RESTRICTED

Report No. PE-9a

This report was prepared for use within the Bank and its affiliated organizations.They do not accept responsibility for its accuracy or completeness. The report maynot be published nor may it be quoted as representing their views.

INTERNATIONAL BANK FOR RECONSTRUCTION AND DEVELOPMENT

INTERNATIONAL DEVELOPMENT ASSOCIATION

APPRAISAL OF AN

EDUCATION PROJECT

IN

SIERRA LEONE

December 1, 1969

Education Projects Department

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

CURRENCY EQUIVALENTS

Currency Unit : LeoneUS$1 = Leone 0.833

Leone 1 = US$1.20Leones 1 million = US$1.2 million

AREA

1 sq. ft. = 0.929 m21 m2 = 10.765 sq. ft.

APPRAISAL OF AN EDUCATION PROJECT IN SIERRA LEONE

TABLE OF CONTENTS

Page No.

BASIC DATA

SUMMARY AND CONCLUSIONS i1

I. INTRODUCTION 1

II. SOCIAL AND ECONOMIC BACKGROUND 2

III. EDUCATION AND TRAINING SYSTEM 3

The Administration of Education 3General Education - Primary and Secondary 4Technical Institutes/Trade Schools 4Teacher Training 4Higher Education 5Educational Radio and Television 5

TV. EDUCATIONAL FINANCE 6

Recurrent Expenditure by Central Government 6Capital Expenditure by Central Government 6

V. EDUCATION AND TRAINING NEEDS 7

VI. THE PROJECT 9

Composition of the Project 9Freetown Primary Teacherst College 9Eleven Secondary Schools 10Technical Institutes and Trade Schools 10Technical Assistance 11Cost Estimates and Financial Plan 12Acconmodation and Equipment 13

VII. IMPLEMENTATION OF THE PROJECT 14

Administration 14Building Construction and Maintenance 14Credit and Disbursement 15

VIII. ColTCLUSIONS 16

The report is based on the findings of a mission to Sierra Leoneduring July, 1969, composed of Messrs. R.F. NcMahon and W.D. Donnelly.

ANNES

1. Administrative Structure of Education.2. Structure of Education, 1969.3. Educational Pyramid, 1968/69.4. Primary School Enrollments (1955/69).5. Secondary School Enrollments (1955/69).6. Technical and Vocational Institutions - Errollments by Course

and Sex, 1967/68.7. University of Sierra Leone - Enrollments 1968/69.8. Current and Capital Expenditures on Education.9. Economically Active Population by Sector and Occupation.

10. Educational Profile.11. Results of 1964 Manpower Survey.12. Secondary Schools.13. Technical and Vocational Education - Day Enrollments and Cutput.L4. Summary of EL-timated Costs for Physical Facilities.15. Schedule of Project Phasing and Estimated Disbursement Rate.

Map showing Locations of Project Schools.

l/BASIC DATA

A. General

Area: total : 27,925 square milescultivable (estimate) 18,850 square miles

Population: total : 2.5 million(est.) growth rate per annum : 1.5% - 2.0%

density per square mile godensity per square mile 133

cultivable

Labor force: 0.9 million

Gross national product:At factor cost (1965/66) : Le.231.8 (US$278.2) millionPer capita (1965/66) : US$124.

Gross domestic product:At current market prices (1965/66) : Le.260.8 millionAmual average real growth rate

(1963/64-1965/66) : 5.6%Historic long-term trend (estimated) : 3.0% - 4.0%

Distribution by Sector (1965/66): PercentageAgriculture :31.3IMining : 19.2Manufacturing 6.3Construction : 3.6Transport and communication : 7.7Public Administration and defense 5.2Wholesale and retail trade 15.0Ownership of dwellings 6.3Other sectors 5.4

Distribution of the Economically ActivePopulation (1963) Percentage

Agriculture, Forestry, Fishing &Hunting : 77.7

Mining and Quarrying 5.2Manufacturing : 4.5Construction : 1.8Electricity, Gas & Water .2Commerce 5.9Transport, Storage & Communication 1.8Public Administration and Defence : 1.3Services 2.1

1/ For 1968 unless specified otherwise.

B. Education

Population aged 6-12 : 0.425 m2il.lion

Population aged 13-17 : 0.204 millionPrimary sahool enrolment as a proportion of

6-12 age group : 32.4%Secondary school enrolment as a proportion of

13-17 age group : 12.9%

Literacy rate : 27.0%Proportion of GNP spent on education (1964/65) : 3.1%Education expenditure per capita : $3.75 p.a.Proportion of Government recurrent and capital

expenditure on education (1966/67) : 19.5%

±

APPRA-ISAL OF AN EDUCATOMN PROJECT IN SIERRA LEONE

SUMIIAR AND CONCLUSIONS

i. The Sierra Leone Governiment requested financial assistance foran education project estimated to cost US$6.86 million. After appraisal,the project was modified to cost about US$5.6o million. Of this, theCanadian International Development Agency is contributing US$0.6 millicnfor equipment and UNDP is expected to provide technical assistance cost-ing US$o.5 million. The proposed IDA credit and the Government con-tribution would cover the remaining US$4.5 million. Implementation willrequire 4 years.

ii. Sierra Leone lacks a national development plan and an up-to-datemanpower survey, but a 9-man UNDP team is expected to arrive in Freetownearly in 1970 to prepare the forner and carry out the latter. It is clear,however, that an imbalance exists between general secondary education,where 26,400 pupils are enrolled, and technical education with only about700 full-time students. Therefore, until the UNDP team's findings aremade known, Government's policy is to restrict enrollments in generalsecondary level and direct efforts towards qualitative improvement ofthe schools. Existing technical institutions are to be improved andexpanded within the constraint imposed by a shortage of technical teachers.

iii. The project would improve existing buildings and providefacilities for diversified curricula in practical subjects in elevengeneral secondary schools. Enrollment would increase by only 4h, butnearly o,000 pupils would have better employment prospects. Two tech-zical institutes and two trade schools would be expanded to raise theirannual output to about 650 craftsmen and technicians. These would re-place only about a third of the estimated annual wastage of the existingstock of 70,000 skilled workers in Sierra Leonets economically activepopulation of about 0.9 million. Their employment prospects should,therefore, be good. The project also includes the rebuilding of Free-town Primary Teachers' College where in-service teachers follow upgradinigcoa.rses.

iv. Funds to provide an architect for the project unit and to supportdevelopments in agricultural education, educational statistics, andcurriculum revision are included in the project.

In addition to the assistance referred to under ii. above,the Govermnent expects to obtain an 8-man team of technical experts undera UNDP project, to help develop the technical institutes and trade schoolsand organize technical teacher training.

vi. Schedules of accommodation and estimates of furniture and equip-ment costs are satisfactory. Contracts for civil works, furniture and equip-ment procurement would be awarded on the basis of international competitivebidding. Consulting architects would be retained to undertake the designand supervision of construction work involved in the proposed project.

ii

vii. The estimated annual current expenditure created by theproject would amount to about US$0.37 million which is about 3.5%of the Government's current expenditure on education. The capitalcontribution and current costs are within the capacity of theGovernment.

viii. The project provides a suitable basis for an IDA credit ofUS$3.0 million. This would provide for the foreign exchange component,estimated at US$2.3 million,on the assumption that contracts for furn-iture to the value of about US$0.20 million will be awarded to localsuppliers, and a local currency component of US$0.7 million.

- 1 -

APPRAISAL OF AN EDUCATION PROJECT IN SIERRA EOSNE

I. INTRODUCTION

1.01 A UNESCO planning mission visited Sierra Leone in 1964. On thebasis of its findings, a second UNESCO mission helped the Government preparean education project for Bank/IDA financing in 1965. This project wasappraised by a Bank mission in 1965/66. The Government was requested toreview its secondary school expansion program and to prepare a revisededucation project for presentation to the Bank/IDA. Government action wTasdelayed by a financial crisis in 1966 and a military coup in 1967, but arevised project iwas presented to the Bank in May, 1968. This was examinedby a Bank reconnaissance mission in September, 1968. A further Bank missionin March/April, 1969 assisted the Government in the detailed preparation ofthis project. Appraisal took place in July, 1969 by a Bank mission consist-ing of Messrs. R. F. McMahon (technical education) and W. D. Donnelly (gene-ral education).

