - - 20 24X 99 27F 7.0 . .. 0.4X 9 ..PAKISTAN 75 71.3G 180G 1.6 16.2 45 25 18 21 47X so 39 2.0 . .. 17X 18 B 00

PAPUA N.G. 75 2.8G 4500 5.6 16.1 38 16 24 32 577 73P 31 Ii 01 90 12X7 24 0.90?PHILIPPINES 74 43.20 4200 2.6 14.9 73 is $2 67 fO4X . .. 34 15.0 . 46X . .. 21.00SINGAPORE 74 2.20 2.6800 2.7Y 9.2T 39y 39Y' t7Y 758 lORTy 72A 31F . 99A 4AAY 24 7.68ySYRIA 75 7.80 8300 3.6 8.9 39 25 26 53 89 70 35 2.0 92 45 21 12.00THAILAND 77 44.1 410 4.OV 20.0 55 30 iS5 SAP 63 .. 30 35 5.OU 70 28 25 3.00TURKEY 73 40.9G 1.0100 5.6CY 2.c . . . .0..1.BSY . . . 34Y . . 24Y 270Y' 5.83Y'YEMEN 73 5.4G 3000 0.6 4.0 45F 21P 23P 10 ISA 18 36 5.0 75 2X 19 0.0561'YEMEN P.0.R. 76 1.7 280 6.6 ... 57 28 a 20 Ea9 48 30 5.0 94 2iX 24 0.10

…-- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

SUMMARY FOR DEVELOPING COUNTRIES:

NUMBER OP COUNTRIES: 94 90 88 88 -85 87 95 74 95 68 77 94 91 84

RANGE: (0.6- (3-8- (25- $5- $2- (3- f¶4- (13- (19- (I 9 (7- (.4- (9- ('01-12.0 133.0) 96 ) 47$ 41) 98) 1331') 99 ) 9 $ 25.0 99) s0o 39) 23.0)

OUARTILES:UPPER 5.1 21.2 54 32 22 73 94 75 46 7 83 36 25 7.0M4EOIAN: 3.9 16.3 45- 23 i8 s0 78 55 36 4 63 17 23 2.3LOWER :3.0 12.4 38 iB 12 20 53 30 32 3 43 9 20 .9

…-- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -SYMBOLS: ... DATUM UNAVAILABLE A.1970 OR BEFORE M-CURRENT PRICES O:URCES:

-MAGNfTUDE NIL OR NEGLIGIBLE 6=1971 N-GOP ---O UESTIONABLE C.1972 P-INCLUOING FOREIGN AID -OLUMNS: ¶ AND 2 WORLD BANK ATLASINCLUDES PART-TIME STUDENTS 0-1973 0-CENTRAL GOVT. ONLY OR IBRO MISSIONSCOMBINED WITH PRIMARY E-1974 9-MINISTRY OP EDUCATION (MOE) 0NLY 3 TO 14 IBRO MISSIONS

.. UNDER REVIEW F.1975 S-MOE AND STATE GOVT. ONLY AND/OR UNESCOG1t976 T-EXCLUOING CENTRAL GOVT. STATISTICALH1i977 U-PUBLIC ONLY YEARBOOK

K-1978 V-INCLUDING PRIVATE EXPENDITUREX-INCLUDING OVERAGED STUDENTSY.UNESCO SOURCES

…-- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

COMPARATIVE EDUCATION DATA ARE USEPUL IN THE EVALUATION OP VARIOUS EDUCATION SYSTEMS AND ANALYSIS 0- TELATIVE STAGES OP EDUCATIONALDEVELOPMENT BETWEEN VARIOUS COUNTRIES. HOWEVER,ON THE BASIS OF THE PRESENT OATA.CROSS-NATIONAL COM.PaRISON SHOULD BE APPROACHED WITHGREAT CAUTION. DATA PRESENTED IN THE ABOVE TABLE HAVE SEEN COLLECTED LARGELY B1' THE BANK MISSIONS FYOM GOVERNMENT SOURCES; THE REMAINDER ARE STAFF ESTIMATES OR DATA PROM UJNESCO. EFFORTS HAVE BEEN MADE TO STANDARDIZE DEFINITION; AND WITHIN LIMITS. TO CHECX THEACCURACY OF THE DATA. NEVERTHELESS.SUCH DATA ARE STILL IMPERFECT IN SEVERAL RESPECTS AND THE BANK I- WORKING TO IMPROVE THEMPROGRESSIVELY ON THE OCCASION OF ITS OPERATIONAL WOR'K. IN THE USE OF THESE DATA. THE FOLLOWING. QUALI~ICATIONS SHOOULD BE BORNE INMIND:

