FILE COPY DOCUMENT OF INTERNATIONAL BANK FOR RECONSTRUCTION AND DEVELOPMENT INTERNATIONAL DEVELOPMENT ASSOCIATION Not For Public Use Roep No. 50a-TA APPRAISAL GF A FOURTH EDUCATION PROJECT IN TANZANIA March 5, 1973 Regional Projects Department Eastern Africa Regional Office This report was prepared for official use only by the Bank Group. It may not be published, quoted or cited without Bank Group authorization. The Bank Group does not accept responsibility for the accuracy or completeness of the report. CURRENCY EQUIVALENTS USED IN THIS REPORi' Tanz. shs. 1.0 = US $ 0.14 Tanz. shs. 1 million = US $ 140,000 US $ 1.00 = Tanz. shs. 7.14 MEASURES 1 mile 1.6093 km. 1 acre = 0.4047 hectares FISCAL YEAR July 1st - June 30th APPRAISAL OF A FOURTH EDUCATION PROJECT IN TANZANIA TABLE OF CONTENTS Page No. BASIC DATA SUMTIARY AND CONCLUSIONS ...... ....... ......... ........... i-i I. INTRODUCTION ........ ............. ................... . 1 II. THE SETTING .........********,****,*****,*,** ........ 2 Socio-economic background ....................... 2 Development Strategy ................2.....,,.,. 2 III. EDUCATION AND TRAINING *................. ........... .. 3 The education system 3............................ 3 Education finance .............. ................. 5 Future expenditure on education ................. 6 IV. NEED FOR THE PROJECT ..... .................... o .....*o.. 7 General secondary education ......... 7 Primary teacher training 8 Skilled craftsmen ... 8 Medical personnel o ............................. 9 Non-formal education ..... ....................... 9 V. THE PROJECT o... ......... 10 Cost of the project ....it........................ 15 Project implementation *......................... 17 VI. RECOMMENDATIONS .... .* ........................... ... 19 This report is based on the findings of an appraisal mission which visited Tanzania in June-July, 1972. The mission consisted of Messrs. R.F. McMahon (technical educator), F.C. Gamble (general educator), A.S. Naimie (architect) of the Bank, N. McEvers (economist, consultant), D.W. Eastwood (medical educator, consultant) and C. Gilpin (non-formal educator, consultant). TABLE OF CONTENTS - Continued APPENDIX 1. The Education and Training System 2. Health Education ANNEXES Comparative education indicators. 1. Public primary and secondary school actual and projected enrollments, 1968-1985. 2. Public primary arnd secondary teacher requirements and supply, 1971-1985. 3. Expenditures on education and training, 1965-1985. 4. Central Government expenditures on education and training, 1970-1985. 5. High and middle level manpower requirements, 1970-1985. 6. Need and supply of medical personnel, 1972-1985. 7. Summary of estimated project costs. 8. Contingency Allowances. 9. Forecast of disbursements. CHARTS 1. Structure of education, 1971. 2. Education pyramid, 1971. 3. Schedule of project implementationi. MAP Map of Tanzania showing locations of project schools. T A N Z A N I A BASIC DATA (Est.) - 1971 (excluding Zanzibar) Population (Est.1972) 13.5 million Population growth rate 2.7% p.a. Wage and salary employment 401,000 Education Public Schools Primary education (grades 1-7) - enrollment 903,000 - ratio of enrolled to age group (7-13 yrs) 37% Lower secondary education (grades 8-11) - enrollment 32,600 - ratio of enrolled to age group (14-17 yrs) 2.5% Upper secondary education (grades 12-13) - enrollment 3,000 - ratio of enrolled to age group (18-19 yrs) 0.6% Post secondary education (excluding University) (grades 12 and upwards) - enrollment 4,000 University of Dar es Salaam - enrollment 1,600 - ratio of enrolled to age group (20-22 yrs) 0.2% Private Schools Ratio of private primary enrollment to public primary enrollment 3% Ratio of private secondary enrollment to public secondary enrollment 33% Expenditures Central government recurrent expenditures on education 342 million shs. - as a percentage of Central government recurrent expenditure 21% National educational expenditure 414 million shs. - as a percentage of total GDP 4.5% APPRAISAL OF A FOTJRTH EDUCATION PROJECT IN TANZANIA SUMMARY AND CONCLUSIONS i. This report appraises a fourth education project in Tanzania for which a credit of US$10.3 million is proposed. ii. The country's philosophy of social and economic development is one of socialism and self-reliance and within this framework its major goal is to improve the living standards of the rural population. Some 90%e of Tanzania's population live in rural areas, mostly scattered or in small communities where it is difficult to provide social services. Nevertheless, rural devel- opment leading to gradual improvements in the lives of the rural people is being given priority over urban and industrial development. iii. The rural development strategy includes incentives to encourage dispersed rural populations to organize themselves into ujamaa (Swahili for 'family') villages or communities engaged in cooperative or communal farming. The incentives take the form of basic infrastructure such as education, potable water supply, health services, and agricultural extension services. iv. The education plan supports the rural development program and the national objective of universal primary education (UPE) by 1989. The plan also regulates secondary and higher education in accordance with manpower needs, with a view to achieving self-sufficiency by 1980. The implementation of the plan has already been assisted by IDA. A first project financed in 1963 and successfully completed in 1967 helped the expansion of secondary education; a second credit in 1969 is assisting teacher and technical educa- tion together with a further expansion of secondary education; a third project financed in 1971, is assisting agricultural education. The second and third projects encountered initial delays but are now proceeding satisfactorily. v. Although the implementation of Tanzanian educational policies has generally been good, financial constraints suggest that UPE is unlikely until well after 1989. Immediate needs of the education system are the expansion of teacher training, medical education, training of skilled craftsmen and the integration of various types of rural education and training schemes. A new policy that aims at decentralization of the education system and emphasizes work-oriented education and training for youths and adults is now being implemented. vi. The proposed project is based on a review of the education sector, initiated by the Association, and carried out by the Overseas Liaison Committee of the American Council on Education. It would support educational develop- ment in line with the requirements indicated above by providing facilities to expand: (a) primary school teacher training; (b) diversified secondary edu- cation; (c) skilled worker training; (d) the training of medical doctors; and (e) basic education and training for adults and children in ujamaa villages. Specifically, it would provide buildings, furniture and equipment for: -ii - - two new primary teacher training colleges and an extension to the national teacher orientation center at Bagamoyo. - three new general secondary schools, with agricultural, commercial, craft and home science options, - two new vocational training centers, - extensions to the University of Dar es Salaam Faculty of Medicine at Muhimbili Hospital, Dar es Salaam, and the Rural Health Center, Bagamoyo, and - eight new village community education centers. vii. The total project cost is estimated at US$14.6 million. The pro- posed credit would meet the estimated US$5.9 million foreign exchange com- ponent of the project and US$4.4 million (51%) of the local costs (US$8.7 million). The credit would be apportioned as follows: US$5.2 million for civil works, US$1.2 million for furniture and equipment, US$1.8 million for technical assistance and professional services, and US$2.1 million, unallocated. viii. The staff of the project unit already established in the Ministry of Education would be augmented so as to provide the capability for design, implementation, and supervision of the combined projects. Contracts for civil works (except for a minor part to be executed on a "self-help" basis), furniture and equipment would be awarded on the basis of international compe- titive bidding. It is likely that most civil works and furniture contracts would be won by local contractors. Nearly all equipment would be imported. Local manufacturers of furniture and equipment would be awarded a margin of preference equivalent to the existing customs duties applicable to competing imports or 15% of the c.i.f. price, whichever is the lower. Implementation would be completed within five years of the effective date of the Credit Agree- ment. ix. Subject to the conditions set down in paras. 6.01 - 6.03, the proposed project is suitable as a basis for an IDA credit of US$10.3 million equivalent to the Government of Tanzania. INTRODUCTION 1.01 The Government of Tanzania has received three IDA credits for education. The first, signed in December, 1963 (No. 45-TA) provided $4.6 million for the expansion of general secondary education and was successfully completed in June, 1967. The second credit (No. 149-TA) of $5.0 million was signed in May, 1969, and provides for the development of general secondary schools, including the introduction of practical subjects into the curriculum, the expansion of primary teacher training and the Dar es Salaam Technical College. After a somewhat slow start due to problems in the building indus- try, delayed delivery of construction materials and revision of sketch plans, implementation of the second education project is now proceeding satisfactorily. The third credit (No. 232-TA), signed in February 1971, provided $3.3 million for the expansion of agricultural training; implementation has been delayed by lack of technical manpower and inability to survey sites in troubled areas near the Uganda border, but an accelerated construction program is expected to assure completion of the work by December, 1974 as originally scheduled. 1.02 In response to a Government request, a review of the education sector was undertaken in 1971 by the Overseas Liaison Committee of the American Council of Education. Its report was discussed with the Government by an IDA mission which visited Tanzania in January, 1972. The discussion led to broad agreement on the composition of a possible fourth education project which was appraised in June-July, 1972, by a mission composed of Messrs. R.F. McMahon (technical educator), F.C. Gamble (general educator), A.S. Naimie (architect) of the Bank, N. McEvers (economist, consultant), D.W. Eastwood (medical educator, consultant) and C. Gilpin (non-formal educator, consultant). 1.03 The objectives of Tanzanian educational strategy are as follows: (a) to give every child a primary education as soon as the financial circumstances of the Government permit, presently planned for 1989; (b) to provide vocational training so as to achieve self-sufficiency at all skill levels in the economy by 1980; (c) to provide secondary, technical and university education only to the extent justified by the estimated manpower requirements of the economy; and (d) to bring programs of non-formal education, on a continuing basis, within reach of the population, particularly in rural areas. 