1.02 The project, as amended after appraisal, comprises the constructionand equipment of:

- replacement for Freetown Primary Teachers' College,

- extensions at 11 general secondary schools, and

- extensions at 2 technical institutes and 2 trade schools.

Also included are:

- technical assistance to support developments in agriculturaleducation, educational statistics and curriculum revision, andto provide an architect for the project unit,

- consultant architectural services to carry out the constructionprogram,

- technical assistance for technical education and vocationaltraining, and associated teacher training (UNDP), and

- instructional equipment (to be supplied under a grant by theCanadian International Development Agency).

Building and commissioning of the schools and colleges would take 4 years,during 1970-714.

I.03 Sierra Leone has no national development nor educational plan,nor has a comprehensive manpower survey ever been undertaken. The Governmenthas, therefore, requested UNDP to supply a team to do this work and the teamis expected to start to arrive early 1970. However, interviews with largeremployers, labor exchange officials, and the Ministry of Agriculture indicatea shortage of practically trained people for industry, commerce and agricul-ture, for which foreigners are still being recruited. About 95% of thosereceiving secondary education follow courses preparing them for white-collarjobs. Their number is in excess of available positions which creates unemploy-ment problems. Hence a diversified curriculum to include more practicalsubjects is necessary.

1.04 Pending completion of the planning indicated above and quantifica-tion of needs, strategy for educational development during the next two yearsshould have as its principal objectives:

(a) improvements to general secondary schools with, as far aspracticable, stabilization at the existing enrollment figure;

(b) development of technical education as quickly as feasiblewithin the constraint of technical teacher supply;

(c) improvement of teacher training.

1.05 The project would introduce this diversification into existingschools by providing facilities required for the teaching of agricultural,commercial, scientific and industrial subjects. It wTould also support alimited expansion of primary teacher, technical and vocational training.Enrollments in the eleven project secondary schools would increase from4,777 to 5,960 but total enrollments in Sierra Leone's 72 secondary schoolswould increase by only 4%. Freetown Primary Teachers' College is used mainlyfor upgrading courses for in-service teachers and its capacity would beincreased from 125 to 250 students. Extensions at the technical institutesand trade schools would increase enrollments from 7h0 to 1,925 full-timestudents and thus help to alleviate a shortage of skilled craftsmen andtechnicians.

II. SOCIAL AID ECONOMIC BACKGROUND

2.01 Sierra Leone is one of the smaller West African countries and issituated between Guinea and Liberia. It has a population of about 2.5 mil-lion and an area of 28,000 square miles. Population density, which averages90 per square mile, is low except in the western area, which includes Freetown,the capital. About 10% of the population live in towns with a population of13,000 or more. There are a variety of tribes of whom the Mende in the southand the Temne in the northwest are the largest. The Creoles constitute asubstantial proportion of the population of Freetown and have traditionally

- 3 -

been important in education, administration and the judiciary. About 37%of Sierra Leone's population are aged under 15. Population growth is esti-mated to be 15%-2.0%, somewhat lower than the W{est African average.

2.02 Sierra Leone is well endowed in diamonds, iron ore, bauxite andrutile. Diamond production is equivalent to 10%-15% of world production byvalue and the mining sector as a whole provides about 90% of recorded exportsand about 20% of GDP. The bulk of government revenue derives from mining.Manufacturing, which accounts for about 6% of GDP, is mostly very small-scaleand only about 4,000 people are employed in establishments with six or morepersons.

2.03 Agriculture engages about 80% of the active population and accountsfor about one-third of GDP. The land, even though not of exceptional qulality,is uniformly usable but cultivation is largely of a rudimentary and subsistencenature. Production for the market is the exception and hardly any mechanicalequipment is used by individual farmers. Export crops (mainly palm kernels,cocoa, coffee, cassava and ginger) made up only some 8% of total exports in1967.

2.04 After a three-year period (1963-65) of rapid expansion but ofconsiderable inflation and accumulation of a heavy foreign debt burden, aStabilization Plan was implemented wvhich is restoring the basis for soundeconomic growth. Per capita income is now about $120 but because of thedivided nature of the economy (an enclave mining sector on the one hand anda large and underdevreloped agricultural sector on the other), this figureconsiderably exaggerates the actual standard of living of most of the popu-lation. An improvement can be assured by concentrating on the modernizationof agriculture and by pursuing a realistic strategy for the development ofindustry and related sectors. The Government is aware that shortages ofmanpower - particularly at the middle-level - are inhibiting development andthat secondary school curricula must be more practically biased to betterequip school leavers for the increasingly diverse demands of the labor market.The proposed project would provide Sierra Leone with more technically-orientedmanpower, to improve the productivity and impact of investment.

III. EDUCATION A!D TRAINING SYSTEM

The Administration of Education

3.01 The organization of the Ministry of Education (Annex 1) is satis-factory, but the post of Principal Education Officer (Technical) has longbeen vacant; the planning section lacks adequate staff; there is no officialin charge of agricultural education; and no secondary schools inspectorateeDuring negotiations assurances were obtained that the Government wouldappoint staff qualified to cover technical and agricultural training, providethe planning section with a qualified statistician and experienced educational

- 4 -

planner, and form a secondary schools inspectorate.

General Education - Primary and Secondary

3.02 The structure of education (Annex 2) is satisfactory. Primaryschool enrollment (Annexes 3 and 4) at 32% of the eligible age group isslightly below the average for developing countries and absorbs 32.6% ofpublic recurrent education expenditure. The average class size is uneco-nomic at 31:1 and during negotiations assurances were given by theGovernment that it would be raised to 35:1 by 1974.

3.03 The secondary school enrollment of 26,400 (Annex 5) or 12.9% ofthe eligible age group is above average for developing countries and absorbs2h.7% of public recurrent education expenditure. Of these enrollments, 5%are in unassisted schools. The pupil/teacher ratio is 25:1 and more econo-mical working could be obtained by increasing class sizes. The Governmenthas therefore agreed to a minimum intake of 40 pupils per class in Form 1.The average enrollment in the upper sixth forms is 17 students per class,which leads to under-utilization of expensive facilities and high qualitystaff. Agreement has been reached with the Govelrnment that intakes in thelower sixth forms will be raised to 30 by consolidating sixth form teachingin fewer schools. It was also agreed that curricula be modernized toaccord with employment opportunities in Sierra Leone's expanding commercial,industrial, and agricultural sectors.

Technical Institutes/Trade Schools

3.04 Courses in industrial and commercial subjects are given in twotechnical institutes and two trade schools, with enroILments in 1967/68of 573 full-time day, 108 part-time day and 372 evening students (Annex 6).The general standard of buildings is good but additional equipment is neededand, due to inadequate direction and trained teacher shortages, the adminis-tration, organization, teaching, and maintenance are poor. The quality andquantity of the output are low and, to satisfy existing employment opportu-nities, both need urgent improvement. The proposed project and the techriicalteam requested by the Government would help to meet these deficlencies.

Teacher Training

3.05 In 1969, teachers employed in primary and secondary schools Twereas follows:

Sierra Leoneans GrandSchools Trained Untrained Sub-Total Foreigners Total

Primary 2316 2267 4583 - 4583

Secondary 323 253 576 531 1107

-5-

3.06 The qualification for entry to primary teacher training institu-tions has been progressively raised to completion of Form 5. This hasresulted in a temporary dearth of trainees and an annual output of only250 as against a capacity of 360 which is expected soon to be achievedthrough the rapidly increasing Form 5 output. Provided the average primaryclass size is raised to 35:1 from its present 31:1 (para. 3.02), the poten-tial primary teacher output is adequate for future expansion and replacementof untrained teachers.