(1)EOUCATION' AS DEFINED IN THE TABLE INCLUDES ALL EDUCATION AND TRAINING. FORMAL AND NON-FOFPAL:2)2rPRIMARY EDUCATION REFERS TO EDUCATION AT THE FIRST LEVEL AND 'SECONDARY' EDUCATION REFERS T ALL EDUCATION AT THE SECONDARYLEVEL REGARDLESS OF TYPE (E.G. GENERAL. TECHNICAL, AGRICULTURAL)

(3)'LITERACY RATES'(COL.6) ARE OFTEN OBTAINED FROM COUNTRY CENSUSES. IN MANYCOUNTRIES THEY ARE "-ILY APPROXIMATIONS AND IT IsDOUBTFUJL THAT ANY UNIFORM DEFINITION OF 'LITERATE' HAS BEEN FOLLOWED CONSISTENTLY:

(4)'PUBLIC EXPENDITURE IN EOUCATION'(COLS.3.4 ANO0 5) REFER TO ALL CAPITAL AND RECURRENT EXPENDITURES DEVOTED TO EOUCATION BYPUBLIC AND OUASI-PU83LIC AGENCIES;

(5)"ENROLLMENT RATIOS-(COLS 7. 12 AND I4) REFER To SCHOOL YEAR AND MEAN THE PERCENTAGE OF ELIGI-1.E CHILDREN ENROLLED PULL-TIMEIN THE APPROPRIATE SCHOOL. PUBLIC AND PRIVATE BY LEVEL. THEY ARE OFTEN SUBUECT TO A WIDE MAR TN OF ERROR IN THE DEVELOPINGCOUNTRIES OWING TO VARIATION IN THE ACCURACY OF BASIC OATA(I.E. AGE-SPECIFIC POPULATION AND EN(ROLLMENTS). ENROLLMENT FIGURES

FREGUJENTLY ARE HIGHER THAN THE NUMBER OF STUDENTS ACTUALLY IN SCHOOL. OVERAGED STUDENTS W140 F INCLUSION IS INDICATED BYFOOTNOTES ALSO CAN INFLATE THE RATIOS.

BOTSWANA

SECOND EDUCATION PROJECT

PROJECTIONS OF PRIMARY SCHOOL ENROLLMENTS AND TRAINED TEACHER REQUIREMENTS AND SUPPLY

1974-1985

Actual Estimated

1974 1975 1976 1977 1978 1979 1980 1981 1982 1983 1984 1985

1. Total Enrollment l/ 103,700 116,300 125,600 137,300 145.500 158,300 167,800 178,700 186,600 195.500 210,100 222,800

2. Teachers Required 2/ 3.050 3,510 3,920 4,500 4,640 5.030 5,244 5,415 5,488 5,586 6,000 6,022

3. Qualified Teacher Supply 2,050 2.230 2,430 2,640 2,850 3,050 3,280 3,500 3,810 4,120 4,560 4,980

4. Wastage of Qualified Teachers 10 20 40 70 90 90 100 110 110 120 140 150

5. New Supply of Qualified Teachers 190 220 240 280 300 320 320 420 420 560 560 560

6. Net Increase of Qualified Teachers 130 150 170 200 210 230 220 310 210 310 420 410

7. Employment of Unqualified Teachers 1,000 1,280 1.490 1,860 1,790 1,980 1,964 1,915 1,678 1,466 1,440 1,042

8. Qualified Teachers as Percentage of 67 64 62 59 61 61 63 65 69 74 76 83Total Required

(All figures are rounded.)