1.04 While the dates for achieving some of these targets may be too optimistic, the objectives are sound. The proposed project would assist in the realization of these goals by providing additional facilities for primary teacher training, expanding secondary education and vocational training, developing the Faculty of Medicine at the University of Dar es Salaam, and by introducing experimental community education centers into selected ujamaa ("family" in Swahili) villages. - 2 - II. THE SETTING Socio-Economic Background 2.01 Tanzania has a land area of 937,000 sq. kms., some 13.5 million (1972) people and a population density of about 15 inhabitants per sq. km. (Kenya 19, Uganda 51). Most Tanzanians live on family smallholdings that are widely dispersed throughout rural areas; only 6% live in towns and cities. The population growth rate is 2.7% p.a. and the per capita GNP US$105 (1971). Life expectancy averages 40-45 years and 45% of the population is less than 14 years old. 2.02 Some 90% of the total labor force works in agriculture, mostly in subsistence farming. Less than 10% of the total labor force are in the slowly growing wage employment sector: over two-thirds of the primary school leavers every year must seek a livelihood in the rural sector. On the other hand, there is still a shortage of local skilled manpower. In 1969, when the last compre- hensive survey was carried out, Tanzanian citizens occupied only 34% of the posts requiring university or equivalent education and 85% of those requiring secondary education. 2.03 Agriculture, the main source of income and foreign exchange earnings, contributes 40% of Tanzania's GDP and 80% of its commodity exports. Manufac- turing, mining, construction, transport and communications together account for 23% of GDP while public utilities, commerce, finance, government and other services account for 37%. Efforts to promote manufacturing have not as yet yielded significant results; growth of the economy depends heavily upon agriculture. Development Strategy 2.04 President Nyerere's Arusha Declaration of 1967 defines the broad aims of Tanzanian development: to create a socialist economy and society devoid of tribal privilege and economic exploitation and to achieve rapid economic growth in order to improve the material and social well-being of the mass of the population. Foundations for socialism and for economic growth are to be established in the rural sector and strict priority is to be given to rural development. The strategy for achieving these aims calls for: (a) reduction of inequalities in the distribution of income; (b) public otzznership and control of all major companies and firms; (c) modernization of Jigriculture and reduction in the size of the subsistence sector; and (d) growth of manufacturing mainly to support rural development. 2.uz In conjunction with other measures, a more equitable distribution or tiacome is being sought through wage and price controls and by heavy taxes oVl higher income groups. The Government now owns or controls nearly all iimoortant enterprises. Private investment has declined sharply and many foreigners, a substantial number of whom were managers, have left the country. As a result, the shortage of managerial personnel for the public and private sectors has been exacerbated. 2.06 Reorganization of the rural sector on a cooperative basis is pro- gressing; inhabitants of dispersed hamlets are moving into ujamaa villages, forming multipurpose agricultural cooperatives which would advance, after a period of government assistance, to financial self-sufficiency. The number of ujamaa villagers has now increased to 1.5 million or about 15% of Tanzania's entire rural population. Thus far, about 2% of ujamaa villages have reached the stage of viable cooperative units. An array of learning services, e.g., agricultural extension, community development, adult literacy, craft, health and nutrition training, has been extended to improve the villager's skills and capability for earning his livelihood and to enable the primary school leaver to create opportunities for self-employment - in short, to develop rural "self-reliance". These services have not yet been fully decentralized and coordinated in the field. The government's recent decentralization, which transferred much of the administrative apparatus and decision-making process from the capital to rural areas, may aggravate problems in the near future, but in the long run should facilitate the implementation of these programs. 2.07 Development planning provides for directing industrial invest- ments to designated growth centers in the interior, which are to act as catalysts for rural development by generating demand for rural goods, employ- ing labor from adjacent areas, processing local products and supplying con- sumer goods to local populations and some material inputs for agriculture. New investment in manufacturing has risen substantially and much of it has been directed to Mwanza, Tanga, Moshi and Arusha, which have become major regional growth centers. However, the shortage of skilled labor continues to be a constraint on the growth of manufacturing output. III. EDUCATION AND TRAINING The education system 3.01 A general description of the system, its structure, and the education pyramid is given in Appendix 1 and Charts 1 and 2. The 1971 primary school enrollment of 903,000 represented some 37% of the 7-13 age group. 1/ (Annex 1). Instruction is in Swahili. The number of periods in the primary school time- table (over 40 a week) is high and subject courses need consolidation. The pupil-teacher ratio is also high at 45:1 (Annex 2) and many of the teachers (Grade C) have only primary education plus a two-year training course. The statutory salaries of Grade A teachers, who have secondary education, are some 50% higher than Grade C teachers and, as may be expected, financial constraints prevent their appointment in greater numbers. 1/ Uganda 46% (1969), Kenya 56% (1968), Zambia 84% (1968). -4- 3.02 Methods of reducing costs to allow universal primary education (UPE) by 1989 are being studied by the government in preparation for the next five- year plan. Based on forecasts of growth in government revenues and on the needs of other parts of the education sector, and assuming that present policies regarding length of course, size of classes, and teacher salaries remain un- changed, a projection of possible school enrollment increases (Annex 1) points to the difficulty of achieving UPE before the late 1990's. Cost savings to achieve UPE earlier could be effected by reducing the length of primary school- ing from its present seven years or possibly by extending the present practice of half-day school in Grade 1 to the first four grades. However, the govern- ment recognizes that these modifications could adversely affect the quality of primary education. 3.03 Pre-service primary school teacher training is presently given in 21 colleges; their enrollment in 1971 was 4,200 and their output 2,400. Most courses require two years following primary education (Grade C teachers) or secondary education (Grade A teachers). About 600 students were enrolled in a one-year "crash" program the effectiveness of which has not yet been evaluated. 3.04 Secondary enrollments in public general and technical schools are controlled to accord with estimated manpower needs; in 1971 they totalled 32,600 or about 2% of the 14-19 years age group. Instruction is in English. The curriculum is still largely academic although progress is being made in the introduction of practical subjects, such as agricultural and commercial subjects, craft training and home science. A limited expansion is needed at the lower level to supply the middle level manpower required by the mid 1980's (para 4.03). Unit costs are high, due partly to the policy of providing boarding facilities for most pupils and partly to the low pupil-teacher ratio (19:1). Lower cycle secondary teachers are trained in the Dar es Salaam teachers college where the program includes practical subjects and home science. Enrollment in 1971 was 240, and outputs from the college and the university appear to be greater than the long term need for secondary level teachers even when calculated on the present low student-teacher ratio (Annex 2). 3.05 Vocational training is provided in Dar es Salaam at a center which opened in 1968 with UNDP/ILO support. It has a capacity of 300 places and an annual output of 150 craftsmen. The National Apprenticeship Scheme sponsored by the Ministry of Labor and small training centers operated by religious groups and parastatal organizations have an annual output of about 200, many of whom require further training before they become proficient as craftsmen. 3.06 Numerous short specialized courses for managers are provided by government departments and industrial concerns. The uncoordinated multiple efforts in management training have splintered training resources, resulting in duplication of training and inability to provide more advanced training in modern management techniques. An inventory of on-going programs and a master plan for management improvement programs are therefore urgently needed. 3.07 The Dar es Salaam Technical College is the only institution in Tanzania offering technician training; its 1971 enrollment in the 3-year full- time technician course was 420. The College is short of experienced teaching staff, partly because expatriate teachers have been phased out very rapidly. The shortage is being partially alleviated through bilateral technical assist- ance. With the assistance of the Federal Republic of Germany, the government is establishing a new technical college at Arusha and a Faculty of Engineering at the University of Dar es Salaam. 3.08 The University has faculties of Agriculture, Arts, Law, Medicine and Science. Its Department of Education trains graduate secondary school teachers in a three-year course; recent enrollments have averaged 600. The University Institute of Education provides curriculum development and in- service courses for practicing teachers. Development of a Faculty of Engineer- ing (para 3.06) should assist Tanzanian industrial development. Pending the completion of the next Plan, investments in higher education should be directed only to the most obvious high priority needs. 3.09 Doctors are trained abroad and in the University's Faculty of Medi- cine at Muhimbili, Dar es Salaam. The Faculty of Medicine was founded in 1968 and the present facilities at Muhimbili hospital are sufficient to produce about 30 doctors a year. Medical specialists, dentists, pharmacists and dental assistants are trained abroad. The Ministry of Health trains all medical auxiliaries, including nurses. Enrollments and other details regarding various health education and training programs are given in Appendix II. Education finance 3.10 Total expenditure on education in Tanzania amounted to 4.5% of GDP in 1970/71; this figure is normal when compared with other African countries but has risen rapidly in the recent past and is expected to further increase to 5.8% by 1984/85 (Annex 3). Virtually all expenditure in 1970/71 was fi- nanced by public resources. The share of private education is very small although, at the secondary level, its proportion is rising rapidly (Appendix I). Funds for education are channelled through the Ministry of Education. Small fees are charged in primary schools and no fees in secondary schools. University tuition and boarding fees are fully covered by Ministry of Education bursaries. Other Ministries (e.g,, Agriculture, Health, Labor) finance spe- cialized courses. 3.11 While the government's total expenditure grew at 16.5% p.a. during the period 1964/65 - 1970/71, its annual outlays for education increased 14.5% p.a., the slower growth due primarily to financial constraints on cap- ital expenditure. As a result, the proportion of government expenditure for education fell from 18% to 16%. However, recurrent spending on education continued to grow at a rapid rate (17.6% p.a.) and absorbed an increasing share of the government's total recurrent expenditures: 21% in 1970/71 as compared with 17% in 1964. -6- 3.12 For the Government's capital program under the Second Five-Year Plan (1969/70-1973/74), 11%, or 297 million shillings, was earmarked for the Ministry of Education. Of this amount, 138 million was scheduled for invest- ment in the first two years of the Plan period, over half of it for primary and secondary school construction. However, financial constraints have led to a cut-back in the planned rate of investment and the Ministry of Education's actual capital outlays have totalled only 75 million shillings over the first two years of the Plan period. About 75% of the Ministry's capital expenditure was devoted to new primary schools and extensions to teacher training colleges and the University. Other ministries made significant investments in new agriculture training institutes, rural training centers and para-medical training facilities (Annex 4). 