3.07 Secondary school teachers are trained in the University of SierraLeone at Fourah Bay and Njala University Colleges and at the Ministry ofEducation's Milton Margai Teachers'College. Present annual output fromthese three colleges is only 140 which is two-thirds of capacity. Howiever,as secondary school intakes have more than doubled in the past five years,the colleges should soon be full. Meanwhile, if secondary school enrollmentsare maintained at about 28,000 until the UNDP team's plan and manpowersurvey are completed, and Form 1 class intakes are kept at a minimum of 40,no extra teachers will be required. The full output of 210 per annum willthen go toward replacing the 250 untrained local teachers, the 530 foreignteachers and an estimated wastage of 200 teachers over the next five years,without the need to provide extra facilities.

3.08 Teachers of agriculture and home economics are trained at NjalaUniversity College and the output will be adequate for the proposed project.Sierra Leone has no facilities for training teachers of technical/industrialsubjects.

Higher Education

3.09 Sierra Leone has one university with two constituent collegesat Fourah Bay and Njala. Present student enrollments at both colleges total734 (Annex 7). There are 104 teaching staff at Fourah Bay and 60 at Njalagiving an overall student/teacher ratio for the university of 4.5:1, whichis considered low.

Educational Radio and Television

3.10 There are two hours of radio programs weekly for primary schoolsand 3-1/2 hours for secondary; subjects covered are Health Science, Englishand French. A British-supported education T.V. pilot project of four hoursscience teaching weekly for Forms 2 lasted 16 months and ended in May, 1968.Its aim was to investigate whether science could be taught as well by T.V.as by traditional classroom methods. The Government wished to continue theprogram but lacked staff and funds. Because reception in the Freetown areais poor and the remaining population sparsely distributed, educational T.V.is not at present considered worthwhile.

-6-

IV. EDUCATIONAL FINANCE

4.01 Central Government recurrent expenditures on education (com-prising all public recurrent expenditures on education except very smallexpenditures by District Councils) account for about 24% of total CentralGovernment expenditures. This proportion is satisfactory although inabsolute terms the level of expenditure has not been sufficient to meetthe demands of rising enrollments. The details are as follows:

Recurrent Expenditure by Central Government(Leones million)

Central GovernmentRecurrent Expenditure 1964/65 1965/66 1966/67 1967/68 1968/69

Revised BudgetActual Actual Actual Estimate Estimate

1. On education 6.3 7.6 8.0 7.5 7.9

2. Total on all sectors 31.1 29.7 31.6 31.5 32.3

3. (1) as percent of (2) 20.2 25.5 25.3 23.8 24.4

4.02 Capital expenditures by Central Government have in recentyears been extremely limited and well over half the total resourcesavailable for investment have come from abroad. Education has receiveda very small share of total resources - less than 5% in recent years -although there was probably some improvement in 1968/69. in addition topublic external assistance for education (included in line 1 below) someprivate external assistance has also been given to the University.

Capital Expenditure by Central Government(Leones million)

Central GovernmentCapital Expenditure 1964/65 1965/66 1966/67 1967/68 1968/69

Revised BudgetActual Actual Actual Estimate Estimate

1. On education 0.8 0.5 0.6 0.4 1.0

2. Total on all sectors 7.8 10.9 12.6 9.0 10.5

3. (1) as percent of (2) 10.3 4.6 4.8 4.4 9.5

4.03 During the three years 1965/66-1967/68, enrollment in primaryschools increased from 111,500 to 137,700 and in secondary schools from16,400 to 26,400. The corresponding desirable capital investment of about$150 per pupil place in primary schools and $500 in secondary schoolsshould have totalled some $9.0 million, or Le.7.5 million. In fact,capital investments for all education, including higher, amounted to onlyLe.1.5 million during the three years. These figures point to substantialunder-provision of buildings and equipment necessary for efficientoperation of schools.

-7-

4.04 Total recurrent expenditures by level and per student enrolledwere as follows in 1967/68 (Annex 8):

Total % Expenditures perExpenditures of Total Student Enrolled

(Leones million) Expenditure (Leones) (Ratio)

Primary education 2.47 32.7 18.8 1.0Secondary education 1.86 24.7 84.3 4.5University 2.57 34.1 3,142.0 167.0Other training o.64 8.5 n.a. -

VWhilst the costs per student per year in primary and secondary educationwere too low, the unit cost of education in Sierra Leone's only universitywas excessive. Also, the total operating costs of the university absorbabout one-third of the Government's recurrent expenditure on education, aproportion higher than either primary or secondazy education. The Govern-ment recognizes the high cost of the University in relation to graduateoutput and has appointed a commission to enquire into higher educationwith a view to rationalization and increased efficiency. Duringnegotiations, assurances were obtained that, on completion of the com-mission's report, appropriate action will be taken in consultation withthe Association.

4.05 The absence of national and educational planning prevents theformalation of an accurate assessment of future educational expenditures.In 1964/65, the latest year for which a firm comparison can be made, totalpublic expenditures on education (Le.7.1 million) were 3.1% of GDP(Le.226.2 million). In 1967/68, education expenditures, at Le.7.9 million,were 11.3% higher than three years previously, an increase almost certainlylower than that of current price GDP over the same period. The ratio atthe present time is, therefore, probably 2.8% or 2.9%. Assuming that theratio will not rise beyond its present level and if real output willexpand by an annual average of 5% in the 1970's, resources available foreducation (starting from the 1967/68 base of Le.7.9 million, expressed inconstant prices) may increase to about Le.ll.0 million in 1975 andLe.14.0 million in 1980.

V. EDUCATION AND TRAINING NEEDS

5.01 According to the 1963 Population Census, out of an economicallyactive population of 908,147 (Annex 9) 11,066 were engaged in professional,technical or related fields. This appears to overstate the number ofpeople holding a full professional qualification because the EducationProfile (Annex 10), made at the time of the Census, shows only 2,100persons as having attended university for at least one year. Further

-8-

support for this lower figure is provided by a Yanpower Survey, con-ducted in 1964, which estimated employment of university graduatesor equivalent at 1,580 (Annex 11). Some 39,800 had received one ormore years of post-primary education or training in 1963, whileemployment at this education level and above is recorded as 16,000in 1964. More recent information on high-level employment is notavailable and, in view of the inconsistency of the above data andthe time interval since it was prepared, it does not provide anadequate basis for projecting manpower requirements.

5.02 In view of the lack of up-to-date information, the govern-ment of Sierra Leone has recently requested UNDP to provide a teamof experts to work with the Ministry of Development on the productionof a development plan and an associated manpower survey. Duringnegotiations the government gave assurances that it will, (i) comp-lete a manpower survey with projections of future manpower needs,within 2 years of signing the Credit agreement, and (ii) producean education plan within one year of the manpower survey's completion.

5.03 However, there are clear indications that expansion ofacademic secondary education is not warranted at this time. Atleast 25,000 of the 26,400 now enrolled in secondary schools (totalenrollment has increased by 10,000 in three years) are still receivingan academic education and there is considerable unemployment amiongthis class of school leavers, while vacancies for those with practicalskills go unfilled. The major employers in Freetown complain ofserious shortages of school leavers with industrial, commercial orcraft training; many posts requiring such background are currentlyoccupied by non-nationals. Total day enrollment in technicaleducation in 1969 is about 750, which results Ln an output toosmall to satisfy industries' needs for craftsmen and technicians.

5.04 The small numbers of Sierra Leoneans who have taken non-academic subjects at secondary level have for the most part receiveda poor training. Technical schools must therefore be improved so thatpractical subjects can be taught effectively, thus increasing thevalue of the student in the labor market. For the same reason, thegeneral secondary schools also need to improve their facilities forteaching practical subjects and the secondary schools in the proposedproject would therefore provide modern practical rooms, new equipmentand other improved facilities needed for a more up-to-date diversifiedcurriculum. Paising the quality of teachers, both through technicalassistance (for training of technical teachers) and through improvementof existing teacher training facilities, is no less important.

5.05 Similar reasoning applies to agricultural training in secondaryschools. Agriculture engages about 80% of the active population butcultivation is largely of a rudimentary and subsistence nabure. Trainingin basic agricultural techniques is urgently required to bring simpletechnology to peasant cultivators and to provide staff to supportplantation agriculture as it develops.