- Enrollment projections are calculated on the following assumptions: (i) 10% increases in grade I enrollments in1979 and 1980, and 5% increases each year thereafter; (ii) Repetition rate: 25% p.a. at grade IV following theintroduction of a national test in 1980; 25% grade VII repetition rate (historical); and other grades 0 % basedon automatic promotion; (iii) 5% p.a. drop-out rate for all grades (historical); and (iv) these factors togetherresult in a projected average annual growth rate of primary enrollments of about 6% p.a.

2/ - Derived from number of classes i.e. one teacher per class plus additional teacher in large schools. On average,

teacher-pupil ratio is about I to 31. It is expected that on costs and finance grounda, it will gradually increase M l3/ to a more economical 1 to 36 ratio.- Projected wastage rates are estimated at 3% p.a. to 1985. I-'

Source: Ministry of Education and Bank staff estimates, May 1979.

BOT SWANA

SECOND EDUCATION PROJECT

PROJECTIONS OF SECONDARY SCHOOL ENROLLMENTS AND TRAINED TEACHER REQUIREMENTS AND SUPPLY

(i) Government and Aided (Forms 1-5)(ii) Comnunity Schools (Forms 1-3)

1974-1985

Actual Estimated

1974 1975 1976 1977 1978 1979 1980 1981 1982 1983 1984 1985

1. Enrollments (i) Government/Aided I/ 7,055 8,434 9,558 10,219 11,136 12,330 13,650 14,500 15,060 15,610 16,180 16,770

(ii) Community 2/ 3,253 3,664 4.433 5,106 4,950 5,150 5,400 6,250 7,200 8,250 9,500 10,850

Total 10.308 12,098 13.991 15,325 16 086 17,480 19,050 20,750 22,260 23,860 25,680 27_620

2. Teachers Required 3/ (i) Government/Aided 350 397 443 443 505 580 640 680 700 720 750 770

(ii) Community 142 173 211 206 226 230 240 250 260 300 340 400

Total 492 570 654 649 731 810 880 930 960 1,020 1,090 1,170

3. (i) Trained Teacher Supply (a) Citizens 75 94 113 135 166 220 270 330 390 440 480 500

(Govt/Aided Schools) (b) Non-Citizens 275 303 330 308 320 360 370 350 310 280 270 270

Total 350 397 443 443 486 580 640 680 700 720 750 770

(ii) Trained Teacher Supply (a) Citizens 48 42 60 72 20 20 20 30 50 100 170 200

(Community Schools) (b) Non-Citizens 50 50 70 90 110 130 150 150

Total 70 70 90 120 160 230 320 350

4. Wastage of Trained Citizen Teachers 5 5 10 10 15 20 20 25 30 40 45 50

5. New Supply of Citizen Teachers(a) Graduates 5/ 6/ 12 24 - 28 35 25 30 30 55 55 Nil 60

(b) Diploma/Crtificate/ 12 20 24 18 40 40 65 75 75 90 95 100

Total 24 44 24 46 75 65 95 105 130 145 95 160

6. Net Increase in Trained Citizen Teachers(for following year) 60 45 75 80 100 105 50 110

7. Trained Citizen Teachers as Percentage of Total(i) Cossaunity/Aided 21 24 26 30 33 41 44 49 56 61 64 65

(ii) Comsunity nta n/a n/a n/a 9 9 8 12 19 33 44 50

(All figures are rounded.)

1/ 1979-85 National Development Plan, Draft Education Chapter programme for Government/aided schools projected average annual growth rate of about 57 p.a.

Drop-out rates: 2b p.a. Form 1, 5% Forms 2 and 4 and about 48% flow rate between Forms 3 and 4 (based on historical data).

2/ 1979-85 National Development Plan, Draft Education Chapter targets for cosmunity schools. Projected average annual growth rate of about 13 % p.a.

Drop-out rates: 101 p.a. Forms I and 2.

3/ Pupil:teacher ratio averages about 22:1 ior Government/aided schools and about 28:1 for community schools.

4/ 10% p.a. for Mathematics and Science graduates and teachers of practical subjects, 5% p.a. for all others.

