Doci MILROFICHE COPY The Weport No. 936 -Rw Type: (P ) (UILLOT, C/ Xi1759 / T9O30/ OEDDI FOR OFmC Report N. 9836 PROJECT COMPLETION REPORT REPUBLIC OF RWANDA SECOND EDUCATION PROJECT (CREDIT 1263-RW) AUGUST 26, 1991 Population and Human Resources Division South Central and Indian Ocean Department Africa Regional Office This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization. RWANDA: SECOND EDUCATION PROJECT ABBREVIATIONS ADB African Development Bank CTC Commerce Training College DFCS Direction de Financement et des Construction Scolaires (School Financing and Construction Department) formerly a service (SFCS) DPES Direction P6dagogique de l'Enseignement Secondaire (Secondary Education Curriculum Development Department) ETO Ecole Technique Officielle (Public Technical College) FRW (or RF) Rwandese Francs GS Groupe Scolaire (School Complex) IDA International Development Association ILO International Labor Organization IMPRISCO Imprimerie Scolaire (Academic Printing Office) MEPS Teaching Aids for Health Personnel MINEPRISEC Ministry of Primary and Secondary Education NTS Nursing Training School NUR National University of Rwanda PIU Project Implementation Unit PMIS Project Implementation Monitoring System SFCS Service de Financement et des Constructions Scolaires (School Financing and Construction Service) (see DFCS) ITC Teacher Training College THE WORLD BANK FOR OFFICIAL USE ONLY Washington, DC 20433 U.S A Ofe of DrectnrGewnal Operatenns Evaknemn August 26, 1991 MEMORANDUM TO THE EXECUTIVE DIRECTORS AND THE PRESIDENT SUBJECT: Project COmpletion Report - Republic of Rwanda Second Eeucation Project (Credit 1263-RW) Attached, for information, is a copy of a report entitled "Project Completion Report - Republic of Rwanda Second Education Project (Credit 1263-RW)", prepared by the Africa Regional Office, with Part II of the report contributed by the Borrower. No audit of this project has been made by the Operations Evaluation Department at this time. Attachment This document has a restricted distribution and may be used by recipients only in the performance of their official dtaties. Its contents may not otherwise be disclosed without World Bank authorization. FOR OFFICIAL USE ONLY PROJECT COMPLETION REPCRT REPUBLIC OF RWANDA SECOND EDUCATION PROJECT (CREDIT) -!63-W} TABLE OF COTENTS Page No. Preface ...................................... ............... i Evaluation Summary .......................... iii PART I: PROJECT REVIEW FROM IDA'S PERSPECTIVE I1. PROJECT IDENTITY . ............................. .1 II. BACKGROUND............................ III. PROJECT OBJECTIVES AND DESCRIPTION...................... . 1.3 Project Objectives-................. o ....... 1.*4 Project Components.............o......................2 IV. PROJECT DESIGN AND ORGANIZATION ............................3 V.* PROJECT IMPLEMENTATION.................... .......... 3 1.7 Project Duration and Effectiveness....................3 1.8 Achievement of Project Objectives .......... o...........4 1.10 Critical Variations during Project Implementation.. 4 1.11 Project Risks ........ o................................4 VI. PROJECT COSTS... o.......o... o- ......... ....... 5 1.12 The Total Project Cost..o............... ....... 5 1.13 Credit Allocation .....................................5 1 .14 Disbursements .........................................5 VII. PROJECT RESULTS........................ 6 1.15 Background ....................................... 6 1.16 Results Relting to Enrollments...................... 6 1.19 Results Relating to Technical Assistance, Training, Fellohips and Studies........o................... 7 1.2 ImpactoftheProject Objectives ................ 7 1.23 Project Sustainability ........................... 7 VIII. PARTICIPANT PERFORMANCE.................... ......... 8 PJC24 IDA Performance. ................... 8 1.26 Borrower Performance ............................... 9 1.28 Project Relationships .......................... 9 1.29 Consulting Services durig o ..................... 9 1.30 Project Documentation and Data..................... 10 IX. CONCLUSIONS AND LESSONS LEARNED .............. o.............10 1.33 Lessons Learned.................................... 10 PART 1I: PROJECT REVIEW FROM BORROWER'S PERSPECTIVE (Translation) 2.1 INTRODUCTION ........................................ 12 2.2 IMPLEMENTATION.......................... ...... 13 2.3 ACHIEVEMENTn...t....................................... 13 2.3.1 Internships and Seminars .......................... 14 2.3.2 Studies...... ............... ................... 15 2.3.3 Technical Assistance.............................. 16 2.3.4 Missions ....................... ...............8...16 This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization. Table of ContInts (cont'd).... . .... ....... ..... ........... ...*Paie No. 2.3.5 Project Expenditures by Component & Subcomponent.. 18 2.3.6 Financing (in RF).*. ... .. . ............... ...... 19 2.3.7 Procurement ...................................... 20 2.3.8 Balance on Credit No. 1263-RW..................... 21 2.4 CONCLUSIONS ..................... .. ...*.......... ... . 22 PART III: STATISTICAL INFORMATION Table 1 IDA Credits Relevant to the Project..................... 24 Table 2 Planned and Actual Dates of Project Timetable .......... 25 Table 3 Cumulative Estimate and Actual Disbursements............ 26 Table 4 Planned and Actual Completion Dates of Components...... 27 Table 5 Estimated and Actual Project Costs ..................... 28 Table 6 Summary Accounts Cost Summary........................... 29 Table 7 Financing Plan by Disbursement Category.....*............ 30 Table 8 Financing Plan by Foreign Exchange/Local/Taxes.......... 31 Table 9 Planned, Revised, and Actual Allocation of Credit Proceeds 32 Figure 1 Allocation of Credits Proceeds.......................... 33 Table 10 Comparison of Appraisal Estimates....................... 34 Table 11 Comparison of Estimated Total Number of Students........ 34 Table 12 Evolution in Enrollments in Project Institutes.......... 35 Table 13 Number of Graduates from Project Institutes............. 36 Table 14 Project Studies.......................... ............ 37 Table 15 Compliance with Credit Covenants........................ 38 Table 16 Use of IDA Resources .....*.**................. ..... 42 Table 17 IDA Mission Data by Stages of Project................... 43 Figure 2 Actual Staff Inputs (staff-weeks)....................... 44 Annex I Annual and Cumulative Disbursements (in SDRa)........... 45 Annex II Exchange Rate Fluctuations..........................0... 46 Annex III Teaching Staff in Project Institutes (198011991)....... 47 Annex IV Cumulative Estimates and Actual Disbursements ......... 48 Annex V Save School Complex - Enrollment in Teacher Training.... 49 Annex VI Zaza School Complex - Enrollment in Teacher Training.... 50 IBRD Map No. 16060 PROJECT COMPLETION REPORT REPUBLIC OF RWANDA SECOND EDUCATION PROJECT (CREDIT 1263-RW) PREFACE This is the Project Completion Report (PCR) for the Second Education Project in Rwanda, for which Credit 1263-RW in the sum of US$10 million (SDR 9 million) was approved by the Exicutive Directors on June 15, 1982. The Credit Closing Date, originally September 30, 1987, was postponed twice (first to September 30, 1988 and then to June 30, 1989) at the Government's request. The Credit Account was kept open a further six months to honour withdrawal applications arising from commitments made before the final revised Closing Date. The Credit Account was closed January 3, 1990 and an undisbursed balance of SDR 1,194,845.05 was cancelled. This PCR was prepared jointly by the Population and Human Resources Division of the South-Central and Indian Ocean Department, Africa Regional Office (Preface, Evaluation Summary and Parts I and III) and the Borrower (Part II) Preparation of this report was based inter alia on the following sources: the President's Report, the Loan Agreement, supervision reports, correspondence between the Association and the Borrower, the Project Implementation Monitoring System (PMIS), and discussions with representatives of the Borrower in the field. Comments were also obtained from the IDA task managers/project staff who identified, prepared, appraised and supervised the project. - ill - PROJECT COMPLETION REPORT REPUBLIC OF RWANDA SECOND EDUCATION PROJECT (CREDIT 1263-RW) Evaluation Summay Project Background and Objectives: 1. The Rwanda Second Education Project was conceived, prepared and appraised in the context of the Government's sector objectives as contained in its education reform that was introduced in 1979. The main objective of the project was to assist the government in meeting acute shortages of qualified personnel through expansion of secondary schools for training in commerce, nursing and primary teaching. More specifically, the project aimed at: (a) improving training standards in the areas of commerce, nursing and teacher education; (b) implementing reforms to render curricula more relevant to the country's needs; (c) supporting the development of basic education through primary teacher training; (d) increasing educational opportunities for girls; (e) improving the quality and increasing the number of entrants to higher education; and (f) developing local pedagogical and administrative expertise. 