- 9 -

VI. THE PROJECT

6.01 The proposed project, which is designed to meet the needs describedin the preceding section, would comprise the following:

(a) One Primary Teacher Training College. Rebuilding theFreetown Primary Teachers' College, providing improvedfacilities for 250 students, of which 125 would be

increased enrollments.

(b) Eleven Secondary Schools (Annex 12). Construction ofextensions for practical subjects, providing improved

facilities for 5,960 pupils, of which 1,180 would beincreased enrollments, and 1,190 would be boarding places.

(c) Four Technical/Trade Schools (Annex 13). Construction ofextensions to two technical institutes and two tradeschools, providing improved facilities for 1,930 studentsof which 1,200 would be increased enrollments and 175boarding places.

(d) Services of Consultant Architects. To set standards inschool buildings, furniture and costs, and oversee imple-mentation of the building program.

(e) Technical Assistance. To provide an architect for theproject unit and to support developments in agriculturaleducation, educational statistics and curriculum revision.

(f) UNDP Technical Assistance. To comprise an 8-man team ofspecialists in technical education and vocational trainingand associated teacher training.

(g) Instructional Equipment. To be supplied under a grant by theCanadian International Development Agency.

Freetown Primary Teacherst College

6.02 There are 2,270 untrained primary school teachers in Sierra Leone,of whom about 500 are within commuting distance of Freetown Primary Teachers'College, which is used in the evenings for training such teachers and up-grading others. It is on a site adjacent to Bishop Johnson Secondary Schoolwhich is included in the proposed project for extension and improvement.The college buildings are dilapidated and lack equipment. By sharing thenew laboratories, workshops and library to be built for the school, onlyminimal extra facilities would be required for the college to increase itsenrollment from 125 to 250, thereby doubling its output, and providingurgently needed improved training facilities. Reposting of untrained teachersfrom the provinces to Freetown would enable the college to be used continuouslyin the foreseeable future.

- 10 -

Eleven Secondary Schools

6.03 From 1965 to 1968 enrollments in Sierra Leone's 72 general second-ary schools increased from about 16,400 to 26,400. Because of inadequatecapital provision for this expansion (para. 4.03), equipment is deficient,facilities for science and practical subjects are lacking, and some buildingsin the longer-established schools are old and structurally unsuitable forconversion. This has resulted in a purely academic education and low-qualityoutput of pupils for whom unemployment is increasing. Better facilitiesfor training in practical subjects are therefore needed to prepare schoolleavers for existing opportunities in the technical, commercial and agricul-tural fields.

6.04 Seven of the schools, four of which are in the Freetown area,were chosen because they are progressive and interested in curriculum change,but they urgently require improved facilities. The other four were chosenbecause of their keen interest in agriculture. Bearing in mind that 24 ofthe country's 72 secondary schools are in the Freetown area, a reasonablenational distribution has been achieved (see Map).

6.05 The eleven schools now have 1,150 boarders, mainly in sub-standardaccommodation, about three-quarters of which will be improved, resulting infacilities for 1,190 pupils, all of whom live beyond commuting distance fromschool.

Technical Institutes and Trade Schools

6.o6 Enrollments in technical institutes and trade schools total about1,100 students, of whom 740 were full-time day, in 1968/69 as compared with26,000 pupils in general secondary schools. This substantial imbalance bet-ween technical and general education requires that action should be takento increase the output from technical institutes and trade schools. Thisview is reinforced by the existing shortage of skilled craftsmen and tech-nicians and by the fact that many posts requiring technical skills arefilled by foreigners.

6.07 The standard of administration, organization and training in thetwo technical institutes and two trade schools is low, principally becauseof an acute shortage of industrially experienced teachers. Buildings aregood but some extensions, additional equipment, improved maintenance ofequipment, and improved direction and teaching are required.

6.08 Pending clarification of manpower needs (para. 5.02), developmentsin technical trainiDg are being limited to the four existing institutesand schools (Annex 13) as follows:

(a) Freeto-wm and Kenema Technical Institutes. Increased enroll-menrts in menechanical, electrical, civil engineering andbuilding technician courses at Freetown Technical Institute

- 11 -

from about 160 to 280 and in commercial studies fromabout 110 to 260; at Kenema Technical Institute, artisancourse enrollments to expand from about 100 to 430.

(b) Kissy Trade School. An expansion from about 300 to 700students which includes new courses in refrigeration andair-conditioning.

(c) Magburaka Trade School. An expansion from 60 to 240 studentsincluding new courses in painting and decorating, and inplumbing.

Total day enrollments would increase from about 750 to about 1,950 of whom 175would be boarders living beyond commuting distance. Additional classrooms,workshops and equipment would be required.

Technical Assistance

6.09 Because local staff lack experience, technical assistance would berequired as part of the IDA Credit as follows:

(a) An Agricultural Education Specialist. To coordinate theagricultural training programs at Njala University College,the secondary schools, and primary teacher trainingcolleges, a qualified and experienced agriculturaleducationist would be attached to the Yinistry of Educationfor 3 years (para. 3.01). -

(b) A Statistician. To improve the system for compiling andreporting educational statistics at district and regionallevels, and their processing at headquarters, an experiencedstatistician would be attached to the Ministry of Educationfor 3 years (para. 3.01).

(c) Four Curriculum Specialists. To modernize secondary schoolcurricula to accord with employment opportunities in SierraLeone's expanding commercial, industrial and agriculturalsectors (para. 3.03), four specialists, one each for mathe-matics, science, social studies and English, would be attachedto the Ministry of Education for a total of 3 man-years.

(d) A Project Architect. To coordinate, supervise and approvethe architectural work and contract awards for constructionwork, an experienced architect would be appointed to theproject unit for 4 years (para. 7.01).

6.10 From UNDP Funds. on completion of the proposed expansion of thetechnical institutes and trade schools, about 70 technical and 30 generalsubject teachers would be needed. No difficulty is anticipated in obtainingthe general teachers (para. 3.07) but special steps to upgrade existing andtrain T additional technical teachers are needed. The Government expects toobtain from UNDP an 8-man team, led by a chief of project, to cover in-plantand apprentice training, electrical trades, automotive trades, refrigeration

- 12 -

and air-conditioning, machine shop work, commercial teacher training andinstructor training. Each expert would be required for 3 years, except theteam leader who would be required for 5 years. The team would assist thegeneral development of the four technical institutes and trade schools andthe establishment of a technical teacher training program in associationwith the Freetown Technical Institute and Milton Margai Teachers' College.

6.11 During negotiations, the Government gave an assurance that theservices of a technical team as indicated above would be obtained, eitheras a UNDP project or through other means.

6.12 The Canadian International Development Agency is to provide instruc-tional equipment for all the schools in the project in a value of aboutCan.$650,00Cor US$6Co,COO. Freightcosts for delivery of the equipment toSierra Leone will be met by the IDA share of the project.

Cost Estimates and Financial Plan

6.13 The total cost of the project is estimated at US$5.6 million. TheCanadian International Development Agency grant is for Can.$0.65 (or aboutUS$0.6) million and UNDP is expected to provide technical assistance(para. 6.10) for technical education and vocational training at an estimatedcost of US$0.5 million. A breakdown of the remaining part of the project(US$4.5 million in total cost), to which a proposed IDA credit of US$3.0million would apply, is shown below and at Annex 14:

Leones (millions) US$ (millions) %Local Foreign Total Local Foreign Total Total

Extending and im-proving 11 secondaryschools and 1 teachertraining college 1.16 0.95 2.11 1.39 1.14 2.53 57

Extending 4 technical!trade schools 0.27 0.23 0.50 0.32 0.28 0.60 13

Professional fees andadministration 0.10 0.19 0.29 0.12 0.23 0.35 8

Technical assistance 0.06 0.27 0.33 0.07 0.32 0.39 9

Unallocated:Increased costs 0.14 0.16 0.30 0.17 0.19 0.36 8Unforeseen 0.09 0.10 0.19 0.11 0.12 0.23 5

Total 1.82 1.90 3.72 2.18 2.28 4.46 100

Average construction cost per square foot of school buildings is US$9.6which is considered reasonable. Cost per student place are not given becauseall project items are extensions to existing institutions.