5/ Four year degree and concurrent certificate in education to be replaced in 1980 by four year degree and one year postgraduate professional training

(hence no graduate otutput in 1984) .

6/ Three year Diploma in Secondary Education; two year Certificate for teachers of practical subjects. -

-source: Ministry of Education and Bank staff estimates, May 1979.

BOTSWANA

SECOND EDUCATION PROJECT

PROJECTIONS OF YOUTH BRIGADES TRAINEES, INSTRUCTORS AND EMPLOYEES

1975-1985

1975 1976 1977 1978 1979 1980 1981 1982 1983 1984 1985

Trninees -/

(a) Existing Centers 840 1120 1170 1280 1370 1470 1570 1680 1800 1920 2060

(b) New Centers - - - - - 100 270 360 500 500 500

(c) New Agricultural Projects - - - - - 10 15 20 30 35 40

Instructors 2/ 80 120 140 145 140 160 185 200 230 240 260

Employees 3/ 235 480 740 865 995 1145 1315 1560 1840 2150 2400

Total 1155 1720 2050 2290 2505 2885 3355 3820 4400 4845 5260 w

(All figures are rounded.)

1/ Assumes a net 7% average annual trainee growth rate for existing 16 Brigade Centers and steady increase inenrollment at seven new centers to approximately 72 trainees each by 1983. Physical expansion is beingplanned to accommodate this projected expansion.

2/ Projected average instructor-trainee ratio of approximately 1:10.

3/ Assumes a 15% average annual employee growth rate for existing Brigade Centers and 50 new employees annuallyat the new Brigade Centers from 1982-1985. The greater relative increment in employees to trainees reflects

a new initiative planned for the new Brigade Centers from 1982-1985.

Source: Ministry of Education and Bank staff, May 1979

- 34 -ANNEX 1TABLE 5

BOTSWANA

SECOND EDUCATION PROJECT

Government Expenditures on EducationTo

Total Government Expenditure and GDP, 1976/77-1985/86

(Pula million)

GovernmentGovernment (2) / (1) Expenditure on (4) / (2) (4) / (1)

GDP Expenditure Per Cent Education Per Cent Per CentFY (1) (2) 1/ (3) (4) 2/ (5) (6)

Actual

1976/77 300.0 99.8 33.2 15.8 15.8 5.2

Estimates

1977/78 354.8 116.0 32.6 19.9 17.1 5.61978/79 496.5 159.0 32.0 30.5 19.1 6.11979/80 582.2 170.0 29.2 37.8 22.2 6.4

Projected

1979/80) price1984/85 854.8 222.5 26.0 49.0 22.0 5.7

Source: Ministry of Finance and World Bank staff estimates. June, 1979

1/ Excludes public debt and appropriations from Revenue.

2/ Includes Ministry of Education and university but not education and trainingunder other Ministries.

BOTSWANA

SECOND EDUCATION PROJECT

Projected Recurrent Expenditures of Ministry of Education-/ by Level, 1979/80-1984/85(Pula OOO's)

Average Growth Rate1979/80 1980/81 1981/82 1982/83 1983/84 1984/85 p.a. 1979-1985

1. Headquarters 395 418 442 467 494 522 5.7%

2. Bursaries 1,555 1,986 2j191 2,356 2,550 2,694 11.6%

3. Primary Education 12,073 12,969 13,895 14,927 16,124 17,576 7.7%(i) Unified Teaching Service 125 135 146 159 172 187 8.4%

4. Secondary Education 7,142 8,158 9,036 9,884 10,824 11,750 10.4%

5. Vocational Training(includes BRIDEC and grants to Brigades) 554 753 945 1,141 1,227 1,322 19.0% 1

6. Botswana Polytechnic 553 708 822 908 999 1,097 14.6% @

7. Non Formal Education 251 285 324 368 418 476 13.6%

8. Curriculum Development 222 253 289 331 378 432 14.2%

9. Teacher Training 931 1,068 1,263 1,576 1.902 2,166 18.4%

10. University 3,000 4,321 4,600 4,809 4,948 _51%88 ll.l

Total 26,801 31,054 33,953 36,926 40,306 43,310 10.1%

1/ Prices reflect Third Salaries Review Commission. Ix

Source: Ministry of Education

BOTSWANA - SECOND EDUCATION PROJECT

Suommarv of Prolect Cotto(Polo 1 = USs 1.2182)

