AFRICAN DEVELOPMENT FUND

REF. NO. : SIL/PSEG/2002/01LANGUAGE : ENGLISHORIGINAL : ENGLISH

REPUBLIC OF SIERRA LEONE

REHABILITATION OF BASIC AND NON-FORMALEDUCATION AND VOCATIONAL SKILLS TRAINING

PROJECT(EDUCATION III)

APPRAISAL REPORT

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

DEPARTMENT OF SOCIAL OCSDDEVELOPMENT AUGUST 2002CENTRE - WEST REGION

TABLE OF CONTENTS

LIST OF TABLES, LIST OF ANNEXES, PROJECT INFORMATION SHEET,CURRENCY AND MEASURES, LIST OF ABBREVIATIONS AND ACRONYMSBASIC DATA SHEET, PROJECT MATRIX, EXECUTIVE SUMMARY i-x

1. ORIGIN AND HISTORY OF THE PROJECT 1

2. EDUCATION SECTOR 22.1 The Education System 22.2 Education Policy Framework 22.3 Financing of the Education Sector 32.4 Donor Support to the Education Sector 42.5 Education Sector Constraints 5

3. THE SUB-SECTOR 63.1 Basic Education 63.2 Literacy and Vocational Skills Training 73.3 Teaching and Learning Materials 73.4 Teacher Training, Recruitment and Deployment 73.5 Capacity Building 83.6 Preventive School Maintenance 8

4. THE PROJECT 94.1 Project Concept and Formulation 94.2 Project Area and Beneficiaries 104.3 Strategic Context 104.4 Project Objectives 104.5 Project Description 104.6 Environmental Impact 144.7 Project Costs 144.8 Sources of Finance and Expenditure Schedule 15

5. PROJECT IMPLEMENTATION 175.1 Executing Agency 175.2 Institutional Arrangements 185.3 Implementation Schedule 215.4 Procurement Arrangements 225.5 Disbursement Arrangements 255.6 Monitoring and Evaluation 255.7 Financial Reporting and Auditing 265.8 Aid Coordination 26

6. PROJECT SUSTAINABILITY AND RISKS 266.1 Recurrent Costs 266.2 Project Sustainability 276.3 Critical Risks and Mitigating Measures 27

7. PROJECT BENEFITS 287.1 Economic Analysis 287.2 Social Impact Analysis 29

8. CONCLUSIONS AND RECOMMENDATIONS 298.1 Conclusions 298.2 Recommendations and Conditions for Loan Effectiveness 30

Annexes

LIST OF BOXES AND TABLES

2.1 Government Expenditure by Level of Education (in ‘000 Leones) 32.2 Major Funding Sources of the Education Sector 42.3 Estimated Destruction due to the Conflict 54.1 Estimated Costs by Component 154.2 Estimated Costs by Category of Expenditure 154.3 Estimated Costs by Sources of Finance (UA Millions) 164.4 Estimated Costs by Components and Source of Finance 164.5 Estimated Costs by Category of Expenditure and Source of Finance 164.6 Expenditure Schedule by Category of Expenditures 174.7 Expenditure Schedule by Source of Finance 175.1 Distribution of Grant Program per District in Primary and Junior Secondary Education 195.2 Implementation Schedule by Component 225.3 Procurement Arrangements 23

LIST OF ANNEXES

1. Map of the Republic of Sierra Leone2. Diagrammatic Representation of Proposed Project Structures3. List of Goods and Services4. Primary School Enrolment by Sex and District 2000-20015. Secondary School Enrolment by Sex and District 2000-20016. Draft Terms of Reference: Skills Training Coordinator7. Table of Contents of Draft Manual of the Partnership Program for the Rehabilitation of Basic

Education in Sierra Leone8. Summary of Bank Group Operations in Sierra Leone9. List of Documents Produced for or During the World Bank and ADB Project Appraisal Missions

This report was prepared on the basis of joint ADB/World Bank/DfID appraisal mission that visited Sierra Leone in 10–22February, 2002 and a follow up ADB mission from 3-7 June 2002. The appraisal mission included Ms. Margaret Kilo,Principal Education Specialist, NICO; and two UNESCO consultants. The follow up mission included Messrs. AndréKomenan, Chief Socio-Economist, OCSD.1 and Serge N’Guessan, Senior Architect, OCSD.1. Enquiries relating to thisreport may be directed to Mr. Russell Cressman, Division Manager, OCSD.1 (ext. 4112) or Ms. Z. El Bakri, Director OCSD

(ext. 4060).

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AFRICAN DEVELOPMENT FUND01 BP 1387, Abidjan 01

Tel. 20 20 44 44 : Fax 20 21 77 53

PROJECT INFORMATION SHEET

Date: July 2002

The information given hereunder is intended to provide some guidance to prospectivesuppliers, contractors, consultants and all persons interested in the procurement of goods andservices for projects approved by the Board of Directors of the Bank Group. More detailedinformation and guidance should be obtained from the Executing Agency and the Borrower.

1. Country and name of project Republic of Sierra Leone. Rehabilitation of Basic and NonFormal Education and Vocational Skills Training Project(Education III)

2. Location 1) Nationwide: School Reconstruction and Rehabilitation;Construction of low-cost Housing units for Teachers; In-Service Teacher Training; Teaching and Learning Materials;Functional Literacy; Vocational Skills Training forinstructors and master-trainers; Community Awareness andestablishing of School Management Committees; PreventiveMaintenance Programme for Schools.

2) Freetown (mainly): Training for MEST personnel;Strategic Planning for MEST and training of decentralisedbodies.

3. Borrower Government of Sierra Leone

4. Executing Agency Programme Coordination Unit (PCU)Ministry of Education, Science and TechnologyFreetown, Sierra LeoneTel.:Fax:E-mail:

5. Project description The project consists of the following three (3) components:(i) Rehabilitation of Basic Education, Vocational SkillsTraining and Literacy: Partnership Programme(ii) Institutional Strengthening, Capacity Building, andOutreach; (iii) Project Management

6. Total cost UA 34.94 millionForeign : UA 15.09 millionLocal : UA 19.85 million

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7. Bank group financingADF UA 15.00 millionTAF UA 1.00 million

8. Other sources of financing:IDA UA 15.78 millionDfID UA 1.58 millionGovernment contribution UA 1.58 million

9. Date of approval 2002

10. Estimated starting date of work and durationEnd 2002 for four years.

11. Procurement of goods and servicesProcurement of Civil Works and Goods, including equipmentand furniture, will be undertaken using National CompetitiveBidding, in accordance with the Bank's Rules of "Procedurefor Goods and Works".

12. Consultant services Consultants will be needed to provide technical assistance;design and prepare rehabilitation plans; teacher training;conduct literacy and skills training programmes forinstructors -- prepare teaching and learning materials; carryout feasibility studies; help design outreach campaigns toestablish School Management Committees; strategicplanning, to strengthen institutional capacity. Consultants willbe hired through short listing of qualified firms and/orindividuals in accordance with ADF Rules of Procedure forthe use of Consultants.

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CURRENCY AND MEASURES(June 2002)

1 Unit of Account (UA) = 1.26771 US Dollar1 UA = 2699.69 SL Leones

Fiscal Year: 1 January - 31 DecemberSchool Year: September - JuneUnits of Measurement: Metric System

LIST OF ABBREVIATIONS AND ACRONYMSBE Basic EducationBECE Basic Education Certificate ExaminationCBO Community Based OrganizationCEC Community Education CentreCSO Central Statistics OfficeCREPS Complementary Rapid Education for

Primary SchoolsDDR Disarmament, Demobilization and

Reintegration ProgrammeDfID Department for International

Development (UK)ECOWAS Economic Community of West African

StatesEFA Education for AllEMIS Educational Management Information

SystemEU European UnionGoSL Government of Sierra LeoneGPN General Procurement NoticeGTZ German Agency for Technical

CooperationHDR Human Development ReportHIPC Heavily Indebted Poor CountriesIAPSO International Agency for ProcurementIDA International Development Association

(World Bank Group)ILO International Labour OrganizationINGO International Non-Governmental

OrganizationI-PRSP Interim Poverty Reduction Strategy PaperISTT In-Service Teacher TrainingJSS Junior Secondary SchoolMEST Ministry of Education, Science and

TechnologyMYES Ministry of Youth, Education and SportsNaCSA National Commission for Social ActionNCB National Competitive BiddingNCDDR National Committee for Disarmament,

Demobilization and ReconciliationNCRRR National Commission for Reconstruction,

Resettlement and Rehabilitation

NCTVA National Council for Technical,Vocational and other Academic Awards

NEMP National Education Master PlanNFE Non Formal EducationNFPE Non Formal Primary Education (UNICEF

programme)NGO Non-Governmental OrganizationOCHA Office for the Coordination of

Humanitarian AffairsPADECO Partner in Adult Education Coordinating

OfficePCU Project Coordination UnitPIP Project Implementation PlanPOM Project Operations ManualPPM Project Partnership ManualPSC Project Steering CommitteePU Procurement UnitREBEP Rehabilitation of Basic Education ProjectRREP Rapid Remedial Education ProgrammeSP Service ProviderSSS Senior Secondary SchoolSMC School Management CommitteeSPPD Support Services to Policy and

Programme DevelopmentTA Technical assistanceTLMs Teaching and Learning MaterialsTOT Training of TrainersTTC Teacher Training CollegeTVC Technical-Vocational CentreUA Units of AccountUNAMSIL United Nations Assistance Mission to

Sierra LeoneUNDP United Nations Development ProgrammeUNESCO United Nations Educational, Scientific

and Cultural OrganisationUNICEF United Nations Children’s FundUNHCR United Nations High Commission for

RefugeesUUT Unqualified and Untrained TeachersVST Vocational Skills TrainingWB The World Bank

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SIERRA LEONE: BASIC DATA SHEETComparative Socio-economic Indicators

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PROJECT MATRIX

NARRATIVESUMMARY

INDICATORS VERIFICATION ASSUMPTIONS

SECTOR GOAL

To rehabilitate basic and non formaleducation and vocational and skillstraining

1. By 2006, 460 Primary & 100 JSS, and 40CECs and TVCs reconstructed, rehabilitated orexpanded and 138 teachers quarters constructedin severely damaged areas2. By 2006, 9,600 primary school teachers trainedand 240 instructors at technical and vocationalcentres provided literacy and skills training

1, 2, 3 Assessment by Education III mid-term reviewand final evaluation.

2 Student and trainee enrolment data, and teacher, data.

3 Tracer studies of students and trainees still in school,with jobs or in self-employment

The recent peace process holds and political stability ismaintained

Economic prospects continue to improve and diversify

Government commitment and donor/NGO support toeducation continues

Project Objectives

(a) To Implement an emergency responsefor basic education, VST and functionalliteracy needs for the restoration ofnormalcy in the sector, and(b) to strengthen national capacity forefficient delivery of education services.

1. Improved enrolment capacity in BE schoolsand VST programmes2. By 2006, 10,000 teachers receiving in-servicetraining3. Improved teacher-pupils ratio (primaryeducation (from 55:1 to 30:1) and in JSS

1 & 3 Student and trainee application, enrolment andattainment data, including teacher evaluation reports,by gender

2 Other BE, and Technical-Vocational programmesdata

Improved education and training will contributesubstantially to reconciliation and peace

Sufficient job/work opportunities exist, including in self-employment and entrepreneurship, for war-affectedyouth completing VST programmes through the project

OBJECTIVES/OUTPUTS

COMPONENT I: Partnership Program:Rehabilitation of BE, VST Training &Literacy

1.1Rehabilitation/reconstruction/ex-tension of existing school buildings

1.2 Construction of teacher housing unitsin severely deprived areas

1.3 Provision of In-Service primaryTeacher Training

1.4 Provision of textbooks, teaching andlearning materials at BE level

1.5.Short-term literacy and incomegenerating skills training to instructors atCECs and TVCs, and artisan toolkits forgraduates

1.1.1 By 2006, 600 Primary, JSS &VST level1&2 institutions fully operational

1.1.2 By 2006, all schools fully equipped

1.2.1 By 2006, 138 teacher housing constructed

1.3.1 By 2006, Total of 4,000 UUTs provided

1.5 By 2006, 6,400 artisan toolkits provided toVST graduates at the end of training course

MEST activity reports and records. Data on Enrolmentand end of year student examination in BE and VSTprogrammes provided through Education III. Annualdata on teachers statistics and data on UUTspursuing and obtaining ISTT.

Other annual education statistics; supervision reports;project monitoring reports; site visits; annual reviews;mid-term review; and project final report

Supervision and monitoring reports by Inspectorate andQuality Assurance (IQA) Division

Baseline survey conducted in collaboration with allstakeholders in Sierra Leone in 2001-2002

Communities are progressively returning to locations oforiginal domicile

NGOs, and other organizations that can deliver projectactivities will be sufficient to meet the needs

New employment information service centre (EISC) ofthe Ministry of Labour is effective in identifying jobneeds and in counselling of VST graduates

Government maintains solid commitment to expandingand improving educational provision, and has sufficientfinancing

1.5 VST graduates have access to funds (micro credit) toset up businesses after completing Skills Training

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NARRATIVESUMMARY

INDICATORS VERIFICATION ASSUMPTIONS

COMPONENT II: Institutional StrengthenCapacity Building, and Outreach

2.1 Development of vision & strategy

2.2 Support to MEST plan to enhancecapacity for project management,implementation and sustainability

2.3 Production/distribution of manuals foraccelerated in-service teacher-training

2.6 Establishment of SchoolManagement Committees

2.7.1 School maintenance plan developed& focal points nominated from SMCs andtrained for minor maintenance & repair

2.7.2 All institutions in project equippedfor Preventive Maintenance

2.1 By 2003, MEST vision Comprehensive,medium-term strategic plan completed and beingimplemented2.2 By 2003, training plan established for MESTstaff, including for monitoring and other projectreporting tasks and duties

2.3 By 2006, 5,850 teaching manuals distributedto eligible UUTs including increase in salary forupgrading qualifications2.6 By 2006, 600 SMCs established andparticipating actively on school management

2.7.1&2.7.2 By 2004, school maintenance plantranslated into local languages and 600 SMCvolunteers trained in minor repairs for effectiveschool maintenance practice

2.3 Definitive MEST administrative and programmemanagement structure developed and operational

IQA Div. and project monitoring reports and site visits

Consultations with teachers and survey of communityleaders and sample of parents

Bank Issues Papers, monitoring and supervision visitsand reports

2.5.4 Consultation and advisory mechanismsfunctioning satisfactorily

2.6 Survey of community leaders and key stakeholdersconducted for SMC support

MEST is able to secure satisfactory cooperation andassistance of officials at district level, also of schoolheads and others in completion of data forms and otherrequests

ACTIVITIES

I - Rehabilitation of Education Facilities

A. Studies, Design and Supervision

1.1 Design and tenders for Primaryschools, JSSs, CECs, and TVCs

1.2 Procurement of Furniture andEquipment for all rehabilitated structures

1.3 Literacy and Vocational Skills trainingprogramme

B. Civil Works1.2.1 Rehabilitation & extension ofPrimary schools, JSSs, CECs, and TVCs

C. Technical Assistance & Training1.3.1 Publication/distribution of teachingmanuals for UUTs1.3.2 Literacy and skills trainingworkshops for facilitators and instructors

1.1 Design for rehabilitation/extensionof Primary schools, JSSs, CECs, and TVCs

approved1.2 Furniture and equipment provided to 600

rehabilitated structures1.3 Literacy & skills training courses/modules

approved for CECs/TVCs

1.2.1 460 of Primary schools, 100 of JSS, 20 ofCECs and 20 of TVCs

rehabilitated/extended

1.3.1 4,000 UUTs provided teaching manuals1.3.2 120 facilitators and 120 instructorsprovided literacy and VST training

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NARRATIVESUMMARY

INDICATORS VERIFICATION ASSUMPTIONS

D. Furniture, equipment and printedmaterial1.4.1 Furniture, equipment and textbooksfor Primary/ JSS, CECs/TVCs1.4.2 Furniture/equipment and TLMs forCECs1.4.3 Furniture/equipment and TLMs forTVCs1.4.4 artisan toolkits for VST graduates1.4.5 Furniture/equipment/toolboxes andManuals for Teachers’ housing units1.4.6 Maintenance manuals and toolboxesfor all rehabilitated schools

E. Operating Costs:

1.4.1- 1.4.4 460 Primary schools, 100 JSSs, 20CECs and 20 TVCs provided with furniture/equipment and TLMs1.4.4 6,400 VST graduates provided with artisantoolkits1.4.6 138 teachers’ units furnished and equippedwith toolboxes and Manuals for preventivemaintenance1.4.6 600 rehabilitated institutions equipped withmaintenance manuals and toolboxes

The project cost estimates by category ofexpenditure are as follows (in millions UA):

Category of Expenditure (UA millions)01. Goods ……………………… 9.0802. Works ……….………….… 13.9303. Services ………………..…..6.2904. Operating Costs …………….0.9107. Unallocated………………...0.55Total Base ……………………30.76

Physical Contingency . .……… 1.54Price Escalation …….. ………. 2.64Total Project Cost 34.94

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EXECUTIVE SUMMARY

1. PROJECT BACKGROUND

The proposed project has been jointly prepared and will be co-financed with the World Bank and theBritish Department for International Development (DfID). It will contribute to several educationsector needs at the beginning of national reconstruction efforts following the end of the rebel war.The Bank loan will mainly support Basic Education, vocational skills training and functionalliteracy, through reconstruction/rehabilitation of schools and technical/vocational training centres,provision of in-service teacher training, teaching and learning materials and redeployment incentivesfor teachers through housing in severely damaged areas. The TAF grant will support capacitybuilding and TA needs of the Ministry of Education and Science and Technology (MEST). Theproposed project is consistent with the government's National Education Master Plan 1997-2006(NEMP) and its commitment to EFA by 2015 and fully in line with the Bank’s Country Strategy for2002 to 2004. Although the NEMP was prepared in 1996, the Ministry of Youth, Education andSports (MYES), recently renamed as Ministry of Education, Science and Technology (MEST), hasnot been able to implement many of the projects and activities detailed in the master plan owing tothe ongoing internal war and the general shortage of government revenues for education due also tothe country's debt servicing burden.

Poverty alleviation is a core element of the project rationale and design, and responds to thecountry's strategy for national reconstruction. Education is an important component within thegovernment's Draft Interim Poverty Reduction Strategy (I-PRSP), both in the transition phasethrough 2002 and also for the medium-term from 2003-2005. The proposed project is also consistentwith Bank policy including the Education Sector Paper.

2. PURPOSE OF THE LOAN AND THE GRANT

The ADF loan of UA 15 million will finance 42.9 percent of the total project cost, consisting of UA5.04 million in foreign currency and UA 9.96 million in local currency. For four (4) years, ADFfunds will provide for the rehabilitation of schools, centres, housing units and accompanyinginfrastructure for Basic Education (BE); in-service teacher training; teaching and learning materials;functional literacy; vocational skills training (VST); provision of artisan toolkits for VST graduates;training in monitoring and evaluation; training and other assistance for education provision byMEST headquarters and field personnel; strategic planning for MEST; and community awarenessand participation in school management and training for preventive maintenance of schools. TheTAF grant of UA 1 million will finance 2.9% of the total project cost and will entirely be expendedin foreign currency. It will finance part of the TA needs of the project.