3.13 Tanzania receives assistance for education from a variety of sources, such as Sweden, Norway, Denmark, the Federal Republic of Germany, the United States, IDA and UNDP. During the First Five Year Plan period (1964/65-1968/69), external loans and credits for capital expenditures alone totalled US$11.1 million. For the first three years of the Second Five Year Plan, 1969/70- 1973/74, foreign assistance to capital expenditure is expected to total about US$24 million. Future expenditure on education 3.14 Forecasts of future expenditures (Annexes 3 and 4) are based upon the government's order of priorities for allocating resources to education, namely (a) to provide national self-sufficiency in the supply of skills at the middle and higher manpower levels, and (b) to use the remaining resources available for the achievement of UPE at the earliest date that such resources will permit. The estimate of available resources assumes that economic growth will average 5.7% p.a. through 1985. Recurrent expenditures on educ- ation by the government are expected to absorb about 24% of the government's total recurrent expenditures by 1984/85. Capital outlays will be especially heavy in the early years of the forecast period, as on-going projects to extend secondary school, teacher training and university facilities are com- pleted. After 1974/75, however, capital expenditures on education will be clevoted mainly to primary school building, for which labor will be donated on a local, self-help basis as heretofore. During the period of 1975/76-1984/85, capital outlays on education are expected to average 70 million shillings p.a. or roughly 5% of the Government's annual total capital expenditures. Together, recurrent and capital expenditures on education are expected to be 18% of total government expenditures by 1984/85. 3.15 Based on present policies, UPE by 1988/89 would require the govern- ment to allocate 36% of its total recurrent budget in that year to education alone. In all probability, Tanzania will not have sufficient resources to achieve UPE by the target year, 1989. The forecast described in the preceding paragraphs indicates that the government's financial resources would enable primary school enrollments to expand to 2.4 million pupils by 1984/85 or to 65, of the relevant age group in that year. However, to reach this level of enrollment, the government would have to devote 60% of its annual recurrent education budget to primary education by 1984/85. After providing 27% for - 7- education and training related to manpower needs and 5% for administration, only 8% would be left available to finance non-formal education schemes which were to be a major element of Tanzania's education strategy (para 1.03 and Annex 4). Since the cost of UPE could retard development of non-formal training, the government is considering modification of the primary school system in order to obtain UPE at lower cost (para 3.02). It is also planning to base the development of non-formal training on the modified village primary school along the lines of the experimental "community education centers" included in the proposed project (paras 4.11 - 4.12). IV. NEED FOR THE PROJECT 4.01 General secondary education. The latest manpower survey, completed in 1969 by the Ministry of Economic Affairs and Development Planning (DEVPLAN) covering wage employment in all sectors except estate agriculture, was the mission's basis for estimating future requirements. It showed that in 1969, 52,000 out of 255,000 wage earners were to be found in high and middle level occupations, classified as follows (Annex 5): No. Category High Level Professional 5,300 A - Jobs normally requiring university degree or equivalent. Professional/ Sub-Professional 13,000 B - Jobs which require successful completion of 4 years of secondary education plus one to three years of further education or training. Middle Level Sub-Professional and Skilled C - Jobs which require Office Workers 33,700 successful completion of 4 years of secondary education. About 34% of Category A and 85% of Category B jobs were held by Tanzanians (para 2.02). 4.02 DEVPLAN is now revising its 1970-1985 forecast of high/middle level manpower requirements (which assumed 6.5% GDP growth p.a.) in the light of actual economic performance since 1968 and future trends. A pre- liminary estimate of requirements assumes that GDP will average 5.7% growth p.a. during 1970-1985 with monetary GDP growing at 6.9% p.a. and that labor productivity will increase at 2.0% annually. The estimate also assumes a modest upgrading in the occupational structure, with Categories A, B and C - 8 - representing together 27% (20% in 1969) of wage employment in these sectors by 1985. On this basis, wage employment is estimated to grow to 573,000 by 1985 and the number of workers required in that year for Categories A, B and C will amount to 155,000. Assuming complete replacement of non-citizen personnel, manpower requirements for 1970-1985 are: Replacement Expansion Total Category A 4,700 6,600 11,300 Category B 9,900 41,300 51,200 Category C 1 55,QQ0 66,000 Total 25,600 102,900 128,500 4.03 The basic source of high and middle level manpower is the qualified output from secondary schools at Form IV. At this level the total qualified output from existing and presently planned public and private schools during 1970-1985 is estimated at 125,000, leaving a shortfall of 3,500. A limited further expansion of lower secondary education appears necessary if Tanzania is to achieve self-sufficiency at high and middle manpower levels in most areas by the mid-1980's. At Form VI level the output should be adequate to meet the needs of Category A jobs. 4.04 Primary teacher training. Although detailed enrollment targets will be worked out in connection with the next Plan, the orders of magnitude summa- rized in Annex 2 indicate that an average of 3,400 additional primary teachers per year over the period 1971-1985 will be needed. Government policy is to provide pre-service courses in a region other than the trainees' home regions. However, a primary teacher training college (PTTC) is needed in each region because of the importance of locally-based in-service training. The national need is sufficient to require at least one PTTC in each of the eighteen regions. 4.05 At present, some of the PTTCs are inadequately housed; some regions have several colleges, others have none. In 1976, when planned PTTC projects, including the proposed second IDA project, are completed, the total enrollment capacity will reach 5,400 and the output 3,000, assuming that the temporary one-year course is retained (para 3.03). The two PTTCs included in the proposed project would therefore provide the teachers required to support a reasonable increase in primary enrollments. As they would be located in regions where no PTTC at present exist, they would conform to government policy. 4.06 Skilled craftsmen. Few data exist on occupations at the middle and lower levels of wage employment, which are not included in Categories A, B and C above. It is estimated that industry, construction, transport and public utilities employed about 135,000 workers in 1969. This figure would rise to about 260,000 by 1980, assuming an average growth rate of 6.0% p.a. in employment employment and 8.0% p.a. in the output of these sectors. Some 10,000 workers em.ployed in these sectors or 7.5% of the total were identified as skilled craftsmen. Tanzania's development would require that by 1980, at least 10% of the labor force employed in these sectors be skilled workers. The estimated net increases of 16,000 from 1970 to 1980, or 1,600 p.a. are therefore minimum skilled labor requirements. -9- 4.07 Medical personnel. The government's strategy for the development of economical health services calls for Rural Health Centers, each with out- lying dispensaries, to provide health services other than those requiring hospital care, and for rural hospitals at district and regional levels to provide major curative services. These basic programs would be complemented by health services at the national level, consultation hospitals at three major centers, and three hospitals specializing in tuberculosis, mental disease and obstetrics respectively. 4.08 It is known that the main constraint to the implementation of the government public health strategy (Appendix II) is the insufficient supply of medical doctors. In 1971 there were only 480 medical doctors in Tanzania (1 per 27,900 inhabitants, compared with 1 per 12,400 in Kenya, 1 per 14,000 in Zambia and 1 per 14,600 in Uganda), 320 of whom were expatriate. Over 500 were needed at the time for the rural services alone; consequently the health care given by para-medical personnel in rural areas suffered from lack of professional guidance. It is estimated that a total of 950 doctors by 1980, rising to 1,400 by the mid-1980's, are the desirable numbers required for the health care system to function at optimum efficiency (Annex 6 and Appendix II). Output of doctors from the present Medical Faculty at Dar es Salaam would fall significantly short of requirements. 4.09 In order to keep within planned overall recurrent expenditures, the government at cabinet level has decided: (i) to plan for a maximum of 700 doctors working in Tanzania by 1980, representing nearly 75% of optimum requirements. (No estimates have been made for subsequent years.); and (ii) to increase annual intakes to the Medical Faculty to a maximum of 64 students. 4.10 By 1980, the output from the Faculty coupled with the existing stock with due allowance for wastage, would make available about 400 doctors. The deficit of 300 doctors for the planned service would be met through overseas training of 200 doctors and employment of 100 noncitizen doctors provided through external assistance or expatriate service. The ensuing shortage of 250 doctors necessary to meet the 1980 optimum requirements would be alleviated by the use of assistant medical officers who would perform the duties of doc- tors in the less exacting positions in rural areas. The faculty can now admit only 35 students per annum of whom about 30 graduate and the proposed project would provide an extension to the Faculty of Medicine to accord with the cabinet's decision (ii) above. 4.11 Non-formal education. The broad objectives of the government's educational development strategy (para 1.03) include the extension of non- formal education and training for adults in support of the ujamaa village concept. The government has decided to base this development on the primary school, to minimize recurrent and capital costs. The primary schools would become community education centers (CEC) and complement the Rural Training - 10 - Centers which train village and community leaders. The recent decentraliza- tion of many government administrative services, including the transfer of primary school administration to regional and district levels, should make possible a closer coordination between the different agencies for agriculture, education, health and community development which would be involved in an effective rural adult education program. 