STUDENT PLACES CIVIL WORKS

Projere TOTAL COST

________ ________ ________ __ GCroo Aer __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _iopnenL ft of -s io...I Ad.io ioS, _ i_o - _ _ _ -

tf Site Ac-demle A SCoff | Tonl Font_ro Eq.d (Tecs. 0, A . -

oisting New Tonl mInfroolcotnee Cososunsi Hs Civil Works Vehlelos Services nd Oprli-s Polo US$

1. PROJECT INSTITUTIONS

1-7 Ne- C-ossont,y Jr. Dec. -Shools (7) | 1,000 1,680 6,720 186,250 378,000 1,241,650 - - 1,805,900 99,000 134,320 270,885 - 2,310,105 2,014,170

8-18 Upg-rdiog of C-oEonity Jr. Sec. Schools (11) 5,000 1/ 5,000 6,030 147,760 - 985,060 - - 1,132,820 75,000 136,000 169,923 - 1,513,743 j 1,844,042

Sob-Eto.l (1-18) 5 ,10 1,000 6,680 012,50 334D1 3 78, 0 00 2,226,780 - 2,938,720 124,000 270,320 -440,808 3,823,848 4,658,212

19-25 New Brig.de Cneners (7) 1,290 500 1,790 8,596 70,923 145,043 1,104,693 313,712 1,634,371 135,365 421,205 32,688 - 2,223,629 2,708,825

26-34 AUrSi-le.raL Brigades (9) 80 40 120 1,008 7,659 163,575 52,200 - 100,836 324,270 115,425 203,400 6,485 6 049,580 791,318

Nob-conol (19-34) 1,370 540 1,910 0,604 70,502 300,010 1,156,093 414,548 1,958,641 250,790 024,605 39,173 - 2,073,209 3,500,143

35. dotswana T-sin.g Conccr - - 1,312 64,354 211,569 217,455 _ 49.,378 13,000 9,000 74,000 589,378 717,980

36. 1oOtitlte of Development M .n.ge-oet 4 _ _ 056 22,368 - 149,112 - - 171,480 12,000 - 25,722 - 209,202 254,850

Sub-total (1-30) _ _ _ 24,122 499,314 086,618 3,744,284 217,455 414,548 5,562,219 449,790 903,925 579,703 - 7,495,637 9,131,185

II. PROJECT ADMIINISTRATION

Techoi-el A..iot.nc-

6 _ _ _ _ _ _ _ _ - - - 075,000 675,000 022,205

Op-roti-ool Exp-e-ss _ _ _ _ _ _ _ _ _ _ _ - 390,000 390,000 475,090

Sob-ttl1l iR

1,065,000 1,065,000 1,297,383

TOTAL BASE COST (DECEMBER 1979) =499,314 06,618 3,744,284 217,455 414,548 5,502,219 449,790 903,925 579,203 1,005,000 0,500,037 10,428,567

III, CONTINGENCIES

UEfne-noo- -- Phynicol -- (82) _ _ _ _ _ _ - 556,222 22,490 45,196 57,970 8- 01,878 830,664

Price Incretsc (337) _ _ _ _ _ _ _ _ _ 2,457,393 119,000 237,000 257,342 - 3,070,735 3,740,769

S.b-t.tl IIT _ _ _ _ _ _ _

3,013,615 141,490 282,196 315,312 - 3,752,613 4,571,443

TOTAL PROJECT COST _ _ _ _ _ _ _ _ 8,575,834 591,280 1,186,121 895,015 1,065,000 12,313,250 15,000,002

/ Does nor inreis-e student e.rollent but effects abon- 3,850 student pl.es.

by opgr-ding of e.isting faRilitie-.