3. SECTOR GOAL AND PROJECT OBJECTIVES

The Sector Goal is to assist with the rehabilitation of basic education. The specific project objectivesare to (a) implement an emergency response in the provision of basic education, VST and functionalliteracy needs for the restoration of normalcy in the sector, and (b) strengthen national capacity forefficient delivery mechanisms. In order to achieve sector objectives in restoring normalcy to the sub-sector within four years, the project will: Rehabilitate/reconstruct/expand 460 primary and 100 JSschools and 40 community education centres and vocational training centres, construct 138 housingunits for teachers; and Strengthen the capacity, quality and output of the MEST.

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4. PROJECT DESCRIPTION

The project consists of the following three (3) components: (i) Partnership Programme:Rehabilitation of Basic and Non Formal Education, Vocational Skills Training and Literacy;(ii) Institutional Strengthening Capacity Building and Outreach; and (iii) Project Management.

5. PROJECT COST

Total cost of the project : UA 34.94 millionForeign : UA 15.09 millionLocal : UA 19.85 million

6. SOURCES OF FINANCE

ADF : UA 15.00 millionTAF : UA 1.00 millionIDA : UA 15.78 millionDfID : UA 1.58 millionGovernment : UA 1.58 million

7. PROJECT IMPLEMENTATION

Executing Agency

The Ministry of Education, Science and Technology (MEST) will be the executing agency for theproject. Within the MEST, a Project Co-coordinating Unit (PCU) will be established to implementthe project.

A Project Steering Committee (PSC) will be set up to oversee the implementation of the project.The Committee will, in particular, review and approve project proposals, monitor theimplementation of an MOU between the MEST and NaCSA, and other contractual arrangements,review assessments on the progress of project implementation as envisioned in yearly work plans,and recommend major decisions on project affairs. Members of the committee will includerepresentatives from the MEST and other ministries and arms of government concerned with theproject. These would include the Ministries of Labour, Agriculture, Finance and Planning. Inaddition, major INGOs, NGOs, faith-based organizations, and other civil society groups would alsobe represented on the PSC. The Government will represent 60% of the membership of theCommittee and the civil society 40%.

A few other GoSL ministries and agencies will assist the MEST in its duties as the executing agencyfor the project. Delivery of the civil works (construction and rehabilitation) and other activities willinvolve other agencies of government and several INGOs, also local NGOs, faith-based groups andCBOs. All will be implementing partners of the project.

8. CONCLUSIONS AND RECOMMENDATIONS

The project will make an important contribution to Sierra Leone at this time in its history and is inline with government objectives for national reconciliation. It is based on the necessity of specialsupport to restoring normalcy to school life for the children and youth of Sierra Leone whose liveshave been severely disrupted and uprooted by warfare during the past decade. Several impoverishedparts of Sierra Leone will benefit from school construction or rehabilitation in their communities. A

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number of 600 schools will benefit directly from the school maintenance programme countrywide.Youth in VST programmes and children and youth receiving Basic Education will be directbeneficiaries. Strengthening of the MEST, including for a long-term vision for EFA will alsocontribute to national development. The project is in line with the Bank’s overarching objective ofpoverty reduction and its Education Sector Policy.

As the peace process is holding and several donors and implementing partners are keen to assist inreconstruction endeavours, it is therefore an appropriate time for the Bank to extend its support toSierra Leone.

It is therefore recommended that an ADF loan not exceeding UA 15.00 million, and a TAF grantin the amount of UA 1.00 million be granted to the Government of Sierra Leone for the purposestipulated in this report and subject to the loan conditions of the ADF.

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1. ORIGIN AND HISTORY OF THE PROJECT

1.1 Sierra Leone’s population of about 5.3 million people has been seriously affected by adebilitating combination of war and poverty. Its 2000 GDP per capita of US$ 142 and its UN HumanDevelopment Index ranking of 174 out of 174 countries makes it the poorest country in the world.After a decade of war, 80 percent of the population is living on less than US$ 1 a day and the situationbecomes worse with an increase in both the number of poor and the intensity of poverty. In 2000, theaverage income level was only able to cover about 50% of minimum household food requirements.The extreme poor are concentrated in rural areas and many spend virtually all their income on foodalone. Such intense poverty levels have severely affected education and other social indicators: lifeexpectancy is less than 38 years, maternal mortality at 1800 is three times higher than the average insub-Saharan Africa, child mortality is a very high 286 per 1,000 and HIV/AIDS is a rapidly growingproblem.

1.2 Since May 2000, Sierra Leone with the UN and Donors’ support, has gradually been able toimplement a peace process leading to the disarmament, by the end of 2001, of most of theapproximately 45,000 combatants. The peace is still tenuous in spite of the successful nationalelections in May 2002 and the greatest current threat to peace is youthful despair caused by a lack ofeducational and employment opportunities; the nation’s youth are looking for a “peace dividend” inthe form of expanded opportunities to learn and to work. This is the context in which theRehabilitation of Basic and Non Formal Education and Vocational Skills Training Project has beendesigned and why it targets especially those most seriously affected by the conflict through a renewedcommitment to basic education and to vocational skills training. To this end the project will alsoprovide for institutional strengthening of the Ministry of Education, Science and Technology (MEST)to meet the special challenges of the country’s post-conflict environment.

1.3 The Project approach is also rooted in the findings of the Government’s Interim PovertyReduction Strategy Paper (I-PRSP) of June 2001 that reaffirms the education goals of the 1997-2006National Education Master Plan (NEMP) and stresses increased enrolment and retention rates andimproved quality for basic education. It is fully consistent with Bank’s Country Strategy (2002-2004)which aims at rehabilitating the destroyed education sector in order to restore the Government’scapacity to educate the nation’s children; the CSP further recommends that the Bank complements theinitiatives of the World Bank, DfID and other international NGOs in rehabilitating the destroyededucational institutions as well as addressing the chronic shortage of teachers, equipment and weakcapacity in the MEST. The project is further derived from Sierra Leone’s commitment to Educationfor All (EFA) and to the six goals agreed to at the World Education Forum held in Senegal in April2000 and with which the NEMP is fully consistent. Finally, the project is consistent with theMillenium Development Goals for Education which stress in particular the achievement of universalprimary education and the elimination of gender disparity in primary and secondary education, whilecontributing to the attainment of the others.

1.4 Government’s medium-term priorities are grouped into three categories: good governance,economic revival and social sector development, which includes education. The Government’srecurrent budgets show a commitment to education with almost 20 percent of revenues allocated toeducation. A survey of popular opinion about national development priorities in 2000 placededucation (24%) second only to national security (27%). Thus the Government’s educational prioritiesreflect those of Sierra Leone’s people and the project responds directly to those priorities.

1.5 This project is a response to a request from the Government of Sierra Leone (GoSL) to theBank for support in rehabilitating its devastated education system; it has been jointly prepared by amulti-agency team including the Bank, the World Bank, and DfID which undertook joint preparationand appraisal missions. The appraisal mission took place from 10 to 22, February 2002.

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2. THE EDUCATION SECTOR

2.1 The Education System

2.1.1 The basic education system is comprised of six years of primary and three years of juniorsecondary school (JSS). A Basic Education Certificate Examination (BECE) is administered at thecompletion of JSS with five passes needed for entry into Senior Secondary School (SSS). In October2001 this was accomplished by 7,323 pupils or 38 percent of those sitting for the BECE. SSS consistsof three years of academic or vocational/technical education as preparation for the tertiary level. TheUniversity of Sierra Leone, teachers' colleges and various technical institutes provide tertiaryeducation. Early Childhood Education takes place in privately operated day care centres and nurseryschools located mostly in Freetown.

2.1.2 The schools in Sierra Leone are categorized as purely government (169 primary, and 12secondary schools, and 4 technical/vocational institutions), government-assisted (2,676 primary and218 secondary schools, and 51 technical/vocational institutions), or private (no primary and 9secondary schools, and 106 technical/vocational institutions). Pure government schools are run bydistrict education councils or other local government bodies. Government-assisted schools are run byagencies or missions but teachers are employed by the Government. In addition to support providedby agencies and/or missions, schools are increasingly receiving support from international NGOs. Asignificant number of these are associated with the United Nations. Since the on-set of the war in1991, reports have suggested that a number of schools have been forced to abandon their buildings andhave sort refuge in safer locations. Little is known about the scale of this dislocation, nor the schoolsthat have played host to these displaced institutions.

2.1.3 A key feature of the Sierra Leone educational system is the partnership between differentreligious denominations and the government in the delivery of primary and secondary education.According to an agreement between the two entities, the Government pays teacher salaries, shares thecost of facilities and maintenance, develops curricula and standards, provides teacher training, andadministers examinations. Today, 85% of the schools are administered by the missions. In addition,more than 90% of the schools that have been rehabilitated since year 2000 have been done incollaboration with international and national NGOs.

2.1.4 The Ministry of Education, Science and Technology (MEST) is responsible for managing theeducation sector. It has eight directorates, in charge of: (i) Planning, (ii) Education Programmes, (iii)Educational Services, (iv) Inspectorate, (v) Resources, (vi) Support Services, (vii) Personnel and (viii)Bursaries. The National Commission for Basic Education provides advice and support while aProgramme Co-ordinating Unit (PCU) facilitates donor activities. In addition, there are regionaloffices of MEST that work to support the central directorates.

2.1.5 The education sector is characterised by strong leadership at the policy level but has weakcapacity at the programme, administrative and regional levels. These constraints reflect a longstandinglack of financial resources and an urban bias, and have worsened due to the effects of a decade of civilwar and destruction, including of records. With disarmament of ex-combatants and peace beingconsolidated, Sierra Leone now faces intensification of the nation’s longstanding challenges in theprovision and management of massive educational needs and demands.

2.2 Education Policy Framework

2.2.1 The National Education Master Plan (NEMP, 1997-2006) was prepared with wide stakeholderparticipation and provides the current educational policy framework. It is based on the six majorobjectives of the Master Plan which are to: (i) increase access to basic education; (ii) develop a broad-based education system; (iii) improve the quality and relevance of education; (iv) expand and upgrade

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technical/vocational education; (v) promote adult literacy, non-formal, and informal education;(vi) and develop relevant attitudes, skills and values in children.

2.2.2 In line with these objectives, the government has instituted free primary education for classes1-6, increased the number of textbooks provided to primary schools and launched new initiatives forin-service teacher training and school reconstruction and rehabilitation. Government education policyis also focused on increasing access to vocational and technical education and strengthening non-formal educational alternatives for those who have been out of school due to the war, who are ex-combatants or who have never received formal education. This challenge is pursued in partnershipwith numerous local and international NGOs and donors who provide input to the policy dialogue.

2.3 Financing of the Education Sector

2.3.1 Financing is provided mainly by the government, donor community --including the Bankthrough its Second Education project (1991)-- and the private sector. Parents’ contributions towardsprimary education mostly go to meet the cost of uniforms, books at higher levels, transport and someactivity -- and “unscheduled” -- fees charged by each school. Government has increased spending tothe sector but the total amount of funds available remains grossly inadequate when compared to theneeds of the sector. The dearth of resources has been caused by the need for high expenditures fornational security due to the rebel war, and because major sources of traditional government revenuecame under the control of rebel forces. Table 2-1 shows the 2001 allocation of governmentexpenditure by level of education and projections for 2002 and 2003.

Table 2.1 Government Expenditure by Level of Education (in ‘000 Leones)

SUB-SECTOR FY 2001 FY 2002 Est. FY 2003 Est.

1 Basic Education 9,965.3 31.68% 11,786.70 33.09% 14,084.90 34.42%

2 Secondary Education 2,926.8 9.30% 3,226.80 9.06% 3,557.50 8.69%

3 Tertiary and Teachers Education 13,319.0 42.34% 14,820.30 41.61% 16,895.60 41.29%

4 Technical/Vocational 1,200.0 3.81% 1,323.00 3.71% 1,458.60 3.56%

5 Physical and Health Ed. 122.9 0.39% 135.30 0.38% 149.40 0.37%

6 Planning + Dev. Services 103.0 0.33% 113.60 0.32% 125.20 0.31%

7 Office of the Perm. Sec. 2,865.7 9.11% 3,159.40 8.87% 3,483.30 8.51%

8 Inspectorate Division 150.7 0.48% 166.10 0.47% 183.20 0.45%

9 Youth and Sports Div. 806.7 2.56% 889.40 2.50% 980.50 2.40%

TOTAL 31,460.1 100.00% 35,620.60 100.00% 40,918.20 100.00%

2.3.2 The GoSL Government Budget and Statement of Economic and Financial Policies For theFinancial Year, 2002 (7 December 2001) announced that Government’s 2002 provision for recurrentexpenditure (non-salary, non-interest) in the education sector would increase to Leones 36.4 million($US 16.55 million -- almost 20 % more than in 2001). The greater allocation is intended to providefor universal free primary education through the provision of additional Teaching and LearningMaterials (TLMs), the payment of examination fees, and the provision of subsidized textbooks for allpupils in government and government-assisted schools. The budget statement indicated thatgovernment grants to educational institutions would increase from Leones 14.7 million ($US 6.68million) in 2002 to Leones 16.8 million ($US 7.64 million) in 2003 to Leones 19.4 million ($US 8.82million) in 2004 (though these sums would remain the same percent of GDP).

2.3.3 A key issue for the project is therefore government’s ability to meet recurrent expenditures forthe sector, especially teachers' salaries (the largest expenditure) and maintenance, particularly whenenrolments increase and more schools are built with project and other financing. Provision to Sierra

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Leone under the enhanced HIPC (Heavily Indebted Poor Countries) initiative is a crucial variable inthis regard. Thus far, estimates based on the HIPC preliminary assessment foresee the Nominal DebtService Relief for Sierra Leone to be at US$ 900 million.1 Though it is difficult to speculate howmuch would be devoted to education, HIPC debt relief provisions recently approved by the IMF willprovide Sierra Leone with a total of 70.4 billion Leones (almost USD 35 million) for all social sectorsfor 2002. Of this total, 14.56 billion Leones will be for recurrent expenditures on education, including9.99 billion for primary and pre-primary; 1.5 billion will be for the secondary level, 300 million fortertiary and teacher education, 350 million for technical and vocational education, and 400 million forthe Inspectorate. HIPC resources towards development (capital) expenditures in education will total5.7 billion Leones this year, including 4 billion for reconstruction of Primary schools at Chiefdomlevels in rural areas. Debt relief for 2003 under the Interim HIPC arrangements is not yet determined.

2.4 Donor Support to the Education Sector

Donor support to Education responds largely to the rehabilitation needs of the basic educationinfrastructure and for the training of facilitators and instructors for literacy, vocational skills trainingand peace education initiatives for out-of-school youth. The current weak capacity of theadministration and the dispersion of many of the interventions makes it difficult to provide a completeand accurate information on this support. Key interventions are summarized in Table 2.2. The Bank’sEducation II project, scheduled to end in 2002, has contributed mainly to the improvement of thequality and management of the education sector through the construction or renovation and equipmentof a total of 8 District Inspectorate Offices, the training (locally or overseas) of over 1,000 teachersand administrative staff, constructed the facilities for Planning Directorate. The forthcoming projectwill built on this intervention; it is a joint venture with the World Bank (IDA) and DfID for therehabilitation of Basic Education and strengthening of MEST institutional capacity for effectivemanagement of the education system. It is expected that the three institutions will provide in total theadditional sum of about US$ 44 Million. In addition, UNICEF provides support to the primaryeducation sector in Sierra Leone, including its Non-Formal Primary Education (NFPE) programme,and emergency programmes (CREPS, RREP). With UNDP funding UNESCO’s forthcoming SupportServices to Policy and Program Development (SPPD) is expected to maintain its focus on variouspolicy aspects to reinforce and complement the reconstruction initiatives by the two Banks and otherdevelopment partners, and also strengthen the Government’s long-term development plans (2001-2015) within the Education for All (EFA) Framework for Action.

Table 2.2: Major Funding Sources of the Education Sector

Source Funding Period Area Intervention RegionAMOUNTUS$

ADB 1992-2002/Educ. II Technical/Vocational and Basic Education National 13,000,000BADEA 2001-2004 (3 yrs) Construction of Junior Secondary Schools 20,000,000

DfIDi) Rehabilitation of basic education (through NGOs),ii) review of Education recurrent expenditure

European Union 2000 Tertiary & Technical Education; Pre-Primary and Primary National 75,000,000IslamicDevelopmentBank (IDB)

2000-2002 (3 yrs)Integrated Rural Development Project: i) Construction of 20Primary schools with toilets, etc, ii) provision of furniture,and iii) educational materials

NorwegianRefugee Council(NRC)

2001i) Rehabilitation of 4 schools & District Education Office, andii) providing education to 940 returnee/refugee children inBandajuma; iii) other activities and support

Kambia,and otherareas

2,000,000

Plan International 2002Rehabilitation of schools; other, mainly Primary educationareas

Moyambadistrict

approx.1,500,000

UNDP/UNESCO SPPD (areas to be specified) 200,000

1 IMF and World Bank Board completion point documents, decision point documents, preliminary HIPC documents, andstaff calculations, December 2001.

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2.5 Education Sector Constraints

2.5.1 There are four major constraints confronting the development of the education sector in SierraLeone: (i) a largely destroyed physical infrastructure and massive disruption due to war and neglect;(ii) a weak financial base; (iii) major human resource and consequent institutional capacitydeficiencies; and, (iv) large boys-girls inequities.

2.5.2 Physical Infrastructure - According to the National Commission forSocial Action (NaCSA)3 estimates, over 3000 villages and towns have beendecimated. The 1999 rebel attack on Freetown alone left at least 500structures destroyed. The same source indicates that 1,700 educationalinstitutions, including a teachers college and a college of the university havebeen destroyed, 400 health posts looted and vandalized and 3000 waterwells rendered unusable. The war has destroyed school libraries, furnitureand equipment and caused the loss of basic equipment and school records.Thousands of teachers have fled the country or been killed, many school-age children have been out of school for as long as a decade and the rates ofilliteracy have risen even further from already high levels. Lack of routinemaintenance, including widespread absence of preventive measures,became more acute during Sierra Leone’s internal war throughout the1990s.

2.5.3 Weak Financial Base - The second constraint negatively affects theability of the government to inject revenue into the system, in spite of itscommitment to education. The limited public revenue base severely restricts the amount of publicresources available to the education sector. Forced and voluntary payments of several fees, chargesand contributions by parents (e.g. school uniforms) provide limited support, but are a major burden tothe country’s mainly poor families. The principal solution to the financing problem is a growingeconomy, a more effective tax collection system, a restoration of the business sector and continueddonor support.