-13-

6.14 Estimated costs of this portion of the project, dividedinto type of facilities, equipment, services, etc., are as follows:

Leones (millions) US$ (millions) %Local Foreign Total Iocal Foreign Total Total

ConstructionAcademic & Communal

facilities 1.02 0.82 1.84 1.21 0.99 2.20 49Boarding facilities O.15 0.12 0.27 0.18 0.15 0.33 8Site Development 0.15 0.12 0.27 0.18 0.14 0.32 7Professional fees and

administration 0.10 0.19 0.29 0.12 0.23 0.35 8Sub-Total (i) 1.42 1.25 2 i77 1.69 T171 3.20 72

Furniture 0.11 0.07 0.18 0.13 0.08 0.21 5Equipment 1/ - 0.05 0.05 - 0.06 0.06 1Technical Assistance 0.06 0.27 0.33 0.08 0.32 0.40 9

Unallocated:Increased costs 0.14 0.16 0.30 0.17 0.19 0.36 8Unforeseen 0.09 0.10 0.19 0.11 0.12 0.23 5

Sub-Total (ii) 0 7 0. 1.05 0.49 0.77 1.26 258

Total 1.82 1.90 3.72 2.18 2.28 4.46 100

6.15 Of the US$4.5 million project cost listed above, the foreignexchange component would be 51%, or US$2.3 million, and the local currencycomponent of US$2.2 million. The proposed credit would finance the entireforeign exchange cost and US$0.7 million of local costs, with the Govern-ment providing US$1.5 million to meet the balance of the local cost.The foreign exchange component was estimated assuming that:

(i) all construction would be by local contractors;(ii) all furniture would be manufactured locally, partly with

imported materials.6.16 The increase in annual current expenditure created by the projectis estimated at US$0.37 million or about 3ga of the Ministry of Education'spresent total expenditure. During implementation of the proposed project,the maximum contribution by the Government toward the capital cost in anyone year would be about US$0.70 million which is about 7% of the presentIMinistry of Education total expenditure. Consequently, the additionalcapital and current costs generated by the project should be within theGovernment's capacity.

Accommodation and Equipment

6.17 Accommodation schedules for each school and college have beenrevised to acceptable standards and the estimated costs are reasonable.Preliminary equipment and furniture lists, adequate for cost estimating,have been found satisfactory; final equiprent lists will be submitted tothe Association for approval after the experts referred to in para. 6.10have been appointed and assisted in their compilations.

1/ The US$0.06 million is for the freight cost of equipment donated by Canada.

VII. IDPLEMENTATION OF THE PPOJECT

Administration

7.01 To implement the proposed project, a project unit, \'esponsibleto the Minister of Finance, would be established. It would be headed bya full-time project director and include an experienced and competentarchitect, the leader of the technical assistance team, an officialexperienced in accounting and auditing procedures, and it would workin close liaison with the Ministries of Education and Works. Duringnegotiations, agreement was reached on the staffing of the projectunit. Appointments to the posts of project director and architectwould be subject to approval by the Association. The project un'itwould have the necessary supporting staff to carry out preparationof (i) educational specifications for the teaching accommodation;(ii) architectural briefs for the consultants; and (iii) finalfurniture and equipment lists.

7.02 The Government gave assurances during negotiations that theMinistry of Education would employ architectural consultants,experienced in school building and school furniture, and acceptabieto the Association, for the design and supervision of the project-

7.03 International competitive bidding would be used for thesupply of all equipment and furniture and for the construction ofthe schools. Items would be grouped to the maximum extent practicableto form sizable bid packages and to permit bulk procurement.Procedures for prequalification of contractors and selection of con-sultants would be acceptable to the Association. The equipment beingmade available from Canada as a grant will not, however, be subjectto international competitive bidding but would come from Canadiansources. Domestic manufacturers of furniture would have a preferenceof 15%.

7.o4 During negotiations, assurances were obtained from theGovernment that:

- adequate budgetary funds would be provided for satisfactorymaintenance of schools and supply of educational materials, and

- an official would be assigned to its Ministry of Education tobe responsible for regular inspection of school buildings andfor working in close liaison with its Ministry of Works asto the execution of maintenance work.

Building Construction and Maintenance

7.05 The standards of building construction and design vary considerablythroughout the country. Secondary schools also show a variety of arch-itectural quality, ranging from dilapidated simple shelters of steelsheet and timber roof with masonry or mud walls, to more sophisticated

reinforced concrete structures. In the main, they are modest buildingswith little evidence of waste and generally in keeping with the stringenteconomic requirements. Architectural and engineering practice followacceptable procedures.

7.06 Tn recent years, due to some stagnation in the economy, thebuilding industry has not been buoyant and, although an increase inbuilding activities in the future is expected, it is not likely to beon so large a scale as to affect project implementation. Buildingcosts are expected to rise at the rate of Itg yearly during the nextfour years and an allowance for this has been included in the costestimates for the proposed project.

7.07 A large proportion of building materials is imported andsome of the materials locally manufactured require a high componentof imported raw materials, resulting in a foreign exchange componentof about 15% for civil works. School furniture manufactured locallyhas a foreign exchange component of between 10% and 40% dependingon the amount of steel used.

7.08 Secondary school construction and maintenance are administeredby Government through the Ministry of Public Wiorks. There are twoarchitectural firms and 25 building contracting firms active in Sierra Leone.The Ministry of Public Works keeps up-to-date lists of approved cont-ractors from which their tender lists are selected. Tendering isnormally public and advertised in the local press. Bids are consideredby the Central Tender Board; the lowest bid is usually accepted. Thisprocedure, modified to conform to the Association's guidelines onprocurement, would be acceptable to the Association.

7.09 Suitable land is available for expansion of all schools in theproposed project and no land costs are included in the cost estimates.

7.10 The building and commissioning of the schools would be phasedfor completion in four years (Annex 15). Annual estimated disbursementsduring the four years would be:

Year First Second Third Fourth Total

Amount (US$000's) 200 1,400 1,220 180 3,000

Credit and Disbursement

7.11 The proposed IDA credit of US$3.0 million would amount to 66-2/3%of the total estimated project cost of US$4-5 million; it would cover theforeign exchange component of US$2.3 million and a local currency componentof US$0.7 million. The project would be implemented in four years fromJuly, 1970, but some expenditures for technical experts will be incurredearly in 1970.

7.12 The credit would be disbursed on the basis of 66-2/3% of theexpenditures of the project (for equipment freight, 100%). This ratio wouldbe adjusted if necessary, so that withdrawals would be spread evenly duringthe period of execution; undisbursed amounts would be available for cancel-lation; should expenditures exceed the estimated cost of US$4-50 millionthe excess would be met by the Sierra Leone Government.

-16-

VIII. CONCLUSIONS

8.01 During credit negotiations, agreement was reached onthe following principal points:

(a) the appointment of qualified officials in the Minist.ry ofEducation responsible for technical and agriculturalsubjects, statistics, planning and inspection (para. 3.01);

(b) the introduction of revised secondary school curricula (para. 3.03);

(c) completion of a manpower survey and an educational develop-ment plan (para. 5.02);

(d) appointment of architectural consultants for design andsupervision of the project (para. 7.02).

The conditions of effectiveness of the proposed credit would include:

provision of a technical assistance team for the technicalinstitutes and trade schools and associated teachertraining (para. 6.11); and

= establishment of a project unit, responsible to the Yinisterof Finance, with a director and architect acceptable tothe Association (para. 7.01).