Dooroe ITBRD

r_37 -

BOTSWANA AANNEX 1TABLE_8

SECOND EDUCATION PROJECT

Estimated Project Cost by Type of Expenditure

% ofPula (Millions) US$ (Millions) Base

Category Local Foreign Total Local Foreign Total Cost

1. Civil Works

a) Site Development andInfrastructure 0.52 0.67 1.19 0.63 0.82 1.45 14

b) Buildings(i) Academic & Communal 1.50 2.24 3.74 1.82 2.73 4.55 44

(ii) Boarding 0.09 0.13 0.22 0.11 0.16 0.27 2

(iii) Staff Housing 0.16 0.25 0.41 0.20 0.30 0.50 5

Sub-total 1 2.27 3.29 5.56 2.76 4.01 6.77 65

2. Furniture 0.09 0.36 0.45 0.11 0.44 0.55 5

3. Equipment & Vehicles 0.09 0.81 0.90 0.12 0.98 1.10 11

4. Professional Services (A/E) 0.17 0.41 0.58 0.21 0.50 0.71 7

5. Project Administration

a) Technical Assistance 0.17 0.51 0.68 0.21 0.62 0.83 8

b) Operational Expenses 0.27 0.12 0.39 0.32 0.15 0.47 4

Sub-total 5 0.44 0.63 1.07 0.53 0.77 1.30 12

Total Base Cost1-5 (Dec. 1979) 3.06 5.50 8.56 3.73 6.70 10.43 100

6. Contingencies

a) Physical (8%) 0.25 0.43 0.68 0.31 0.52 0.83

b) Price (33%) 1.10 1.97 3.07 1.34 2.40 3.74

Sub-total 6 1.35 2.40 3.75 1.65 2.92 4.57

Total Project Cost (1-6) 4.41 7.90 12.31 5.38 9.62 15.00

of which tax 0.31 0.38

BOT SWANA

SECOND EDUCATION PROJECT

IMPLEMENTATION SCHEDULE

Year 1 2 3 4 5

Project CxsfpO...etsQuarter 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

1. Civil Worke US$ Millions

1-7 New Connonity Jr. Sec. Schools (7) 2.20 ...* *** *** ### ### 4#4 xxx xxx xxx xxx xxx .xx xxx xxx xxx ..x ..x eve ww ww

8-18 Upgrading of Coeuxsity Jr. Sec. Schools (tl) 1.38 ... *** *** *** 44* 444 xxx xxx xxx SXX xxx xxx xxx xxx xxx xxx xxx xxx xxx v.. w

Sub-tota1 1-18 3.58

19-25 New Brigade Centers (7) 1.99 xxx xxx .x. xxx xxx xxx xxx .x xxx xxx xxx ... oxx ev ev

26-34 New Agri-lt-ral Brigades (9) 0.39 xxx xxx xxx xxx ... . ne xxx xxx xxx nan xxx xxx xxx xxx xxx vw ww

Sub-total 19-34 2.38

35 Betswa-n Tr-intng Center 0.60 .* ** _._ XX X XXX e. XXX .. .. .V

36 Institute ef Develepment Management 0.21 .*** *** ___ xxx xxx xxx . v ev

Tetal 1-36 6.77

II. Furniture. Equaipment and Vehicles 1.65

III. Professoneai SorvixoX (Architectural/Engineering) 0.71

IV. Pro-c-t Adti.istratioX

(a) Te-hnical A-sittan.. 0.83

A-o t. Archite-t 5 staff years --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- -

ASXt. QuaXtity Surveyor 5 '' " --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --

Prxoremeet Mlacager 5 " "_. __ __ __ __ __ __ __ __ __ __ __ __ __ _ __ __ __ __ __

Clo k of w oeks - -- -- --- -- --- --- --- --- --- --- --- --- --- --- --- --- --- --- ---

Clerk of wosk- 5 '' -- ___ ___ ___ ___ ___ ___ ___ ___ ___ _ _ ___ _ _ ___ ___ __ _