4.12 Most of the instruction for adults will be given by primary school teachers, the instruction time to be obtained by reduction of primary pupil contact hours. The curriculum of the primary teacher training colleges is being broadened to include practical subjects - agriculture, crafts, home science - which are of particular relevance to the rural community. The services of the better trained teachers will be complementary to those pro- vided by agricultural extension agents and health service workers, who would use the facilities of the CEC when visiting the villages. Villagers with special skills or talents will also teach in the CECs. The implementation of the program on an experimental basis would be possible only through the avail- ability of CEC physical facilities, financed from other than the government's investment budget. V. THE PROJECT 5.01 The proposed project would assist Tanzania's education strategy by developing education and training facilities for children and adults in ujamaa villages, expanding and improving pre-service and in-service training of primary school teachers, expanding secondary and vocational education, and providing additional facilities for training doctors. It would comprise: (a) construction, furniture and equipment for: Additional Staff Student Boarding Housing Places Places Units Three general secondary schools 1,920 1,260 72 Two pre-service primary teacher training colleges 960 720 48 Extensions to one in-service primary teacher training college 240 240 15 Two vocational training centers 600 - _ Eight community education centers 3,000 - - Extensions to the Faculty of Medicine, University of Dar es Salaam and the Bagamoyo Rural Health Center 145 120 33 6,865 2,340 168 - 11 - (b) a total of 49 man-years of technical assistance and 35 man-years of fellowships for (i) staff development at the Faculty of Medicine; (ii) a study of the needs for develop- ment and coordination of management training programs; and (iii) the strengthening of the project implementation unit (Appendix III). Project Items 5.02 General secondary schools. Over the period 1970-1985 the shortfall of Form 4 graduates entering the labor force is expected to be about 3,500 (para 4.03). The proposed project would therefore include three general secondary schools which are expected to have an output of about 3,000 over the same period. While initially a small deficit may remain, it is considered that further expansion is inadvisable at this time because at capacity the annual output of 350 from the three schools would be above the average annual need of 250 over the whole period. The estimates of student places and output are based on an acceptable class size of 40. 5.03 The three schools would be identical with four streams in Forms 1-4. They would be located in Kibondo, Lindi and Maswa. Initially, because of the relative inexperience of the teaching staff, the class size would be 35. A diversified curriculum with agriculture, commerce, crafts, and home science options during the last two years of the four year course would be offered. The allocation of students to the schools would be made nation-wide, based on the results of the primary leaving examinations. Boarding would therefore be provided. Graduate teachers for the schools would come from the Faculty of Education, University of Dar es Salaam, and diploma level general teachers from the Chang'ombe Teacher Training College, which would also supply specialist teachers in commerce, crafts and home science. Specialist teachers of agricul- ture would come from the Butimba Teacher Training College and the Faculty of Agriculture, Morogoro. 5.04 Pre-service primary teacher training colleges (PTTCs). The deficit between primary teacher supply and demand over the next fifteen years is estimated at 400 p.a.(paras.4.04 and 4.05). The two new colleges included in the proposed project would meet this deficit. They could enroll 960 students at 40 students per class but present government policy is to limit PTTC class- units to 30 each in view of the limited experience of Tanzanian teacher educ- ators. The enrollment in the colleges during their first years of operation would therefore amount to 720, providing an annual output of about 360. Full boarding facilities would be provided as would housing for about half the teaching staff. During negotiations the government gave an assurance that it would, within two years of the signing of the Credit Agreement, under- take an evaluation of the present one-year primary teacher training course (para 3.03) and draw up a rationalization plan for the primary teacher train- ing program to determine, in accordance with,future primary teacher needs, the optimal size and location of each region's PTTC(s) and the most appropriate length and structure for the training program (para 4.05). 12 - 5.05 The proposed colleges would be built in the Mtwara and Mbeya regions where there are no PTTCs at present. Both regions are in the less developed southern areas of the country. They would serve as focal points for in-service training courses for the teachers in their respective regions and for commer- cial activities connected with rural development. 5.06 The curriculum would stress agricultural training, handicrafts and home science, all fields of particular importance to rural development. Applicants for the courses would have completed primary or lower secondary education. No shortage at either level is expected. The training program would be flexible to produce either Grade A or Grade C teachers, depending upon the Government's ability to finance the higher salaries of Grade A teachers. Teacher trainers to staff the PTTCs would be available from the Faculty of Education at the graduate level and from Chang'ombe (Dar es Salaam) and Butimba Teacher Training Colleges at the diploma level. Chang'ombe pro- duces primary teacher trainers in craft work and home science and Butimba in agricultural subjects. 5.07 Extension to an in-service primary teacher training college. This College, located at Bagamoyo, some 40 miles north of Dar es Salaam, has been providing in-service courses for primary school teachers to help them assume the responsibilities of community leaders in ujamaa villages. The proximity of the College to Dar es Salaam enables the trainees, many of whom come from remote areas, to visit the capital and attend lectures by national leaders. 5.08 It is estimated that asout 15,000 teachers require these courses, The proposed item would provide additional facilities to increase the capacity of the College from 120 to 360 students so that, with the present 4-week courses, each teacher would be able to attend a course about once every five years. College staff are specially selected from experienced staff of other teacher training collegQs and other appropriate institutions, and extensive use is made of specialist part-time lecturers. 5.09 Vocational training centers (VTCs). The two proposed centers would help to alleviate the shortfall in the supply of skilled workers (para 4.06). Sited at Tanga and Mwanza in conformity with the policy of decentralizing industrial development (para 2.07), they would operate in the same manner as the Dar es Salaam VTC in which apprentices are given a 4-year course following primary education. Attendance at the VTC is full-time during the first year; during the following three years the apprentices are employed in industry and attend the VTC on a part-time day and evening basis. The new centers would each have a capacity of 300 trainees and an annual output of about 150 craftsmen. In addition to apprentice training, the new VTCs would also offer ad hoc courses to meet the special needs of industry. 5.10 The Dar es Salaam VTC is assisted by a UNDP/ILO project and by the Canadian International Development Agency (CIDA). It operates effectively and in close cooperation with industry. Until now it has been staffed almost entirely by CIDA and ILO experts but sufficient local instructors are being trained at the VTC and overseas to staff present and projected VTCs. However, in the initial stages technical assistance would be essential. The Government - 13 - has applied to UNDP for six experts (13 man-years) and for 24 fellowships, mainly for instructor training to cover workshop practice, instructor training, training systems and methods, supervisor training and vocational guidance. Discussions with UNDP indicate that this application will be favorably consi- dered. It is also likely that CIDA is prepared to consider a government request for the provision of experts to cover mechanical, automobile, elec- trical and building trades. Hence, no difficulty is expected in the provision of suitable instructional staff. 5.11 Community education centers (CEC). This item would provide for the construction and equipment of eight CECs in developing ujamaa villages initially in the Dodoma region. They would be experimental and designed to support government plans for rural development (para 4.11). Eight village sites have been tentatively chosen. In each case the existing primary school is several miles away and is to be resited in the new village. The CECs would serve as primary schools and also include basic facilities for instructing resettled adults in village crafts, agricultural activities, work-oriented literacy, home science, and health care. Courses for adults would be held in the late afternoon and evening. 5.12 Dodoma has been selected for these pilot CECs because of the success of pioneer ujamaa villages in this area. Furthermore, the Region has an efficient Rural Training Center incorporating a mobile construction unit satisfactorily staffed and equipped to handle simple building construc- tion. The unit augmented by technicians financed under the Credit, would build the CECs with materials, furniture and equipment supplied under the Credit with general supervision from the project implementation unit. Cost estimates have been based on the assumption that all labor would be provided by the villagers on a "self-help" basis. 5.13 Most of the instruction at the CECs would be done by primary school teachers who are now being trained in appropriate practical subjects at primary teacher training colleges. The teachers would be assisted by visiting specialists from the Rural Training Center and by the agricultural and rural development (home economics) assistants attached to each village. 5.14 Management development study. The most important obstacle to development is the lack of managerial and associated skills to implement Tanzania's national strategy. Present management education and training programs are in the early stages of development and are uncoordinated. They should be rationalized within the framework of a master plan for managerial and associated learning services. Two man-years of technical assistance on terms and conditions acceptable to the Association are therefore included in the proposed project to survey the needs for management education and training. This study would inventory on-going programs, evaluate their effectiveness and prepare a master plan for management training to serve all sectors of the economy. - 14 - 5.15 Faculty of Medicine. This project item would provide additional facilities for the Faculty of Medicine at Muhimbili hospital in Dar es Salaam and for a Rural Health Center in Bagamoyo to permit the annual output of doctors to be increased from 30 to about 60 in line with government policy (para 4.10). The facilities in Bagamoyo, a small community, would give the students experience in the practice of community medicine. All the facilities to be provided would be geared to medical teaching and would consist of labor- atories, workshops, seminar rooms, boarding facilities for the students and staff housing for a small proportion of the staff. 5.16 In addition to the training of doctors, maximum use of the extended facilities would be assured in the training of assistant medical officers, nurses and other medical auxiliaries all of whom would benefit from working in close association, an experience likely to be of considerable value in their future employment as members of rural medical aid teams. 