2. The project included five main components: (i) a 290 place extension, furnishing and equipping of the Commercial Training College in Muramba; (ii) the construction, furnishing and equipping of a new 100 place nursing training school in Gisenyi; (iii) a 660 place extension, furnishing and equipping of the two teacher training colleges at Save and Zaza; (iv) the extension (by 480 places) of the teaching demonstration schools attached to the teacher training colleges in Save and Zaza; and (v) technical assistance for project management and implementation and to conduct studies as well as fellowships for pedagogical training at home and abroad in various fields. Implementation Experience: 3. The project was completed with a time overrun of about two years. The delays occurred mainly in: (a) the slow recruitment by UNESCO of Project Implementation Unit (PIU) experts; b) the design and preparation of bid documents and in bid evaluation and c) the implementation of the training/studies program. Consequently, disbursements lagged behind schedule. As of June 30, 1985, three years after credit approval, only about US$ 0.5 million had been disbursed as against USS 2.1 million targeted at appraisal. The pace of disbursements picked up later and the last disbursement was made in January 1990. An undisbursed amou.nt 'orresponding to about 13% of the total Credit was cancelled. - i.v - 4. Despite the delays, the project was successfully implemented. This success can be attributed to the simple design of the project, close supervision and the dedication and commitment of the Borrower at all stages of the project cycle. Project Results: 5. The project was successful in meeting all its quantitative targets: (i) 290 additional student places in the Muramba Commercial Training College; (ii) over 100 student places in the new Gisenyi Nursing Training School; (iii) 660 nddiiional student places in the Save and Zaza Teacher Training Colleges; and (iv) 480 additional siudent places in the Save and Zaza teaching demonstration schools. Overall, the quality of construction was very good. In 1989/190, 326 students were enrolled in the Muramba Commerce Training College (176 more than just before the project) and 38 graduates were produced that year (18 more than just before the project). Meanwhile 237 students were enrolled in the newly created Nursing Training School (137 more than the number of student places estimated at appraisal). On the basis of 100 student places, the appraisal mission estimated a yearly output of 20 nurses. With actual enrollment in 1989/90 at 237, it is very likely that the annual output of nurses will more than double that estimate as soon as the school starts producing graduates. However, in 1990/91, only about 85% of the 660 additional student places created in the Save and Zaza Teacher Training Colleges were filled and most of these were filled by students in fields other than teacher training; both institutions have failed to attract enough students in the teacher training sections, and the Rwandese authorities have responded by creating other options in these schools, thereby transforming the schools into "groupes scolaires". In 1990/91, only about 28% of students in these schools were enrolled in the teacher training sections. The rest were enrolled in the sections offering biology/chemistry, mathematics/physics, economics, literary studies, and commerce & accounting. Similarly, enrollments in the Save and Zaza Teaching Demonstration Schools have not increased as much as expected despite the creation of 480 additional student places. In Zaza, enrollments rose from only 1123 in 1981/82 to 1237 in 1989/90. In Save, enrollments actually fell from 407 in 1981/82 to 374 in 1989/90. 6. From a qualitative point of view, some immediate and readily observable results of the project are evident, especially in the area of training of local officials. Either through technical assistance expert services, fellowships abroad or local seminars, a large amount of training was provided in the administrative, technical and teaching fields for local staff in the PIU and the project institutions. Nearly all staff at the project unit today are Rwandese who have benefitted from expert transfer of knowledge or training at home and/or abroad. Project Sustainability: 7. All those project components that included the training of local staff for positions of administrative, technical and teaching responsibilities have had sustainable effects. This training has allowed activities to continue. The training given, and the transfer of knowledge by the technical assistance specialists involved in the PIU, have contributed in enhancing the management and technical capacity of the PIU. This was very helpful in the preparation and implementation of the Third Education Project and in -v- the preparation of the First Education Sector Project. For primary and secondary education and technical education in particular, the project schools have unquestionably provided access to education and training for a growing number of students in areas where such opportunities were previously quite limited. Conclusions and Lessons Learnt: 8. Despite implementation delays, the Rwanda Second Education Project was a success in that it did effectively contribute to the provision of skilled manpower in critical areas - commerce and nursing. However, project support for secondary level training institutions avoided (an' may have had the result of postponing) urgently needed reconsideration of the structure and reform of education and training at this level. The Bank Group now plans to undertake a major investment to help the Government to reform the secondary level education and training. 10. The main lessons to be learned from this project can be summarized as follows: (a) that attention should be paid to structural reform and the policy framework before expansion investments are undertaken (para. 1.25); (b) that a simple project that is closely supervised has good chances of successful implementation and achievement of immediate project objectives which, in turn, may influence the attainment of long-term development objectives (para. 1.24); (c) that conditions of Credit Effectiveness should be very carefully analysed in order to avoid those that may lead to unnecessary initial delays which may then be carried over and amplified throughout project implementation (para. 1.7); (d) that supervision missions should be fielded at appropriate and flexible intervals to address emerging problems (para. 1.24); (e) that supervision missions and PIUs should ensure reasonable continuity in staff and comprise the necessary specialists competent in the fields covered by the project (para. 1.24); (f) that improvement of school construction programs can be effected through a system of pre-qualifying registered contractors and the provision of trained site inspectors for quality control of civil works construction (para. 1.27); (g) that simply creating additional student places may not be enough to increase enrollments in primary teacher training institutions; it may also be necessary to provide adequate incentives to attract students into the teaching field ( including the improvement of the working conditions of teachers in service), and to consider alternative approaches to teacher training such as in-service courses and shorter programs (para. 1.27). -1- PROJECT COMPLETION REPORT REPUBLIC OF RWANDA SECOND EDUCATION PROJECT (CREDIT 1263-RW) PART - EL C REVIEW FM IA P L PROJEC IDENTITY Project name : Second Education Project Loan/Credit No. : 1263-RW RVP Unit : Africa Region, Country Department III Country : RWANDA Sector : Education. IL BACKGROUND 1.1. At the time of independence in 1962, the education and training system in Rwanda was a traditional elitist type and was generally ill-adapted to the needs of economic and social development of the country. In the years following independence, tie government undertook serious efforts to remedy this situation. These efforts culminated in a major reform that was implemented under the Second Development Plan, 1977-81. The major objectives of the reform, introduced in 1979, were t5reefold: (a) to reform primary and post-primary curricula to improve their relevance to rural/agricultural needs; (b) to make secondary education more vocational and comprehensive and supply much needed middle- level technicians; and (c) to orient higher education towards major developmental priorities, especially agriculture and applied research. The government's efforts were assisted by IDA through two credits. 1.2. IDA involvement in the education sector started with a credit of US$8 million (Credit 567-RW) for the First Education Project, approved in June 1975 to help finance a printshop for textbook production and workshops, furniture and equipment at selected primary schools and to facilitate the introduction of practical subjects at this level and the associated teacher training. The project also initiated some institutional development activities, including the creation of a Project Implementation Unit (PIU) within the School Financing and Construction Service (SFCS) and re!uted technical assistance. It is against this background that the Second Education F;oject was developed. IIL PROJECT OBJECTIVES AND DESCRIFTION 13. Project Objectives. In furtherance of the government's sector nbjectives as contained in its reform that was introduced in 1979, the main objectives of -2- the Second Education Project were to assist the government in meeting acute shortages of qualified personnel through expansion of secondary level schools for training in commerce, nursing and primary teaching. More specificaliy, the project aimed at: (a) improving training standards in the areas of commerce, nursing and teacher education; (b) implementing reforms to render curricula more relevant to the country's needs; (c) supporting the development of basic education through primary teacher training; (d) increasing educational opportunities for girls; (e) improving the quality and increasing the number of entrants to higher education; and (f) developing local pedagogical and administrative expertise. 1.4. Project Components. The project included the following major components: 1) Commerce Training College, Muramba: Extension, furnishing and equipping of the Commerce Training College in Muramba in order to raise enrollment from 150 to 440 students and yearly output from 20 to 70 graduates. Construction and furnishing of student hostels and staff houses for the college were also included ii the project. 2) Nursing Training School, Gisenyi: Construction, furnishing and equipping of a new nursing training school in Gisenyi in order to provide 100 student places and reach an annual output of about 20 junior nurses (A-3 level). Construction and furnishing of student hostels and staff houses for the school were also included in the project. 3) Teacher Training Colleges, at Save and Zazi: Extension, furnishing and equipping of the two teacher training colleges at Save and Zaza in order to provide an annual output of about 190 primary school teachers by increasing student places in both institutions from 420 to 1080. Construction and furnishing of student hostels and staff houses for the two colleges were also included in the project. 4) Teaching Demonstration Schools, at Save and Zaza: Extension of the teaching demonstration schools attached to the teacher training colleges in Save and Zaza with 480 additional student places. 