2.5.4 Human Resource Constraints - The third major constraint is the lack of a critical mass oftrained personnel able to manage systems and deliver educational services leading, for example, toheavy reliance on unqualified teachers and poor management within the MEST. Poor salaries (a newlycertified Senior Secondary School (SSS) teacher earns $46 per month and even after 20 years service,a SSS teacher will not reach $100 a month), often irregularly paid (not as great a problem in 2002),difficult working conditions and a lack of teaching and learning materials act as disincentives topersonnel in the sector.

2.5.5 Constraints on Girls Education - While overall demand for education is high, as expressed inthe rapid growth in enrolments in safe areas after the introduction of free primary education, boyscontinue to enrol at higher rates than girls (by Grade 6, 62% of pupils in the 2000/01 school year weremale) and female literacy continues to lag. The 1985 census showed that 70.5 percent of those overage five had never attended school (63.5% of males and 77.2% of females). Since then, there has beenlittle change in literacy rates and in the proportion of girls attending school. There are also regionaldisparities with 87.3% of females in the Northern Province unschooled compared to 78% in theSouthern and Eastern Provinces and 42% in the Western Area, including Freetown. At the SSS levelthe situation is worse with about 23,000 students attending, of whom about 10,000 were female. In

2 UN/OCHA, May 22, 2001.3 The National Commission for Social Action (NaCSA) is a post-conflict National Social Fund organisation set up by anact of parliament to replace and widen the scope of the National Commission for Reconstruction, Resettlement andRehabilitation (NCRRR) as a consequence of the transition from an emergency co-ordination phase to a national socialdevelopment phase.

Table 2.3 Estimateddestruction due to the

Conflict (% of Stock)2

Province /Region &District

EducationFacilities %

NorthernBombali 80Koinadugu 90Kambia 90Tonkolili 70Port Loko 75EasternKenema 40Kono 95Kailahun 90SouthernBo 40Pujehun 60Moyamba 50Bonthe 30Western 60

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2000, those taking the SSS leaving examination (the West African Senior Secondary SchoolCertificate Examination) totalled only 1,899 students of whom 42% were female. The school-agedpopulation enrolled in secondary schools is very low as compared to the average of 25% for the rest ofsub-Saharan Africa. Secondary schools are also heavily concentrated in urban areas and some ruralfamilies especially are less likely to send their daughters to school for cultural reasons. Thisconstrains Sierra Leone’s ability to use its human resources optimally and demonstrates a continuedneed to rapidly expand secondary and vocational enrolments, especially for girls.

2.5.6 Other Constraints - The education sector is also affected by several other factors, including themassive displacement from their communities due to war, the return of child ex-combatants to theclassroom, often with psychological and behavioural problems, urban over-crowding and a significantdegree of corruption and weak management at nearly all levels of the system. With disarmamentcompleted, the peace process holding and elections held successfully in May 2002, there are nowincreased demands and needs for education provision and services have increased.

3. THE SUB-SECTOR

3.1 Basic Education

3.1.1 The focus of this project is the Basic Education (BE) sub-sector which is defined as:(i) primary and junior secondary schools, (ii) basic vocational and technical skills training institutions,including those conducting literacy training, (iii) non-formal education initiatives and emergencyprogrammes that respond to war-affected school-age populations, and (iv) key institutions needed tomanage and operate the basic education system. The GoSL has reinforced its commitment toEducation for All goals by making BE a nine-year cycle: six years Primary and three years JuniorSecondary school. Free education was also recently introduced for Primary 1-6, which means nogovernment-levied tuition fee and some provision of textbooks.

3.1.2 The sub-sector is in a precarious state. Besides massive physical destruction (see Table 2.3),large scale migration of school age children to “safer areas” has taken place, particularly to theWestern Area, parts of the south and to refugee camps in Guinea. This contributed to grossovercrowding of primary and JS schools, resulting in classes containing as many as 90 pupils, whichfor the first time prompted the introduction of multiple-shift schooling at the post-primary level.Additionally, some JS and SS schools from unsafe areas relocated to the safer areas such as Freetownand Bo, and many then shared already overcrowded premises and facilities of existing schools.Primary education enrol a total of 554,277 pupils including about 40 % girls, and junior secondaryschools enrol 77,747 students of which also 40% girls. The quality of the facilities has an importantimpact on dropout. For example, the lack of toilet facilities, and the dearth of female teaching staff area recognized disincentive for girls particularly around the age of puberty. In the aftermath of the rebelwar, many children, youth and adults were maimed -- making it imperative to ensure that schoolfacilities are easily accessible to the physically handicapped. Annex 4 provides the detailed enrolmentstatistics and analysis.

3.1.3 Many pupils and teachers have not yet returned to their original location despite the fact thatthe disarmament process has been completed. The war has also taken a toll on the human resourcecapacity of the education sector. Large numbers of teachers have also been displaced, killed, maimed,migrated internally or abroad, and/or suffered war related trauma. (Sierra Leoneans comprise about 80percent of secondary school teachers in The Gambia.) The GoSL has therefore recruited unqualifiedand untrained teachers (UUTs) to respond to the teacher supply crisis, but this has resulted in a furthersharp decline in educational quality. Issues of quality education and delivery need to be addressed atthe junior secondary level as factors responsible for high dropout rates among both boys and girls.

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3.2 Literacy and Vocational Skills Training

3.2.1 The 1985 census found that the literacy rate was 12.75 percent, and that 70.5 percent of thoseenumerated never attended formal school. Figures from the Social Assessment for Women andChildren (SAWAC) survey of 2000 indicate that while illiteracy problems have been addressed withsome success in urban areas, the work in rural areas has barely started. In addition to literacy courses,Non-Formal Education (NFE) programmes generally focus on community education, health,agriculture and training for occupational and income generating. There are two types of institutions forliteracy and vocational and technical skills training at levels 1 and 2 in Sierra Leone: (i) CommunityEducation Centres (CECs), and (ii) Technical Vocational Centres (TVCs). About 50 such institutionsare registered with the government.

3.2.2 Community Education Centres (CECs): As part of their mandate, CECs provide literacyclasses as well as some skills training to both young and adult learners. CECs are situated in urbancentres throughout the country and have the potential to contribute significantly to increasing theliteracy rate and the number of youth with marketable skills. The need for CECs is all the moreevident and urgent now with a large number of out-of-school and other war affected youth seeking andneeding income-generating skills, and government’s desire to meet this challenge (also to prevent idleyouth taking up arms again). It is estimated that as many as 500,000 children in the 10-14 year agerange have missed some years of schooling because of the war. These children are mostly IDP orreturned refugees and are now over age for their academic class levels. With the anticipated increasein enrolment in the accompanying literacy classes operating in CECs, many additional literacyfacilitators must be trained to upgrade their pedagogical skills along similar lines as for primary schoolteachers.

3.2.3 Technical Vocational Centres (TVCs): TVCs are valuable post-CEC institutions particularlyfor those who may not benefit from formal schooling. Though 80-90 percent of students sitting theNational Primary School Examination (NPSE) enter the JSS level the remaining 10-20 percent eitheropt to repeat or drop out totally. As the pass rate at JSS level is between 40-48 percent, thus over 50percent of Primary completers either repeat or do not enter JSS. Most discontinue their formaleducation and add to the already high number of youths who are out of the system with few or nomarketable skills. Those who are able to pay the fees enrol at a CEC or TVC, but there is stillsubstantial unmet demand for skills training. This dilemma has produced a large number ofunemployed and unemployable youth who are becoming increasingly disillusioned with the statusquo.

3.3 Teaching and Learning Materials

Insufficient teaching and learning materials (TLMs) at schools, CECs and TVCs has been alongstanding woe of teachers and students. This situation has been exacerbated by the rebel war andthe indiscriminate plunder and destruction of homes and school property. Families have beenuprooted, and TLMs are among valuable possessions lost -- which schools also find difficult toreplace. The GoSL is keenly aware of the predicament of parents during this period of hardship, hasreviewed the situation with donors and has now has a policy of free and universal Primary education(1-6) in the country, which in principle includes the provision of free textbooks.

3.4 Teacher Training, Recruitment, and Deployment

3.4.1 Apart from low salaries driving people out of the teaching profession in search of betterprospects, the decade long civil war has also taken a toll on the human resource capacity of theeducation sector -- the teachers. As Annex 4 shows, for 554,307 children in primary schools in 2000-2001, there were only 14,932 teachers -- making for an average pupil teacher-ratio of 37:1. Moreover,the quality of primary educational provision is even worse in that over one-third (5,550) of these

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teachers are unqualified and untrained. With large numbers either displaced, killed, maimed ormigrated, the GoSL has randomly recruited unqualified and untrained teachers (UUTs) to meet thehigh demand in some schools while others make do with a disproportionate number of students perteacher. The quality of educational provision is contingent largely upon the education and quality ofteachers and availability of TLMs.

3.4.2 In order to attract qualified teachers back to the profession, government needs to provideinducements such as free or low cost housing, regularly paid salaries and/or other recruitmentincentives. These provisions should be for teachers recently under Internally-Displaced Person (IDP)or refugee status or who are voluntarily working in neighbouring countries. Such an endeavour wouldinvolve establishing a separate unit within the MEST to assess the claimed credentials of teachers andwork out the logistics for their deployment to schools in need of their teaching skills.

3.5 Capacity Building

3.5.1 The National Education Master Plan 1997-2007 (NEMP) contains the most recentcomprehensive description of the education system in Sierra Leone. It however requires updating inlight of the huge backlog of demand and pressing needs in the sector – many of which stem from ageneral decline in investment over the years, further exacerbated by the indiscriminate destruction andvandalism during the war.

3.5.2 The key sector management and capacity-building needs to be addressed by the projectinclude: (i) strengthening general educational planning capacity (vision and direction),(ii) administrative structures (decentralization of responsibility and coordination between the centre,district and local levels), (iii) improving and upgrading management skills and mechanisms of a selectnumber of units in the Ministry (planning and budgeting, resource allocation, monitoring andevaluation and donor coordination), (iv) strengthening capacity of decentralized bodies (including asensitisation campaign for community awareness, induction and training of communities to form andsupport school management committees -- SMCs), and (v) developing preventive school maintenancecapacity through involvement and participation of SMCs at the community level.

3.6 Preventive School Maintenance

3.6.1 The countrywide school rehabilitation programme needs to be sustained through timelymaintenance initiatives to be undertaken jointly by the MEST and supported by SMCs at thecommunity level. To date, the MEST has no established norms and standards or budget for systematiccare and maintenance of schools for minor wear and tear or for major damage to infrastructure. (SierraLeone is prone to strong windstorms and seasonal rains that cause serious damage to schoolbuildings.)

3.6.2 The MEST is committed to the initiation of a Maintenance Programme through theforthcoming project and is supportive of inducting school management committees as partners of theGovernment at the community level. School Management Committee (SMC) members would betrained for troubleshooting and in practical maintenance skills for minor repairs at schools on a regularbasis. All schools, CECs and TVCs will be equipped with a maintenance manual and toolboxes foreasy access by designated SMC members.

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4. THE PROJECT

4.1 Project Concept and Formulation

4.1.1 This project, a joint operation between the Bank, the World Bank, and DfID, has beenformulated in response to the Government’s efforts to meet the country’s increasing demands forimproved education provision and services, and to its commitment to Education for All by 2015.Design of components and activities have been conceived and thoroughly discussed with theGovernment during joint ADB/WB/DfID preparation and appraisal missions; during these missions,the multi-agency mission team has carried out intensive consultation and ensured full participation ofthe government and other stakeholders (including through studies, workshops, visits to communities,focus group work, and development of proposals by a project preparation team within the MEST). Theproject has been designed taking into account environmental concerns. Because of the importance ofthe rehabilitation and reconstruction activities to be undertaken an environmental impact assessmenthas been carried out. This assessment concluded that the environmental impacts of the project areinsignificant and manageable.

4.1.2 The project will support partnership between the MEST and education stakeholders to delivereducation services in an efficient way. Civil society stakeholders had had a significant role in projectpreparation and will be directly involved in implementation and monitoring. The establishment of apartnership program to rehabilitate the school system, and the inclusion of civil society representativesin the Project Steering Committee (PSC) will provide transparency in the decision making. Inaddition, the project will support the establishment of School Management Committees (SMC) towhich school administration will be accountable.

4.1.3 Finally, poverty alleviation is at the core of the project rationale and design because it willprovide an opportunity for many illiterates to acquire basic job-related skills, contribute significantlyto providing job opportunities to skilled workers in construction and, finally, boost the potential of thelocal construction industry as a whole.

4.1.4 Bank’s particular contribution to this joint project besides the co-financing of Basic Educationand the Capacity Building activities, is the rehabilitation of VST centres and literacy programmes.Through these activities, the Bank wishes to actively assist in the provision of useful skills andknowledge to hundreds of youths and allow them to engage in gainful productive activities.

4.1.5 The implementation of Education sector projects in Sierra Leone has been slow because of theunstable political and social situation, and related war outbreaks and frequent changes of Ministers andadministrative heads with sometimes varying priorities, and the limited implementation capacitywithin the MEST. Lessons learned suggest that to circumvent these problems, the project designshould take into account the need for greater project ownership and involvement of beneficiaries,enhanced sustainability, easy implementation, and improved monitoring and evaluation. This projectattempts to respond to these requirements through (i) active involvement of the direct beneficiaries inproject preparation and implementation, (ii) the establishment of a Project Coordination Unit withinthe Ministry to provide project planning and coordination leadership to the MEST and (iii) theestablishment of an overseeing body (the Project Steering Committee – PSC) with almost equalrepresentation from the private and public sector in order to improve transparency, good governance,and to create a direct link between project actions and education policies. Finally, to enhance thechances of sustainability of its outcomes, the project emphasizes the establishment and support of theSchool Management Committees (SMC); this is also a first step in the direction of decentralizationand school-based management.

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4.2 Project Area and Beneficiaries

The project has been designed to serve the entire country. Primary beneficiaries are some 700,000children enrolled in basic education (grades 1-9) which will receive teaching and learning materials,and will enjoy a much improved school environment. 10,000 teachers will benefit from in-serviceteacher training programs including skills development on peace-building. Families and communities,especially in rural areas, will benefit from the project which will contribute to bringing back a sense ofnormalcy to them; under the project, about 600 School Management Committees (SMCs) will beestablished and mobilized to proactively participate in the management of their schools at thecommunity level. Finally, the MEST will benefit from the capacity strengthening activities of theproject.

4.3 Strategic Context

4.3.1 Sierra Leone is emerging from a decade of especially brutal warfare. Its political and socialinstitutions have been dramatically weakened and its economy shattered. About half the entirepopulation was displaced internally, driven into exile, injured, killed, mutilated and suffered extremetrauma. Girls and women were most severely impacted. Education and other social sectors have beenundermined due to physical destruction, large-scale middle class flight, increased financial constraintsand institutional collapse.

4.3.2 Despite the daunting scale of the problem, Government has been able to devise a multi-pronged strategy plan to surmount many of these obstacles. First, Government is committed toensuring that education continues to receive a substantial share of the national recurrent budget.Moreover, funding to the education sector will increase considerably this year through provision ofHIPC funds to Sierra Leone (see Para. 2.3.3). Second, external donor financing and assistance isforthcoming through this and other projects. Third, Government is building capacity in the sectorwithin the MEST at national and local levels and in the schools through improved planning, datacollection, teacher training, etc. Fourth, Government is embarking on a renewed effort to ensuregreater participation from parents and citizens in general, including through School ManagementCommittees.

4.3.3 Education must now include (i) a renewed push for gender equity, (ii) the introduction of peaceeducation to promote reconciliation and improved non-violent conflict resolution between socialgroups and (iii) renewed attention to conflict resolution and the issue of violence in schools whereindiscriminate beating and flogging of pupils by intemperate teachers in disregard of officialgovernment policy is widespread. Social tolerance of violence by teachers against students, especiallywithout safeguards, helps perpetuate a culture of violence where those with authority may coerceothers outside any legal or regulatory framework.

4.4 Project Objectives

4.4.1 The Sector Goal of the proposed project is to assist the Government of Sierra Leone with therehabilitation of basic and non-formal education and vocational skill training.

4.4.2 More specifically, the Project Objectives are to: (i) implement an emergency response for basiceducation, VST and functional literacy needs for the restoration of normalcy in the sector, and(ii) strengthen national capacity for efficient delivery of education services.

4.5 Project Description

4.5.1 The proposed project which aims at rehabilitating the education sector in the country’s post-conflict context will restore government’s capacity to educate the nation’s children. In particular, it

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will (i) facilitate the immediate reconstruction and rehabilitation of Basic Education (BE) andVocational and Skills Training (VST) provision and infrastructure that have witnessed massivedamage and disruption caused by the war; (ii) support in-service teacher training and the activeinvolvement of communities and parents to build local ownership of schools through SchoolManagement Committees (SMCs) and a preventive maintenance programme; (iii) strengthen MEST’splanning capacity and the effectiveness of its school management and delivery mechanisms throughdecentralization and community partnerships; and, (iv) improve teachers living conditions throughsupport to Government-sponsored housing units to be constructed in the most severely deprived areasas an incentive for teachers to work in remote areas.

4.5.2 Within this broad framework, the project will have three (3) components with several sets ofactivities each as follows: (i) Partnership Program Fund to rehabilitate basic education, vocational skillstraining and literacy; (ii) institutional strengthening and capacity building; and (iii) project management.

Component 1: Rehabilitation of Basic Education, Vocational Skills Training, and LiteracyProgrammes --Partnership Programme

4.5.3 The main objective of this component (jointly funded with IDA, with the exception of VSTactivities which will be solely funded by ADF) is twofold. The first aim is to help bring as many basiceducation (primary and junior secondary) schools in Sierra Leone as possible up to basic operationallevel standards defined as being a safe furnished school building with minimally trained teachers, acore set of textbooks for every pupil, and a functioning school support structure in the form of aSchool Management Committee (SMC). This will be done through the improvement of schoolbuildings, infrastructure and furniture/equipment, and the provision of teachers housing in isolatedareas, as well as textbooks and teaching and learning materials. A comprehensive support package ofresources for schools will be allocated to all districts based on a formula that weighs levels of schooldamage from the war and population.

4.5.4 The component also aims to assist out-of-school unemployed young Sierra Leoneans withlimited formal schooling to acquire skills and knowledge as well as functional literacy so that they canearn a basic living on their own or together with others. It will, in particular, support government-assisted and approved Community Education Centres (CECs) and Technical Vocational Centres(TVCs) to expand their course offerings of sustainable vocational skills and literacy training to youthaged 15-20 years.4 Most courses supported by the project will likely be for a maximum of six monthsin groups of about 20. At the end of their training, graduates will receive an artisan toolkit as well asadvice and support to facilitate their access to productive employment, self-employment opportunities,micro-credit and vocational integration into local communities.