5.17 The training of medical doctors lasts five years and graduates are bound to serve the government for at least five years thereafter. The teaching program is divided into three main components: (i) Basic Sciences; (ii) Clinical Medicine; and (iii) Community Medicine. The curriculum is designed to prepare predominantly for service in rural areas: emphasis is placed on diagnosis and treatment of common diseases, the surgical management of injuries and infection and public health preventive measures. 5.18 The present teaching staff numbers 52 of whom only ten are Tanzanians. By 1980 the Faculty would need a full and part-time staff of about 110 of whom it is expected that about 50 would be local. Recruitment of overseas staff would be made through bilateral technical assistance agencies and UNDP in association with WHO. It is anticipated that such as- sistance will be forthcoming. In the event that sufficient assistance does not become available, the project would include funds for 35 man-years of technical assistance to complement the assistance provided by other agencies. The 35 man-years provided represents about 2 man-years in specialties within the three main components listed in para 5.17 but would be deployed flexibly in those areas requiring assistance in program and curriculum development (Appendix III). The project would also include 35 man-years of fellowships for the training of Tanzanian teachers for the medical faculty. Assurances have been obtained that technical assistance specialists would be eiployed upon terms and conditions mutually satisfactory to the Borrower and the Association and that fellowships would be awarded to appropriately qualified candidates. 5.19 Mfuhimbili hospital presently operates under dual management. The Ministry of Health is responsible for the hospital and its associated clinical facilities while the Ministry of Education is responsible for the Faculty of Medicine and its physical plant located at Muhimbili. The government has given assurances that within six months after the date of the Credit Agreement it would submit to the Association a plan for the operation of Muhimbili Hospital as a teaching hospital for the expanded Faculty of Medicine, and introduce such changes as the Association might reasonably request. - 15 - Cost of the Project 5.20 Cost table. The total cost of the project is US$14.6 million; the estimated costs and foreign exchange components of the various parts of the proposed project are given in Annex 7 and are summarized below: Const., Furn., Equip., Tanzanian Shillings US Dollars Consultants' Services (millions) (millions) Percent & Project Unit Expenses Local Foreign Total Local Foreign Total of Total 1. Three new general secondary schools (MIaswa/Lindi/ Kibondo) 20.06 8.92 28.98 2.81 1.25 4.06 28% 2. Two new pre-service primary colleges (Mtwara and Tukuyu) 12.16 5.07 17.23 1.70 0.71 2.41 17% 3. Two new vocational training centers (Mwanza and Tanga) 3.14 3.93 7.07 0.44 0.55 0.99 7% 4. Eight new community education centers (Dodoma District) 2.03 0.86 2.89 0.29 0.12 0.41 3% 5. Extension to one in- service primary teacher training college (Bagamoyo) 3.23 1.35 4.58 0.45 0.19 0.64 4% 6. Extensions to Faculty of Medicine (Dar es Salaam & Bagamoyo R.H.C.) 5.87 2.93 8.80 0.83 0.41 1.24 8% 7. Technical Assistance a) Faculty of Medicine 1.96 8.35 10.31 0.27 1.17 1.44 9% b) Management Study 0.16 0.43 0.59 0.02 0.06 0.08 1% c) Project imple- mentation 0.53 2.21 2.74 0.07 0.31 0.38 3% 8. Contingencies 13.07 7.85 20.92 1.83 1.10 2.93 20% TOTAL 62.21 41.90 104.11 8.71 5.87 14.58 100% - 16 - 5.21 The estimated cost by various categories of expenditure is summarized below: Tanzanian Shillings US Dollars (millions) (millions) Percent Local Foreign Total Local Foreign Total of total 1. Construction Academic & communal facilities 18.97 7.28 26.25 2.66 1.02 3.68 25% Boarding 8.65 3.35 12.00 1.21 0.47 1.68 12% Staff housing 8.07 3.14 11.21 1.13 0.44 1.57 11% Site development 6.00 2.36 8.36 0.84 0.33 1.17 8% Consultants' services & Project Unit expenses 1.77 0.43 2.20 0.25 0.06 0.31 2% Sub-total 43.46 16.56 60.02 6.09 2.32 8.41 58% 2. Furniture 2.41 0.79 3.20 0.34 0.11 0.45 3% 3. Equipment 0.62 5.71 6.33 0.09 0.80 0.89 6% 4. Technical Assistance a) Faculty of Medicine 1.96 8.35 10.31 0.27 1.17 1.44 9% b) Management Study 0.16 0.43 0.59 0.02 0.06 0.08 1% c) Project imple- mentation 0.53 2.21 2.74 0.07 0.31 0.38 3% 5. Contingencies Unforeseen factors 4.54 2.28 6.82 0.64 0.32 0.96 7% Price increases 8.53 5.57 14.10 1.19 0.78 1.97 13% TOTAL 62.21 41.90 104.11 8.71 5.87 14.58 100% The recurrent expenditure generated by the project is estimated at T. Shs. 24 million, or 3.3% of the 1979/80 projected educational budget. - 17 - 5.22 ('eneral. Construction cost estimates have been derived from recent school and university building costs in Tanzania. The average cost per square foot amounts to ITSS2.80 for the CECs, excluding labor costs, US$7.00 per square foot for the Vocational Training Centers, US$9.25 for the secondary schools and PTTCs and US$14.70 per square foot for the Faculty of Medicine. The proposed schedules of accommodation for the physical facilities to be provided are functional and economical, e.g., utilization factors in the vocational training centers would be 85% for classrooms and 80% for workshops, based on a 40-hour working week. Furniture and equipment cost estimates are reasonable; detailed lists would be prepared during the design stage and reviewed by the Association before procurement. 5.23 Unit costs. The estimated capital costs for the project institu- tions are considered reasonable; e.g., the estimated costs of academic and communal facilities per student place in the secondary schools (about US$1,000) compared with an estimated cost of about US$720 in the second Tanzanian education project (Cr. 149-TA) signed in Tay 1969. In the inter- vening three years there has been a rapid price escalation and recently, in July, 1972, an increase in the minimum wuage which is expected to affect project costs. 5.24 Contingencies. Contingency allowances are shown in detail in Annex S. For unforeseen factors 10% has heen added to the cost estimates of site development, construction, equipment and professional services and 5% to the cost estimates of furniture. Unit costs of 1972, in both local currency and foreign exchanRe, are expected to increase by 7-10% p.a. and therefore an additional 18% contingency has been included for civil works, 15% for furnituire and equiDment, 1% for professional services and 15% for technical assistance. 5.25 Foreign exchanae components. The foreign exchange components have been calculated as follows: (a) site development and construction costs, 28%; (b) furniture, 25%; (c) equipment, 90%; (d) technical assistance, 81%; and (e) professional services, 20%. Including contingencies, the foreign exchange component is estimated at US$5.9 million or 40% of the total project cost. Project Irmplementation 5.26 Administration. The existing Project Unit, established in the 'finistry of Education for imDlementation of the first and second education projects, would also be responsible for the overall supervision of the project and liaison with the Association. It would be augmented to enable it not onlv to issue tenders, evaluate bids and award contracts for civil works, but also to provide architectural services for all project institu- tions excent the extension to the Faculty of Msedicine. Technical assist- ance would be provide(d for the Project Unit to undertake these additional responsibilities. The Project Unit would comprise the following full time - 18 - staff: (i) a project coordinator, (ii) a deputy project coordinator, (iii) an accountant, (iv) a procurement officer, (v) four qualified architects (8 man years technical assistance), one of whom could function as project coordina- tor, (vi) a civil engineer (2-1/2 man years T.A.), (vii) a clerk of works (1-1/2 man year T.A.); all of the above to be appointed in consultation with the Association, (viii) draftsmen, (ix) three full-time building in- spectors, and (x) adequate supporting staff. Consulting firms of quantity surveyors would be utilized to assist the Project Unit as required. Con- sulting architects specializing in the design of medical facilities would be employed for the master planning and design of the extension to the Medical Faculty. All consultants would be selected and employed on terms and conditions acceptable to the Association. The Credit would help finance, in addition to the staff mentioned under (v), (vi) and (vii) above, three building inspectors, draftsmen as required for the Project Unit and technicians for the mobile unit of the Community Education Center, appropriate supplementary expenses of the Project Unit. As a condition of effectiveness, the government should appoint the project coordinator. 5.27 Procurement. Except for civil works and locally manufactured construction materials at the CECs and VTCs, contracts for civil works, furniture and equipment would be awarded on the basis of international competitive bidding in accordance with the Association's guidelines for procurement. Construction work at the CECs and VTCs would not be suitable for international competitive bidding due to their small size and remote locations and the availability of voluntary labor at the village level. For the CECs, construction work would be performed by a mobile construction unit attached to the rural training center (para 5.12). Imported construction materials, furniture and equipment would be procured through international competitive bidding. Locally manufactured construction materials would be procured through local competitive bidding. Pre-qualification procedures for civil works contracts would be acceptable to the Association. All civil works contracts for the first and second education projects were won by local contractors and this is likely to be repeated. 5.28 The bulk of instructional equipment would be procured abroad and furniture locally. Contracts for books would be awarded in accordance with the normal book procurement procedures of the Borrower. Items would be grouped to the extent practicable to encourage competition and to permit bulk procurement. Domestic manufacturers would be accorded a preferential margin of 15%, or the existing rate of import duties, whichever is lower, above the C.I.F. price of competing importers. 5.29 Sites. Suitable sites have been selected and are available for the three secondary schools and two VTCs. Because all land in ujamaa villages is community owned, no problems in acquiring sites for the project CECs are anticipated. Land adjacent to their present sites is available for the ex- tensions to the Bagamoyo Teacher Training College and the Medical Faculty. 5.30 Disbursements. A forecast of disbursement is shown in Annex 9. The proposed credit of US$10.3 million would cover all foreign exchange costs (US$5.9 million) and 51% (US$4.4 million) of local costs. The credit would - 19 - finance 71% of the total estimated project cost (US$14.6 million). Imple- mentation would be completed within 5 years of the effective date of the Credit Agreement. Undisbursed funds would be subject to cancellation. Disbursement would be on the basis of: (a) 100% of the C.I.F. price of imported construction materials, equipment and furniture and of the ex-factory price of locally manufactured furniture and equipment; (b) 80% of total expenditure for technical assistance and professional services, supplemental project unit expenses; and (c) 65% of total expenditure for civil works and locally procured construction materials. VI. RECOM!ENDATIONS 6.01 During credit negotiations, assurances were obtained that the Borrower would within two years of the signing of the Credit Agreement under- take an evaluation of the present one-year primary teacher training course and draw up a rationalization plan for the primary teacher training program (para 5.04). 