8.02 The proposed project constitutes a suitable basis for anIDA credit of US$3.0 million.

December 1, 1969

SIERRA LEONE: ADMINISTRATIVE STRUCTURE OF EDUCATION

MINISTER

PERMANENT SECRETARY

E. E CHIEF l IOE SENIOR S

O OEDUCATION OFFICER N A ASSISTANT SECRETARY 2

| ASSISTANT CHIEF ASSATSCEAY1SITN ERT;y-

| OOFIEDUCATION OFFICER ULCTIS( GENERALR) (D

E~~~~~~~

| PRIMARY SECONDARY P.E.O. TEAHN AIDS1 TECHNiCAL IO

P a 1 HCIlr~Uf~DISTRICT PRINCIPALS SCFIOOL

EDUCAT ON OFFICERS F SCBHOOLS PUBLICATIONS BROADCASTS AUDIO-VISUAL

*'P .np d sl -. n OfficeI BRD - 509

SIERRA LEONE: STRUCTURE OF EDUCATION, 1969

PRIMARY EDUCATION SECONDARY EDUCATION UNIVERSITY

i 4 S.E.E.G C E G.C.E.{ A

.. ~~~~~~~~~SIXTH FORM

TEACHER ARTSTFtAiNING SCIENCE

ECONOMICS AND SOCIAL STUDIES

Tawhoers Certificate or AGRIULTURET__chw_s Hi_t_ Cr_ tifatr AGRICULTURAL EDUCATION

HOME ECONOMICS

ENGINEERING

VOCATiONAL TECHNICALSCHOOLS INSTITUTE

KEY

S.E.E. - Selective Entrance Examination

W.A.E.C.- School Certificate of the West African Examinations Council

GC.E.'O'- General Certificate of Education, Ordinary Level __/

LABOR FORCEG.C.E.'A - General Certificate of Education, Advanced Level LABOR_ FORCE

zzm

(R)IBRD-45O8 )<

SIERRA LEONE: EDUCATIONAL PYRAMID, 1968/69

UNIVERSITY (Ist Year) 196 46

FORM 6 319 79

5 1,673 587

4 2,063 688

3 BOYS 3,390 m 214 GIRLS

2 4,749 I 73

1l l 7,081 2,883

STANDARD 7 3,510

I4 5 7//10

@ ~~~2 14,770 7,935///// m 7'9 . i4_

,, ; 23,,048 13, a8

25,000 20,000 15,000 10,000 5,000 0 5,000 10,000 15,000 D

BOYS GIRLS X(R)IBRD-4512 ,

SIERRA LEONIE

PRIMARY SCHOOL ENROLLMEN¢S (1955/69)

Class 1955/56 1956/57 1957/58 1958/59 1959/60 1960/61 1961/62 1962/63 1963/64 1964/65 1965/66 1966/67 1967/68 1968/69

I 13,478 14,905 15,254 18,164 18,622 23,984 27,277 30,112 34,297 32,581 36,308 33,421 34,838 36,580

II 8,225 9,254 ib,640 10,910 12,007 14,631 16,o64 17,270 19,598 21,350 20,874 22,417 21,624 22,705

III 7,039 7,844 8,614 1 ,559 11,494 1 ,37 14,565 15,541 17,661 19,076 18,840 20,009 20,754 21,792

IV 6,136 5,834 6,927 8,015 8,9 2 9,774 11,238 12,336 14,061 15,197 15,060 15,957 17,168 18,026

v 5,519 5,243 5,461 6,338 7,380 7,955 9,200 780 11,410 12,547 12,277 13,174 14,246 14,958

VI 4,678 4,425 4,919 4,998 5,607 6,208 9,780 7,914 >,193 9,776 9,948 10,365 1s,757 11,881

VII 2,458 2,741 3,368 3,953 4,043 4,207 ,914 6, 76 7,411 8,261 8,175 ,674 11,158 1 ,716

TOTAL 47,533 50,246 55,183 62,937 68,o55 79,132 962038 99,129 113,631 118 788 111,482 124,017 131,545 137,658

RetentionRate % 58.7 41.4 48.6 45.5 43.9 36.2 40.8 38.9

Source: Sierra Leone Ministry of Education.

SIERRA LEONE

SECONDARY SCHOOL ENROLLNENTS (1955/69)

Class 1955/56 1956/57 1957/58 1958/59 1959/60 1960/6111961/62 1962/63 1963/64 1964/65 1965/66 1966/67 1967/68 1968/69

I 1,636 1,731 1,776 1,453, 1,825 1,881 2,804 3,091 3,489 4,249 5,787 7,812 7,649 9,964

II 1,301 1,1421 1,426 1,226 1,524 1,5114 1,787 2,380 ,979 3,101 3,916 5,592 5,703 6,502

III 765 972 1,138 1,166 1,34 1,320 1,301 1,516 2,033 2,624 2,973 3,488 3,821 4,504

IV 436 581 710 7614 850 844 1,022 58 1,219 1,611 2,059 2,340 ,598 2,751

V 273 247 306 397 547 560 631 721 874 1, 70 1, 22 1,819 2 _00 ,260Retention ___ _ Rate I-V % 33.4 32.3 35.5 49.6 47.8 57.0 50.7 58.8 57.5 53.2

LVI 26 25 34 30 54 99 146 122 170 144 1h4 153 202 224

UVI 9 17 20 28 28 47 86 139 155 1143 113 1114 1140 174

TOTALj 4,446 4,9914 5,1410 5o064 6,175 6,265 7,777 9,027 10,919 12,942 16,141 21,318 22,146 26,379

Source: Sierra Leone Ministry of Education.

1z

SIERRA LEONE

TECHNICAL AND VOCATIONAL INSTITUTIONS - EkiOLMIDir BY COURSE AND SEX, 1967/68

COURSES TECHNICAL INSTITUTES TRADE SCHOOLSPart-Time

Full-Time Da Part-Time Day Evening Full-Time Day Day Evening

M F T M F T M F T M F T M F T M F T

Engineering (Civil) 13 - 13 - - - - - - - - - - - - - - -

Engineering Mech. Trades 50 - 50 25 - 25 - - - 70 - 70 31 - 31 - - -

Engineering Elect. Trades 38 - 38 - - - - - - 16 3 19 6 - 6 - - -

Building Trades 95 - 95 6 - 6 - - - 97 _ 97 9 - 9 - - -

Blacksmiths and vorkshop - - - 9 - 9 - - - 25 - 25 - - - - - -

Commercial 15 104 119 - - - 101 176 277 - - - - - - - - -

Telecommunications - - - - - - 29 1 30 - - - - - - - - -

General Course in Engineering 34 1 35 - - - - - - - - - - - - - - -

Auto-Mech. and Technology - - - 22 - 22 55 - 55 - - - - - - - - -

-Technological 12 - 12 - - I 10 - 10 - -- - --

TOTAL 105 362 62 - 62 195 177 372 208 3 2114 6 -

M = MaleF = FemaleT = Total

Sources Sierra Leone Ministry of Education.

ANNEX 7

UNIVERSITY OF SIERRA LEONE

Enrollments 1968-69

Fourah Bay College Njala University CollegeYear Degree Courses Year

1. Research: 1 5 1. Agriculture 1 162 5 2 193 2 3 19

Sub-Total 12 4 21Sub-Total 75

2. Arts: Preliminary 1 50 2. Agricultural Education:l 7Intermediate 2 76 2 01Qualifying 3 82 3 5

Sub-Total 207- Sub-Total

3. Home Economics: 1 l3. Diploma in Education: 2

(Science) 4 34

Sub-Total

1X. Diploma in Education: 4. General Education: 1 140(Arts) 21 2 42

3 15

Sub-Total5. General Degree:

Preliminary 1 7 Certificate Courses(Econs)Intenrediate 2 20

Qualifying 3 33 1. General Education: 1Sub-Total 6V 2

Sub-Total

6. B.Sc. (General): (Pure Science) 2. Home Economics: 1Preliminary 1 - 2Intermediate 2 16 Sub-TotalFinal 3 17

Sub-Total 33 3. Agricultural Education:l23 2

7. B. Engineering: (Appl.Science) Sub-Total __

Preliminary 1 24Intermediate 2 22 4. Trades and Crafts: 1 3Final 3 21 2Qualifying 4 7

Sub-Total 74 Sub-Total

TOTAL 412 TOTAL

GRAND TOTAL 734

Source: University of Sierra Leone.