4.5.5 The project will finance two types of subproject packages: “complete grants” and “partialgrants”. Complete grants will include building rehabilitations or reconstructions, furniture, textbooks,artisan toolkits for VST graduates, teacher training. Partial grants will include the same elementsexcluding the rehabilitations/reconstructions elements and will be appropriate for cases where norehabilitation is required. Based on estimates of unit costs for rehabilitation/reconstruction of schools,textbooks, teacher training, teacher guides, peace education toolkits, artisan toolkits and support toSMCs, the project will provide full grants to a total of 460 primary schools,100 JSS, and 40 CECs andTVCs and partial grants to an estimated 653 primary schools and 95 JSS per year.

4.5.6 This component comprises five (5) sets of activities: (i) rehabilitation and reconstruction ofprimary, JS schools, CECs, and TVCs; (ii) construction of housing units for teachers in selected rural

4 The 20 government-assisted CECs and 29 TVCs are Level 1 and 2 institutions that operate approximately parallel to theformal Basic Education (6 + 3) structure in Sierra Leone. Many were severely damaged or virtually destroyed during thewar

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areas; (iii) provision of furniture and equipment; (iv) provision of textbooks, and teaching andlearning materials (TLMs); and (v) follow-up actions to assist VST graduates in their insertion intoproductive life.

4.5.7 Activity 1: Rehabilitation and reconstruction of 460 primary and 100 junior schools and 40training centres (CECs and TVCs) with war-damaged or deteriorated infrastructure. The project willfinance works and related expenditure necessary to bring these schools up to standard. Extensions ornew infrastructure will be constructed on a needs basis.

4.5.8 Activity 2: Construction of 138 low-cost housing units for teachers as an incentive package toattract displaced teachers to work at schools in the more severely damaged areas. A standard two-bedroom house will be constructed with a living area with a kitchen and storage, and toilet in thecourtyard. Housing units within each block will be cordoned with a boundary wall. Two-bedroomaccommodation will be for married couples with family or will be shared by two single teachers.

4.5.9 Activity 3: Provision of furniture and equipment for project-supported Basic Educationschools, Community Education Centres (CECs), and Technical Vocational Centres (TVCs). Some145,000 desks and chairs will be provided.

4.5.10 Activity 4: Provision of some 1,200,000 textbooks and teaching and learning materials(TLMs) to primary, JS schools, CECs, and TVCs assisted through the rehabilitation program. It will inparticular finance activities related to the development, production or procurement, and distribution oftextbooks, and teaching and learning materials (TLMs), for basic education, functional literacy andnumeracy, and training in vocational/technical skills. The latter will also include materials to integrateimportant development themes for civic education awareness in areas such as gender, HIV/AIDS,malaria and tuberculosis awareness and peace education.

4.5.11 Activity 5: Assistance to VST graduates. The project will provide for 6,400 artisan toolkits toall VST graduates. These artisan toolkits will contain the basic tools required for the trainees to beable to perform in their first jobs. They may include items such as for masonry toolkit: trowels, plumbbob and lines, hammers, chisel sets, tape measure, for the metal work kits: steel rules, steel try squares,metal work hammers, metal pliers, tape measures, file sets, welding shields, and for the wood workingkits: folding rules, had saw, jack planes, tenon saw, hammers, pincers, chisel sets, smoothing planes.In addition, through its sensitisation and outreach program, the project will provide further supportincluding counselling and assistance for accessing micro credit opportunities to help groups of VSTgraduates in their transition from training to work.

Component 2: Institutional Strengthening, Capacity Building, and Outreach

4.5.12 The aims of Component 2 (jointly funded with IDA and DfID) include the enhancement of theinstitutional capacity of the MEST -- at both headquarters and in the field -- in order to effectivelyassist in implementation of the project and to empower the MEST to manage the entire educationsector as well as supervise and monitor the delivery of education services. The latter objective isdefined as MEST having the capacity to carry out strategic leadership, policymaking, planning,mobilization of financial and human resources, and to expand access and quality education includingthrough promoting partnership in service delivery. The proposed activities will support the Ministry’sfunctions and responsibilities in both Basic Education and Vocational Skills Training.

4.5.13 Component 2 will be implemented through six (6) sets of activities: (i) Training of MESTpersonnel; (ii) In-Service Teacher Training (ISTT) for unqualified and untrained teachers (ISTT);(iii) establishment and strengthening of School Management Committees (SMCs); (iv) Schoolmaintenance programme; (v) support to VST programme; and (vi) outreach and sensitisation.

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4.5.14 Activity 1: Training of MEST personnel. The project will fund the training needs of Ministrypersonnel in selected key units to improve planning, management and implementation capacities. Thisincludes technical assistance and other provisions in support of procurement management; financialmanagement, including budget formulation and internal audit; supervision of civil works; recruitment,deployment and training of staff (especially teachers); management and functional review;establishment and operation (with DfID support) of an Educational Management and InformationSystem (EMIS); and supervision and monitoring of education service delivery, including of theDistrict Inspectorate Offices. Overall, a total of 216 persons will receive training in the above areas.

4.5.15 Activity 2: In-Service Teacher Training (ISTT). The project will finance ISTT to about10,000 of the “unqualified and untrained teachers” (UUTs) in the education system. The six teachertraining colleges in Sierra Leone will be responsible for organizing the training sessions for 2,500teachers per year over a period of four (4) years. Technical assistance to develop this programme, aswell as teaching manuals, instructional aids and other incidentals will be funded by the project.

4.5.16 Activity 3: Establishment of SMCs. The project will support the development of acomprehensive strategy and plan of action to establish 600 School Management Committees (SMCs)at primary schools throughout the country. This plan to help strengthen community involvement inbasic education will be implemented through a participatory process involving proprietors of missionschools, CBOs, and NGOs with assistance from relevant UN agencies. The project will financeconsultant services and other support related to stakeholders consultation.

4.5.17 Activity 4: Preventive school maintenance programme to ensure sustainability of rehabilitatedand reconstructed schools and facilities, and also to strengthen community ownership of schools. Theproject will finance the training of focal points from the 600 SMCs in preventive school maintenanceskills. In addition, the project will pay for rehabilitated schools to receive toolboxes containing thenecessary tools and manual for small-scale repairs.

4.5.18 Activity 5: Support to VST. The project will finance consultancy services and technicalassistance to carry out a feasibility study to determine needs, demands and market trends for short-term, income-generating skills training in Sierra Leone. The study will recommend information andindicators on VST to be linked with the Educational Management Information System (EMIS) to besupported by the project (see Activity 1 above). This will be done in full cooperation with theMinistry of Labour’s new Employment Information Services Centre (EISC, assisted by ILO). Theproject will also finance a review of the current scope and nature of CEC and TVC programmes andcourses in relation to the needs identified for income-generating skills training and functional literacyand adaptation and modularisation of curricula. Finally, the project will finance the development of In-Service Training of Trainers (ToT) programmes to enable skills trainers (master craft-persons) andliteracy facilitators, and their supervisors and inspectors, to enhance their relevant pedagogical,professional, and other job-related skills.

4.5.19 Activity 6: Outreach and sensitisation directed toward target groups of potential applicants tothe project resources. The project will finance consultancy services and other needs to support thedevelopment and implementation of communication and education activities to inform and advise thepotential beneficiaries on the procedures to access project funds. This activity will also enablecounselling and assistance to facilitate access to micro-credit and job opportunities VST for graduates.

Component 3: Project Management

4.5.20 Management of the project (funded jointly with IDA) will be provided by a small ProjectCoordination Unit (PCU) within the MEST. The PCU will have overall responsibility for coordinatingall activities to be funded under the project and will provide technical leadership to support projectimplementation. The project will finance the management structure of the PCU which will comprise:

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(i) Project Director, (ii) National Technical Coordinator, (iii) Partnership Programme Coordinator,(iv) Capacity Building Coordinator, and (v) Vocational and Skill Training Specialist. The first 3positions will be financed by IDA, and the last 2 by TAF.

4.5.21 Project management will be assisted by a Financial Management and Procurement Unit(FMPU) within the MEST to be created to coordinate all procurement and financial management ofthe MEST. An appropriate firm will be recruited (with IDA funding) to provide a full-time FinancialManagement Specialist and a Procurement Management Specialist.

4.6 Environmental Impact

The proposed project is classified as Category II. An Independent Environmental Assessment(EA) has been carried to assess the potential environmental and social impacts of the projectcomponents, particularly with regard to construction activities (i.e. school buildings) and theredeployment of teachers. The overall conclusion of the environment analysis is that theenvironmental impacts of the project are insignificant and manageable, and that the project was wellconceived and environmental concerns have been taken into consideration implicitly. The proposedsites are not likely to be affected by or to affect national parks, natural reserves and nationalmonuments as they have been completely destroyed during the rebel war. Furthermore, the proposedsites are existing schools sites and are in conformity with the local development plans and are inaccordance with the provisions of the National Environment Protection Act 2000, and the Labor andPublic Health Acts. The possible impacts of the project on the environment include landscaping,creation of open pits, production of construction waste materials, pollution, and miscellaneousimpacts. Measures have been identified by the Environment Assessment and have been adopted toavoid, reduce, or remedy all significant adverse impacts on the environment. The project designensures that all activities with potentially adverse environmental effects, especially as they are relatedto civil works, are clearly identified and mitigating measures built into them. The urban educationalfacilities to be constructed under the project will have water-borne waste disposal systems withsewage disposal fields. The rural facilities, including most of the primary school classrooms, will beprovided VIP latrines, located at an appropriate distance from the main facilities, which will improvethe many school environments where no such latrines exist.

4.7 Project Costs

The total cost of the project excluding taxes and customs duty is UA 34.94 million, out ofwhich UA 15.09 million will be in foreign currency and UA 19.85 million in local currency. Costshave been estimated on the basis of information obtained from the Educational Facilities and ServicesUnit in MEST, the ADB Education II project, and various stakeholders in the education andconstruction sectors. Incorporated in the cost estimates are a 4.4% contingency factor and 7.6% forprice escalation on local and foreign currency. Tables 4.1 and 4.2 below give summary breakdown ofthe costs by component and by category of expenditure.

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Table 4.1Estimated Project Costs by Component

Leones (millions) UA (millions)

PROJECT COMPONENTS F.E. L. C. Total F. E. L.C. Total

PercentTotal

I Rehab. Of School System 26,753.93 40,306.37 67,060.30 9.91 14.93 24.84 71.1%

II Institutional Support 6,830.22 4,454.49 11,284.70 2.53 1.65 4.18 12.0%

II Project Management 2,213.75 2,483.71 4,697.46 0.82 0.92 1.74 5.0%

Base Cost 35,797.89 47,244.58 83,042.46 13.26 17.50 30.76 88.0%

Contingencies 1,789.89 2,362.23 4,152.12 0.66 0.88 1.54 4.4%

Sub-Total 37,587.78 49,606.80 87,194.59 13.92 18.38 32.30 92.4%

Inflation 3,150.54 3,982.04 7,132.58 1.17 1.48 2.64 7.6%

TOTAL PROJECT COSTS 40,738.32 53,588.85 94,327.17 15.09 19.85 34.94 100.0%

Table 4.2

Estimated Project Costs by Category of Expenditure

CATEGORIES Leones (millions) UA (millions)

OF EXPENDITURE F. E. L. C. Total F. E. L. C. Total

Percent ofBase Costs

01. Goods 17,332.01 7,181.18 24,513.19 6.42 2.66 9.08 26.0%

02. Works 7,505.14 30,101.54 37,606.68 2.78 11.15 13.93 39.9%

03. Services 10,231.83 6,749.23 16,981.05 3.79 2.50 6.29 18.0%

04. Operating Costs - 2,456.72 2,456.72 - 0.91 0.91 2.6%

05. Unallocated 742.41 742.41 1,484.83 0.27 0.28 0.55 1.6%

Base Cost 35,811.39 47,231.08 83,042.46 13.26 17.50 30.76 88.0%

Contingencies 1,790.57 2,361.55 4,152.12 0.66 0.87 1.54 4.4%

Sub-Total 37,601.96 49,592.63 87,194.59 13.92 18.37 32.30 92.4%

Inflation 3,136.36 3,996.22 7,132.58 1.17 1.48 2.64 7.6%

TOTAL PROJECT COSTS 40,738.32 53,588.85 94,327.17 15.09 19.85 34.94 100.0%

4.8 Sources of Finance and Expenditure Schedule

4.8.1 The overall project will be jointly financed by ADF, TAF, IDA, DfID and the Government ofSierra Leone. The ADF loan will be UA 15.00 million and will finance 42.9 percent of total projectcost consisting of UA 5.04 million in foreign currency and UA 9.96 million in local currency. ADFfinancing of foreign currency and local currency respectively represents 14.42% and 28.51% of thetotal cost of the project. The TAF grant will be UA 1.00 million entirely in foreign currency. The IDAcredit will be a total of UA 15.78 million and will finance UA 7.76 million in foreign currency andUA 8.02 million in local currency respectively, representing 22.21% and 22.95% of the total cost ofthe project. The DfID grant of UA 1.58 million will finance UA 1.29 million in foreign currency andUA 0.29 million in local currency related to consultancy and technical assistance services. TheGovernment of Sierra Leone will contribute UA 1.58 million, representing 10% of the ADF loan, 5%of the TAF grant and 0.19% of the IDA credit, or 4.52% of the overall project cost. The sources offinance are summarized in Tables 4.3, 4.4 and 4.5 below.

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Table 4.3

Estimated Costs by Sources of Finance (UA millions)

Source Foreign Currency Local Currency Total Costs % of Total Costs

ADF 5.04 9.96 15.00 42.9%

Govt 1.5 1.5 4.3%

TAF 1.00 - 1.00 2.9%

Govt 0.05 0.05 0.1%

WB 7.76 8.02 15.78 45.2%

Govt 0.03 0.03 0.1%

DFID 1.29 0.29 1.58 4.5%

Total 15.09 19.85 34.94 100.0%

% Total 42.0% 58.0% 100.0%

Table 4.4

Estimated Costs by Sources of Finance and Components (UA millions)

PROJECT COMPONENTS ADF TAF WB DFID GOSL TOTAL % of Total Costs

I. Rehab. Of School System 13.35 - 13.80 - 1.19 28.34 81.1%

II. Institutional Support 1.14 1.00 0.92 1.58 4.64 13.3%

III. Project Management 0.51 - 1.06 - 0.39 1.96 5.6%

Total 15.00 1.00 15.78 1.58 1.58 34.94 100.0%

% Total 42.94% 2.86% 45.16% 4.52% 4.52% 100%

Table 4.5Estimated Costs by Sources of Finance and Categories of Expenditure

ADF TAF WB DFID GOSL TOTALCATEGORIES OFEXPENDITURE F.E. L.C. Total F.E. F.E L.C. Total F.E. L.C. Total L.C. F.E L.C. Total % of Total

01. Goods 2.21 3.19 5.40 2.84 1.90 4.74 0.03 0.01 0.04 0.21 5.08 5.31 10.39 29.7%

02. Works 2.18 5.08 7.26 3.04 4.56 7.60 0.98 5.22 10.62 15.84 45.3%

03. Services 0.65 1.40 2.05 0.81 1.83 1.01 2.84 1.10 0.27 1.37 4.38 2.69 7.07 20.2%

04. Operating Costs 0.28 0.28 0.36 0.36 0.39 - 1.03 1.03 2.9%

05. Unallocated 0.00 0.01 0.01 0.19 0.05 0.19 0.24 0.17 0.17 0.41 0.20 0.61 1.7%

Total 5.04 9.96 15.00 1.00 7.76 8.02 15.78 1.29 0.29 1.58 1.58 15.09 19.85 34.94 100.0%

4.8.2 The total ADF contribution is allocated as follows: 83.44% for the emergency response to therehabilitation of basic education, vocational skills training and literacy; 13.37% for capacity building,institutional strengthening and outreach; and 3.19% for project management. The ADF loan willfinance costs relating to (i) rehabilitation sub-projects (rehabilitation/construction of schools, centres,teachers housing for basic education, vocational skills training and community education centres) forbasic education and literacy; (ii) in-service teacher training; (iii) functional literacy; (iv) vocationalskill training (VST); (v) teaching and learning materials, etc); (vi) goods (artisan toolkits for VSTgraduates, schools equipment, furniture, printed materials); (vii) services; and, (viii) operating costs inboth foreign and local currency. The TAF grant will finance costs relating to technical assistance forbuilding the MEST capacity, especially in the area of procurement and financial management, teachertraining and vocational skills training. The total Government contribution of UA 1.58 million, entirelyon local currency represents 4.52% of the total project cost and 9.88% of the total ADF financing.

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Justification ADF Financing of Local Costs

4.8.3 The financing of part of the local costs is justified on the following grounds:

a) The project focuses on poverty reduction activities and to a large extent requires inputsthat are available locally.

b) Domestic resource mobilisation is far from adequate and consequently the Governmentof Sierra Leone has continued to rely on external sources to finance part of thedevelopment budget.

c) The level of aggregate domestic savings in the country is low, and therefore thecountry’s capacity to finance a project of this size entirely from domestic resources islimited.

4.8.4 Expenditure schedules for the project period by category of expenditure and source of financeare shown in Tables 4.6, and 4.7 below.

Table 4.6

Expenditure Schedule by Category of ExpenditureCATEGORIES OFEXPENDITURE 2003 2004 2005 2006 TOTAL % of Total Costs

01. Goods 3.01 2.28 2.91 2.19 10.39 29.7%

02. Works 4.59 3.48 4.43 3.33 15.84 45.3%

03. Services 2.05 1.55 1.98 1.49 7.07 20.2%

04. Operating Costs 0.30 0.23 0.29 0.22 1.03 2.9%

05. Unallocated 0.18 0.13 0.17 0.13 0.61 1.7%

Total 10.13 7.68 9.78 7.35 34.94 100.0%

% Total 29.0% 22.0% 28.0% 21.0% 100.0%

Table 4.7

Expenditure Schedule by Source of Finance

SOURCE OF FINANCE 2003 2004 2005 2006 TOTAL % of Total Costs

ADF 4.35 3.30 4.20 3.16 15.00 42.9%

TAF 0.29 0.22 0.28 0.21 1.00 2.9%

WB 4.58 3.47 4.42 3.32 15.78 45.2%

DFID 0.46 0.35 0.44 0.33 1.58 4.5%

GOSL 0.46 0.35 0.44 0.33 1.58 4.5%

Total 10.13 7.68 9.78 7.35 34.94

% Total 29.0% 22.0% 28.0% 21.0% 100.0%

5. PROJECT IMPLEMENTATION

5.1 Executing Agency

5.1.1 The MEST will be the Executing Agency for the project. Within the MEST a Project Co-ordination Unit (PCU), will be established to implement the project. One of the main responsibilitiesof the staff PCU will be to set up and subsequently manage the partnership mechanisms by whichservice providers will submit school grant proposals for PSC approval. This will consist in conductingat least quarterly technical reviews of grant proposals taking into consideration grant programmetargets set in annual work plans, eligibility, expenditures and education data provided by annual schoolsurveys and forthcoming EMIS. The PCU will be based in the Ministry of Education Science andTechnology (MEST) where it will operate under the guidance of the Project Steering Committee(PSC). The PCU will act as secretariat for the PSC.