5) Project Management, Technical Assistan :,. Pedagogical Training and Studies: Tecanical Assistance experts for project management and implementation as well as to conduct studies on medical textbooks and teaching methodology, teacher tiaining needs assessment and evaluation/pre-investment studies. The evaluation/pre-investment studies included: (i) a study on the economic optimum for primary education; (ii) a study on the cause of iropout at the Kicykiro Public Technical College (Ecole Techniqu.: Officielle - ETO); (iii) a study and action plan for the reorganization of IMPRISCO; (iv) a study on the reorganization and management of the School Financing and Construction Service (SFCS); (v) a study on the formulation and adaptation of programs for the maintenance of physical plant and heavy machinery; and (vi) a needs assessment and feasibility study for the school equipment distribution network. Fellowships were also provided for pedagogical training at home and abroad in various filds. These included: (a) training in the National University of Rwanda of nursing and teacher trainers; (b) study abroad of teaching methods for Directors and some teachers of the Commerce Training College in Muramba and the Teacher Training Colleges in Save and Zaza; and (c) training in Rwanda for physical education teachers and librarians working in the secondary education subsector. IV. PROECT DESIGN AND ORGANIZATION 1.5. The Second Education Project was designed mainly to deal with the problem of acute shortages of qualified middle-level personnel in key areas of commerce, nursing and primary teacher training. The project responded adequately to the Government's education development requirements and strategies as outlined in its second five-year development plan (1977-81) and its education reform program. The projection of execution over five years was reasonable although delays in Credit Effectiveness and the redesign of some components caused a time overrun of two years. 1.6. A new Project Implementation Unit (PIU) was created under the School Financing and Construction Service, SFCS, (which was itself established under the First iducation Project) to be responsible for the implementation of the second Project. V. PROJECT IMPLEMENTATION 1.7. Project Duration and Effectiveness: It was planned that the project would be implemented over a period of about five years, including six months for completion of payments and withdrawal of Credit proceeds. As a condition of Credit Effectiveness, it was required that an architect and an accountant, financed under the project and satisfactory to the Bank Group, be appointed in the Project Implementation Unit. There were some delays in meeting this condition so the Credit became effective only on April 13, 1983, about seven months later than planned. The initial architectural design for the School of Commerce in Muramba was inadequate and had to be redone; this generated delays; so did the procurement of furniture and equipment. Two other factors were responsible for slowness in project implementation: a) delays in the design -4- and preparation of bid documents and in bid evaluation; and b) delays in implementation of the training/studies program. Consequently, disbursements also lagged behind schedule. 1.8. Achievement of Project Ojectives: The project was successful in achieving its immediate physical and quantitative targets: (i) 290 additional student places were created in the Muramba Commerce Training College; (ii) over 100 additional student places were created in the new Gisenyi Nursing Training School; (iii) 660 student places were added to the 420 that existed in the Save and Zaza Teacher Training Colleges; and (iv) 480 additional student places were created in the Save and Zaza teaching demonstration schools. All these project objectives were achieved although there were delays in achieving almost all of them. Construction of the Gisenyi Nursing School, which started in January 1985 and planned to be completed by June 1986 was completed only in January 1988. Site work at the Save Teacher Training College extension began in May 1985 and construction was completed in September 1987, about 14 months later than planned. The extension of the Zaza Teacher Training College experienced longer delays (completed 34 months later than planned). Meanwhile, the extension of the Muramba Commerce Training College also experienced long delays because it had to be redesigned. Instead of the planned completion date of June 1986, actual completion took place in March 1989. Overall, however, the quality of all construction was very good. Corresponding to the delays in construction, the purchase and installation of equipment and furniture for the project institutions also experienced substantial delays ranging between 18 to 38 months. 1.9. The training, fellowships and studies components were also all successfully implemented except for some minor problems and delays in a few cases. Training of 11 nursing trainers at the Faculty of Medicine in Butare between October 1984 and June 1985 was undertaken successfully. Educational seminars were also conducted as planned at regional centers. However, fellowship training abroad posed some minor problems in that it was not undertaken as scheduled. The July 1985 supervision mission suggested that student placement be expedited through direct contacts with bilateral agencies. This proved to be quite helpful. All the studies were completed by June 1987 as planned except for that on the causes of dropout in the Kicykiro Public Technical College (undertaken by the "Direction des Programraes de !'Enseignement Secondaire") which was completed 12 months later. Meanwhile, the study on the reorganization of the School Financing and Construction Service (SFCS) had to be redone because the initial report concentrated on architectural aspects and neglected organizational and management aspects which were more important and posed more problems. 1.10. Critical Variations during Project Implementation: There were a few changes in the project made during implementation. Among the most important of these were the following: (i) the modification in the architectutal design of the Muramba School of Commerce, since the initial design was deemed inadequate; (ii) an increase in the number of student places created in the new Nursing School in Gisenyi (though only 100 new student places were estimated at appraisal, some cost-savings during project implementation led to a decision to double this number. 1.11. Project Risks: The potential risks identified by the appraisal mission included the variety of political, managerial and technical reasons that had made implementation of the First Education Project prove difficult. Lack of experience with -5- Bank Group procedures and sudden changes in education policy were highlighted as potential abstacles to smooth implementation. However, experience gained by the Borrower staff, and the fact that the project was simple and closely supervised, helped minimize these risks. In fact, none of the potential risks identified by the appraisal mission proved to be of significant consequence in terms of project implementation. VL PROJECT COSTS 1.12. The Total Project Cost, including contingencies and taxes, was about US$11.6 million, ot which US$7.58 million were foreign costs and US$4.02 million were local costs. The IDA Credit amount was SDR 9 million (US$10 million), about 86% of the total estimated project costs. Of this amount, a total of SDR 7.8 million was actually disbursed during project implementation. Of the total undisbursed portion of the Credit proceeds (SDR 1.19 million), a large part was related to imported equipment, furniture and construction materials. Part of the reason for the lower actual disbursement amount for this category in relation to appraisal estimates is the rapid appreciation of the US dollar vis-&-vis the major currencies, including the Rwandese franc, during execution of the project. Cost-savings were also obtained from the redesign of the Muramba Commerce Training College component. 1.13. Credit Allocation: The appraisal and revised estimates of the allocation of Credit proceeds are shown in Table 9, Part IIL Original allocations were revised in September 1987. These can be compared with actual allocations which are also presented on the same table. The table indicates that in relation to the revised estimate of Credit Allocation, the only category for which there was a substantial cost overrun (of SDR 627,844.22) was civil works. This was due to an increase in the number of student places created in the Gisenyi Nursing Training School. Meanwhile for imported equipment, furniture and imported materials, there was an unused balance of about SDR 1 million. There was also a positive balance of SDR 503,927.87 for technical assistance, training, fellowships, studies and seminars; a positive balance of SDR 228,148.04 for project management and SDR 90,351.89 for locally procured furniture, teaching equipment and vehicles. 1.14. Disbursements: Estimated and actual disbursements (cumulative) of the Credit are given in Table 3 in Part III. Initial disbursements were delayed because of the late recruitment by UNESCO of project implementation specialists. Delays occurred as well (i) because of the need to redesign the Muramba Commerce Training College, and (ii) in the implementation of portions of the overseas fellowships and training program. Consequently, disbursements lagged behind schedule. As of June 30, 1985, only about US$ 0.5 million had been disbursed as against US$ 2.1 million targeted at appraisal. The pace of disbursements later increased; however, there was need to extend the Closing Date of the Credit. Total actual disbursements amounted to about US$ 9.6 million (SDR 7.81 million) at the time the Credit Account was closed. Hence, of the original Credit of US$ 10 million (SDR 9 million), US$ 1.3 millionj/ (SDR 1.19 million) was canceled 1/ The discrepancy between the original credit amount of US$10 million and the sum of the actual disbursed amount of US$9.6 million and the canceled amount of US$1.3 million was due to changes in the exchange rate between the US$ and the -6- after the final disbursement on January 3, 1990. Retroactive financing amounted to about US$ 880,000 (SDR 800,000). VII. PROJECT RESULTS 1.15. Background: The immediate objectives of the project were achieved in terms of the physical infrastructure provided and additional student places created. Most of the physical facilities were provided more or less as planned. Most of the more specific objectives outlined at appraisal (para. 1.3 above) were implicit in the objectives of physical expansion and technical assistance included in the project. For example, increased educational opportunities for girls was implicit in the expansion of the College of Commerce and the establishment of the Nursing School since girls comprised the majority of the enrollment in these programs. 