SIERA LEONE

CURRENT AND CAPITAL FXPEIDITURES ON EDUCATION(Le .OOOS)

A. RECURRENT

Level 1964/65 % 1965/66 % 1966/67 % 1967/68 % 1968/69 _______ ________ _______ _______ - ~~~(estim ate)

Primary 2266.5 35.7 2795.2 37.0 2783.1 35.0 2467.2 32.7 2559.1 32.2Secondary 1Wa4j.4 22.7 1431.9 18.9 l806.5 22.7 1864.2 24.7 2021.7 25.3University 1904.6 30.0 2612.3 34.6 2733.0 34.4 2570.2 34.1 2525.5 31.8Other training 733.2 11.6 71-7.4 9.5 633.4 7.9 641.8 8. 3. 10.5

TOTAL 6348.7 100.0 7556.8 100.0 7956.0 100. 7543.4 100.0 7941.8 100.0

Of which met by CentralGovernment budget 5808.2 6799.2 7326.8 6900.6 7073.6Fees and receipts 540.5 757.6 629.0 642.8 868.2

B. CAPITAL

Central Government expenditures(including public external

assistance) 812.4 497.3 608.5 41~2.7 773.2Private (external.) 456.1 ~86.8 163.3 68.1

TOTAL 1268.5 584.1 771.8 480.8 773.2of which external.

assistance 510.1 139.9 480.2 319.6 725.5

C. CURRMT AND CAPITAL

Central Government expenditures 6620.6 7296.5 7935.5 7313.3 7846.8

Other expendiitares 996.6 844.4 792.3 710.9 868.2

TOTAL 7617.2 8140.9 8727.8 8024.2 8715.0

Source: Ministry of Finance.

SI3RRA LEONE

Economically Active Population by Sector and Occupation

Professional, Administrative, Farmers, Transport & Craftsmen Service

Technical & Executive and Fishermen & Miners Cormunic. & other Sport &

Sector related Managerial Clerical Sales Hunters Quarrying Warkers. Workers Recreation Total

Agriculture Forestry,Hunting and Fishing 409 44 164 170 699,373 116 103 1,583 94 702,056

Mining and Quarrying 347 65 472 41 80 42,671 572 2,334 1,067 47,649

Manufacturing 113 92 373 128 278 5 221 39,787 200 41,197

Construction 231 14 640 29 50 46 699 13,799 367 16,175

Electricity, gas and water 109 14 176 55 7 18 82 1,700 85 2,246

Commerce 98 358 1,510 46,692 219 27 599 2,883 739 53,125

Transport, Storage andCommunication 296 187 1,147 33 9 6 10,092 3,903 497 16,170

Services 9,445 1,304 2,438 90 146 2 936 3,230 11,013 28,604

Other 18 6 33 5 12 - 15 752 84 925

TOTAL 11.066 2,384 6,953 47,243 700,174 42,891 13,319 69,971 14,146 908,147

Source: 1963 Census Vol. III, Table 13.

SI3MA LEDN8 AMN=I 10

EDUCATIONAL PROFILE

Population Aged Five and Over by Highest 3ducational Level Completed, 1963(OOOs)

Age Group 5 -14 15-19 20-24 25-29 30-34 35-44 45-54 55 and above

1. Total in age group 423.1 194.4 190.7 207.7 172.1 251.1 155.4 208.6

2. Nos. with no schooling 347.3 164.4 176.5 194.4 162.4 236.3 146.6 200.0

3. (2) as percent of (1) 82.1 84.6 92.5 93.6 94.4 94.1 94.3 95.8

4. Nos. who have attendedprimary school for 1 ormore years but continuedno further, 74.9 20.9 7.1 7.0 5.3 8.7 5 6.1Of whom:(i) attended for 1-3years (but not more) 45.7 3.0 0.6 0.5 0.4 0.5 0.3 0.3

(ii) attended for 4-6years (but not more) 24.6 9.3 2.4 2.2 1.6 2.4 1.4 1.5

(iii) attended for 7-9years (but not more) 5.3 8.5 4.1 4.3 3.4 5.9 3.8 4.3

5. Nos. who have attendedpost-primary educationfor 1 or more years, 0.9 9.1 7.1 6.3 4.4 6.1 3.4 2.5Of whoms(i) attended secondary,technical or vocationalschool for 1-3 years (butnot more) 0.9 7.4 3.9 3.4 2.2 2.8 1.5 1.1

(ii) attended secondary,technical or vocationalschool for 4 years or more - 1.6 2.5 1.9 1.5 2.5 1.6 1.2

(iii) attended teachertraining college - 0.1 0.4 0.5 0.3 0.3 0.1 0.05

(iv) attended university for1-2 years (but not more) - - 0.1 0.2 0.1 0.1 0.05 0.05

(v) attended universityfor 3 years or more - - 0.2 0.3 0.3 0.4 0.2 0.1

6. Total who have attendedschool (4 + 5) 75.8 30.0 14.2 13.3 9.7 14.8 8.8 8.6

7. (6) as percent of (1) 17.9 15.4 7.5 6.4 5.6 5.9 5.7 4.2

Source: 1963 Census, Vol. III, Tables 7 and 8.

ANIJEX 11

Page 1

RESULTS OF 1964 MANPOWER SURVEY

Numbers Employed at March 1964Public Sector Private Sector

Sierra SierraLeoneans Others Leoneans Others Total

A. Higher Level Manpower(Graduates & Equivalent)

Architects, Engineers, and Surveyors 41 32 26 168 267Chemists, Physicists and other

Physical Scientists 12 9 - 15 36Biologists, Agronomists and Related

Scientists 38 23 3 1 65Physicians, Surgeons and Dentists 45 27 5 11 88University Teachers - - 20 57 77

Secondary araduate Teachers 92 220 2 - 314Other Graduate Teachers - - - - 50Clergy and Members of ReligiousDrders - - - 20

Jurists 36 8 - - 114Artisbs, -,,riters and Related Aiorkers 92 2 9 - 103Other Professional and Technicaldorkers (including professional - - - - 114acc:untants, economists, statis-ticians, librarians, etc.)Jovernvsent Acministrative Officers 243 29 - - 271jirectors and i,anagers - - - - 122Aircraft Pilots, NlavigEtors and

1ight 2hgineers - - 9 9 ?

Total 599 3h9 65 261 °j80

3. Intermediate Level Manpowerb3ased upon earnings of C;70O ormore per year)

'!on-lzraduate Cecondary Schoolle cers 294 51 19 364

,rained Primary School Teachers 1,179 12 3 1,194Uitrained Pri-mary School Teachers 2,163 - 54 - 2,217Sther 1,on-Graduate Teachers - - - - NchDraughtsmen, Science & Fhgineering

Technicians and LaboratoryAssistants 644 60 370 290 1,366Government E:ecutive Officers 342 u - - 346Directors arnd Managers - - - - 36611urses and Midwives 519 1 24 17 561..edical Technicians,

Pharmacists, etc. 232 - 11 4 2°47-Lergy and Mtembers of ReligiousOrders - - - - 229Other Professional and Technical

.Jorkers - - - - 712colkeepers and Cashiers 269 - 203 5° 535tenoEraphers and fypists 31 3 105 28 167the.r Clerical 'brkers 1,331 13 1,077 70 2,b,9lSales JTcrkers (including securi-ties, real estate, etc.) - - 228 72 300

Pain M.i2magers - -5 -

Jorkers in Transportation (Inspectors,supervisors, traffic controllers,ship officers, etc.) 176 15 50 35 276

Tealecommunication Operators &Supervisors 49 1 63 - 11Service, Sport, and Recreation.orlcers 23 - 9 3 3,

Total 7,252 160 2,231 577 10,900

ANMX 11Page 2

C. Craftsmen Total

Jig and Tool Maker Breakdown 36Turner and Machinist not available 155Fitter (General) 619Fitter (Diesel) 436Motor Mechanic 1423Sheet Metal Worker 88Coppersmith 24Plumber 115Wlelder (Electric and Oxy-Acetyline) 133Electricians 209Auto-Electrician 61Carpenter and Joiner 1,391Shipwright 44Wood.oxr'king Machinist 83Coach Thailder 72Painter and Decorator 418Mason and Bricklayer 813

Total 5.,120

D. Apprentices Total 1,350

AUNEX 12

SIERRA IEONE

SECONDARY SCHOOLS

Code EnrollmentsExtensions Name 1969 Final Subjects

5SS Bishop Johnson 693 800 Technical, commercial,home econ., academic.