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5.1.2 The PCU will be headed by a Project Director to be financed by IDA, who will be anEducational Planning and Management Specialist with extensive international experience. S/he willreport to the Minister of Education through the PSC. The PCU will also include a National TechnicalCoordinator to be financed by IDA, who will be a specialist in Educational Planning and Managementwith substantial background in pedagogical planning and educational project management; aPartnership Programme Coordinator to be financed by IDA, who will be experienced in planning,management and implementation of partnership programs as well as in developing and implementingmethodologies for establishment of School Management Committees; a Capacity BuildingCoordinator, experienced in the planning, organisation and management of in-service training and tobe financed by ADF; and a VST specialist with technical knowledge and managerial skills andexperience in the organisation and delivery of vocational skill training programmes, to be financed byTAF. A Financial and Procurement Management Agent (FPMA) will be contracted (and funded byIDA) to provide two specialists in finance and procurement to build-up the capacities of MEST inprocurement and financial control and provide backstopping for the PCU specialists in the area ofproject finances and procurement, train staff and serve as internal project auditors. These specialistswill assist in establishing a Finance and Procurement Management Unit (FPMU) within the MEST.

5.1.3 The duties of the PCU will include: (i) preparation and updating of work programmes andannual budgets for all project activities; (ii) approval of goods and services contracts, recruitment ofconsultants; (iii) keeping and consolidation of project accounts; (iv) preparation and submission ofmonthly reports to the Steering Committee on project progress; (v) preparation and submission ofproject reports to the Bank, the WB and DfID, in accordance with their guidelines; (vi) organization ofannual reviews and mid-term reviews; (vii) liaison with the co-financing institutions. The PCU will,within three months of the project’s commencement, prepare a work programme to be submitted to theBank, the WB and DfID.

5.2 Institutional Arrangements

5.2.1 The main component of the project – Rehabilitation of Basic Education, Vocational SkillsTraining, and Literacy Programmes – will be executed as follows : A service provider (SP), inconsultation with its target community(ies), School Management Committees, if already established,or Board of Governors of JSS, and the District Education Office, will identify development needs ofits target community(ies) within the framework of a pre-defined menu of eligible activities andexpenditures and submit a consolidated « proposal » to the PCU. A technical team comprised of thetechnical and partnership coordinators (of the PCU), the Planning Division and Quality Assurance andInspectorate Divisions of the MEST will evaluate the proposal. This team will apply the eligibilitycriteria, use the EMIS annual school survey data and other evaluation and research reports to reviewthe needs expressed in the SP proposal, and present it to the Project Steering Committee for decision.The team may conduct field visits, conduct capacity and needs assessments, and/or engage in a seriesof meetings with the applicant before vetting the proposal.

5.2.2 The project will encourage SPs to submit proposals that provide comprehensive support, full ofpartial grants covering a significant number of schools per district, and a minimum of 10 schools perproposal. Based on discussions with current SPs during the appraisal mission, it is estimated that theneeds of an entire district can be managed by 2-3 lead SP in partnership with local NGOs and CBOs.

5.2.3 All project activities will be coordinated by the PCU which will provide implementationmanagement leadership for all components of this project co-financed by the Bank, the WB, and DfID.The Project Director, the national technical coordinator, the partnership program coordinator, thecapacity building coordinator, and the VST specialist (all highly qualified professional positions) willbe responsible for all donor-financed project coordination within the MEST and its external partners.The technical and partnership coordinators will ensure a decentralized, pro-active participatory

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partnership among all stakeholders and service providers. Other responsibilities will be associatedwith their respective counterparts located in the various divisions of the MEST. A notional distributionof grants programs per districts and by funding agency is indicated in Table 5.1.

5.2.4 The Project Steering Committee (PSC) will be a high level advisory body overseeing projectimplementation. The composition of the PSC will be 60 percent government and 40 percent civilsociety. The Minister of Education will chair the committee with the vice-chairpersonship from civilsociety rotating every year. Other government members will be (i) the two Directors General(Education and Administration), (ii) the Development Secretary, (iii) the Financial Secretary, (iv) thePermanent Secretary of Ministry of Works, (v) the Chairman of the Parliamentary EducationCommission, (vi) the Chairman of the National Commission for Basic Education, (vii) the Chairmanof the National Board of Education, (viii) the Secretary/Director of the National Council for Technical,Vocational and other Academic Awards (NCTVA). Non-government members of the committee willinclude (i) the Chairman of SLANGO, (ii) the Resident Representative – UNICEF, (iii) the ResidentRepresentative – UNHCR, (iv) the representative of the Inter-religious Muslim Council, (v) arepresentative of the Inter-religious Christian Council, (vi) the Resident Representative of DfID. TheBank, the World Bank, the UN Agencies, and a WMA would be from time to time be invited asobservers.

5.2.5 The Committee will meet atleast monthly to review projectimplementation progress and at leastquarterly to review and approve sub-project proposals submitted by ServiceProviders. The PSC will also review theannual performance of the subprojectsand the overall project and submit itsreport to the Minister, ADB, WB, andDfID. This annual performance reviewwill be based on the annual EMISschool survey data, implementationprogress of the previous year, lessonslearned, capacity developed, andavailability of resources. A detailedoperational guideline for the delivery ofschool services by service providersand eligibility criteria is described inthe Project Operations Manual alreadyprepared.

5.2.6 MEST will establish a Financialand Procurement Management Unit(FPMU) with responsibility forfinancial and procurement managementunder the Ministry, including theproject. The Unit will be staffedappropriately and will include a financial and a procurement management specialist to be provided bya Financial and Procurement Management Agent (FPMA). The FPMA will be selected on acompetitive basis among eligible consulting firms. The detailed job description, contract terms andqualifications of the Procurement Manager will be specified in the TOR of the FPMA. The FPMU willbe responsible for procurement planning, processing, ensuring compliance of procurement carried outoutside the MEST but with MEST funds, storage management, and providing secretariat to the MESTTender Committee. The Unit will be the focal point for all procurement matters in the Ministry, as

TABLE 5.1

DISTRIBUTION OF GRANT PROGRAM PER DISTRICT IN PRIMARY ANDJUNIOR SECONDARY EDUCATION

Estimated number of grants perDistrict during five years of project

DistrictsNotional

AllocationUS$ Complete

GrantProposal

PartialGrant

Proposal

Total GrantProgram

1 Urban Freetown 1,882,002 24 151 175

2 Bonthe 1 & 2 253,534 4 20 24

3 Rural Freetown 515,718 8 52 60

4 Bo 672,840 8 54 62

5 Kenema 2,962,633 48 299 348

6 Moyamba2,396,683(290,401)

27 246 (77) 273 (77)

7 Tonkolili 1 & 2 2,589,561 42 262 304

8 Pujehum 1,185,053 19 120 139

9 Bombali 3,666,490 47 293 340

10 Kambia 2,523,725 41 255 296

11 Port Loko 1 & 24,143,465(535,482)

65 (19) 410 (122) 476 (141)

12 Kono5,314,420(682,551)

85 (26) 527 (156) 611 (182)

13 Koinadugu 3,302,788 54 334 387

14 Kailahun 4,992,586 81 505 586

TOTALOf which ADF

IDAGOSL

36,401,49816,821,00018,072,0641,508,434

55321529345

3,52813461827355

4,08115612120400

Note: Districts in bold for ADF fundingNumbers in parentheses represent GOSL contribution

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well as advising the Tender Committee on matters of procurement, while supervision of performanceof consultant contracts and civil works contracts will be the responsibility of the appropriate units inthe MEST. The financial management specialist will be responsible for MEST internal audit and assistin budget formulation and execution. These specialists will provide technical backstopping to thePCU. They will report directly to the DG/Administration.

5.2.7 A MEST national Architect (to be recruited and funded by ADF) will ensure that civil worksundertaken are conform with the MEST already defined norms and standards. New schools will bebased on the already developed standard designs. A standard tender document (which includesdrawings and Bills of Quantities) would be prepared for use on all contracts for new schools. Thestandard document would need only updating for siting and foundations, which would depend on thesite selected for school. Preparation for minor rehabilitations would be handled by Service Providers.Tender documents for major rehabilitations (estimated to cost over USD 25,000 equivalent) wouldrequire detailed preparation by a qualified architect.

5.2.8 The MEST Tender Committee to be established will be chaired by the DG/Administration. Themembership of the Tender Committee will not exceed seven and will include the Head of Finance,three senior staff of MEST below the DG level and two experienced members from the private sector.The committee will be responsible for approving all proposed contract awards above pre-definedthresholds, and generally for dealing with procurement policy and setting standards. To removeconflict of interest, any complaints and appeals on procurement decisions would be dealt with by theMinister’s office.

Implementation Partners

5.2.9 Service Providers (SP) will be key partners in the implementation of the project. These aremainly international and national NGOs and faith-based organizations who, in close consultation withdistrict education offices, chiefdoms and district councils, and based on the education plan for thedistrict, will submit to the PCU proposals for the rehabilitation, reconstruction, or equipment ofprimary schools, JSS schools, and CECs/VST centres. These proposals will be reviewed by the PSCand eventually approved in terms of quantity, quality and scope of activities to receive support underthe project. In cases where the capacity of the SP will be deemed inadequate to implement parts of thesubprojects, appropriate technical and logistical support/backstopping will be provided by the project.

5.2.10 Management of construction of relocated schools and major rehabilitations will be delegated totwo Construction Management consulting firms and NaCSA (referred to as Works ManagementAgents – WMA). However where a Service Provider is assessed to have capacity to play the role of aWMA, it would be allowed to do so. The main responsibilities of the WMA will be to prepare tenderdocuments, evaluate bids and supervise (on periodic basis) construction until completion. For thispurpose, the country will be divided into three Regions (i.e. West and South, North and East). EachWMA will be responsible for one region. NaCSA, under an MOU already prepared, will be assignedthe most difficult Eastern region which has experienced substantial damage. The WMAs, other thanNACSA, will be selected on a competitive basis, based on the TOR already prepared. As part of theTORs of the WMAs, each of them will be a Supervising Agent responsible for the daily fieldsupervision of the performance of the service providers and the contractors including the certificationof payments for a region different from the one they have been selected for. The PCU will monitor theexecution of the Delegated Management Contracts and subsequent contract agreements, keep the co-funders informed on the progress of works and procurement.

5.2.11 The in-service teacher training programme will be designed and implemented by the country’sfive Primary Teacher Training Colleges of the MEST and supervised by the Director of the EducationProgrammes/Teacher Training. Focus will be on the needs for upgrading of unqualified and untrained

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teachers, and teachers whom the project assists to relocate and reintegrate into the national educationsystem.

5.2.12 The Planning Division/Educational Facilities and Services Unit at MEST will be responsiblefor the establishment and operation of the Educational Management and Information System. TheEMIS Unit will collect, analyse and update data on the entire educational system in Sierra Leone.Demographic data obtained from the Central Statistics Office will be compared and integrated witheducational data to produce a comprehensive school mapping/micro-planning exercise, visualized withthe help of Geographical Information Systems. Three separate MEST units (Home Economics Unit,NFE Division and Tech/Voc Division) will provide the PCU and PSC with technical inputs.Preparation for implementation of VST activities will be undertaken by a rapid assessment.

Project Operations Manual

5.2.13 The draft of a Project Operations Manual (POM), providing detailed guidelines for all partiesinvolved in implementation of the project has been prepared. It describes the project structure,operational/implementation guidelines, provides terms of reference for all institutions and for positionsto be filled, as well as available inputs and resources to implement the project successfully in anefficient and effective manner. Proposed changes to the POM during implementation will be subject toapproval by the MEST and by the Banks. Detailed financial and accounting procedures of the projectto be prepared by the Financial Specialist to be recruited (see FPMA above) will supplement the POM.These procedures will be consistent with the accounting rules accepted by ADB, WB, and DfID.

5.3 Implementation Schedule

The joint ADB/WB/DfID project will be implemented over four years. In order to reducedelays in the effective start-up of project activities, especially in establishing the PCU and preparingthe rehabilitation works, key preliminary activities, including rehabilitation design, procurementprocedures including tender documents, and consultancy to support these activities are being carriedout before the project’s official beginning through IDA’s Project Preparation Facility (PPF) funds.Negotiations for IDA’s Development Credit Agreement (DCA) and the Bank’s Loan are expected tobe held in September at a date to be jointly determined.

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Table 5.2: Implementation Schedule by Component

Activities Target Dates Responsible AgenciesLoan ApprovalLoan SignatureLoan EffectivenessProject Launch WorkshopEstablish PSC, PCU and FPMUMidterm ReviewSupervision Missions (two per annum)

September 2002October 2002December 2002December 2002September 2002December 2004April 03 – Nov. 06

ADF/IDAADF/IDA/GOSL/MESTADF/IDA/GOSL/MESTADF/IDA/GOSL/MESTMESTADF/IDA/GOSL/MESTADF/IDA/DfID/MEST

COMPONENT. I: REHABILITATION OF BASIC EDUCATIONDelegated Management ContractsStudies, Design and SupervisionCivil Works (Schools, Latrines, Wells, Teachers Hs)RREP, CREPS, NFPEPeace EducationSkills TrainingProcurement of Furniture and EquipmentProcurement of Text Books

Oct. 02 – Dec. 02Dec 02 – June 06Dec 02 – June 06June 03 – June 06Sept. 03 – May 06Sept. 03 – Sept. 06Sept. 03 – Dec. 03Mar. 03 – Feb. 04

PCU/MESTPCU/Service ProviderPCU/ Service ProviderPCU/MESTPCU/MESTPCU/MEST/ Service ProviderPCU/FPMU/ Service ProviderPCU/MEST/FPMU

COMPONENT II: INSTITUTIONAL SUPPORTDecentralisation Plan, Strategy Plan, Environ. AnalysisTeacher RedeploymentSchool Management CommitteesEducation Management & Information SystemTeacher In-service Training

June 03 – Dec. 03Jan. 03 – Sept. 03Jan. 03 – Sept. 03Sep. 03 – Sep. 06Oct. 03 – Sep. 06

PCU/MESTPCU/MESTPCU/MESTPCU/MEST/OCHA/CSO/Cons.PCU/MEST/TTCs/Cons.

COMPONENT III: PROJECT MANAGEMENTRecruitment of PCUAcquisition of PCU Furniture and EquipmentProject OperationOperations Manual incl. Financial Procedures and Audit

Sept. 02 – Feb. 03Dec. 02 – June 06Dec. 02 – Oct. 06Mar. 03 – Oct. 06

MEST/ADF/IDAPCUPCUConsultancy Firms

5.4 Procurement Arrangements

5.4.1 Procurement of works, goods and services is shown in Table 5.2 below. All procurementsfinanced under the Project will be in accordance with ADF and IDA Rules for Procurement of Goodsand Works or, as appropriate, Rules of Procedure for the Use of Consultants, using the relevant ADFStandard Bidding Documents. All contracts of values less than UA 25,000 will be subject to postreview.

5.4.2 A Financial and Procurement Management Unit (FPMU) will be established in the MEST. Itwill have responsibility for MEST procurements, in addition to those under the project. The Unit willin particular include a full-time Procurement Specialist provided by a Financial and ProcurementManagement Agent (FPMA), an eligible consulting firm to be competitively selected for this purpose.

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Table 5.3: Procurement Arrangements (UA millions)

Procurement Category NCB Shortlist Other* NBF Total

01. GOODS 10.39 (5.40)Furniture, Equipment & Printed Material for subprojects 4** (3.84) 1.37**(1.32) 4.57 9.94 (5.16)

Furniture, Equipment & Printed Material for other components 0.22 (0.22) 0.02 (0.02) 0.21 0.45 (0.24)

02. WORKS 15.84 (7.26)

Civil Work for Subprojects 6**(5.30) 2.22** (1.95) 7.60 15.82 (7.25)

Civil Work for PCU/MEST office 0.02 (0.01) 0.02 (0.01)

03. SERVICES 7.07 (2.86)

Design, Studies & Superv. for rehabilitation of the School System 0.24 (0.24) 0.65 (0.65) 1.07 1.96 (0.89)

Tech. Assistance & Training for rehabilitation of the School System 0.04 (0.04) 0.55 0.59 (0.04)

Design, Studies & Superv. for other components 0.01 (0.01) 0.09 0.10 (0.01)

Tech. Assistance & Training for other components 0.83 (0.81) 1.62 (1.07) 1.9 4.35 (1.88)

Audit 0.07 (0.04) 0.07 (0.04)

04. OPERATING COSTS 1.03 (0.28) 1.03 (0.28)

05. UNALLOCATED 0.61 (0.20) 0.61(0.20)

TOTAL PROJECT COST 10.24 (9.37) 1.15 (1.10) 7.56 (5.53) 15.99 34.94 (16.00)

NCB : National Competitive Bidding ; NBF : Not Bank-financed

* Other may be LIC, International or National Shopping, Direct Negotiations, Direct Purchase or Force Account, andprocurement directly through IAPSO or by UNESCO.

** Estimates only as sub-projects are demand-driven.

Goods (UA 5.61 million)

5.4.3 Furniture, equipment and printed materials for the PCU (UA 0.22 million) will be procuredunder NCB by the Procurement Unit, which is to be established within the MEST to undertake allprocurements under the project. EMIS office equipment and software required for the projectcoordination and institutional support of the MEST (UA 0.02 million) will be procured using NationalShopping, soliciting price quotations from at least three qualified suppliers.

5.4.4 The project will support sub-projects submitted and implemented by the Service Providers tofinance such activities as purchasing and delivery of furniture, equipment, textbooks and teaching andlearning materials and toolkits (UA 9.94 million) in rehabilitated schools. Procurement of the sub-projects will be done according to rules set forth in the Operations Manual and compatible with theBanks procurement. This Operations Manual being prepared by the Government will be submitted tothe Banks for approval before its use. To the extend possible and praticable, goods and equipement tobe purchased by the Project would be combined into packages worth at least UA 25,000. Contractsestimated to cost UA 25,000 to UA 100,000 equivalent would be procured by NCB. Procurement forreadily available off-the-shelf goods that cannot be grouped together and estimated to cost less thanUA 25,000 equivalent would be procured on the basis of National Shopping. ICB would be used toprocure goods under contracts estimated to cost more than UA 100,000.

Works (UA 8.24 million)

5.4.5 Civil Works (UA 0.02 million) to be undertaken for the fitting up of the PCU offices will beprocured following National Competitive Bidding (NCB) open to foreign contractors that would wishto participate. Given the limited quantitative volume and cost of the works, it is unlikely that thisactivity will attract international tenders.

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5.4.6 In Sub-projects submitted and implemented by the Service Providers, the project will financesuch activities as renovation, rehabilitation, or building of new schools (UA 15.82 million). As for theprocurement for Goods, Procurement of the school construction sub-projects will be done according torules set forth in the Operations Manual and compatible with the Banks procurement. Several sitesmay be combined together into single contract packages, but such contract packages should not exceedthe estimated cost of UA 100,000 equivalent. Towards the latter objective, no contracts are envisagedto be procured on basis of ICB procedures. Contracts estimated to cost UA 25,000 to UA 100,000equivalent would be procured by NCB. Small contracts estimated to cost less than UA 25,000 andwhere beneficiary communities wish to participate, simplified procedures will be applied followingADB Guidelines for Procurement under Community-Based Investment Projects.