6.02 In addition to the customary conditions, a condition of effective- ness of the Credit would be the appointment of the project coordinator (para 5.26). 6.03 During negotiations the government agreed to provide within six months after the date of the Agreement a plan for the operation of Muhimbili Hospital as a teaching hospital for the expanded Faculty of Medicine and to introduce such modifications as the Association might reasonably request (para 5.19). 6.04 Subject to the conditions in paras 6.01 - 6.03 above, the proposed project constitutes a suitable basis for a Credit of US$10.3 million to the Government of Tanzania for a term of 50 years including a 10 year grace period. APPENDIX I Page 1 THE EDUCATION AND TRAINING SYSTEM Administration 1. Public primary schools are directed by 18 Regional Education Of- ficers operating through 64 District Education Officers. Secondary, tech- nical, teacher training and higher education are under the direct control of the MIinistry of National Education. Private schools are controlled by the government but receive no financial support. The Ministry of Education is generally well organized but has lost some able personnel to the regions during the recent moves to decentralize the government. 2. Primary education begins at age seven and is a seven year course (Standards I-VII). Swahili is the language of instruction but English is taught at all levels. Fees, varying from region to region, are charged; these range from 10 shillings per year in the lower grades to 60 shillings in the highest. Exemption is allowed in case of need. A promotion examina- tion at grade 4 for pupils in rural schools is being progressively phased out and the last such examination will be held in 1973. 3. In the decade since independence (1961-71), enrollments in public schools have increased from nearly 500,000 to over 900,000, representing about 37% of the relevant age group. Grade I enrollment in 1971 amounted to about 48% of the children aged seven. Enrollment in private schools was estimated at nearly 30,000; some of these schools cater for minority groups. There were in total about 4,500 schools, 400 of them private. 4. Nearly 90% of primary school leavers terminate their formal educa- tion at this level and the curriculum is designed principally to meet their needs rather than for the minority who proceed to secondary schools. Most primary schools have a garden and some 20% have a practical subjects room. Increasing emphasis is being given to agriculture, home science and simple craft work. 5. General secondary education comprises a four-year lower secondary course (Forms I-IV) followed by two years pre-university (Forms V and VI). All post-primary education is in English and no fees are charged in public schools. Dropout and repetition rates are negligible. After completing Form IV pupils sit for the National School Certificate examination and at the end of Form VI for the National Higher School Certificate examination. These examinations were first instituted in 1971, replacing the East African examinations which themselves had replaced the Cambridge University examina- tions. 6. The enrollments in public secondary schools are geared to manpower needs. Total enrollment during the decade 1961-1971 nearly tripled to over 32,600 while at the pre-university level enrollments increased more than seven fold to over 3,000. Even so, secondary enrollments amounted in 1971 APPENDIX I Page 2 to only 1.9% of the 14-19 years age group, 2.5% at the lower level and 0.6% at the upper. Enrollments iii privace secondary schools in 1971 were one- third of those in public sc"hools. This proportion is rapidly increasing; in 1969 private secondary scbnool enrollment was only one-sixth of the public enrollment. 7. Secondary school stiadards are reasonably good. Over 60% of the teachers are trained Tanzaniarns (1971) as against only 15% in 1967. The curriculum is still largely academic though it has been adapted to the local background in such subjects as history, geography and biology. Increased emphasis will in future be given to practical subjects such as agriculture, commerce, craft training and home science. 8. Nearly three-fourths of secondary students are boarders; only in Dar es Salaam are there schools where the day pupils outnumber boarders. The need for boarding facilities arises from the low population density and the large catchment area of all secondary schools dutside Dar es Salaam. In addition, secondary school pupils require facilities for study which are provided in boarding schools but which are lacking in many Tanzanian homes; the performance of boarding school pupils in examinations is considerably better than that of day students. Primary Teachers and Teacher Training 9. In 1971 there were nearly 20,000 teachers in public primary schools and about 500 in private schools. About 6,000 of these teachers were Grade A (two years teacher training following completion of Form IV), some 12,700 were Grade C (two years training following completion of Standard VII) and the rest were unqualified. Government policy is to use Grade A teachers for the upper primary grades 5 through 7 and Grade C teachers for the lower grades. The salaries of Grade A teachers are on average 50% higher than those of Grade C. 10. In 1971 there were 21 Primary Teacher Training Colleges (PTTCs) offering pre-service training for primary teachers with an enrollment of 4,200 in the Grade A and C programs. In addition, in-service courses for practising teachers are given in the Bagamoyo College of National Education. 11. With the increased emphasis on regional development and autonomy the government plans one PTTC in each of the 18 Regions; new PTTCs are now under construction in Lindi and Singida and the second IDA credit will ex- pand those in Korogwe and Katoke. Where there is more than one PTTC in a Region the smaller PTTC where facilities are inadequate are planned to be converted into other types of schiools (e.g. primary schools); no timetable has yet been worked out for this rationalization. 12. With only 37% of the age group enrolled in primary schools and a high pupil/teacher ratio of 45:1 there is need for more teachers. The main constraint on expansion is financial. There is no lack of candidates for primary teacher training courses and the government could effect significant APPENDIX I Page 3 economies by gradually eliminating Grade A teachers and establishiag a new grade of "primary school teacher" to be paid on the Grade C scale irrespec- tive of qualifications prior to admission to the PTTC source. Secondary Teachers and Teacher Training 13. In 1971 there were 1,706 secondary school teachers in public sec- ondary schools of whom 1,064 were trained Tanzanians, The student/teacher ratio is low at 19:1 and the government is reluctant to increase it in view of the relative inexperience of the Tanzanian teachers who are steadily re- placing expatriate teachers. Nevertheless, this low ratio is difficult to justify in view of the country's financial position. In 1971 private sec- ondary schools employed 405 teachers, giving a student-teacher ratio of 26.5 to 1. 14. Diploma level teachers for Forms I-IV are trained in a two-year course at the Chang'ombe (Dar es Salaam) Teacher Training College. Courses offered include training for technical subjects and domestic science. Total 1971 enrollment was 240. Graduate teachers are trained at the University in three-year courses; recent total enrollments have averaged 600. The entry to both diploma and graduate courses is the Higher School Certil'icate and planned outputs of teachers are adequate to meet requirements to 1980. Technical Education and Vocational Training 15. The two secondary technical schools at Moshi and Ifundi provide 4-year post-primary courses with emphasis on engineering; the courses would also lead to the School Certificate, thereby allowing students to pursue higher education. The present enrollment is about 1,200 with the main devel- opment at Moshi where additions are being made to provide for Forms V and VI and leading to Higher School Certificate. 16. Supported by the Vocational Training Act, 1972, trade training is the responsibility of the MIinistry of Labor and Social Welfare which has an agreement with UNDP to develop a National Industrial Training Pro- gram incorporating an apprenticeship scheme. The project is being executed by ILO with CIDA assistance and the first stage is scheduled to be completed in March, 1973. The Canadian and UNDP contributions amount to $1.4 million of which nearly $240,000 is for equipment and the remainder for expert as- sistance and fellowships. A second stage, to include development of voca- tional training centers at Tanga and Mwanza, is planned for execution during January, 1973, to June, 1975. The Government has asked UiDP for US$479,000 for six experts and 24 fellowships and the Association has been asked to provide the relevant physical facilities. CIDA may also supply experts. The Vocational Training Center at Dar es Salaam has an output of 150 crafts- men p.a. supported by a technical teacher training scheme designed to meet the Program's future needs. Other training facilities with an output of about 200 p.a. are being developed using improvised accommodation. APPENDIX I Page 4 17. Numerous short specialized courses for managers are provided by Government departments and industrial concerns. Considerable duplication of effort is apparent and a master plan, taking into account manpower needs for management training is urgently needed. 18. The only institute for higher technical education in Tanzania is the Dar es Salaam Technical College which operates full-time and part-time day and evening courses mostly at technician level. A diploma course at the professional level is being developed but would appear largely to du- plicate the engineering course being developed at the University. Because of very rapid phasing out of expatriates the College is short of expe- rienced engineering staff. Enrollment in the 3 year full-time technician course in 1971 was 420 and 13 were enrolled in the 3-year full-time diploma course which follows the technician course. The Federal Republic of Germany is assisting the development of a new technical college at Arusha to train technicians in 4-year courses of which three years would be full-time in the college and one-year in industry. There would be an intake of 120 stud- ents p.a. with an output of 100 technicians yearly. 19. Engineering training at the degree level takes place at the Uni- versity of Nairobi or overseas but the Federal Republic of Germany is de- veloping a Faculty of Engineering at the University of Dar es Salaam which is expected to open in July, 1973. Intake to the 4-year course after com- pleting Form VI will be 120 students per year. Educational Radio 20. Radio Tanzania broadcasts 12 hours of radio programs weekly for primary schools and 10 hours for secondary schools. The language of in- struction are Swahili for primary schools and English for secondary schools. Subjects covered for secondary schools include English, history, civics, and science. There is no national television service and none is planned for the immediate future. Higher Education 21. In July, 1970, the three constituent colleges of the University of East Africa became the three separate Universities of Makerere in Uganda, Nairobi in Kenya and Dar es Salaam in Tanzania. The University of Dar es Salaam comprises Faculties of Arts, Law, Medicine and Science in Dar itself and a Faculty of Agriculture at Morogoro some 120 miles away. The University also houses a Department of Education for the pre-service training of graduate secondary school teachers and an Institute of Education which gives in- service courses and works on curricula. Both degree and diploma courses are offered; the total enrollment is about 1,600. In addition, nearly 500 Tanzanian students are enrolled in degree or diploma courses in Makerere and Nairobi and a similar number in post-secondary courses overseas. APPENDIX II Page 1 HEALTLI EDUCATION 1. Although their precise effect on economic growth is difficult to measure, short life expectancy and a high incidence of illness in Tanzania adversely affect the productivity of the labor force. In Tanzania, 41% of the population is affected by tuberculosis of the lung. Child mortality is high: one child in ten dies before reaching 5 years of age in the rural areas, due co malnutrition, pneumonia or diarrhea. Infectious and parasitic dis- eases, including malaria, affect two-thirds of the country's inhabitants. 