(b) Professin.al Services (Arclhiectural/Engineeruig) 0.47

TOTAL bASE COST (I-IV) (D.c. 1979) 10.43

Estimated effetlive date 7/1/80 Project -ooplecio- datc 12/31/80 4 --

Closing daet 6/30/85

LEGEND: Selection of ... nultafnt (A/E) - T -eXd-t and award ph.oxD = Jtgn a-d -o-st-cti.n document phase x Mnbili-atinn and .on.t. u tion pha-e

# S= -ection and aurvey of Xte vit Defects liability period

t 9~~~~~~~~~~~~~~~~~~~~~~~~~~~~~=

-39- ANNEX 1TABLE 10

BOTSWANA - SECOND EDUCATION PROJECT

ESTIMATED SCHEDULE OF DISBURSEMENTS 1!

(US$ Millions)

Accumulated UndisbursedQuarter Disbursements Disbursements Balance

10.00

1 - - 10.00

2 0.10 0.10 9.90

3 - 0.10 9.90

4 0.50 0.60 9.40

5 0.40 1.00 9.00

6 0.52 1.52 8.48

7 0.56 2.08 7.92

8 0.68 2.76 7.24

9 0.60 3.36 6.64

10 0.54 3.90 6.10

11 0.58 4.48 5.52

12 0.73 5.21 4.79

13 0.84 6.05 3.95

14 0.88 6.93 3.07

15 0.73 7.66 2.34

16 0.63 8.29 1.71

17 0.52 8.81 1.19

18 0.43 9.24 0.76

19 0.38 9.62 0.38

20 0.38 10.00

1/ From date of loan effectiveness

- 40 - ANNEX 1CHART 1

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BOTSWANASECOND EDUCATION PROJECT

MINISTRY OF EDUCATION ORGANIZATION CHART

MINISTER

P SECRETARY

E PERMANENT SECRETARY

|DEPUTY PERMANENT SECRETARY|

ADMINISTRATIONFINANCE

RUNIFIED PRIMARY AND CURRICULUM BOIPELEGOTEACHING TECEREUCTON ADJVLUTONUI

_EDUCATION SECTION _EDUCATIONTEACHING _ TEACHERLEDUCATION DEVELOPMENTPROJECTSERVICE TR A

ADULTEDUCATION IN-SERVICE SUBJECTBRIDLESFIELD TEAM ADVISERS

OF CE RDS

§ BOTSWANA | | BOTSWANA TEACHEREXTENSION TRAINING SCHOOLS

COLLEGE COLLEGE

| CURRICULUM | TEACHING AIDS SCHOLS RESEARCH| DEVELOPMENT l l PRODUCTION =ROAD AND TESTING EXAMINATIONS

UNIT CASTING CENTER

World Bank - 20616

REPUBLIC OF BOTSWANASECOND EDUCATION PROJECT

STRUCTURE OF THE EDUCATIONAL SYSTEM (1979)

l 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 GRADESI l I I I I l I I 1 1- 1 1 1 1 I 1 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 AGE

TECHNICIANCRAFT TRAINING TRAINING

TYPIST ACCOUNTING AND COMMERCIALTRAINING TRAINING

PRIMARY SECONDARYTEACHER' TEACHER THIRD LEVEL

BRIGADES TRAINING TRAINING TRAINING ABROAD

IJUNIOR SENIOR U.B.S. U.B.S.PRIMARY |SECONDARY (FORMS) SECONDARY (FORMS) PART I PART II

EMPLOYMENT EMPLOYMENTAGRICULTURAL AGRICULTURALCERTIFICATE LEVEL DIPLOMA LEVELTRAINING TRAINING

PUPIL NURSES' STUDENT NURSES'TRAINING TRAINING

_ ~~~~~~~~~~~~~~~~~~MANAGEMENT TRAINING c / PSLC - PRIMARY SCHOOL LEAVER CERTIFICATE EMPLOYMENT Z

JC - JUNIOR CERTIFICATE L MEO COSC - CAMBRIDGE OVERSEAS SCHOOL CERTIFICATE -EMPLOYMENT V B

Worrldl Bank-1 C4l1

- 43 -

ANNEX 2

BOTSWANA - SECOND EDUCATION PROJECT

Criteria for Government Support to and Siting ofCommunity Junior Secondary Schools

In order to obtain support, a proposed new school has to meet thefollowing criteria:

1. Be in full compliance with the Government Education Act (Cap 58.01)"Education (private secondary schools) Regulations, 19M8." 1/

2. Be located in a catchment area adequate to provide a sufficient flowof students to enable efficient utilization of facilities. 2/ Thecatchment area should be such that the school would be able to attractstudents from all socio-economic strata of the population.