1.16. Results Relating to Enrollments: Enrollments in most of the project institutions have increased appreciably. In 1989/90, a total of 326 students were enrolled in the Muramba Commerce Training College (176 more than just before the project) and 38 graduates were produced that year (18 more than just before the project). A total of 237 students were enrolled in the newly created Nursing Training School (137 more than the number of student places estimated at appraisal). Based on the appraisal estimate of 100 additional student places, an additional yearly output of 20 nurses was estimated. With actual enrollment in 1989/90 at 237, it is very likely that the additional annual output of nurses will exceed 40. 1.17. Most of the additional student places created in the Save and Zaza Teacher Training Colleges were occupied by students taking options other than teacher training. Both institutions have become "school complexes" (groupes scolaires) offering options among more than one field of study. In fact, enrollments in the teacher training sections have declined rather than increased over the last decade - in Zaza, from 190 students in 1981/82 to 157 students in 1990/91 and in Save from 136 to 122 students during the same period. Meanwhile in Zaza, the biology/chemistry and mathematics/physics sections which were non-existent in 1981/82 had enrollments of 88 and 159 students respectively in 1990/91. In Save, the economics and commerce & accounting sections which were similarly nor.-existent in 1981/82 had enrollments in 1990/91 of 116 and 121 students respectively. The literary studies (jtte) option in Save which enrolled only 40 students in 1981/82 now enrolls 220 students. Full details on enrollments in project schools appear on table 12 of Part III. 1.18. It is clear that the supply of 660 additional student places for teacher training has not generated a corresponding demand by students for those places. The Rwandese authorities have done little to provide the right incentives to attract students into the teaching field. Faced with low demand and unfilled vacancies in these institutions, the authorities have been forced to create and admit more students into the other more popular fields of study. At present, about 91% of the total number of 1080 student places in the Save and Zaza School Complexes are occupied and less than 30% of SDR during project implementation. .7- these are occupied by teacher trainees. Similarly, enrollments in the Save and Zaza Teaching Demonstration Schools have not increased as much as expected; despite the creation of 480 additional student places, the net increase in enrollment between 1981/82 and 1989/90 has been only 81. In Zaza, enrollments rose from 1123 in 1981/82 to 1237 in 1989/90. In Save, enrollments actually fell from 407 in 1981/82 to 374 in 1989/90. 1.19. Results Relating to Technical Assistance, Training, Fellowships and Studies: The project contained a substantial technical assistance program including 23 staff/years of specialist services (including one staff/year under the Project Preparation Facility for preliminary architectural planning and preparation of equipment lists, 13 staff/years for an architect, an accountant and an equipment specialist in the Project Implementation Unit, 3 staff/years of specialist services for the Nursing Training School and Teacher Training Colleges and 6 stafflyears for studies) and 11 staff/years of fellowships abroad (for the directors and some specialist teachers of the project institutions). One major weakness in the fellowship program was the lack of fellowships in the fields where experts were needed. No fellowships were included to train project managers, architects, accountants and equipment procurement specialists. 1.20. In general, the quality of the technical specialists and of the training received by Rwandese at nome and abroad were deemed to be of good quality and greatly contributed to improving the qualitative results of the project and the sustainability of project benefits. In fact, a deliberate effort was undertaken to have the specialists train local counterparts. This alleviated the shortcoming in th: .1lowship program which did not include fellowships for training project managers, architects, accountants and equipment procurement specialists (para. 1.19). 1.21. Impact of the Project: It is too early to assess the full impact of the project since it is only now that the first batch of graduates from the project schools are coming out and making their contributions to national development. Some of these schools (like the Nursing Training School in Gisenyi) have not yet started producing graduates. Table 13 in Part III shows the number of graduates from project schools. Meanwhile, teacher morale in the project schools is reported to be high because of better facilities to work in. 1.22. From a qualitative point of view, the project impact is even more difficult to assess since much of this impact is diffused and spread over a long period. However some results are evident, especially in the area of training of local officials. Either through technical assistance expert transfer of expertise, fellowships abroad or local seminars, a large amount of training was provided in the administrative, technical and teaching fields for local staff in the project institutions and the Project Implementation Unit (PIU). Nearly all staff at the project unit today are Rwandese most of whom have benefitted from a transfer of expertise by working with technical assistance experts. 1.23. Project Sustainability: All the project components that included the training of local staff for positions of administrative, technical and teaching responsibilities have had sustainable effects. This training has allowed activities to continue. Because of the training and transfer of knowledge by the technical assistance specialists involved in the PIU, the management and technical capacity of the PIU has been greatly enhanced and this helped in the preparation and execution of the Third Education Project as well as the preparation of the First Education Sector Project. For primary and secondary -8- education and technical education in particular, the project schools have provided access to education and training for a growing number of students in areas where such opportunities were previously quite limited. Though the effort to increase the number of teacher trainees and to upgrade the skills of primary teachers has not obtained the desired results (see paras. 1.17 and 1.18), it did direct attention to the need to consider alternative mechanisms for upgrading the skills of existing teachers, especially through in-service teacher training. In fact, the recently approved First Education Sector Project contains a large primary teacher training component with a focus this time on in-service teacher training. These efforts would go a long way in improving the qualification of teachers (presently about half of the teaching force is unqualified) and ameliorating the presently low levels of the quality of education. The multiplier effect involved in these efforts go even beyond primary education and certainly affects education at all levels. VIIL PARTICIPANT PERFORMANCE 1.24. IDA Performance: IDA staff contributed positively to the success of the project through supportive working relationships and professional advice. The project design was simple and the project benefitted from the fact that a large proportion of its supervision missions (which were fielded at appropriate and flexible intervals - see Table 17 in Part III for full datails on supervision missions) included an architect and an educator. This made it possible to address emerging problems quickly and to continue a fruitful dialogue with national educational authorities which, although it may not have led to a resolution of all problems, at least enabled them to be raised and taken into account in the formulation of subsequent operations (the Third Education Project and the First Education Sector Project). Meanwhile, IDA showed great flexibility in making adjustments to the project, including a modification of the architectural plans for the extension of the Muramba Commerce Training College, the reallocation of the proceeds of the Credit to the various project categories and the extension of the Closing Date. 1.25. Nevertheless, a few shc-tcomings were evident in the performance of IDA. Firstly, the time taken to identify and prepare the project was very long indeed (from FY 1974 to FY 1982). This was due to problems encountered during implementation of the First Education Project. Secondly, project support for secondary level training institutions avoided (and may have had the result of postponing) urgently needed reconsideration of the structure and reform of education and training at this level. Secondary level education and training was fraught with certain problems, including: (i) the ineffectiveness of the vocational component of secondary education; (ii) the existence of a large number of streams in an economy with only a limited range of employment opportunities; (iii) the secondary education cycle of six years into which primary school graduates are assigned to specific training programs at the age of 14 or 15 with few possibilities for reassignment if ill-placed, which is often the case with the weak school guidance system; and (iv) unequal distribution of time devoted to general education (French, mathematics and science) among the streams, so that the academic achievement of secondary graduates is uneven. IDA and the Government are in the process of undertaking a major sector study (to be followed by a major investment operation) on secondary and higher education in Rwanda to address these structural problems and other policy issues. Finally, IDA needed to have followed-up immediately after negotiations to ensure timely Government action on civil -9- works contracting as well as on the recruitment of Project Implementation Unit (PIU) experts. Overall, however, IDA performance was good. 1.26. Borrower Performance: The Government complied adequately with Credit conditions. Except for delays (first in Credit Effectiveness and during project implementation which led to the postponement of the Closing Date twice), all covenants and obligations were met. Table 15 in Part III provides details. The PIU performed well. The maintenance of the same Project Director over much of the implementation period and the accumulated experience of PIU staff greatly enhanced performance towards the end of the project implementation period. Stable staffing at the Project Implementation Unit (PIU) resulted in continuity beneficial to the project, and most of the financial audits recognized that the project had been well managed. 