2. Prior to independence in 1961, health facilities in Tanzania con- sisted of a few urban hospitals supplemented by a small number of scattered health centers. This urban hospital-based system could not provide adequate curative nor preventive services to the mass of the rural population. 3. The Government's strategy is to develop an economical rural based system organized around: (a) a Rural Health Center with 5 outlying dispen- saries per 50,000 population, designed to cater for the entire health needs of the family except those which can be provided only in hospital; and (b) rural hospital at the regional and district levels, equipped to provide major curative services. These facilities are complemented by health serv- ices at the national level, provided in consultation hospitals in Dar es Salaam, Moshi and lwanza and in three government hospitals specializing in tuberculosis, mental disease and obstetrics respectively. By 1972, Tanzania had surpassed its targets on a nationwide basis for dispensaries and for rural hospital beds (1 per 1,000 population), although these facilities were unevenly spread and were well below minimum targets in some districts. However, the number of Rural Health Centers increased during 1969-1971 to only 40% of the required number. Further development will be aimed at (a) achieving the target for Rural Health Centers and (b) expanding rural fa- cilities and dispensaries, as required for population growth and for equality of distribution. Tanzania can meet all its targets for rural health facil- ities within the next ten years, without having to increase the recent aver- age rate of annual investment in this area. External aid will probably pro- vide a substantial portion of investment requirements (up to 50%), as in the past. To finance the additional recurrent costs of operating the system, the Government has recently decided to increase its recurrent health budget by at least 10% p.a. (compared with 5.7 p.a., 1970/71-1972/73). This would raise the share of health in the total Government recurrent budget from 8% in 1972/73 to approximately 9.5% by 1980. 4. This strategy calls for medical auxiliaries to operate the coun- try's health care facilities at all levels, under the overall supervision of physicians. Key auxiliary personnel are Medical Assistants (MAs) and Rural Medical Aides (RMAs) who operate, respectively, the rural health centers and the dispensaries. Together with Assistant M4edical Officers, 1/ 1/ An Assistant Medical Officer is an upgraded medical assistant. APPENDIX II Page 2 MAs also staff the hospitals substituting to a large extent for physicians. A summary of Tanzania health education institutions is in Table 1. 5. The supply of auxiliary personnel has not been adequate for the proper staffing of Tanzania's health care facilities. However, in recent years, the training of auxiliaries has expanded considerably; furthermore, this training is expected to keep pace in the future with the country's expanding network of facilities. The annual output of MAs and RMAs was increased from 60 in 1965 to 150 in 1971 with the establishment of 3 new schools. As a result of extensions to five existing schools, now under way, and the construction of additional schools with German, Finnish and Swedish aid, the combined yearly output of MAs and RMAs will gradually in- crease to a level of 480 by 1978, which will be adequate to meet needed through 1985. The establishment of 5 new nurses' training schools will more than double the annual output of nurses from 170 in 1966 to 500 in 1974; no further expansion of nurse training capacity will be needed. Considerable progress has also been made in augmenting the supply of other categories of personnel, e.g., midwives, health officers, pharmacy assistants and laboratory technicians. The supply of auxiliaries should be sufficient in most categories to staff the country's Government and private facilities by the mid-1980's (Annex 6). 6. The role of the physician or Medical Officer (MO) is to manage the health care system as a whole and to serve as supervisor, exemplary prac- titioner and teacher for the cadre of auxiliaries. As leaders of Rural Medical Teams, MOs manage the system from regional and district medical headquarters and they direct the running of rural hospitals. A 140 is 4aso needed to supervise each rural health center complex, i.e., to supervise the administration of health care to about 10,000 families. To carry out these functions about 950 1IOs will be needed by 1985 or one M0O per 25 aux- iliaries. An additional 500 will be required to staff Dar-es-Salaam hospi- tals, national consultation hospitals and the University MIedical Faculty, as well as to direct the training of medical auxiliaries and allied staff in over 60 schools and centers. A total of about 1,400 doctors in govern- ment and private employment by the mid-1980's is the minimum number required for the health care system to function satisfactorily. However this figure cannot be attained and expatriate physicians cannot be replaced unless 1,300 new Tanzanian doctors become available for employment during 1972-1985. 7. Medical Officers are the one category of personnel in which supply is not keeping pace with development of the health system. At the end of 1971, there were in Tanzania about 480 doctors (1 per 27,000 inhabitants, compared with 1 per 12,400 in Kenya, 1 per 14,000 in Zambia and 1 per 14,600 in Uganda in 1969), 320 of whom were expatriates. Over 500 were needed at that time for rural services alone and consequently the health care given by auxiliaries in rural areas suffered from a lack of professional guidance. Doctors are presently trained in Dar es Salaam and in foreign medical facul- ties (including Makerere, where no places will be available to admit Tanzanians after 1977). The Dar es Salaam Faculty can admit only 35 students APPENDIX II Page 3 per annum of whom about 30 graduate. The total supply of about 420 new MOs in 1972-1985 from the Faculty falls short of estimated needs by some 880, leaving unfilled 68% of the MO posts required by 1985. A deficit of this kind would jeopardize the development of Tanzania's health care system. Not only would MOs still be spread too thinly to give effective management and technical guidance to the system, but the training of auxiliaries would lack professional direction - resulting in lower quality personnel. APPENDIX III Page 1 TECHNICAL ASSISTANCE 1. The proposed project would include 49 man-years of technical as- sistance and 35 man-years of external fellowships. The total cost is estim- ated to be $1.91 million. 2. The program would consist of the following: Cost - US$ Equivalent (a) Faculty of Redicine 1,445,0G0 1) Medical specialists (35 man-years), to complement as necessary the assist- ance available from other agencies, for the development and adaption of instruc- tional programs and teaching methodology to local conditions, and the identification of appropriate reference books and mat- erials. The 35 man-years provided repre- sent about 2 man-years in each of the specialities within the three major com- ponents of the teaching program, as follows: follows: (i) Basic Sciences, comprising anatomy- histology, physiology, biochemistry, micro- biology, pharmacology and pathology; (ii) Clinical Medicine, comprising surgery- opthalmology, otolaryngology, anaesthesiology, medicine, obstetrics and gynecology, child- health and pediatrics, and psychology; (iii) Community Medicine, comprising community health, epidemiology-biostatistics, behavioral sciences, and parasitology-entomology. However, the assistance would be deployed flexibly in those areas requiring curricula development or additional staff. 2) Fellowships (35 man-years) for the training of Tanzanian teachers for the medical faculty. (b) Management Study 82,000 Management training specialists (2 man-years) to assist in surveying and evaluating the scope of on-going management training programs, identify- ing the needs for further development of training, APPENDIX III Page 2 and drawing up a master plan for management educa- ation to serve all sectors of the economy. (c) Project Unit 383,000 1) Four architects (8 man-years) 2) One civil engineer (2-1/2 man-years) 3) One clerk of works (1-1/2 man-years) 3. In view of potential technical assistance from bilateral and inter- national agencies, the program would be flexible. Within the total amount allocated to technical assistance and subject to IDA agreement, the length of specialists' services could be varied as needs and circumstances may warrant over the project period. Assurances should be obtained that tech- nical assistance specialists would be employed upon terms and conditions mutually satisfactory to the Borrower and the Association and that fellow- ships would be awarded to appropriately qualified candidates. ~~~~00 0 NO NO 00 _ 0 = °'8cO8~8*ne8F o * o w o *4°s ~ ~ ~ ~ ~ ~ ~ ~ ~ oO ON G No 50NCDO 59UW CO < t tw sw 8 B YQc 5 B c; 95 Oood-o--° NONCH N r z n; 3~~~~~~~~~~~ 5- 1OO 0 o0.0 NOO t 5 s0003 .°. bSW O ~~~~~~~- M 0 00 ONO r °Nos.wo _9_,TWBMW=_wPOww N w 50 0000000 ONNOOg >~~~~~~~~~~~~. ON 000 NOs o CNN 0 ,, N r O ¢ tqeq q 9~PSSeoooW_POOOW N=SWP 00 l NON......N...N...C.....N...ON....NNNNN...................O.....N...NOON r >:~~ ~ ~~~~~~ 0000 o_o _0 00 0 0_oo~ r N oO O N N NNNNNN. ON_p o w s r _ p @w o w r M w - c ~ ~ ~ ~ ~ ~ INN NOO N N NO N f~~~~~~~~~~~~N _ _N-NO_ N . ..____ ........___ _. ..___N. ..............00000................t_ 9 9 - = - ww sr g ew t>r_ swg_v_> w....................................................................N.< rswpgo N .. ................... C 0 r ~ ~~~~ ~ N N 50 > b fi bw =O °8D N ~ ~ ~ ~ ~ ~ ~ ~ ~ _ N _ .00 0 0 0 0 0 __ ___ . _0 _ _ _0 . _ _ _ ._ _00 0 0 _ _ _NN O0 N _O _N _ 0 _0 _ _ _ _ T A N Z A N I A PUBLIC PRIMARY AND GENERAL SECONDARY SCHOOLS. ENROLLMENTS 1968 - 1971 AND PROJECTED ENROLLMENTS 1975, 1980, 1985. Grade 1968 1969 1970 1971 1975 1980 1985 7 - year old 364,000 374,000 384,000 394,000 438,000 508,000 590,000 7, enrolled Grade 1 43 42 45 48 60 68 75 1 156,802 157,986 172,596 190,091 262,000 347,000 440,000 2 148,18E 145,487 152,234 166,590 238,000 314,000 410,000 0: 3 143,353 141,389 141,734 149,305 210,000 282,000 385,000 4 136,449 137,571 138,458 138,246 190,000 247,000 345,000 - Total I - 4 584,792 582,433 605,022 644,232 900,000 1,190,000 1,580,000 mx~ 5 67,417 71,198 88,614 102,608 165,000 225,000 305,000 6 57,579 61,688 68,714 85,267 145,000 199,000 270,000 7 55,381 60,790 65,624 70,502 130,000 186,000 245,000 Total 5 - 7 180,377 193,676 222,952 258,377 440,000 610,000 820,000 Grand total 765,169 776,109 827,974 902,609 1,340,000 1,800,000 2,400,000 7, admitted to secondary 13.5 9.5 12 11.5 7 5 4 ±1 8 6,989 7,149 7,372 7,570 d,500 9,300 9,300 9 6,710 7,086 7,148 7,623 8,400 9,200 9,200 10 6,438 6,759 7,089 7,322 8,300 9,100 9,100 11 5,763 6,328 6,713 7,044 8,200 9,000 9,000 Total 8 - 11 25,900 27,322 28,322 29,559 33,400 36,600 36,600 12 1,214 1,410 1,506 1,608 2,000 2,100 2,100 z; 13 929 1,226 1,339 1,436 2,000 2,000 2,000 0 t- Total 12 - 13 2,143 2,636 2,845 3,044 4,000 4,100 4,100 uz Grand total 28,043 29,958 3t,167 32,603 37,400 40,700 40,700 Sources: Statistics: Ministry of National Education. I! Projections: Mission calculations based on manpower needs and financial constraints Increased capacity over 1971 enrollments of 8,100, comprising 6,100 places from Norad schools and the second IDA credit and 2,000 places from the proposed project. T A N Z A N I A: PUBLIC PRIMARY AND SECONDARY TEACHER REQUIREMENTS AND SUPPLY 1971 - 1985 Needs 1971 - 1985 1/ 2/ 1971 1985 Expansion Attrition Localization Total Supply Deficit (Actual) (Projected) Primary education Grades 1 -4 enrollment 644,232 1,580,000 Pupil/teacher ratio 51 45 Grade C teachers 12,700 35,tO0 22,400 11,500 - ) Grades 5 - 7 enrollment 258,377 820,000 ) 54,300 43,000 11,300 Pupil/teacher ratio 39 40 Grade A teachers 6,600 20,500 13,900 6,500 - Secondary education Enrollment 32,603 40,700 Student/teacher ratio 19 19 Number of teachers 1,706 2,140 434 773 625 1,830 5,000 3,170 (excess) Citizen teachers 1,081 2,140 Non-citizen teachers 625 - 1/ Attrition calculated at 3a/ of stock. 