Services (UA 3.46 million)

Consultancy Services and Technical Assistance (UA 0.91 million)

5.4.7 Consultancy services and Technical Assistance (UA 0.91 million) including audit services (UA0.07 million) needed to enhance the institutional capacity of the MEST and support management ofthe project will be procured, in accordance with the rules of procedure for the use of consultants ofADF, on the basis of shortlists of qualified and experienced consultants and InternationalOrganizations. Selection will be made on the basis of quality with price consideration. The Auditor’scontract will be for the length of the project.

Training and Workshops (UA 1.62 million)

5.4.8 For the in-service training activities, the MEST will charge the country’s six Primary TeacherTraining Colleges (Milton Margai College of Education, Freetown Teachers College, Port LokoTeachers College, Makeni Teachers College, Bo Teachers College and Bunumbu Teachers College)with responsibility for training 5,000 unqualified teachers over four years. The TTCs are already incharge of all programmes of training of primary school teachers in the country, and are uniquelyplaced to carry out this activity.

Consultancy Services for rehabilitation of the School System (UA 0.93 million)

5.4.9 The management of schools construction work in the Eastern region of Sierra Leone and fieldsupervision of the Service Providers in the Northern region will be undertaken by NaCSA under aMemorandum of Understanding (UA 0.65 million) between the MEST and NaCSA. All otherconsultancy services (UA 0.28 million) for the rehabilitation of the School System will be procured, inaccordance with the rules of procedure for the use of consultants of ADF, on the basis of shortlists ofqualified and experienced consultants and International Organizations. Selection will be made on thebasis of quality with price consideration.

Operating Costs (UA 1.03 million)

5.4.10 Operating Costs will comprise the operating costs of the project including staff salaries andother miscellaneous items such as travel allowances, maintenance costs for equipment, communicationcosts. Selection of local project staff will be carried out under objective and competitive procedures onthe basis of Terms of Reference and shortlists of qualified experts acceptable to the ADF. Otherprocurements will follow usual commercial procedures compatible with the Bank’s rules andguidelines.

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General Procurement Notice and Review Procedures

5.4.12 The text of the General Procurement Notice (GPN) will be agreed with the Government ofSierra Leone and will be issued for publication in Development Business upon approval of the loanand credit agreements of the Boards of Directors of the two Banks.

5.4.13 The following documents are subject to review and approval by the Banks before their use:(i) Specific procurement notices(ii) Pre-qualification invitation documents(iii) Tender documents and/or requests for proposals(iv) Shortlists(v) Tender evaluation reports, including recommendations for contract award(vi) Draft contracts.

5.5 Disbursement Arrangements

5.5.1 In order to ensure timely disbursement of resources to approved activities as well as effectivemonitoring of the loan, the Borrower will open two Special Accounts, one for the ADF loan and onefor TAF grant, to receive the Bank’s financial contributions. This will be a condition for firstdisbursement of the loan. The Borrower will also open a separate Project Account into which an initialdeposit worth three months of government contribution to the project will be deposited.

5.5.2 Direct payment method can be used for audits, consultancies, and imports of goods. Arevolving fund will be used for training activities, and for all other project-related approved expensesincluding payment to Delegated Management Contracts (including civil works) and service providers.The revolving fund account will be replenished after the utilization of at least 50 percent of theprevious funds, based on requests and supporting documents approved by the Banks.

5.6 Monitoring and Evaluation

5.6.1 Project implementation will be monitored through the Bank’s regular field supervisionmissions and a mid-term review during year 2004. The supervision and review processes will includethorough assessment of the project’s achievements against targets set out in the project matrix,implementation schedule, project detailed costs, contracts and other documents. The Bank willactively co-ordinate the monitoring of the project with IDA, DfID and the MEST; the three institutionswill make every efforts to undertake joint supervision missions for a common assessment of theprogress made in project implementation and take appropriate actions on problem areas. During Mid-Term Review of the project to be jointly undertaken by the three institutions in 2004, a completeassessment of progress made will be carried out and eventual corrective actions will be recommended.Finally, regular consultations, donors’ meetings, regular and frequent exchange of information willtake place.

5.6.2 The PCU will submit Quarterly Progress Report (QPR). The PCU will also submit a ProjectCompletion Report (PCR) within six months after completion of the project. The Bank willsubsequently prepare its own PCR, which will form a basis for an overall assessment of the postevaluation of the project.

5.6.3 Additional elements and information in monitoring the project will be specified in the POM,including its table on “Progress Report Flow and Responsibilities.”

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5.7 Financial Reporting and Auditing

The PCU will be fitted with the appropriate accounting software to implement the educationproject and other functions of the ministry, and its staff will be provided the appropriate training. Inaccordance with the Banks’ requirements, the PCU will maintain separate local and foreign exchangeaccounting records. Adequate asset registers for all equipment will be provided by the project.External auditors to be appointed and financed from the proposed loan will carry out annual audits ofthe accounts. These will allow the identification of the expenditure by component, category, contract,and source of finance. The project-audited accounts will be submitted to the Banks within threemonths of the closing of the accounting period.

5.8 Aid Coordination

5.8.1 The MEST will, through the PCU, co-ordinate activities of the project with those of donors tothe SL Rehabilitation of Education programme other than ADB and the WB. The PCU will organisejoint supervision missions (i.e., involving both Banks together) and joint mid-term reviews of eachdonor’s support to the project. In addition, the PCU will organise annual review meetings, ensuringthat donors are aware of each other’s inputs to the project, and will distribute aide-mémoires and otherinformation on the project to actual and potential additional donors especially to those not resident inSierra Leone. A project newsletter will assist this process.

5.8.2 The project has the full support of the World Bank and DfID (with which the project is beingjointly funded, launched and executed), and also of other donors that are already involved in thereconstruction and programme needs of the education sector such as UNICEF, UNDP, UNESCO,DfID, the Norwegian Refugee Council, IDB, UNHCR, and Plan International (see section 2.4). Allmajor donors and development partners serving the reconstruction needs of the education sector inSierra Leone are highly supportive of the Basic Education Project initiated by the two Banks, and astable 2.2 points out, the Education III project is complementary to the investment of all majordevelopment partners, INGOs and NGOs working in Sierra Leone.

5.8.3 The project and UNICEF will co-ordinate their activities in support of the Rapid RemedialEducation Programme (RREP), the Complementary Rapid Education in Primary Schools (CREPS)programme, and the NonFormal Primary Education (NFPE) programme, which are all funded mainlyby UNICEF. For example, youth completing the specially designed and accelerated RREPs andCREPS initiatives in Sierra Leone comprise a recruitment pool for the VST sub-project funded solelyby The Bank. Co-ordination and co-operation will also be undertaken with UNICEF in thedevelopment of Peace Education in Basic Education curricula, and in support to village water supplyand sanitation improvement. The project will include provision for wells, which will need to becorrectly used and maintained by the local communities, and UNICEF will separately recruit anextension worker to carry out community sensitisation on this subject.

5.8.4 The forthcoming Memorandum of Understanding (MOU) between IDA and UNHCR andUNICEF on the scope of collaboration and co-ordination of support to the education sector by thethree agencies will contribute to greater donor collaboration to the project as well as to the educationsector in Sierra Leone.

6. PROJECT SUSTAINABILITY AND RISKS

6.1 Recurrent Costs

6.1.1 The project will provide an estimated 300 new primary classrooms, 50 junior secondaryclassrooms and 40 classrooms/workshops at CECs and TVCs. This will require an increase of staff of

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approximately 300 primary teachers, 100 secondary teachers and 40 literacy and vocational traininginstructors, resulting in an increased annual recurrent staffing cost of approximately Le 489,670,000(US$ 230,000). In addition, the 10,000 teachers to be trained by the project will be entitled to a salaryincrease, globally estimated at about Le 480,000,000 (US$ 220,000) per year.

6.1.2 The School Management Committees, through the project, will sensitise the local communitieson the benefits of preventive maintenance. Further, the SMC will be trained on how to plan andimplement preventive maintenance using local small craftsmen. This will help reduce preventivemaintenance costs to the Government.

6.1.3 The Interim HIPC funds, expected to be available in 2002 would include more than US$ 7million to recurrent expenditures in education (see Para. 2.3.3 above); therefore, the increasedrecurrent costs as a consequence of the project and increased demand for education would be coveredby the HIPC funds.

6.2 Project Sustainability

6.2.1 There are two factors critical to the sustainability of the project. The first is enhancedcommunity participation in the management of Basic Education, including through project inputs toprimary schools as a package to the poorest communities in the country, comprising classrooms,teachers’ houses in remote areas, latrines and wells with hand-pumps. In particular, the maintenanceprogramme for schools rehabilitated by the project will build capacity within the community toidentify and undertake maintenance. The MEST has indicated that its commitment to the financing ofthe education sector as a priority will continue, and has pledged to make available counterpart fundingand pro-education allocation provisions are prescribed to meet the Interim HIPC conditions. It willfurther be encouraged to decentralize the appropriate percentage of its annual recurrent budget tofacilitate timely maintenance as well as rehabilitation of more arduous jobs through privateentrepreneurs. The sustainability of these inputs will largely depend on the success of the sensitisationand maintenance initiatives, as the ownership attitude of local communities is essential.

6.2.2 The second critical factor relates to the continued donor collaboration which will need to bemaintained and reinforced, including through annual programme reviews and stakeholderconsultations. The country is still in an early reconstruction phase recovering from the major collapseof its institutions caused by the internal war, and needs to motivate and regain the support of civilsociety during the reconstruction period. Continued donor assistance will be necessary to attainnormalcy.

6.3 Critical Risks and Mitigating Measures

6.3.1 The project is at risk from the larger political context. Resumption of the internal war wouldcertainly have the greatest impact but it may not be the greatest risk. The successful elections held inMay and the reconciliation process are an indication of the strong desire for stability and peace.

6.3.2 Economic uncertainty could prevent Government from collecting enough revenue to respondto the needs and demands for education. These could be weakened by the extreme poverty of the largemajority of parents, who could be unable to meet even the modest expenses of sending the children toschool. The implementation of HIPC and its contingency funding will mitigate this concern.

6.3.3 The Education III project is susceptible to the risk of insufficient implementation capacities ofMEST headquarters and field professionals, on whose competence, commitment and logistical supporthinges the success of many essential parts of the project. This risk is mitigated by the fact that theproject which makes provision for appropriate technical assistance or consultancy services to supportthe MEST and PCU, and train national staff to carry our similar activities after the life of the project.

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6.3.4 There is a risk that transparent procedures and good practices may not be systematically usedin the management of the project, and especially in procurement. This risk will be mitigated by thecreation of the Financial Management and Procurement Specialist positions, and Procurement Unit inMEST backed by a reputable consulting firm (FPMA) to ensure that best practices are applied to themanagement of the project.

6.3.5 The capacities of the building industry and of industrial and education/training infrastructure ingeneral are already heavily burdened owing to reconstruction endeavours funded through NCDDR andNaCSA. There are currently a number of programmes being carried out by other Donors and NGOswhich provide for skills training in construction-related trades. These, in addition to the project’s ownskills training which also could focus on providing the labour market with skilled workers will helpalleviate this risk.

7. PROJECT BENEFITS

7.1 Economic Analysis

7.1.1 The project investment will boost the financial capacity and ongoing efforts of the MEST torestore normalcy and increased access to basic education facilities throughout Sierra Leone. About 81percent of the funds will go towards the rehabilitation of damaged structures and in the provision ofteaching/learning materials, 13 percent to strengthen institutional capacity of the MEST throughtraining of trainers and refining management and delivery mechanisms of decentralised bodies, and 6percent for project management. Lack of data does not allow a quantitative analysis of the economicimpact of the project; however, it is expected that the project will result in the following benefits.

7.1.2 For the rehabilitation of about 600 primary schools, JSS and VST centres, and the building ofabout 138 teacher quarters, the project will seek the expertise of local contractors and provide jobs toskilled workers in each of the project districts for civil works and tap the local market for the provisionof furniture and equipment for all schools and centres. The added revenues going to small and micro-enterprises will undoubtedly have a tremendous impact on their future growth.

7.1.3 The provision of housing units to teachers in the more severely deprived areas will acceleratethe redeployment of teachers and help motivate communities to return to their towns and villages oforigin.

7.1.4 The School Maintenance Programme will initially result in cost savings to the educationsector, and eventually benefit the Sierra Leonean economy in general through building communitycapacity to maintain all infrastructure -- thereby over time saving huge rehabilitation costs on capitalinvestment. CBOs and NGOs that gain skills in maintenance will transmit these to other communitiesas well as beneficiaries of other projects.

7.1.5 Finally, although the economic returns to primary education in Sierra Leone is not known, itcan be reasonably assumed that what holds for comparable countries does hold also for SL. Thecountry is characterized by a dual economy with a limited modern sector, while most of theemployment is --and will remain for the next decade-- in the agricultural and informal sectors.Evidence shows that for these sectors, enhancement of labour productivity depends critically on thehuman capital and primary education is, in this regard, the most cost-effective investment. Beyondlabour productivity, the estimates of growth models made in the Africa context show that primaryschooling is the socially most profitable investment in countries at the level of development of SL.The project in stressing basic education (primary and lower secondary) will enhance human capitalwhere it may have the most immediate impacts.

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7.2 Social Impact Analysis

7.2.1 Education is the foundation of society. If it functions poorly, all sectors suffer. Many of thecountry’s woes can be traced to low literacy, poor vocational skills and consequent low productivity in allareas, and overall lack of education opportunities. The project targets that foundation and seeks to build anew educational edifice that responds to the nation’s growing and changing needs. The social impact willbe broad and deep since the project will be national in scope and focus on poor and rural communities. Itwill also target the vexing issue of institutional capacity at all levels in order to have an impact at thecommunity level (through school management committees), at the district and regional levels (by re-establishing an effective MEST presence), and nationally with the strengthening of MEST capacity inareas such as data collection, planning and policy development. Further, the social impact will lay thegroundwork for eventual major improvements in educational quality once the physical infrastructure hasbeen restored and institutional capacity enhanced. This should positively impact on overall economicperformance and productivity in the years ahead.

7.2.2 The project will address the issue of equity in terms of economic and gender disparities. Prioritydistricts will be defined in terms of low-income levels, and strategies to increase girl’s enrolment will besupported. The provision of separate latrines will ensure that a girl-friendly environment is created in theschool. Girls will have access to clean potable water near the school so they do not spend class timefetching water and missing classes. With the construction of more junior secondary schools in ruralcommunities, girls will have access to more secondary education and hence fewer girls will marry early.In-service female teacher training will provide girls with more role models. Therefore, the project willhave a particularly positive impact on girls from poor homes

7.2.3 The project will contribute to improve teachers conditions by building accommodation facilitiesfor teachers in severely deprived areas, providing in-service training, teaching guides and incentivepackage for those want to be relocated. Also, the project will promote community participation byencouraging establishment of the SMCs. Teachers will be provided special training so that they are ableto sensitise parents as an integral part of their role in the communities. Finally, the PSC will beestablished with representation (40%) of civil society to assure that decisions for allocation of projectfunds are done with transparency and equity.

8. CONCLUSIONS AND RECOMMENDATIONS

8.1 Conclusions

8.1.1 The proposed project is an essential component of the Bank’s country strategy for Sierra Leone,which is focused on poverty reduction, and is in line with the Government’s objectives in the educationsector. About 460 primary schools, 100 JSS, and 40 CECs and TVCs will be brought to basic operationallevel, including 1,200,000 sets of textbooks, 138 teachers quarters built in the most severely deprivedareas of the country, and approximately 10,000 teachers trained in-service, resulting in improvedinstruction.

8.1.2 The project will make an important contribution to Sierra Leone at this time in its history andis consistent with the government’s strategy for development of the education sector. Severalimpoverished parts of the country will benefit from the school/centre rehabilitation programmes intheir communities. Housing units for teachers in severely deprived areas will provide the impetus forteachers to return to their original places of work or to relocate to schools in the most needed ruralareas.

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8.1.3 The entire country will gain from a school maintenance sensitisation campaign. Trainees at VTCsand CECs will benefit from literacy and vocational skills training focused on defined income-generatingareas, thus making it easier for them to find jobs or start businesses. Through the VST sub projects RREP,CREPS and NFPE students will be enabled to recover at least part of the time previously lost in theireducation, and their future income potential is expected to increase substantially. The peace educationprogramme in schools will contribute to preparing a new generation of more considerate citizens.

8.1.4 Improved capacity of the MEST will contribute to greater efficiency. The establishing ofpartnerships between schools and the community through SMCs will strengthen the Ministry’smanagement capacity at the grass-roots level, while the school maintenance initiative will benefiteducational institutions in all districts.

8.1.5 As the peace process is holding and several donors and implementing partners are keen to assist inreconstruction endeavours, it is therefore an appropriate time for the Bank to extend its support to SierraLeone.

8.2 Recommendations and Conditions for Loan and Grant Effectiveness

It is therefore recommended that an ADF loan not exceeding UA 15.00 million and a TAFgrant not exceeding UA 1.00 million be extended to the Government of Sierra Leone for the purposestipulated in this report and subject to the following conditions.

A. Conditions Precedent to Entry into Force

The entry into force of the Loan Agreement and of the Protocol of Agreement shall be subjectto the fulfilment by the Borrower, respectively, of the provisions of section 5.01 of the GeneralConditions Applicable to Loan Agreements and Guarantee Agreements of the Fund and of the relevantprovisions of the General Conditions Applicable to Protocols of Agreement relating to the activities ofthe Technical Assistance.

B. Conditions Precedent to First Disbursement

The obligations of the Fund to make the first disbursement of the loan and the grant shall beconditional upon the entry into force of the Loan Agreement and of the Protocol of Agreement and thefulfilment by the Borrower of the following conditions. The Borrower shall have:

(i) Provided an undertaking to recruit, within four months of the date of effectiveness ofthe Loan Agreement, an audit firm for the audits of the project (Para. 5.4.7 and 5.7.1).

(ii) Provided evidence that the World Bank and the British Department for InternationalDevelopment have agreed to finance the project (Para. 4.8.1).

(iii) Provided evidence satisfactory to the Fund that adequate office space within MEST isavailable for the PCU (Para. 5.1.1).

(iv) Provided evidence that two Special Accounts (one for ADF resources and one for theTAF grant) and a Project Account (for government contribution) have been opened in afinancial institution acceptable to the Fund, into which proceeds of the project will bedeposited (Para. 5.5.1).

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C. Other Conditions

The Borrower shall:

(i) Recruit, within four months of the date of effectiveness of the Loan Agreement, anaudit firm for the audits of the project (Para. 5.4.7 and 5.7.1).

Provide evidence that Counterpart Funding equivalent to three months of government contribution tothe Project has been deposited in the Project Account (Para. 5.5.1).