3. Be sponsored by a local community whose commitment to the foundingof the school and its continuous future efficient functioning isreasonably assured in terms of the general financial standing of thecommunity and their record of work on community projects generally.

4. Be located as far as possible in areas where the relevant juniorsecondary age group is currenty under-represented at the juniorsecondary level.

1/ These regulations require that the school will conform to Governmentcurricula, student:teacher ratios, fee structure, facilities design,maintenance of financial accounts, and generally sound managerialand financial policies and procedures.

2/ The schools are presently all non-boarding, and because of resourceconstraints are likely to remain so in the foreseeable future.

BOTSWANA

SECOND EDUCATION PROJECT

Key Indicators for Project Implementation

Component Obiective Indicators Measurement Time Frame Baseline Data

Youth Brigades 1. Improve quality of - Trade test "C" - Annually - Pass rate of 75% onskill training results trade test "C" in 1978

2. Provide skill train- - Tracer study - June 1980 and June 1978 - 1976 trater study esti-ing relevant to employ- for baseline data; the mate 80% trainees em-ment opportunities 2 year follow-up. ployed within 3 months

3. Increase the number - Enrollment data - Annually prior to and - 1978 total enrollmentof trainees by approx- after addition of new of 1282 traineesimately 550 by 1985 centers

Community Junior 1. Improve quality of - Junior Certifi- - Annually - Junior Certificate ExamSecondary Schools education in existing cate Exam results results 1978 overall pass

schools, especially rate 52%; science : 46%in areas of science math 49%and math, to passrates comparable toGovernment/Aidedschools: overallpass rate=9O%; science=89%; math=90% by 1985.

2. Fifty percent increase - Enrollment data - Annually - Total enrollment 1979:in enrollment to about 5,15010,850 by 1985.

Institute of Develop- 1. Increase the enroll- - Enrollment data - Annuallment Management ment in management - 1978 enrollment is 598 in

courses. 37 courses.

2. Improve the rele- - Employer inter-vance and quality viewsof training.

Botswana Training 1. Increase enrollment - Enrollment data - Annually - 1978 enrollment in commer-Center of commercial train- cial section is 1131 stu-

ing section to 1620 dents in 84 short coursesstudents in about 108courses by 1985

2. Improve the relevance - Employer inter-and quality of training. view.

Source: Ministry of Education and Bank staff.Date: June, 1979

I, S

- 45 -

ANNEX 4

BOTSWANA

SECOND EDUCATION PROJECT

Selected Documents and Data Available in the Project File

A. Reports and Studies Related to Education and Manpower

1. National Development Plan 81979-85) - Draft Education Chapter,February, 1980

2. Report of the National Commission on Education - Vols. I and IIApril 1977

3. Government Paper No. 1 of 1977 - National Policy on Education4. Budget Speech, 19795. Employment and Labour Use in Botswana - Vols. I and II, December,

19786. Report of AD HOC Committee on Farmers Brigades to NBCC on 21-22

September 1978

B. Reports Related to the Project

1. Project preparation documents - proposed Second Education Project,May, 1979

2. Institute of Development Management - Prospectus, 19793. Institute of Development Management - Fourth Annual Report, 19784. Follow-up Study of Graduates from Brigade Centers, July, 19765. Education (Private Secondary Schools) Regulations, 19786. Botswana Training Centre Annual Report, 1977-787. Botswana Training Centre Special Report, June, 19788. Botswana Training Centre - Prospectus for Diploma Courses in

Commerce and Accountancy and in Public Finance and Accountancy9. Botswana Brigades - Prospectus, 1979

C. Working Papers and Tables

1. Architectural Working Papers2. Educational Working Papers

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