1.27. However, there are areas in which the Borrower's performance was less than adequate. Firstly, local management capacity in the School Financing and Construction Service was very slow in developing. One major problem that was highlighted in many supervision reports was the difficulty in recruiting a local accountant. This problem was overcome in the latter years of the project but not before causing some implementation delays. Secondly, adequate incentives were not put in place to attract students into the teaching field. Consequently, the 660 additional student places created in Zaza and Save to train primary teachers are now filled by students in other fields. Thirdly, there was insufficient innovation in the design of the teacher training component. A training system should have been proposed which, unlike the traditional residential teacher training course, was (i) better rooted in the pedagogical needs at the classroom level, and (ii) organized in such a way that a large number of teachers in service (of which over 50% were unqualified) could benefit from short duration training and thereby contribute significantly to improving the entire education system. Fourthly, much of the delays in civil works could have been reduced and the school construction programs improved if a system of pre-qualifying registered contractors had been put in place and trained site inspectors located in the project institutions for quality control of civil works construction. Instead, one or two architects from Kigali had to travel long distances after long intervals to perform inspections. Finally, the choice of the Muramba Commerce Training College for expansion was not ideal since the school is located in a remote rural area, far from urban areas which are the major outlet for its graduates and provide an environment more relevant to commerce. 1.28. Project Relationships: The relative success of this project, notwithstanding the initial delays, is a result of the amiable working relationships between IDA and the Borrower, and among the various participating groups themselves. An additional contributing factor was the high level of professionalism among all concerned. Dialogue between the Government and IDA was regular, frank and direct despite the slow rate at which the Borrower responded to specific issues. This dialogue has continued in subsequent operations and has, in recent years, led to major positive education policy decisions by the Government (like the reduction of the duration of primary education from eight to six years). 1.29. Consulting Services: The technical assistance program contributed greatly to the implementation of various aspects of the project The technical assistance specialists recruited through the Project Implementation Unit for project management, construction and to perform the studies envisaged under the project all performed - 10- satisfactorily. Though the impact of the studies was not assessed, it is generally agreed that the reports were of excellent quality. 1.30. Project Documentation and Data: The project documents - working papers, staff appraisal report, Credit Agreement, President's report, bid documents and bid evaluation reports - were adequate. During project implementation, an education sector memorandum, which gave a detailed analysis of the sector and made recommendations for its future development was prepared (in 1984) by the Bank Group. This was followed by a specialized training study in 1985 (FY 86) and a cost and financing study in 1988 (FY 89). All of these studies benefitted from the information and data generated by the project and its studies component. 1.31. The information that has been used to prepare this PCR was obtained from project documents and project files of the Association and of the Ministry of Primary and Secondary Education (especially the DFCS). The supervision reports in the IDA project files are clear and they include numerous annexes and technical documents. IX CONCLUSIONS AND LESSONS LEARNED 132. Preparation of the Rwanda Second Education Project was lengthy and desultory. Delays occurred as IDA was awaiting the resolution of problems encountered in managing the First Education Project. Preparatory work actually began in FY74. A total of 64.5 IDA staff-weeks were used between FY74 and FY81 to assist in project generation. A needs assessment was undertaken and the project objectives accurately reflected real requirements at that time. However, project support for secondary level training institutions avoided (and may have had the result of postponing) urgently needed reconsideration of the structure and reform of education and training at this leveL The Bank Group now plans to undertake sector work and a major investment to help the Government undertake some adjustments to its reform of secondary level education and training. 1.33. Lessons learned: The main lessons to be learned from this project can be summarized as follows: (a) that attention should be paid to structural reform and the policy framework before expansion investments are undertaken (para. 1.25); (b) that a simple project that is closely supervised has good chances of successful implementation and achievement of immediate project objectives which, in turn, may influence the attainment of long-term development objectives (para. 1.24); (c) that conditions of Credit Effectiveness should be very carefully analysed in order to Eivoid those that may lead to unnecessary initial delays which may then be carried over and amplified throughout project implementation (para. 1.7); - 11 - (d) that supervision missions should be fielded at appropriate and flexible intervals to address emerging problems (para. 1.24); (e) that supervision missions and PIUs should ensure reasonable continuity in staff and comprise the necessary specialists competent in the fields covered by the project (para. 1.24); (f) that improvement of school construction programs can be effected through a system of pre-qualifying registered coniRactors and the provision of trained site inspectors for quality control of civil works construction (para. 1.27); (g) that simply creating additional student places may not be enough to increase enrollments in primary teacher training institutions; it may also be necessary to provide adequate incentives to attract students into the teaching field ( including the improvement of the working conditions of teachers in service), and to consider alternative approaches to teacher training such as in-service causes and shorter programs. - 12 - PART II PROJECT REVIEW4 FROM BORROMER'S PERSPECTIVE (Translation) 2.1 INTRODUCMION A densely populated country, Rwanda faces major problems in the comprehensive development of its population. The country's development is severely constrained by the scarcity of land and its landlocked location. The Government is nevertheless doing its utmost to seek virtually miraculous solutions to ensure the survival of its people. The last three development plans targeted the following objectives: (1) meet the food needs of the population through an intensification and diversification of agriculture; (2) increase employment and improve the utilization of human resources; (3) improve living conditions; (4) improve the balance of payments position. The World Bank2/ has provided financing in conjunction with (2) and (3) above. The main objectives of the Second Education Project (Credit 1263-RW) were to assist the Government in meeting increasingly acute shortages of qualified personnel in commerce, health and primary teaching. Bank assistance thus helped: (A) Increase employment and improve the utilization of human resources: Statistics show that 90% of the country's population is engaged in agriculture and that the scarcity of land is causing manpower to remain idle. It was therefore imperative to train the active population in nonagricultural activities. The country's location, its need for food diversity and a shortage of natural resources to attract foreigners have obliged the government authorities to do more to turn the active population towards the world of business. In this section (Part II), the terms "Bank" and "World Bank" refer to the International Development Association or IDA. - 13 - The interest in the services sector is in this vein [and] has resulted in the establishment of the Commerce Training College in Muramba. The Save and Zaza teacher training colleges produce qualified teachers for the primary schools, which have long lacked qualified personnel despite their providing the indispensable foundations for the full actualization of the human potential. The project helped expand the supply of teachers. (B) Improve living conditions: Overall development in general and economic development in particular are contingent upon the good health of the productive members of society. The opening of the Gisenyi Nursing Training College stemmed from a desire on the part of the Government to ensure the country has the necessary skills for the its unimpeded development. 2.2 IMPLEMENTATION The project sites under the Second Education Project were consistent with the regional equilibrium principle advocated by the Government. The Gisenyi Nursing Training College and the Muramba Commerce Training College serve the northwest of the country, while the Zaza and Save teacher training colleges draw from the southeast. This distribution of schools is also in line with the desire to diversify the development poles in the various regions of the country. 