ANNEX 1

SIERRA LEONE REHABILITATION AND RECONSTRUCTION PROJECT

SIERRA LEONEADMINISTRATIVE MAP

This map has been drawn by the African Development Bank Group exclusively for the use of the readers of the report to which itis attached. The names used and the borders shown do not imply on the part of the Bank and its members any judgementconcerning the legal status of a territory nor any approval or acceptance of these borders.

Annex 2

Diagrammatic Representation of Proposed Project Structures

(“Draft diagram extracted from “PAD Inst Arrange 3” - Organizational Location of the PCU.” Annexure 1 inPartnership Program for the Rehabilitation of Basic Education in Sierra Leone Draft Manual. Produced byPaul Musker and Associates (PMA) for the Research Triangle Institute (RTI) and the Ministry of Youth, Educationand Sports of the Government of Sierra Leone under a PHRD Grant in preparation for the World Bank’sRehabilitation of Basic Education Project (REBEP). Draft of 28 February 2002.)

4. EMIS Specialist

Planning DivisionNew Financial and Procurement

Mgmt Unit

1. Project Director(PCU Director)

PersonalSecretary

Support Staff

3. Financial Manager 2. TechnicalCoordinator

4. ProcurementManager

Support staff

Support staff

Minister of Education

DIRECTOR GENERAL EDUCATION

DIRECTOR GENERAL

ADMINISTRATION PROJECT STEERING COMMITTEE

5. Civil WorksArchitect/Engineer

KEY CIVIL WORKS CONTRACTMANAGEMENT FIRMS

All positions in the PCU are contractual under the projectKey Civil Works Contract Management firms will be pre-qualified before the project effectiveness per IDA/ADF procurementrulesFPMA: FINANCIAL AND PROCUREMENT MANAGEMENT AGENT WILL PROVIDE A FINANCIAL AND A PROCUREMENT MANAGER

PROJECT COORDINATION UNIT

Other MEST Divisions

2. PartnershipCoordinator

Support Staff

Annex 3List of Goods and Services

ADF TAF WB DFID GOSL TOTAL % of

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

01. Goods

Base costs 1.93 2.78 4.71 2.48 1.65 4.13 0.03 0.01 0.04 0.18 0.18 4.44 4.64 9.08

Contingencies 0.10 0.14 0.24 0.12 0.08 0.21 0.00 0.00 0.00 0.01 0.01 0.22 0.23 0.45

Inflation 0.19 0.27 0.45 0.24 0.16 0.40 0.00 0.00 0.00 0.02 0.02 0.42 0.44 0.86

Total Category 2.21 3.19 5.40 2.84 1.90 4.74 0.03 0.01 0.04 0.21 0.21 5.08 5.31 10.39 29.7%

02. Works

Base costs 1.92 4.47 6.39 2.67 4.01 6.68 0.86 0.86 4.59 9.34 13.93

Contingencies 0.10 0.22 0.32 0.13 0.20 0.33 0.04 0.04 0.23 0.47 0.70

Inflation 0.17 0.39 0.55 0.23 0.35 0.59 0.08 0.08 0.40 0.81 1.21

Total Category 2.18 5.08 7.26 3.04 4.56 7.60 0.98 0.98 5.22 10.62 15.84 45.3%

03. Services

Base costs 0.33 0.71 1.04 0.72 0.72 1.62 0.89 2.51 0.98 0.24 1.22 - 3.90 2.39 6.29

Contingencies 0.02 0.04 0.05 0.04 0.04 0.08 0.04 0.13 0.05 0.01 0.06 0.19 0.12 0.31

Inflation 0.30 0.66 0.96 0.05 0.05 0.13 0.07 0.20 0.07 0.02 0.09 0.29 0.18 0.47

Total Category 0.65 1.40 2.05 0.81 0.81 1.83 1.01 2.84 1.10 0.27 1.37 4.38 2.69 7.07 20.2%

04. Operating Costs

Base costs 0.25 0.25 0.32 0.32 - - 0.34 0.34 0.91 0.91

Contingencies 0.01 0.01 0.02 0.02 - - 0.02 0.02 0.05 0.05

Inflation 0.02 0.02 0.02 0.02 0.03 0.03 0.07 0.07

Total Category 0.28 0.28 0.36 0.36 0.39 0.39 1.03 1.03 2.9%

05. Unallocated

Base costs 0.00 0.01 0.01 0.18 0.18 0.04 0.16 0.20 0.14 0.14 - - 0.37 0.18 0.55

Contingencies 0.00 0.00 0.00 0.01 0.01 0.00 0.01 0.01 0.01 0.01 - - 0.02 0.01 0.03

Inflation 0.00 0.00 0.00 0.00 0.00 0.01 0.02 0.03 0.02 0.02 - - 0.02 0.01 0.03

Total Category 0.00 0.01 0.01 0.19 0.19 0.05 0.19 0.24 0.17 0.17 0.41 0.20 0.61 1.7%

TOTAL

Base costs 4.44 8.77 13.21 0.91 0.91 6.81 7.04 13.85 1.14 0.26 1.40 1.39 1.39 13.21 17.71 30.75

Contingencies 0.22 0.44 0.66 0.05 0.05 0.34 0.35 0.69 0.06 0.01 0.07 0.07 0.07 0.66 0.89 1.54

Inflation 0.38 0.75 1.13 0.04 0.04 0.61 0.63 1.24 0.09 0.02 0.11 0.12 0.12 1.22 1.25 2.65

GRAND TOTAL 5.04 9.96 15.00 1.00 1.00 7.76 8.02 15.78 1.29 0.29 1.58 1.58 1.58 15.09 19.85 34.94 100.0%

Annex 4 -- PRIMARY SCHOOL ENROLMENT BY SEX AND DISTRICT, 2000/2001

# of Schools I II III IV V VI TEACHERSDISTRICT GO GA P B G T B G T B G T B G T B G T B G T Q UQ T

1 Western Urban - 171 21 3125 4125 7250 3298 2267 5565 3277 2077 5354 3396 2874 6270 3196 2788 5984 3397 2467 5864 1942 435 2377

2 Western Rural - 94 4 5231 5544 10775 4331 3848 8179 3938 3385 7323 2637 2190 4827 2268 1841 4109 1663 1330 2993 514 359 873

3 Port Loko I - 197 - 10303 7325 17628 6600 2720 9320 4303 3145 7448 3111 1911 5022 2344 1499 3843 1571 925 2496 400 415 815

4 Port Loko II - 82 4 5449 2934 8383 4049 4197 8246 2846 1306 4152 2259 1080 3339 1519 870 2389 1133 456 1589 498 219 717

5 Koinadugu - 83 - 773 616 1389 600 418 1018 319 351 670 288 177 465 258 113 371 147 60 207 76 128 204

6 Kambia - 150 - 7846 4887 12733 5014 3132 8146 4077 2443 6520 3279 1650 4929 2688 1208 3896 1543 676 2219 251 319 570

7 Tonkolili I - 165 2 1988 1858 3846 1228 927 2155 712 569 1281 256 226 482 196 143 339 112 112 224 328 282 610

8 Tonkolili II - 110 - 5493 4495 9988 6963 3002 9965 2005 1340 3345 1091 604 1695 525 304 829 325 191 516 156 339 495

9 Bombali - 215 0 6524 4512 11036 6146 3909 10055 4891 3605 8496 4695 3269 7964 3631 1818 5449 2849 1601 4450 772 523 1295

10 Bo - 303 - 15703 12871 28574 8742 7650 16392 7949 2622 10571 3200 2598 5798 2390 1907 4297 2734 1675 4409 1371 563 1934

11 Pujehun - 159 4 2671 1920 4591 3211 3161 6372 3116 2150 5266 2611 1982 4593 2314 1121 3435 2619 3211 5830 163 619 782

12 Moyamba - 173 115 10858 9979 20837 6611 5356 11967 4468 3241 7709 2698 1915 4613 1217 922 2139 808 547 1355 615 627 1242

13 Bonthe I - 87 - 2613 2413 5026 1652 1597 3249 1244 1078 2322 957 694 1651 770 812 1582 423 273 696 224 224 448

14 Bonthe II 0 52 0 1344 1166 2510 904 800 1704 670 511 1181 286 254 540 157 128 285 155 107 262 75 105 180

15 Kenema - 301 6 13471 10868 24339 16611 9793 26404 9771 7609 17380 5270 4402 9672 4202 2552 6784 4596 1205 5801 972 131 1103

16 Kailahun - 227 - 521 484 1005 481 404 885 421 412 833 315 218 533 251 106 357 98 55 153 815 96 911

17 Kono - 110 0 4003 2200 6203 2004 1062 3066 2100 925 3025 1201 872 2073 996 766 1762 810 440 1250 210 166 376

TOTAL 2679 156 97916 78197 176113 78445 54243 132688 56107 36769 92876 37550 26916 64466 28922 18898 47850 24983 15331 40314 9382 5550 14932

GO - Government –Owned B - Boys Q - QualifiedGA - Government Assisted G - Girls UQ - UnqualifiedP - Private T- Totals NA - Non Available

Primary education enrolment statistics for 2000/2001 show that for ‘accessible’ districts, a total of 230,354 girls and 323, 923 boys were recorded in formal primary schools. The number of boys farexceeded that of girls from the first grade onwards, and this is noticeable even with new entrants to primary school. Careful note must be taken of the very large numbers of students in classes 1-3relative to those in the rest of the schooling system. This can be accounted for by the double intake into Primary 1 in the 1998/1999 school years following the closure of schools during 1997 and theintroduction of free education in classes 1-3 in 1999-2000. Pupil enrolments in classes 1-3 are larger than enrolments in all other classes of the Primary and Secondary levels combined. Recent researchfindings for primary schools indicate that 85 percent of children entering the first grade reach grade five -- suggesting that children who are encouraged to enrol in primary school are likely to remain inschool as long as possible. Hence, immediate action is thus required to ensure that the upper Primary and the JSS levels are able to accommodate and provide schooling to the large cohort of students thatwill be moving up from classes 1-3.

Annex 5 -- SECONDARY SCHOOL ENROLMENT BY SEX AND DISTRICT, 2000/2001

# of Schools JSS I JSS II JSS III SSS I SSS II SSS III TEACHERS

GO GA P B G T B G T B G T B G T B G T B G T Q UQ T

1WesternUrban

7 33 6 7164 3216 10380 5138 3126 8264 4136 2711 6847 2614 2210 4824 2562 2874 5436 1463 2140 3603 537 117 654

2WesternRural

- 10 546 765 1311 699 434 1133 470 326 796 39 22 61 - - - - - - 150 15 165

3 Port Loko I - 7 549 591 1140 606 530 1136 579 519 1098 182 134 316 98 135 233 39 50 89 171 22 1934 Port Loko II - 7 410 897 1307 608 321 929 383 279 662 90 51 141 90 60 150 85 65 150 133 17 1505 Koinadugu - 6 218 78 296 161 73 234 141 33 174 19 5 24 - - - - - - 30 24 546 Kambia 1 11 NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA 251 319 5707 Tonkolili I 2 11 913 586 1499 1100 423 1523 798 596 1394 397 166 563 286 111 397 152 98 250 332 334 6668 Tonkolili II - 4 365 156 521 238 144 382 173 78 251 145 7 152 13 7 20 - - - 78 3 819 Bombali - 20 3 1301 989 2290 1003 800 1803 998 546 1544 69 50 119 48 30 78 NA NA NA 485 80 56510 Bo 3 36 2492 1511 4003 2276 1278 3554 1628 1142 2770 426 382 808 484 265 749 1795 814 2609 485 74 55911 Pujehun - 6 465 20 485 340 135 475 98 2 100 40 20 60 22 8 30 5 - - 315 322 63712 Moyamba - 16 492 376 868 476 247 723 348 180 528 61 26 87 36 15 51 24 2 26 141 38 17913 Bonthe I - 3 300 598 898 164 200 364 195 158 353 30 15 45 28 13 41 19 8 27 31 18 4914 Bonthe II - 3 78 32 110 66 45 111 57 18 75 34 22 56 22 8 30 30 9 39 30 17 4715 Kenema 1 22 2165 1597 3762 2113 1224 3337 1795 1107 2902 1007 480 1487 914 198 1112 508 88 596 275 7 28216 Kailahun - 19 114 201 315 68 74 142 55 69 124 36 40 76 28 30 58 32 10 42 198 10 20817 Kono - 15 1300 631 1931 984 696 1680 730 493 1223 596 231 827 381 194 575 300 66 366 150 55 205

Total 14 229 9 18872 12244 31116 16040 9750 25790 12584 8257 20841 5785 3861 9646 5012 3948 8960 4452 3350 7802 3792 1472 5264

GO - Government –Owned B - Boys Q - QualifiedGA - Government Assisted G - Girls UQ - UnqualifiedP - Private T- Totals NA - Non Available

In 2000/2001 the number of students in JSS1 (31,116 -- see Annex 5) was significantly fewer than those in Primary 6 (40,314) and only about one-third of those in Primary 3.There are only about 250 JS schools in Sierra Leone, but more than 2,800 Primary schools. In urban areas the demand for places at the JSS level means that the average classsize is 60-65 students in classrooms designed to accommodate no more than 40. Urgent action is also needed for additional JSS places, schools and teachers to accommodatethe huge influx of students that will be accessing post-primary education in the future.

Annex 6Page 1 of 2

Draft Terms of Reference: Skills Training Coordinator

4.5 Background

The Government of Sierra Leone is currently undertaking the Rehabilitation of Basic Education through aproject to be financed by the World Bank and the African Development Bank. The main objectives of theproject are to rehabilitate primary and junior secondary schools up to basic operational levels, including tosupport the development of School Management Committees, and to enhance the management capacity of theMinistry of Youth, Education and Sports (MYES) including to strengthen its planning and policy makingfunctions.

In addition, the project will contribute to several education needs through the provision of a TechnicalAssistance Fund. That component, financed solely by the African Development Bank together with theGovernment of Sierra Leone, will undertake the reconstruction and rehabilitation of a selected number ofgovernment supported and/or approved Community Education Centres (CECs) and Technical VocationalCentres (TVCs) nationwide.

Objective

The objective of this component is to provide short-term income generating Vocational Skills Trainingenhanced by functional literacy and numeracy training to out-of-school youth aged 15-25 years in selectedTVCs and CECs, and also to enhance the MYES’s capacity to deliver needed skills training.

This project component will respond to the national priority of providing literacy, numeracy and marketableskills training to out-of-school youth. The project is initially limited in scope but will serve as a pilot project tohelp define policies and methodologies with the aim to integrate youth into local communities through incomegenerating employment, self-employment and small-scale entrepreneurial activities.

Project Implementation

A Project Co-ordination Unit (PCU) located in the MYES will be the executing agency for the Vocational SkillsTraining (VST) component. The PCU will perform financial and procurement management as well as technicaland partnership coordination. Implementation assistance will be provided by an international NGO with wideexperience in the VST area in Africa. Short- or long-term technical specialists will be recruited to fulfil variousadditional roles including the coordination of activities to deliver vocational skills training. The Skills TrainingCoordinator will report directly to the Director of the PCU.

The Skills Training Coordinator

Position: Vocational Skills Training Coordinator.Duty Station: The Ministry of Youth, Education and Sports, Freetown, Sierra Leone, with extensive travel

nationwide.Duration: Four years.

Qualifications

The candidate should possess the following: A postgraduate degree in the Social Sciences A minimum of ten years international experience in urban and rural development work Technical knowledge of the delivery of adult and youth vocational skill training programmes Experience within the sub-region, preferably in Sierra Leone Proven managerial skills with experience in training, supervision and monitoring The ability to establish a new office and to develop relevant procedures and practice Experience in project implementation, disbursement and procurement procedures Knowledge of NGO activities, in particular in the field of poverty alleviation and functional adult literacy

programme

Annex 6Page 2 of 2

The ability to coordinate a team and provide guidance, training and support to work colleagues, partnerinstitutions and government departments

An understanding of African Development Bank procedures and regulations The ability to establish and stimulate participatory patterns of work.

Tasks during the Inception Phase:

Establish a coordinating office, develop office procedures, practices and responsibilities, Coordinate with current and planned activities of the MYES Home Economics Unit, the NonFormal

Education Division, and the Vocational & Technical Division, Develop overall TOR including survey instruments to undertake a Rapid Appraisal Assessment Survey of

the VST sector, including potential centres and institutions and make recommendations, Investigate and make recommendations on community needs, subjects suitable for short-term courses, and

admission requirements to various courses, Ensure and help facilitate the development of curriculum, training programmes, identify consultancy

services and make recommendations, Ensure and facilitate appropriate arrangements for a physical survey of selected institutions and centres in

terms of renovation, rehabilitation and equipment, Establish and participate in a Skills Technical Committee to advise and monitor programme activities, Promote and participate in the formulation of a national strategy for a Technical and Vocational Education

and Training policy, leading to the effective delivery of skills training, Prepare and update detailed annual work plans.

Tasks during the Implementation Phase:

Coordinate technical and administrative matters with the Ministry, consultants and the partnershipprogramme

Coordinate the design and development of training packages and teaching materials, Ensure that procurement, disbursement, monitoring and evaluation procedures are formulated, Undertake supervision and provide overall advice and guidance to all components of the programme, Prepare regular reports, liase with work colleagues, organize meetings, attend Steering Committee Meetings

and ensure that the PCU Director is kept fully informed of programme activities, Coordinate studies, brief consultants and ensure appropriate logistical and professional support is available, Establish an effective and collaborative partnership programme and promote orientation, training and

supervision of a Skills Partnership Officer, Establish and undertake a sensitisation programme on the VST component, Monitor and review training packages for the training of vocational trainers and literacy facilitators, Ensure the procurement of appropriate equipment for relevant institutions and training courses following

agreed and laid down procurement procedures, Identify, in consultation with appropriate programme colleagues and ministerial staff, local resources

personnel and consultants to undertake studies, participate in workshops and develop teaching and learningmaterials,

Formulate and ensure the implementation of a tracer survey to assess the impact of training programmes, Organise the training of enumerators for surveys and the development of survey methods, questionnaires

and check lists, Design and evaluate feasibility studies, tracer studies etc., Determine requirements for the motivation of trainers and trainees such as improved facilities and liasing

with micro credit providers.