6SS Annie Tgalsh 515 660 *(60 boarders) Commercial, home econ.academic, Arts 6~h fonmn.

7SS Methodist Girls 361 600 (40 boarders) Commercial, homeeconomics, academic.

8SS Prince of Wales 533 720 Technical,sciencelArts.Science 6th form.Arts 6th Foim.

lOSS Jiinmi 369 400 (200 boarders) Agriculture.1/

113 Kenema Government 481 400 (200 boarders) Technical, agriculture.

12SS Magburaka Boys 483 780 (360 boarders) Technical, commercial,academic,Arts 6th -foni.

13SS Bumpe 332 o00 (90 boarders) Agriculture.

14SS Taiema 425 400 (110 boarders) Agriculture, academic.

158S Kamakwie 269 400 (80 boarders) Agriculture, academic.

16SS Kabala 318 400 (50 boarders) Agriculture, academic,

TOTAL 4779 5960 (1190 boarders)

1/ Girls would be transferred to Kenema R.C. Girls School now beingestablished.

ANNEX 13

SIERRA LEONE

Technical and Vocational Education - Day Enrollments and Output

1968/69 197h/75

TOTAL TOTAL | lENROLINENTi OUTPUT NROLLIENT OUTPUT

FREETONN TECHNICAL INSTITUTE:

Technical Training 160 24 276 104Commercial Training 113 48 260 130

KENA TECHNICAL INSTITUTE 105 45 432 144t~~~~~ ~~~~ l

KISSY TRADE SCHOOL 310 76 720 216

IMAGBURAKA TRADE SCHOOL 58 20 240 80

TOTALS 736 233 1928 674

a~~~~~~~~~ .9

SIERRA LONE

SuMry of EBstited Cost for Phsical Facilities

Freight Teeh-Board- Cost of Coet of uilings Cost of Furnitme of Cost of Total Cost for Physical nical TOTAL

Code Location Enroll- ing Site Devel- Academic & Board - Academic& Board- Equip- Professional Facilities (000' Is Assist. .ment Places orpment. Comal Jlng TOAL Conal ing TOTAL ment Services Leoneis $ ((s

Secondary Schools

3TT/5SS Freetojn 800 _ 22.7 227.4 - 227..4 27.1 _ 27.1 6.o 31.7 314 .9 377.9

65S Freetouin 600 _ 13.9 139.1 - 139.1 18.2 __ 18.2 3.4 19.3 193.9 232.7

7SS Freetown 600 _ 19.6 130.3 - 130.3 16.5 - 16.5 4.0 19.0 189.4 227.3

8SS Freetoin 720 _ 10.7 106.7 - 106.7 12.0 _ 12.0 2.5 14.9 146.8 176.2

lOSS J±ti 400 200 48.7 255.2 99.0 324.2 13.4 9.3 22.7 3.4 47.2 446.2 535.4

lISS Ker.ema 400 200 34.3 167 .4 61.5 228.9 12.2 7.2 19.4 3.6 33.3 319.5 383.4

12SS Magburaka 780 360 27.1 185.4 85.8 271.2 16.0 1.6 17.6 3.7 37.7 357.3 428.7

13SS Buipe 400 90 16.7 89.0 _ 89.0 6.0 - 6.0 3.3 13.4 128.4 154.1

14SS Taias 400 112 14.4 80.2 15.8 96.O 5.0 0.8 5.8 2.3 14.1 132.6 159.1

15ss Kamiakwie 400 80 5.0 33.3 - 33.3 2.8 0.8 3.6 2.2 4.8 48.9 58.7

16SS Kabala 400 180 7.2 48.0 - 48.0 4.4 0.9 5.3 2.2 7.1 69.8 83.8

Sub-Total 5,900 1,222 220.3 1,432.0 262.1 1,694.1 133.6 20.6 154.2 36.6 242.5 2,347.7 2,817.3

Technical/Trade Schools

17 Tech Freetown 475 - 7.3 73.1 - 73.1 8.4 - 8.4 9.1 1.1 99.0 118.8

18 Tech Freetoim 475 _ 16.2 161.9 - 161.9 6.7 - 6.7 4.9 22.5 212.2 254.6

19 Tech Magburaka 240 100 11.8 89.9 - 89.9 3.4 - 3.4 2.7 12.9 120.7 144.8

20 Tech Kenema 480 120 9.1 77.1 14.2 91.3 2.2 4.7 6.9 0.9 12.7 120.9 145.1

Sub-Total 1,670 220 44.4 402.0 14.2 416.2 20.7 4.7 25.4 17.6 49.2 552.8 663.3

Total for all institutions 7,570 1,442 264.7 1,834.0 276.3 2110.3 154.3 25.3 179.6 54.2 291.7 2,900.5 3,480.6 400.0(exol. contingencies)

Contingencies in Percentage 17.3% 17.3% 15% 100% 17.3% 17% 17%11 in Leones 4i5.9 365.8 26.9 50.6 489.2 587.0

Total for all schools 310.6 2476.1 206.5 514.2 342.3 3389.7 4,o67.6 4,467.6(minc._contingencies) _____ ______ ____ _______

Foreign exchange component in percentage 45% 45% 40% 100% 65% 48% 48% 80% 51% f<11 11 "1 in Leones 139.8 1 114.2 82.6 54.2 222.5 1613.3 1,936.0 3,ao.0 2,256.0

ANNEXJ15

SIERRA LEONE

SCHEDULE OF PROJECT PHASING AND ESTIMATED DISBURSEMENT RATE IN US$ MILLIONS

o H ('J

o o o o 0

Item No. and Name

Technical Assistance $..10 $0.10 $0.10 $0.O

3TT Freetown Primary … . _

Teachers' College17 Tech. Freetown Tech.

Institute19 Tech. Magburaka Trade Setting Const uction

School Standard Perio ISurvey Site

Secondary Schools: Design Devel pment Guar ntyTendering Buildi ng Period

5SS Bishop Johnson Contract Furnit ure7SS Methodist Girls Equipment Equip entlOSS Jimnmi12SS Magburaka14SS Taiama16SS Kabala = . _ . -_ _ _

$0.16 $1.57 $0.64 $0.05

18 Tech. Kissy Trade -- __- - -School

20 Tech. Kenema Tech. Co structionInstitute Su rvey Pe iod 2

De sign SiteSecondary Schools: Te dering De elopment Gu ranty

Co tracts Bui ding Pe riod6SS Annie Walsh E qipment Fu niture8SS Prince of Wales Eq- ipment11SS Kenema13SS Bumpe15SS Kamakwie

$0.02 $0.43 $1.09 $0.10

Expendituresevery 12 months

$0.28 $2.10 $1.83 $0.25

Grand Total US$ $4.50

Credit disbursementevery 12 months

$0.20 $1.40 $1.22 $0.18

Total of Credit $3.00

SIERRA LEONE

r ~~~~~~~ED UCATI ON PROJE CT

Cg B LSu >t ?fiB0 MB ALj

-I 0 R> T |DA d ; @ < I S T.G R I MGTA

L-gS ffKa, -vog.//0N 0D I ST R C

s 'x>C¢3 f < ; S = 49. . ....-..~DI S

FREET~~~ N 4 )Plhn j // < /

1-~ ~~~~~~~tC>D42 R,. tf-k< vtx s.n

IQ ~ ~ ~ MYAB lo 20 TD ID ~ A

I >'ILFg 37 KE NIg aR ICT

xu;U.r 196n 1 1'1. " _ X, 5~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~