2.3 ACHIEVEMENTS The results of the Second Education Project (Credit 1263-RW) are shown by the increase in capacity at project schools. Average enrotuents CTC Murambe NTC Gisenyl TTC Save TTC Zaza Pro- Post- Pro- Post- Pre- Post- Pre- Post- project project project project project project project project Students 165 275 0 166 270 400 200 800 Teachers 12 15 0 17 16 24 14 20 S!Mrt personnet 4 5 0 5 5 5 8 6 - 14 - The following activitiee were carried out under the projects 2.3.1 Internhips and Seminara Title Provider Cost No. of beneffiefries Nursing training NUR (Rwanda) RF 2,542,382 20 Training in natural NUR (Rwanda) RF 6,684,480 20 sciences/agronomics Training in economics International Center for RF 4,030,800 4 Pedagogical Studies (France) Training in graphic arts School for Advanced Studies in the RF 2,157,154 2 Graphic Industries and Arts (France) Study trip for the directors of CRETEIL Academy, continuout RF 1,497,684 3 schools financed by the project, training excepting the Gisenyf NTC GRETA 7 (France) Training in home economics Institut de la Providence (Welgium) RF 2,063,796 2 Inventory of textbooks available Planning Department at MINEPRISEC RF 185,600 in the primary schools and CERAI (Rwanda) Primary education manuals and Directorate General of Studies and RF 3,015,175 200 curricula evaluation and Pedagogical Research (MINEPRISEC) revision seminars (RUanda) Sector and district inspector DFCS/MINEPRISEC (Rwanda) RF 2,732,750 114 refresher seminar Physical education seminar DFCS/DPES (Rwanda) RF 5r562,500 140 Determination of sites for the Planning Department (MINEPRISEC) RF 53,290 .- school warehouse distribution (Rwanda) network DFCS computer training and DFCS (NINEPRISEC) (Rwanda) RF 1,013,000 6 assistance Mission by the Director of DFCS DFCS/MINEPRISEC (Rwanda) RF 449,738 1 * to ADS DFCS/NINEPRISEC (Rwanda RF 91,791 * to France and Belgiun Training at ILEP by the Director International Institute for RF 1,819,999 1 of studies and evaluation Education Planning (France) Acquisition of computer systems DFCS/NINEPRISEC (Rwanda) RF 2,418,737 * and their Implementation Continuous training of secondary Pan-African Development Institute RF 524,974 2 science teachers (Cameroon) Mission by the directors of DFCS/MINEPRISEC (Rwanda) RF 1,765,115 3 DFCS, Planning and IMPRISCO Advanced training for secondary DFCS/DPES/MINEPRISEC (Rwanda) PF 4,605,955 19 teachers of agricultural subects I I I .15 - 2.3.2 St-diS All studies were completed as planned by June 1987 except for that on the causes of student dropout at the Kicykiro Public Technical College which was completed twelve months later. The following are some details on the studies that were undertaken: (a) Study and implementation of the reorganization of IMPRISCO (Academic Printing Office) - Cost: RF 7,348,497 - Awardee: Foreign Consulting Firm - Researchers: Three international experts (b) Study on paramedical training (manuals) - Cost: RF 6,301,037 - Awardee: MEPS/Rwanda - Researchers: One international expert attached to the project MEPS/Rwanda (c) Study on the economic optimum for primary education - Cost: RF 2,760,441 - Awardee: Planning Department, MINEPRISEC - Researchers: One international expert in education planning and one local expert (d) Study on the cause of student dropout at the Kicykiro ETO - Cost: RF 302,000 - Awardee: Secondary Education Curriculum Development Department - Researchers: One local specialist in psychopedagogy, DPES and one international expert of the DPES Technical Education Office (e) Study on the adaptation (or formulation) of programs for the maintenance of the physical plant and heavy machinery. (f) Needs assessment and feasibility study for the school equipment distribution network. (g) The study on the reorganization of the School Construction and Financing Department was taken on by UNDP. (h) The study on teacher training needs assessment. - 16- 2.3.3 Tehnical Assistance Costs for technical assistance incurred in the implementation of the Second Education Project are shown in the following table. Provider Position Period Cost UNESCO Architect PS 5/25/83 5/25/85 USS453,043,26 Accountant + Manager 5/29/83 - 10/29/86 UNDP Architecture expertise 1985 * 1986 US$142,815 Management advisor P4 (accountant) Management advisor P4 and architecture 6/1/87 - 12/3/86 USS190,815 expertise 1987-1988 ILO Procurement speciatist P4 Nov. * Dec. 84 US$54,651 Equpipment specialist PS 1986 * 1988 USS109,928 (mission) Heavy machinery specialist PS 5/17/87 - 11/15/86 USS164,738 TOTAL USS1,115,990,26 23.4 Missions 23.4.1 Supervision missions by World Bank staff (1) June 7-26, 1983 by two Bank staff members, a senior education planner and an architect (2) February 21-March 13, 1985 by one Bank staff member (an education planner) and a Bank consultant (3) November 6-23, 1984 by two Bank staff members, a senior education planner and an architect (4) June 4-14, 1985 by a Bank consultant (5) October 27-November 5, 1985 by a Bank staff member (senior education planner). (6) November 28-December 10, 1985 by a Bank staff member (an architec.). (7) June 8-13, 1986 by three Bank staff members, an education specialist, a senior education planner and an economist. (8) November 10-19, 1986 by two Bank staff members, a general educator and an architect. (9) November 3-14, 1987 by a Bank staff member (education specialist). - 17- November 3-10, 1987 by one Bank staff member (an architect) and a Bank consultant (specialist in the publishing, printing and distribution of textbooks). (10) March 11-18, 1988 by a Bank staff member (education specialist) (11) June, 1988 by two Bank staff members, a general educator and an education economist (12) October 28-November 8, 1988 by a Bank staff member (education specialist) and a Bank consultant. (13) January 27-February 10, 1989 by a Bank staff member, an architect, under the joint UNESCO/World Bank Program. 23.4.2 Missions to Washington by Rwandese officials (1) June 16-19, 1987 by three directors of MINEPRISEC (2) September 1-9, 1988 by two directors of MINEPRISEC and one director of MINESUPRES. * 18 - 2.3.5 Prolect Exmnditures tw Comn and Sub-conent 1983 196 1985 1986 Prolected Actual Projected Actual Projected Actual ProJected Actual 1. umbs * 48,797,000 - 98,697,000 18,769,367 2. Gisenyl * * 2,957.000 23.658.000 35,329,086 18,088,000 19,838,891 3. Sav 4,559,000 49,458,555 92,379,000 94,122,962 4. Zeas * - 31,037,000 27,676.351 66.927,000 57,663,345 5. Demonstration * * - 15,842,000 * 13,599,000 8,948,644 Schools 6. Technical 9,131,000 24,272,250 24,845,000 21,275,066 32,239,000 23,691,723 33,948,000 21,505,032 Assistance 7. Training/ * 7,470,423 78,267,000 23,459,779 Studies 8. Project ad- 250,000 (5,354,920) 11,124,000 2,464,122 11,124,000 (31,987,853) 11,124,000 44,978,572 ministration I * * I I I I I Total 9,381.000 18,917,330 38,926,000 23.739,188 207,256,000 111,638,285 413,029,000 289,286,612 1967 188 1989 Total Projected Actual Projected Actual Projected Actual Projected Actual 1. Nurambe 83,900,000 41,401,559 * 59,958,210 69,216,818 231,394,000 189,345,954 2. Gfsenyi 25,447,000 24,885,962 - 755,448 - 2,374,620 70,150.000 83,164,007 3. Save 81,878,000 16,207,397* 4,218,34 13,123,790 218,816,000 177,131,102 4. Zae 6.052,000 23,367,283 * 9,761,528 * 14,127.941 161,016,000 132,596,448 5. Oenstra- 15,892,000 85,810,549 - 84,554,175 21,301,071 45,333,000 200,620,439 tan Schools 6. Technical 36,341.000 6,714,742 11,821,000 6,032,815 - 148,325,000 103,325,000 Assistance 36,496,258 7. Training/ 78,268,000 2,393,013 3,173,043 156,535,000 Studies 27,797,803 8. Project ad- 11,125,000 4,850,587 250,000 29,148,823 * (16,301,528) 44,997.000 ministration * I I I I*I _ I_I Total 395,903,000 205,631,092 12,071,000 197,582,420 - 103,848,712 1,076,566,000 950,643,639 Notes: * The table does not reflect project operating costs owing to PPF advances made during the actual periods to cover at project expenditures. In other words, the sources of financing siring the periods do not cover the costs related to project cmitments. *e operating costs cover the actual periods as wett as preceding ones marked by an asterisk for the refunding of PPF advances. 2.3.6 Finmncina (in RF) 1983 1984 1985 1985 1986 1987 1988 Total World Bank 18,917,330 21,758,269 87,566,964 251,102.786 175,977,249 153,742,779 81,213,387 790,278.764 Governent of Randa - 1,980.919 24,071,321 38,183,826 29,653,843 43.39,641 22,635,325 160,364.875 Total 18,917,330 23,739,188 111,638,285 289,286.612 205,631,092 197,582,420 103,848.712 950.643,639 Notes: (: a) World Bank: 69,065,990 (FIscaL 1989) * 12.147,387 (Paymnts d in Janury 1990) 81,231,387 (b) Goverment of Rwada: 14,340,512 (Fiscal 1989) + 9.294.813 (Fiscal 1990) 22,635,325 -20. 2.3.7 Procuremen Description of works Sktpplier Effective date Cost Means of procurement ZAZA Construction * Demonstration school Local firm July 1987 65,304,348 RF Award of public * School complex Local firm September 1988 93,809,225 RF contracts and non* * Water and Local firm December 1988 21,144,711 RF objection of the World electricity Bank SAVE Construction * School complex Local firm September 1987 133,671,768 RF * Demonstration school Local firm september 1988 86,007,480 RF * Water and Local firm Deceber 1988 12,884,810 RF electricity EEC Construction NURAMBA Local firm March 1989 147,479,537 RF n * Water and Local firm June 1989 19,396,102 RF electricity NTS Construction GISENYI Foreign firm January 1988 62,775,398 RF * Water and Local firm June 198 2,634,596 RF electricity WOOD FURNITURE Local firm October 1988 7,175,600 RF MURANBA SAVE WOOD FURNITURE Local firm June 1990 12,094,850 RF ZAZA WO0D FURNITURE Local firm June 1990 21,004,520 RF GISENVI WOOD FURNITURE Local firm October 1989 3,293,525 RF SAVE METAL FURNITURE Local firm December 1988 5,572,000 RF ZAZA METAL FURNITURE Local firm December 1988 6,401,375 RF U MURAMBA METAL FURNITURE Local firm December 1988 3,850.000 RF GISENYI METAL FURNITURE Local firm December 1988 1,738,250 RF SAVE EQUIPMENT Foreign firm August 1989 17,377.398 RF ZAZA EQUIPMENT Foreign firm August 1989 21,614,172 RF Direct shopping EQUIPRO MURAMBA EQUIPMENT Foreign firm June 1990 22,612,407 RF (ILO) and non-objection GISENYI EQUIPMENT Foreign firm August 1989 15,015,878 RF of the World Bank TOTAL _782,857,950 RF - 21 - 2.3.8 Balance on Credit No. 1263 RW (a) In SDR (share of the World Bank) Credit Credit Category allocated utilized Balance 1. Civil works 4,500,000 5,127,844.22 -627,844.22 2. Furniture, teaching equipment 600,000 509,648.11 90,351.89 and vehicles (locally procured) 3. Equipment, furniture and 1,620,000 619,738.10 1,000,261.90 construction materials (imported) 4. Technical assistance, training, 1,850,000 1,346,072.13 503,927,87 fellowships, studies and seminars 5. Project administration 346,234 118,085.96 228,148.04 6. PPF funding 83,766 83,766.45 -0.45 7. Unallocated 0 0 0 Total 9,000,000 7,805,154.97 1,194,845.03 (b) In RF * Project cost (projected) 1,076,566.000 RF * Project cost (actual) 950,643,639 RF Balance 125,922,361 RF * Balance (World Bank share) 94,392,759 RF (1,194,845.03 SDR * 79 FRS/SDR) * Balance (Government share) 31,529,602 RF (c) Reasons for balance The financial documentation on the project shows that expenditures for training, studies and seminars represent a significant share of the balance. That part was