Annex 7Page 1 of 2

Table of Contents of Draft Manual of thePartnership Program for the Rehabilitation of Basic Education in Sierra leone

1 INTRODUCTION 61.1 Current Situation of the Education Sector in Sierra Leone 6

(a) The Education System 6(b) Current Issues in the Education System 7

1.2 Government Priorities and Strategy 8

2 PROJECT DESCRIPTION 92.1 Development Objectives 92.2 Target Population and Benefits 92.3 Key Impact and Performance Indicators 92.4 Description of Project Components 10

(a) REBEP Structure 10(b) Component-1: Emergency Response to the Rehabilitation of BE 11(c) Component-2: Enhanced Institutional Capacity of the MOEST 14

3 IMPLEMENTATION ARRANGEMENTS 143.1 Existing Structure of the MOEST 14

(a) Organizational Structure 14(b) Responsibilities 15

3.2 Structure and Responsibilities of the Project Coordination Unit 16(a) Organizational Structure 16(b) Responsibilities 17

3.3 Implementation Arrangements 19(a) Sub-Components 1.1 - 1.4: Partnership Program (School Grants) 19(b) Sub-component 2.1. Project Coordination Unit 23(c) Sub-component 2.2. Strengthening Planning and Management Capacity24(d) Sub-component 2.3. Supporting Education Service Delivery 26

3.4 Financial Management 26(a) Accounting System 26(b) Flow of Funds 27(c) Auditing 28(d) Reporting and Monitoring 28(e) Disbursement 28

3.5 Procurement Management 29(a) Use of World Bank and ADB Guidelines 29(b) Advertising 29(c) Procurement Capacity 29(d) Procurement Plans 30(e) Procurement Implementation 30(f) Scope of Procurement and Procurement Methods 31(g) Review of Procurement by the Bank 32

3.6 Monitoring 34(a) Implementation Progress 35(b) Principal Sources of Monitoring 36(c) Performance 36(d) Reporting Responsibilities 36

3.7 Evaluation 37

4 IMPLEMENTATION PLAN/SCHEDULE 374.1 Project Implementation Schedule 38

(a) Implementation Schedule 38(b) Training, Workshops and Studies 39(c) Consultancies/Technical Assistance 40

4.2 Project Cost Details 40

5 ANNEXES 40

Annex 7Page 2 of 2

ANNEX 1. PROJECT LOGICAL FRAMEWORKANNEX 2. PARTNERSHIP PROGRAM TARGETS AND IMPLEMENTATION SCHEDULEANNEX 3. PROJECT IMPLEMENTATION PLAN (PRE- AND POST-EFFECTIVENESS)ANNEX 4. PRINCIPLES, GUIDELINES, APPLICATION FORMS AND PROCEDURESANNEX 5. DETAILED PROJECT COST TABLESANNEX 6. PROCUREMENT PLAN FOR THE FIRST YEAR (12 MONTHS)ANNEX 7. DONOR FINANCING OF PROJECT COMPONENTS AND SUB-COMPONENTSANNEX 8. TERMS OF REFERENCE FOR LONG-TERM CONSULTANTSANNEX 9. TRAINING AND WORKSHOPSANNEX 10. CIVIL WORKS TECHNICAL INFORMATION AND DESIGN STANDARDSANNEX 11. SUPPORT TO SKILLS TRAINING (FINANCED BY ADF)ANNEX 12. MEMORANDUM OF UNDERSTANDING BETWEEN MOEST AND NACSAANNEX 13: REBEP FINANCE AND PROCUREMENT MANUAL

LIST OF SUPPLEMENTARY DOCUMENTS1 DEVELOPMENT CREDIT AGREEMENT (WORLD BANK)2 LOAN AGREEMENT (AFRICAN DEVELOPMENT BANK)3 MEMORANDUM OF UNDERSTANDING (DFID)4 PROJECT APPRAISAL DOCUMENT (WORLD BANK)5 PROJECT APPRAISAL DOCUMENT (AFRICAN DEVELOPMENT BANK)6 SCHOOL CONSTRUCTION/REHABILITATION DESIGN STANDARDS

ANNEX 8

SIERRA LEONE – SUMMARY OF BANK GROUP OPERATIONS(as at 1 August 2002) (UA ‘000)

Sector/Project FinanceSource

DateApproved

Date signed Effectivedate

Amountapproved

Deadline lastdisbursement

AGRICULTUREGambi-Mattru Oil PalmGambi-Mattru Oil PalmTorma Bum Rice DevMoyamba Integrated Rural Dev.Northern Integrated Agr. Dev.Gambia Mattru Oil Palm PhaseIIRhombe Swamp Irrigatn StudyMaster Plan Study for Agr SectorLine of Credit to NDBInstitut. Support NDB Agric. SectorStructural Adjustment ProgramStudies for Irrigation in Rokalo and RHArtisanal Fisheries Development Project

ADBADBADFADFADFADBADFADFADFADFADFADFADF

15/05/7319/12/7419/10/7830/08/7925/06/8124/08/8122/01/8518/06/9125/11/9125/11/9102/10/9214/05/9714/09/01

5/7/736/3/758/2/79

26/10/7928/07/81

/ // /

21/02/9221/02/9221/02/9206/11/9204/08/9815/01/02

10/08/7306/05/7528/10/7926/03/8107/10/81

/ // /

22/04/9212/10/9212/10/9221/06/93

/ // /

3,100.01,400.04,421.17,368.46,723.72,500.01,170.01,676.39,210.51,842.1

18,421.01,650.0

10,000.0

31/07/8131/12/8731/12/9831/12/9631/12/94

/ // /

31/12/0031/12/9831/12/9631/12/0031/07/0131/12/07

Sub-total I 59,483.1TRANSPORTHighway MaintenanceMatotoka-Sefadu Rd Rahab ProjectMatotoka-Sefadu Rd Rahab Project

ADFADFFSN

28/08/8114/12/9314/12/93

22/09/8128/02/9428/02/94

12/10/8231/03/95

/ /

6,447.49,200.06000.0

31/12/9531/12/9931/12/99

Sub-total II 21,647.4PUBLIC UTILITIESExtension of Water Supply NetworkFreetown SewerageFreetown Water Supply

ADBADFADB

15/11/6929/06/7817/10/78

27/05/7031/07/7802/05/79

27/06/7031/03/7907/02/80

1,500.0414.5

1,400.0

31/01/7331/12/8031/10/81

Sub-total III 3,314.5ENERGYBumbuna Falls Hydro-ElectricBumbuna Hydro-Electric

ADFADF

18/12/9018/12/90

21/01/9121/01/91

20/05/9122/03/91

2,542.132,107.9

31/12/9831/12/98

Sub-total IV 34,650.0FINANCELine of Credit ILine of Credit II

ADBADB

22/11/7431/12/77

06/01/7530/01/78

06/02/7519/04/78

1,000.03,000.0

31/12/7731/12/80

Sub-total V 4,000.0SOCIALBunumbu Teachers CollegeHealth Sector StudyQuality Improvement for basic EducEducation IIHealth Services Rehab ProjectHumanitarian Emergency Relief0

ADFADFADFADFADFADB

27/06/7717/10/8924/09/9124/09/9106/03/9730/11/00

05/08/7719/03/9021/02/9221/02/9204/08/98

/ /

18/12/7813/11/9004/08/9218/08/9216/12/99

/ /

4,605.31,086.81,022.4

12,553.910,500.0

390.8

31/12/9830/06/9731/12/0131/12/0131/12/02

/ /Sub-total VI 30,159.2MULTI-SECTORProgram for Debt ManagementSocial Action ProgramRehab and Reconstructn ProjectRehab and Reconstructn ProjectEconomic Rehab and Reconstructn

ADFADFADFADFADF

25/02/9102/10/9209/12/9909/12/9904/04/01

09/05/9106/11/9211/02/0011/02/0013/06/01

24/02/9212/01/9420/06/0020/06/00

/ /

451.35,526.31,210.08,000.0

10,000.0

30/06/0030/06/0231/03/0431/03/0401/05/02

Sub-total VII 25,187.6TOTAL 178,442.0

Annex 9

List of Documents Produced for or During theWorld Bank and ADB Project Appraisal Missions

Annex A [to Application for Sub-project Support. Sample Draft. 6 pp.]: Format for Assessing the InstitutionalCapacity of the Service Provider. 8 pp.

Application for Sub-project Support. [Chris Thomas, World Bank.] Sample Draft. 6 pp.

Component 1: Rehabilitation of School Services. $37 million. [Chris Thomas, World Bank] February 21, 2002.4 pp.

Component 1: Rehabilitation of School Services. [Chris Thomas, World Bank] February 14, 2002. 4 pp.

Draft Social Assessment Report. Undertaken by Caroline Kihato for the Research Triangle Institute (RTI) andthe Ministry of Youth, Education and Sports (MYES) of the Government of Sierra Leone under a PHRD Grantin preparation for the World Bank’s Rehabilitation of Basic Education Project (REBEP). Draft of 4 February2002. 49 pp. including 33 Tables and 17 Graphs. (Separate overheads of the above were prepared for thePartnership Workshop, 15 February 2002. 24 pp.)

IDA/ADF Pre-Appraisal Mission, October 15-31, 2001. Project Preparation Report, and Aide-Memoire (Draftfor the wrap up). 12 pp.

Partnership Program for the Rehabilitation of Basic Education in Sierra Leone. Draft Manual. Produced byPaul Musker and Associates (PMA) for the Research Triangle Institute (RTI) and the Ministry of Youth,Education and Sports (MYES) of the Government of Sierra Leone under a PHRD Grant in preparation for theWorld Bank’s Rehabilitation of Basic Education Project (REBEP). Draft of 28 February 2002 (Skeleton draft --texts to be inserted). 18 pp. including 4 Annexures.

Partnership Program for the Rehabilitation of Basic Education in Sierra Leone. Interim Report [of two-dayparticipatory workshop of stakeholders hosted by the MYES, 13-14 December 2001]. Undertaken by PaulMusker of Paul Musker and Associates (PMA) for the Research Triangle Institute (RTI) and the Ministry ofYouth, Education and Sports (MYES) of the Government of Sierra Leone under a PHRD Grant in preparationfor the World Bank’s Rehabilitation of Basic Education Project (REBEP). Draft of 11 February 2002. 13 pp.including 3 Annexures.

Presentation of the Status of Education in Sierra Leone Draft School Survey Report. Brahm Fleisch, Universityof Witwatersrand, South Africa, With Firoz Patel of Paul Musker and Associates. For RTI as part of WorldBank REBEP. Sponsored by the Government of Japan. February 2002. 21 pp. (overheads of tables and a fewgraphs)

Project Component 2: Enhance Institutional Capacity of the MYES. [Michael Drabble, World Bank, February2002.] 8 pp.

[“School Planning Sheets -- (for the Application for Sub-project Support. Sample Draft. 6 pp.).”] 2 pp.

Sierra Leone Rehabilitation of Basic Education Project (REBEP). Government of Sierra Leone – Ministry ofYouth, Education and Sports. Project Implementation Plan (PIP) Document. First Draft. February 21, 2002. 42pp.

Summary Institutional Assessment Scoring Sheet. [Chris Thomas, World Bank], 2 pp.

Annexe

CONFIDENTIAL

AFRICAN DEVELOPMENT FUND ADF/BD/WP/2002/82/Corr.114 October 2002Prepared by: OCSDOriginal : English

Probable Date of Board Presentation :16 October 2002

FOR CONSIDERATION

MEMORANDUM

TO : THE BOARD OF DIRECTORS

FROM : Philibert AFRIKASecretary General

SUBJECT : SIERRA LEONE : PROPOSAL FOR AN ADF LOAN OF UA 15.00 MILLIONAND A TAF GRANT OF UA 1.00 MILLION TO FINANCE THEREHABILITATION OF BASIC AND NON-FORMAL EDUCATION ANDVOCATIONAL SKILLS TRAINING PROJECT (EDUCATION III)

CORRIGENDUM*

Please find attached hereto a corrigendum to the Appraisal Report on the above-mentioned project. The note updates the Appraisal Report and the Outcome ofNegotiations due to the change in the financing plan of the project.

Attach:

Cc : The President

*Questions on this document should be referred to :Ms. Z. EL BAKRI Director OCSD Ext. 4101Mr. R. CRESSMAN Division Manager OCSD.1 Ext. 4112Mr. A. G. KOMENAN Chief Socio-Economist OCSD.1 Ext. 4538Mr. S. Z. N’GUESSAN Senior Architect OCSD.1 Ext. 5420

SCCD : W.A. A.

SIERRA LEONE : REHABILITATION OF BASIC AND NON-FORMALEDUCATION AND VOCATIONAL SKILLS TRAINING PROJECT

(EDUCATION III) *

CORRIGENDUM

Justification.

The initial financing plan for this project was based on a contribution by the UK Departmentfor International Development (DfID) of USD 2 million (UAC 1.58 million). The Bank hassince been informed that DfID’s new strategy for Sierra Leone, whilst strongly supporting theinvolvement of both Banks in this project, does not include direct assistance to the Educationsector at this stage other than through general budgetary support as well as throughreinforcing governance and the PRSP process. Given their critical importance for thesuccessful implementation of the project, full funding for the capacity building activities thatwere to be financed by DfID is required. Following exchanges with DfID and the WorldBank on the issue, the latter has informed the Bank of its intention to finance the activitiesoriginally to be funded by DfID. The total cost of the project and Bank’s contribution remaintherefore unchanged. The aim of this corrigendum is to inform the Board of this situation andcommunicate the related necessary changes in the Appraisal Report since its distribution tothe Board of Directors.

Changes.

1. All references to DfID’s co-financing and monitoring of the project should bedisregarded, in particular those in the Project Information Sheet (Para. 8), in the ExecutiveSummary (Sections 1 and 6), and in the main text (Para. 4.5.14, 4.8, 5.1.3, 5.2.3, 5.2.5,5.2.14, and 5.6.1).

2. Tables 4.3, 4.4, 4.5, and 4.7 and Annex 3 are modified accordingly and the new tablesare attached for reference.

3. With respect to the Conditions Precedent to First Disbursement, Para. 8.2(ii) ismodified to read:

(ii) Provided evidence that the World Bank has agreed to finance the project(Para. 4.8.1).

Table 4.3Estimated Costs by Sources of Finance (UA millions)

Source Foreign Currency Local Currency Total Costs % of Total Costs

ADF 5.04 9.96 15.00 42.9%

Govt 1.5 1.5 4.3%

TAF 1.00 - 1.00 2.9%

Govt 0.05 0.05 0.1%

WB 9.05 8.31 17.368 49.7%

Govt 0.03 0.03 0.1%

Total 15.09 19.85 34.94 100.0%

% Total 42.0% 58.0% 100.0%

Table 4.4Estimated Costs by Sources of Finance and Components (UA millions

PROJECT COMPONENTS ADF TAF WB GOSL TOTAL % of Total Costs

I. Rehab. Of School System 13.35 - 13.80 1.19 28.34 81.1%

II. Institutional Support 1.14 1.00 2.5 4.64 13.3%

III. Project Management 0.51 - 1.06 0.39 1.96 5.6%

Total 15.00 1.00 17.368 1.58 34.94 100.0%

% Total 42.94% 2.86% 49.68% 4.52% 100%

Table 4.5Estimated Costs by Sources of Finance and Categories of Expenditure

ADF TAF WB GOSL TOTALCATEGORIES OFEXPENDITURE F.E. L.C. Total F.E. F.E L.C. Total L.C. F.E L.C. Total % of Total

01. Goods 2.21 3.19 5.40 2.87 1.91 4.78 0.21 5.08 5.31 10.39 29.7%

02. Works 2.18 5.08 7.26 3.04 4.56 7.60 0.98 5.22 10.62 15.84 45.3%

03. Services 0.65 1.40 2.05 0.81 2.93 1.28 4.21 4.38 2.69 7.07 20.2%

04. Operating Costs 0.28 0.28 0.36 0.36 0.39 - 1.03 1.03 2.9%

05. Unallocated 0.00 0.01 0.01 0.19 0.22 0.19 0.41 0.41 0.20 0.61 1.7%

Total 5.04 9.96 15.00 1.00 9.05 8.31 17.36 1.58 15.09 19.85 34.94 100.0%

Table 4.7

Expenditure Schedule by Source of Finance

SOURCE OF FINANCE 2003 2004 2005 2006 TOTAL % of Total Costs

ADF 4.35 3.30 4.20 3.16 15.00 42.9%

TAF 0.29 0.22 0.28 0.21 1.00 2.9%

WB 5.048 3.84 4.86 3.65 17.36 49.7%

GOSL 0.46 0.35 0.44 0.33 1.58 4.5%

Total 10.13 7.68 9.78 7.35 34.94

% Total 29.0% 22.0% 28.0% 21.0% 100.0%

Annex 3List of Goods and Services

ADF TAF WB GOSL TOTAL % of

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

01. Goods

Base costs 1.93 2.78 4.71 2.51 1.66 4.17 0.18 0.18 4.44 4.64 9.08

Contingencies 0.10 0.14 0.24 0.12 0.08 0.21 0.01 0.01 0.22 0.23 0.45

Inflation 0.19 0.27 0.45 0.24 0.16 0.40 0.02 0.02 0.42 0.44 0.86

Total Category 2.21 3.19 5.40 2.87 1.91 4.78 0.21 0.21 5.08 5.31 10.39 29.7%

02. Works

Base costs 1.92 4.47 6.39 2.67 4.01 6.68 0.86 0.86 4.59 9.34 13.93

Contingencies 0.10 0.22 0.32 0.13 0.20 0.33 0.04 0.04 0.23 0.47 0.70

Inflation 0.17 0.39 0.55 0.23 0.35 0.59 0.08 0.08 0.40 0.81 1.21

Total Category 2.18 5.08 7.26 3.04 4.56 7.60 0.98 0.98 5.22 10.62 15.84 45.3%

03. Services

Base costs 0.33 0.71 1.04 0.72 0.72 2.60 1.13 3.73 - 3.90 2.39 6.29

Contingencies 0.02 0.04 0.05 0.04 0.04 0.13 0.05 0.19 0.19 0.12 0.31

Inflation 0.30 0.66 0.96 0.05 0.05 0.20 0.09 0.29 0.29 0.18 0.47

Total Category 0.65 1.40 2.05 0.81 0.81 2.93 2.11 4.21 4.38 2.69 7.07 20.2%

04. Operating Costs

Base costs 0.25 0.25 0.32 0.32 0.34 0.34 0.91 0.91

Contingencies 0.01 0.01 0.02 0.02 0.02 0.02 0.05 0.05

Inflation 0.02 0.02 0.02 0.02 0.03 0.03 0.07 0.07

Total Category 0.28 0.28 0.36 0.36 0.39 0.39 1.03 1.03 2.9%

05. Unallocated

Base costs 0.00 0.01 0.01 0.18 0.18 0.18 0.16 0.34 - - 0.37 0.18 0.55

Contingencies 0.00 0.00 0.00 0.01 0.01 0.01 0.01 0.02 - - 0.02 0.01 0.03

Inflation 0.00 0.00 0.00 0.00 0.00 0.03 0.02 0.05 - - 0.02 0.01 0.03

Total Category 0.00 0.01 0.01 0.19 0.19 0.22 0.19 0.41 0.41 0.20 0.61 1.7%

TOTAL

Base costs 4.44 8.77 13.21 0.91 0.91 7.95 7.3 15.25 1.39 1.39 13.21 17.71 30.75

Contingencies 0.22 0.44 0.66 0.05 0.05 0.40 0.36 0.76 0.07 0.07 0.66 0.89 1.54

Inflation 0.38 0.75 1.13 0.04 0.04 0.70 0.65 1.35 0.12 0.12 1.22 1.25 2.65

GRAND TOTAL 5.04 9.96 15.00 1.00 1.00 9.05 8.31 17.36 1.58 1.58 15.09 19.85 34.94 100.0%