executed at 23% of projections. -22- 2.4. CONCLUSIONS Delays in project implementation were experienced in particular with the contracts for furniture and equipment. The delays were caused by* - modifications proposed by the supplier of the wood furniture; - a lack of follow-up on the part of the supplier of the equipment to respond to the reservations indicated at the time of provisional acceptance. In this regard, the payment means under the disbursement procedures do not encourage the suppliers to finalize their documentation. A lack of local representatives of the foreign supply contractors was a significant factor in the delays in project implementation. In point of fact, the technicians who were agents of the company awarded the contract traveled to Rwanda to install and assemble the equipment. The anomalies they found sometimes forced them to return to make adjustments. Unfortunately, our suppliers tried to avoid the travel costs of their technicians for correcting the objections to acceptance. They put in claims without vouchers to the World Bank for payment stating that the items were accepted without reservation. Supply contractors should therefore include in their paperwork all costs associated w:th adjustments or have a local representative who can do the adjustment works in their stead. The procurement procedures must be revised because unforeseen events that occur during the execution of construction works disrupt the timetable for supply procurement. In practice, as the orders for supplies were based on the projected construction timetable the procedure needs to be revised. Procurement would be more realistic if based on the progress of construction. Civil works were properly carried out within the contractual deadlines, with the exception of the Zaza school complex -- lot one -- which experienced difficulties owing to the size and poor organization of the firm that won the contract. Unquestionably, the Second Education Project met with considerable success because the delays were not significant and the balance does not constitute a considerable loss to the financial management of the School Financing and Construction Department. - 23 - PROJECT COMPLETION REPORT REPUBLIC OF RWANDA SECOND EDUCATION PROJECT (CREDIT 1263-RW) STATISTICAL INFORMA N PART III A. Related Bank/lDA Loans/Credits Table I IDA CREDITS RELEVANT TO THE PROJECT CO"li Anun .Ymaf 1oan/Credit Title (S milliol) rn Comments Filst Education 8.0 Project supported the improvement of the 1975 Closed in Initial delays were attributable to (Credit 567-RW) quality of primary education and its Dec. 1983 project complexity, poor relevance to the job market, as well as accounting and Borrower's lack of institution building for project familiarity with Bank Group implementation. _ procedures. Third Education 15.6 Project supports the Government's 1986 Closing Implementation is progressing (Credit 1683-RW) program to improve the quality of Date: Dec satisfactorily despite some delays primary and post primary education by 31, 1991 due to procurement problems. £ providing funds for the supply and distribution of textbooks and the establishment of a self-sustaining textbook replenishment scheme. The project also provides financing for a technical secondary school and a national vocational training center. Fitst Education Sector 23.3 Project to support the 1991 Approved in Prr)ject consolidationlexpansion of primary April 1991 education, improve the quality of education and strengthen the sector's management capacity. An emphasis is placed on the reduction of primary education from eight to six years and on a better allocation and utilization of resources. B. Proect Timetable Iabl2: PLANNED AND ACTUAL DATES OF PROJECT TIMETABLE in Date Planned DateActual Identification (Executive Project September 1980 September 1980 Summary) Preparation December 1980 December 1980 (UNESCO) Appraisal Mission June 1981 May 30 to June 23, 1981 Credit Negotiations April 1982 April 19 - 22, 1982 Board Approval July 6, 1982 June 15, 1982 tJ %.n' Credit Signature -_June 30, 1982 Credit Effectiveness September 29, 1982 April 13, 1983 Project Completion September 30, 1987 June 30, 1989 Last Disbursement March 31, 1988 January 03, 1990 C. CreditDisasemients [abig : CUMULATIVE ESTIMATED AND ACTUAL DISBURSEMENTS (ln US$ '000) Appraisal Estimate 150 540 4,290 8,640 9,890 10,000 (10,000) (10,880) Actual Disbursements 117 379 1396 4131 6079 7786 8588 9580 Actual as % of Appraisal 78% 70% 33% 48% 61% 78% 86% 88% 4 Estimate Date of Fnal Disbursement January 3, 1990 * The discrepancy between the original credit amount of US$10 million ad the sum of the actual disbursed amount of US$9.6 million and the canceled amount of US$1.3 million was due to changes in the exchange rate between the US$ and the SDR during project implementation. - 27 - D. i SIab,&: PLANNED AND ACTUAL COMPLETION DATES OF COMPONENTS Pro Compoen Mo8dBl A"ta Monthsf conmplto ompletion D-la 1) Commercial Training College, Muramba - Extension 06/86 03/89 34 - Furniture 03/87 10/88 18 - Equipment 06/87 04/89 23 2) Nursing Training School, Gisenyi - Construction 06/86 01/88 20 - Furniture 03/87 10/89 30 - Equipment 06/87 07/89 24 3) Teacher Training Colleges - Construction Save 06/86 09/87 14 Zaza (rdfection extension) 12/85 09/88 34 - Furniture 03/87 06/90 38 - Equipment 06/87 06/90 36 4) Demonstration Schools, Save and Zaza - Construction 09/85 07/87 23 - Furniture 03/87 06/90 38 - Equipment 06/87 06/90 36 5) Project Management, Training, Technical Assistance and Studies - Technical Assistance 06/87 12/88 17 - Pedagogical Training 06/87 06/88 12 - Fellowships 06/87 06/88 12 - Studies 06/87 11/88 16 RtANDA SECO1D EDUCATION PROJECT PROJECT COMPLETION REPORT Table 5: ESTIMATED AND ACTUAL PROJECT COSTS (US$m) APPRAISAL ESTIMATE ACTUAL COSTS CATEGORY/COMPONENT Local Costs Foreign Costs Total Costs Local Costs Foreign Costs Total Costs 1) CIVIL mORKS. FIRNITIURE & EQUIPMENT a) CTC Mrambe 0.92 1.57 2.49 0.85 1.45 2.30 b) XTS Gisenyl 0.28 0.48 0.76 0.37 0.64 1.01 c) TTC Save & Zaza 1.51 2.58 4.09 1.39 2.37 3.75 d) Demonstration Schools 0.18 0.31 0.49 0.90 1.53 2.43 Save & Zaza 2) TECHNICAL ASSISTANCE 0.32 1.28 1.60 0.25 1.00 1.25 3) TRAINING, FELLOUSNIPS £ 0.51 1.18 1.69 0.13 0.31 0.44 STUDIES 4) PROJECT MANAGEMENT 0.29 0.19 0.48 0.20 0.13 0.34 TOTAL 4.02 7.58 11.60 4.10 7.42 11.52 E. Project Cost and Financing RWANDA Table 6: SECOND EDUCATION PROJECT P1ROJECT COMPLETION RET Suary Accounts Cost Summary Million FRM Million US$ 3 Tote* ......................-.-.---- --------------------------- 3 Foreign aoos Local Foreign Total Local Foreign Total Eacheage Costs I. IMVESTMENT COSTS A. CIVIL WORKS 146.8 250.2 417.0 1.* 2.7 4.5 00.0 55.1 0. FURNITURE 9.0 22.4 81.9 0.1 0.2 0.3 70.0 4.2 C. EquIPWENT 1.0 48.1 60.1 0.1 0.5 0.6 30.0 7.9 0. TECHNICAL ASSISTANCE 11.7 80.9 100.7 0.2 0.9 1.2 s0.0 14.4 E. IR. FELLOWSHIPS 1 STUDIES 381.9 74.6 106.5 0.3 0.3 1.1 70.0 14.1 F. PROJICT ADVINISIRATION 19.6 13.2 33.0 0.2 0.1 0.4 40.0 4.4 ------------------- --------------------------------------------------------------------------- total BASELINE COSIS 361.0 . 496.3 757.1 2.6 5.3 6.2 65.4 100.0 Physical Contingencies 21.4 37.3 6.7 0.2 0.4 0.8 63.5 7.0 Price Contingence 90.5 16.0 26.6 1.0 1.8 2.* 6.0 34.2 -------------------------- -------------c Total PROJECTS COSTS 673.6 100.6 1014.4 4.0 7.5 11.6 05.2 141.9 ---------- - E. Project Cost and Financing REMer Table 7 SECO DBUCATIm PROJECT PRXCT CmuLEfsm REPm Fims~llpiea by ebArom~ Category illion UP WA Goverms~ letl Loco S------------------ er. (Uel . huie fiasmes U Asmesa 8 A.at~ 1 Esch. T*as*) a Ta.. A. CIVIL WmS 6.8 W.0 1.0 15.0 6.8 6W.c 4.1 2.3 0.4 8. F~NIflmE 0.4 9W.0 0.1 16.0 0.6 4.3 0.3 0.1 0.0 c. EQUIPuEN 0.8 90.0 0.1 10.0 0.9 8.1 0.7 0.1 0.1 0. iEttkicat ASSIANCE 1.3 90.0 0.1 10.0 1.4 12.4 1.2 0.3 0.0 E. IR. titcermtiPS b 1.3 90.0 0.1 10.0 1.4 12.1 1.0 0.4 0.0 F PROJt,I AbsIfLS1RATI0N 0.4 71.0 0.1 29.0 0.5 4.4 0.2 0.3 0.0 Total Disburae~set 10.0 96.0 1.8 14.0 11.6 100.0 7.6 3.6 0.6 0 SECON EDUCATIO PROJECT PROJECT COMPLETION REPORT Tabte 8: ESTIMATED AND ACTUAL PROJECT FIAANCING APPdAISAL ESTIVATE ACTUAL AMOUNT IDA GOW TOTAL IDA GIT TOTAL FOREIS COSTS 7.6 0.0 7.6 7.4 0.0 7.4 LOCAL COSTS 2.4 1.6 4.0 - 2.2 1.9 4.1 TOTAL 10.0 1.6 11.6 9.6 1.9 11.5 I e - 32 - * Table 9: PLANNED, REVISED AND ACTUAL ALLOCATION OF CREDIT PROCEEDS (in SDRs) Category Appraisal Revised Actual Estimate Estimate (Sept. 1987) (SDR) (SDR) (SDR) 1) Civil works 2,310,000 4,500,000 5,127,844.22 2) Furniture, equipment and vehicles (locally procured) 310,000 600,000 509,648.11 3) Equipment, furniture and construction materials (imported) 1,620,000 1,620,000 619,738.10 4) Technical assistance, training, fellowships and studies 1,690,000 1,850,000 1,346,072.13 5) Project administration 230,000 346,234 118,085.96 6) Refunding of project preparation advance 200,000 83,766 3,766.45 7) Unallocated 2,640,000 - - TOTAL 9,000,000 9,000,000 7,805,154.97 Figリrり1 日国園→→→→→口→→→→→→→―ー 34 TabIce 10: COMARIBON 07 APPRAIGAL 99TIKATZB UD ACTUAL NMZR or Nu sTUDUT PLAM, C09TS UD CousTRUCTION Aum FOR PROUCT lusTITUTZ8 z~ A~ CQ~ ma cono~cm Ccu p« ge NO. of Emo~ om up) MW) 09 w~ 1) crc mu~ 290 176 (89/M 302 3.901,0 långl 160»9 » 41 2) tM 0~1 100 237 (89^ 959 LU6,3 3~ 63338 38 35,7 3) Trc Save a z~ 660 3N (9»1) 5110 GM,6 192235 2303M 38 33,9 4) DemDpu~ S~ in 5~ Ud zwa 240 678(90/91) M 300,2 2076 191.4p 32 49.7 Imk~ omy *ond~ =m for 92~ ad con~ ad~ b=~ ud maff ha~. lable 11: COMPARISON Olp ESTIKATSD TOTAL Nu~ 07 STUD9UT PLACES M ACTUAL TOTAL MULIMUTS AND GRADUATZ8 FOR TEM PROJeCT INSTITUTZS IN 1989190 e~ fim A~ Enrou~ * Di~ ~~ NO. of A~ Diffa~ 1999/90 1) crc Mum~ «0 326 .26 70 38 -46 2) NU ~nyi 100 237 +137 20 3) TTC: 1) Zwa 540 404(1990191) .25 190 57 .70 ii) s~ 540 4) Demm~ 30~ in Bm ad ZWA 480 678(1990/91) +41 Tate 12: EVOLUTION OF ENROLLMENTS IN PROJECT INSTITUTIONS, IN 1980/81 TO 1990/91 NAME OF INSTITUTION SECTION 80/ 81/ 82/ 83/ 84/ 851 86/ 87/ 88/ 89/ 90/ 81 82 83 84 85 86 87 88 89 90 91 CO. 24 - - - - - - - - - Gr Zaa Teache Training 182 190 165 189 189 156 139 138 141 181 157 i90) B ~»ioyIChem"istry - - - - - 36 100 88 Mat~h/Physics - 35 61 93 82 79 108 113 152 159 CO. 42 - - - - - - - CTC, Muramba (Giseny) Econo 110 161 163 163 169 209 219 227 275 221 229 Cou. & Accunting - - - - - 105 127 CO. 75 - - - - - - - - - Teacher'raining 136 191 191 148 141 134 159 165 150 151 122 Bmam I.Jttres - 40 79 117 149 153 186 198 190 218 220 Eknomis - - - - - - - 78 116 Comm & Acounting - - - - - - 46 81 121 Nursing - - - - - - - 95 119 146 Laboratory Sc. - - - - - 47 91 EPA Zaza 1124 1123 1085 963 - 1029 1041 1004 1206 1237 1203 EPA Save 426 407 - - - - 361 359 364 374 - CO. Cycle Orientation (Orientatiom Cycie) G.S. - G~ope Scolare (School Complex) CTC = Comnere Tralning School ESI - Ecle des Sciences Infirmires (Nursing Training School - NTS) EPA = Ecole Primaire d'Applcation (Demonstration School) Table 1: NUMBER OF GRADUATES FROM PROJECT INSTITUTIONS NAME OF NUMBER OF GRADUATES INSTITUTION SECTION 85/86 86/87 87188 88/89 89/90 TOTAL REMARKS Maths-Physics - - - 29 N/A N/A Zaza School Complex Primary (Groupe Scolaire) Teacher 36 19 24 25 28 132 Training Commerce Commerce Training and - - - - - - No graduates yet College, Muramba Accounting Economics - 31 36 37 38 111 01 Primary Save School Complex Teacher - 31 44 22 29 110 (Groupe Scolaire) Training Letters - 30 30 - 29 29 118 Laboratory - - - - - - No graduates yet Nursing Training Studies School, Gisenyi Nursing - - - - - - No graduates yet Table 14: PROJECT STUDIES Studies Purpose as Defined at Appraisal Status Impact of Study 1) Teacher Training Needs To assess the needs for teacher Helped in the Assessment training up to the year 2000 development of the and explore efficient means for Completed teacher training their supply. components of subsequent education operations. 2) Medical Texts and Analyze medical teaching Teaching Methodology methodology and adapt Completed Not evaluated paramedical training texts to Rwandese requirements. 3) Evaluation/Pre- Evaluation/Pre-investment Evaluation/Pre-investment Helped in the investment Studies * studies related to project studies related to project development of the two components and development of components and development subsequent education the education sector. of the education sector. projects. The Evaluation/Pre-investment studies included: Study and implementation of the reorganization of IMPRISCO (Academic Printing Office). Study on the economic optimum for primary education. Study on the cause of student dropout at the Kicykiro ETO. Study on the adaptation (or formulation) of programs for the maintenance of the physical plant and heavy machinery. Needs assessment and feasibility study for the school equipment distribution network. 0. Status of Credit Covenants Table 15: COMPLIANCE WITH CREDIT COVENANTS SECTION COVERAmTs/OB8IGATION TO DATZ D STATWS OF CMLIANCB BE NET BY TE DORROWER, 3.01 The Borrower shall carry out the project At all times. Full compliance. in conformity with appropriate practices. 3.02 (a) Maintain the PIU with well qualified At all times. The Pro got staffed with sufficient local staff in sufficient number. personnel and also received technical assistance from a UKDP/UNESCD project, which included two architects and three architectural technicians, the latter UN volunteers. The PID was also staffed with a local architect and four local architectural technicians. 3.02 (b) The staff of the PIU shall include an Dec. 31, 1982 The accountant recruited under UNESCO architect and an accountant on a full contract assumed duty in June 1983. time basis and one or more materials and equipment procurement specialists on a part time basis, for an aggregate period of three years. The first such equipment procurement specialist shall be employed not later than December 31, 1982. 3.03 The Borrower shall employ specialists, When needed. Full compliance. consultants and teachers whose selection, qualifications, experience and terms and conditions of employment shall be satisfactory to the Association. 0. Status of Credit Covenants Table 15: COMPLIANCE WITH CREDIT COVENANTS SEMOIC 0wom'"1T308LIGA21GUS TO DUE3 DUB STAM OF CONPLIAI= saco co3an ns.oans o By THR BORROaaosorcouMa 3.04 The Borrower shall provide the June 30, 1983 Third-year curricula for the project Association the syllabi for the third institute* had been received by 1984. and subsequent years of teaching Completion for subsequent year. in programs carried out in each of the expected by October 1984. institutions included in Part A of the Project. 3.05 For five school years, starting with Every year Full compliance school year 1982/83, MINPRISEC and the Borrower*s Ministry of Health shall jointly make an annual analysis of the need for and the availability of personnel and training facilities in health related matters in Rwanda. The Borrower shall transmit such analyses to the Association for its review by the end of each such school year. 3.06 The Borrower shall provide suitable Dec. 31, 1983 Full compliance accommodation at thu National Unversity of Rwanda for natural science and nursing teachers who will follow ad hoc training courses to be conducted by MINEPRISEC, and shall inform the Association, not later than December 31, 1983, which arrangements have been made to provide such accommodation. O 0. Status of Credit Covenants Table 15: COMPLIANCE WITH CREDIT COVENANTS saECTon COVENIUTS/OBLIGATIONS TO DATE DU STATUS OF C IAxC an NET By TEZ BORROWER 3.07 (a) The Borrower shall place the teaching Sept. 30, Full compliance demonstration schools at Save and Zaza 1984 under the authority of the respective directors of the Save and Zaza teacher training colleges. 3.07 (b) The Borrower shall employ qualified Sept. 30, Full compliance teaching staff in adequate numbers at 1984 the teaching demonstration schools at Save and Zaza. 3.07 (c) The Borrower shall complete all repair Sept. 30, Full compliance works at the teaching demonstration 1984 schools at Save and Zaza. 3.08 Terms of reference for the studies to be April 30, Achieved with some delay in the 0 carried out under Part 8 of the project 1983 completion of the studies. shall be presented by the Borrower to June 30, 1986 the Association for its approval not later than April 30, 1983; the completed studies shall be presented by the Borrower to the Association not later than June 30, 1986. 3.10 The Borrower shall furnish progress Each year Full compliance, barring delays. 0 (b.iii) reports to IDA in June and December each year. Full compliance 3.11 The Borrower will acquire all such land When needed. as shall by required in the Project. G. Status of Credit Covenants Table I1: COMPLIANCE WITH CREDIT COVENANTS SaCTION coVanwT/OBLIGAToIONS TO eATr DUs STAMs OF COuPLIANC8 as noT aY 1Ha BORROWBR 4.01 (b) The Borrower shalls (L) maintain or At all times. Full compliance. cause to be maintained separate accounts reflecting all expenditures on account of which withdrawals are requested from the Credit Account on the basis of statements of expenditures; (11) retain, until one year after the Closing Date, all records; and (11) enable the Association's representatives to examine such records. 4.01 (c) Accounts for each fiscal year to be June 30, each Full compliance except for some delays. (i) audited by independent auditors year. acceptable to the Association. The Borrower shall furnish not later than s4x months after the end of each such year, a certified copy of the report of such audit by such auditors, of such scope and in such detail as the Association shall have reasonably requested. 4.03 The Borrower shall furnish to IDA for July 31, each Full compliance except for some delays. comment, not later than July each year, year. information on the updated targets set in the Borrower's educational reform review, made each year in order to o adjust actions to be undertaken under the Third Development Plan. Table 16: STAFF INPUTS BY STAGE OF PROJECT CYCLE IN STAFF WEEKS Fiscal Tears Project Cycle Phases FY 74-80 81 82 83 84 85 86 87 88 89 90 Total 1) Preparation and Pro-appraisal 30.6 33.2 0.7 - - - - - - - - 64.5 2) Appraisal - 22.0 17.6 - - - - - - - - 39.6 3) Negotiations - - 5.4 - - - - - - - - 5.4 4) Supervision - - - 6.4 10.8 9.4 14.9 12.3 9.1 9.8 0.1 72.8 - 43 - H. Use of IDA Resourcess able 17: IDA MISSION DATA BY STAGES OF PROJECT Project Cycle Date No. of Days In Persons and Performance Types of Stage Persons Pield Specialisations Rating Problems Represented Throush. Apratsal Identification 09/80 Preparation 12/80 Appraisal 05/81 Supervision Supervision 1 Jan. 83 1 7 EP - Effectiveness delay Supervision 2 Jun. 83 2 19 EP, A 1 No major problems Supervision 3 Feb/Mar.84 3 20 EP, C. R 2 Delays (caused by belated recruitment of TA specialist) Supervision 4 Nov.84 3 17 EP, A, RR I No major problems Supervision 5 Jun.85 3 10 EP, C, RR I None Supervision 6 Oct/Nov.85 2 9 EP. RR BITO No major problems Supervision 7 Nov/Dec.85 1 12 A BTO No major problems Supervision 8 June 86 3 5 EP, GE, BE 2 Managerial (veak management of PIU) Supervision 9 Nov. 86 2 9 GE, A I No major problems Supervision 10 Nov.87 3 11 GE, A, BS 1 No major problems Supervision 11 Mar.88 1 7 GE 1 No major problems Supervision 12 Jun. 88 2 7 G,z BTO Delays (Muramba) Supervision 13 Oct/Nov.88 2 11 GE, BS BTO Financial Supervision 14 Jan/Feb.89 1 14 A BTO No major problems EP t Education Planner A i Architect C i Consultant RR s Resident Mission GE : General Educator EE i Education Economist BS s Book Publishing Specialist J Figure 2 RWANDA SECOND EDUCATION PROJECT PROJECT COMPLETION REPORT ACTUAL STAFF INPUTS (atalf- weeks) PRE PAl iA ION 64.5 APPRAISAL 39.6 NEGOIATIONS 5.4 SUPERVISION 72.8 - 45 - AnnMX I RWANDA SECOND EDUCATION PROJECT ANNUAL & CUMULATIVE DISBURSENENTS (in SDs) YEAR ANNUAL CUULATIVE X OF TOTAL % OF TOTAL DISBURSEMENT DISRSENENT DISMURSED CREDIT 82 CPPF) 83766.45 83766.45 1.07 0.93 83 103837.85 187604.30 2.60 2.08 84 231334.14 418938.44 5.37 4.65 85 900911.81 1319850.25 16.91 14.67 86 2420971.19 3740821.46 47.93 41.56 87 1723994.94 5464816.38 70.02 60.72 88 1511046.86 6975863.24 89.38 77.51 89 709824.31 7665687.55 98.47 85.40 90 119467.40 7805154.95 100.00 86.72 TOTAL DISBURSED 7805154.95 7805154.95 100.00 86.72 UNDISBURSED 1194845.05 194845.05 15.31 13.28 TOTAL CREDIT 9000000.00 9000000.00 115.31 100.00 .nnex II - 46 - RWANDA SECOND EDUCATION PROJECT EXCHANGE RATE FLUCTUATIONS Currency unit: Countrys Rwandese Franc (FRW or RF) Currency unit: Creditz Special Drawing Rights (SDR) Year of appraisal:May 1982 SDR 1 US$ 1.129674 Year* 1982 1 SDR - 1.13 US$ 1 US$ - 92.840 FRW 1983 1 SDR = 1.13 USS 1 US$ - 98.104 FRW 1984 1 SDR - 1.12 US$ 1 US$ - 103.505 FRW 1985 1 SDR - 1.10 US$ 1 US$ a 94.460 FRW 1986 1 SDR - 1.23 US$ 1 US$ - 84.140 FRW 1987 1 SDR - 1.42 US$ 1 US$ - 74.540 FRW 1988 1 SDR - 1.35 US$ 1 US$ - 75.580 FRW 1989 1 SDR - 1.32 US$ 1 US$ - 77.522 FRW 1990 1 SDR - 1.41 USS 1 US$ - 120.125 FRW ** 1991 1 SDR - 1.44 US$ 1 US$ - 120.125 FRW * * End of year estimate (monthly average) except for 1991 where January estimate is used. ** * Devaluation towards end of the year moved exchange rate from 79.58 to 120.125.