2/ From existing and planned institutions excluding the project teacher training colleges. TANZANIA Expenditures on Education and Training (Millions of Tanzanian Shillings) 1964/65 1968/69 1969/70 1970/71 1971/72- 1972/73- 1974/75 1979/80 1984/85 RECURRENT Ministry of Education 119.4 200.6 247.3 283.0 311.6 337.7 428.3 648.7 985.0 Other Ministries 10.0 12.3 42.3 59.0 64.1 76.3 80.0 82.3 95.0 Sub-Total 129.4 212.9 289.6 342.0 375.7 414.0 508.3 731.0 1,080.0 Central Government Current Revenue 840.0 1,270.0 1,577.0 1,683.0 1,875.0 2,045.0 2,380.0 3,150.0 4,633.0 % Education Expenditures 15.4 16.7 18.3 20.3 20.0 20.2 21.4 23.2 23.3 Central Government 3/ Recurrent Expenditures- 776.1 1,186.0 1,527.0 1,631.0 1,824.0 1,990.0 2,270.0 3,000.0 4,500.0 % Education 16.7 17.5 19.0 21.0 20.6 20.8 22.4 24.4 24.0 Volunteer Agencies and Local Authorities 43.5 58.0 30.0 9.8 -0- -0- -0- -0- -0- Total Recurre'nt 172.9 270.9 319.6 351.8 375.7 414.0 508.3 731.0 1,080.0 CAPITAL Ministry of Education 31.0 7.7 29.1 45.5 58.6 85.15-/ 50.0 62.1 61.0 Other Ministries 18.8 20.7 23.2 17.1 19.0 39.7- 11.0 3.0 26.0 Total Capital 49.8 28.4 52.3 62.6 77.6 124.8 61.0 65.1 87.0 Central Government Capital Expenditures4/ 204.0 460.5 611.0 829.0 802.0 978.0 1,070.0 1,355.0 1,871.0 % of Education 24.4 6.2 8.6 7.6 9.7 13.0 5.7 4.8 4.6 TOTAL RECURRENT AND CAPITAL Central Government Expenditures on Education 179.2 241.3 341.9 404.6 453.3 538.8 569.3 796.1 1,167.0 Total Central Government Expenditures 980.1 1,646.5 2,138.0 2,460.0 2,626.0 2,968.0 3,340.0 4,355.0 6,371.0 7 Education 18.3 14.7 16.0 16.4 17.3 18.2 17.0 18.2 18.3 Total Expenditures on Education 222.7 299.3 371.9 414.4 453.3 538.8 569.3 796.1 1,167.0 GDP 6,156.0 8,265.0 8,818.0 9,300.0 9,790.0 9,900.0 11,554.0 15,lfl.0 20,290.0 7. Education 3.6 3.6 4.2 4.5 4.6 5.4 5.0 5.3 5.8 Monetary GDP 4,350.0 6,043.0 6,522.0 6,882.0 7,294.0 7,600.0 8,849.0 11,990.0 18,000.0 7 Education 5.1 5.0 5.7 6.0 6.2 7.0 6.4 6.6 6.5 Sources: Ministries of Education, Health, Finance and Economic Affairs, and Development Planning 1/ Approved budget and annual plan estimates. 2/ Mission estimates. / Includes eonsolidated Fund Services 4/ Excludes Tazara. 5/ Includes Proposed IDA Project 6,NNTIY, 4 TANIZAN1IA Central Government Expenditures on Education and Training (Millions of Tanzanian Shillings) Projec ted 1969/70 1970/71 1971/72-1/ 1972/731/ 7 1974/75 P 1979/80 1934/d5 % RECURRENJT Ministry of Education Primary Education 124.3 140.0 158.8 167.3 49.5 220.0 51.4 377.2 641.0 65.0 Secondary Education ) ) 52.3 54.7 16.2 60.7 14.2 73.3 91.0 9.2 Technical Education ) 56.3 ) 58.1 3.2 8.8 2.7 12.0 2.8 15.5 17.9 1.8 Teacher Training 15.0 17.8 16.8 23.4 6.9 35.3 8.2 39.4 44.2 4.5 University 31.5 40.7 43.9 46.8 13.9 57.5 13.4 87.0 116.9 12.0 of which Medical Faculty, DES 4.7 6.0 7.3 9.0 11.0 19.0 27.0 Adult Education 2.5 7.8 13.1 17.7 5.2 18.0 4.2 16.0 16.0 1.5 General and Administration 17.7 18.8 18.5 19.0 5.6 24.8 5.8 40.0 58.0 5.0 Sub-Tota1, Ministry of Education 247.3 283.2 311.6 337.7 14)0.0 428.3 100.0 648.7 985.0 100.0 Other Ministries Agriculture 19.4 31.4 26.6 31.5 32.4 27.6 30.5 Cooperative, Farmer & other Training 18.6 30.7 25.9 30.6 31.2 26.2 29.0 Agriculture Institutes 0.8 0.7 0.7 0.9 1.2 1.4 1.5 Labor 1. 2.0 2.8 3.0 3.1 3.2 3.4 Apprenticeship Scheme, Productivity Institute & Other Training 0.8 1.1 1.6 1.1 1.1 0.9 1.0 National Industrial Training Program (Vocational Training Centers) 0.8 0.9 1.2 1.9 2.0 2.3 2.4 Rural Development 9.2 7.6 8.1 9.1 11.3 16.3 18.8 Rural Training Centers 1.7 1.5 2.6 3.6 4.4 9.6 10.8 other 7.5 6.1 5.5 5.5 6.9 6.7 d.0 Health -- Medical Auxiliary and Other Training 1.9 3.3 4.9 5.' 6.3 8.3 2t1 Natural Resources -- Fisheries and Forestry TechnicLs.i 'Trai,ni>g 4.5 5.7 9.1 9.7 10.4 12.7 15.2 Other Training Programs -- Civil Service, Police, etc. 5.7 _9.0 12.6 17.8 16.8 14.0 15.q Sub-Total, Other Ministries i2.3 59 0 64.1 76.3 S300 82.3 93.0 Total R?:icreqt 289.6 342.2 375 .7 414.0 508.3 731.0 1,080.0 X Allocated ;:n Nonv2 Formal TratinLg- 13.0 16.9 17.0 17.5 14.5 10.5 7.8 CAPITAL Ministry of Education Primary Education 14.7 20.1 9.0 15.0 48.0 50.0 50.0 Secondary Education 8.8 30 3 34.1 7.0 7.0 Technical Education 2.9 0.2 0,7 5.8 Teacher Training 4.6 7.3 9.5 12.1 5.1 University 3.4 5.1 7.7 18.1 2.0 4.0 Adult Education 0.7 2.0 1,0 Other 2.8 2.0 0,4 Sub-Total 29.1 45.5 58,6 85.1 50.0 62.1 61.0 Other Ministries Agriculture 3.7 1.0 2.0 11.6 5.0 10.0 Labor 0.8 3.0 3.9 7.1 2.0 5.0 Rural Development 3.2 3.0 4.0 5.6 3.0 3.0 Health 1.0 4.7 2.8 4.0 8.0 Other Training 14.5 5.4 9.1 12.6 Sub-Total 23.2 17.1 19.0 39.7 11.0 3.0 26.0 Total Capital 52.3 62.6 77.6 124.8 61.0 65.1 87.0 GRAND TOTAL 341.9 404.8 453.3 538.8 569.3 796.1 1,167.0 Sources: Ministries of Education, Finance, Health, Economic Affairs and'Development Planning and Mission Estimates 1/ Approved budget estimate 2/ Includes: Cooperatives and farm training, rural development, adult education, vocational trade centers, goverment in-service schemes. TANZANIA HIGH AND MIDDLE LEVEL MANPOWER REQUIREMENTS 1970 - 1985 Requirements 1970 - 1974 Requirements 1975 - 1985 Total Requirements Replacement Total Replacement Total 1970-1985 1969 Citizen Local- New Job New Entries Need Citizen Local- New Job New Entries Need Replace- New Job Total New Stock Attrition ization Creation Required 1974 Attrition ization Creation Required 1985 ment Creation Entries OCCUPATIONAL CATEGORYV/ A. Citizens 1,800 150 4,650 6,300 1,0 50 6,600 11,850 1,200 Non-Citizens 3.450 2,000 -0- .450 1,450 -0- -0- 3.450 Total 5,250 2,500 4,650 7,750 4,100 6,600 11,850 4,650 6,600 11,250 B. Citizens 11,050 950 13,800 23,950 7,100 37,400 54,200 8,050 Non-Citizens 190 900 -0- 1,000 1,000 -0- -0- 1,900 Total 12,950 11,950 13,800 24,950 29,300 37,400 54,200 9,950 41, 250 51,200 C. Citizens 29,750 900 16,750 45,600 6,150 49,250 88,700 7,050 Non-Citizens 3,95 1,600 -0- 2,350 2,350 -0- -0- 3 950 Total 33,700 14,250 16,750 47,950 40,750 49,250 88,700 11,000 55,000 66,000 TOTAL Citizens 42,600 2,000 35,200 75,800 14,300 93,250 154,750 16,300 Non-Citizens 9,300 4,500 -0- 4,800 4,800 -0- -0- 9,300 Total 5I,900 28,700 35,200 80,600 74,150 93,250 154,750 25,600 102,850 128,450 Source: IDA staff estimate based on data supplied by the Manpower Planning Division of the Mtnistry of Economic Affairs and Development Planning. 1/ Category A: Jobs normally requiring a University degree or equivalent. Category B: Jobs which require successful completion of Form IV (School Leaving Certificate) plus one to three years of formal, post-secondary education or training. Category C: Jobs which require successful completion of Form IV (School Leaving Certificate). T A N Z A N I A NEED AND SUPPLY OF MEDICAL PERSONNEL Requirements 1972-1985 Estimated Supply from 1971 Citizen Local- Additional Total New Entries 1985 Existing Institutions Occupation Stcck±/ Attritio.a ization Requirements Required 1972-85 Needs 1971-1984 Balance Medical Officers 480 50 220 940 1,310 1,420 420 - 890 Assistant Medical Officets 120 30 540 570 660 560 - 10 Medical Assistants 290 80 1,340 1,420 1 630 1,520 + 100 Rural Medical Aids 580 100 2,890 2,990 3,470 2,920 - 70 Grade "A" Nurses 1,020 270 400 1,380 2,050 2,400 1,950 - 100 Grade "B" N.,sses 2,100 380 10 2,310 2,700 4,410 2,720 + 20 ,urse Midwives 350 70 440 510 790 420 - 90 Ntursing Issistants 1,610 290 3,250 3,540 4,860 3,500 - 40 HealtM 2iftc'ers 130 20 720 740 850 670 - 70 Labo7 tory TeLFI'-.cisns 100 20 630 650 730 500 - 150 VillEs-r Miduives 700 130 1,000 1,130 1,700 1,100 - 30 HEalth Official Auxiliaries 200 30 2,190 2,220 2,390 1,800 - 420 Fharnaev Assistants 100 30 230 260 330 180 - 80 Laboratory Assistants 70 10 410 420 480 400 - 20 Dispensing Auxiliaries2/ 100 -0- Source: Mission estimate based on data and manpower projections supplied by the Planning Office of the Ministry of Health and by the Manpower Planning Division of the Ministry of Economic Affairs and Development Planning and on established national health policy and plans. 1/ Includes non-citizen personnel as follows: Medical Officers - 321, Grade "A" Nurses - 396, and Grade "B" Nurses - 9. In addition to the occupations listed above, 222 specialist personnel (of whom 114 were non-citizens) were also employed in 1971: dentists and dental assistants, pharmacists, nutrition officers, physio-therapists, occupational therapists, and psychiatric nurses. 2/ This category of personnel will be phased out entirely by 1975. TANZLNIA FOURTH EDUCAIION PROJECT 50U0400Y OF ESTIMATED PSOJECT COSTS TSIoo. ('0031 A 00$ ('000) PROJECT tIM TE~~~~PANE CPCIY TFF CSTO _ OST OF BUILDINGS CONSULTAN7TS'jJ' TOTAL, COST 0145000 CAPACITY STAFF IflST OF - ~~~~~~~~~~~~~~~~~~~~~~~~~~~SERVICES 000510 3/1 HOUSING SITE Ae.d.aio & Staff & PROJECT TECHNICAL EXCHNAZGE T54. usS h'.. ~~~~~~~~~TraCcYog No-ding UNITS DEVEDPMNIT C.-Iac Onmedig On.. INg T-l~ PUR9ITIISE 50000088 TOTAL UNIT EXPENSES ASSISTANICE VARIATION (5 ) (0) Th-a Ilea GRNe-l S... odeay Shoo1. 151 K-.. 6,40 1.20 24 1,304 3.280 1,963 1,577 6,000 500 493 9.177 230 013 SI52O 1,333 102 Li-di 640 420 24 1.364 3,280 1.963 1.577 6,820 300 493 9.177 230 113 9,520 1,334 103 Kiboad. 644 420 24 ..76... 429 2.053 1.649 7.131 523 515 9595 -2-30 - 1 .4 .9 S.b-Tot.1 1.920 1.260 72 4,154 9,989 5,979 4.803 20,771 1.523 1.591 27.949 690 -343 20.982 4.059 ThE Ne. Po.-.e%vice PriLvtjqtkea 201 N-.fE- 480 360 24 980 3.136 1.010 1,377 6.509 390 234 8.132 203 -90 8,497 0.180 202 T.L. 2 480 360 24 1.024 3.279 .L8 ,649 6.020 408 245 83503 2(00-9 8.802 1.233 S.b-Tot.1 960 720 48 2,004 5.415 3.713 3.226 13.354 798 479 16.635 400 -194 17,229 2.413 T-o N.. Voc.tiomnl Tralilot C-.r.. 301 ?heE.3200 - 300 1,S47 - 1.347 60 1.500 3.407 30 -76 3,033 490 302 _... 300 :- _ _300 147- 1.547 60 1.0 3.4937 so 0 30533 493 S.b-Tot.1 600 - 600 3,094 3,094 120 3.000 6.814 too 1523 7,066 990 401-608 E1int Np- C-.eSE Eld ... iN Cooe.I itREo. 51.00101k-- 2.400 - 103 2,520 -- 2,520 40 60 2.7851 75 33 2,893 405 001 Seol to 01 O-.NUePo-r Teso... h 0110 A.. (34i8.olo)360 240 15 500 1,498 1.0817 900 3,485 242 200 4.427 150 5 2 4.579 641 SEoEEto 1th. Faclty of )fdloloe 901 A. Alt.ttiEN. W. .991t40. to 9b.1i -atit 300 120 32 455 392 943 2.088 3,423 317 70 4.260 466- 61 4,812 674 601 S. AMdlEo.o to th.. M.3.bil01 H.5pit.1 Ee.ohlag E.rllSoloc ~ ~ ~ ~ ~ ~~- - - 263 1,747 - 1.747 L00 730 2.890 232 406 3,152 441 6,9~ N... EooIIIEE.. Boo S.z~, .aIth Coat- 20 20 - 1 1 . 3050 72 532 'Q40 ,....64.,2 ........,. 8 -1so2 S.b-Tmt.1 320 140 33 024 2.449 1.093 2,160 3,702 637 8S" 7.867 S1g III1 8,796 1.232 A. 00o..N oF, 8.10 (Sp..L.If.E & P.11o..oOp.) - - --- - - .9.999 308 10. 314 1,449 8. H-. g.mt Std9', 5 70 is 308 52 C. Projent Ip,l...tE.tIo (Atcboteott Ieola..E. & S,nboo.50~~~~~~~~~~~~~~ _________________ - - - - - - - - - 2.600 85 2.735 383~~~~~~~~~~~~~~~~~~~~2. 50as .73 3 S.b-Tot*l - --.-- -----13.216 421 13,637 1,910 Focoigo oE.h.OSO Vti.oti-V- 93 284 130 122 536 24 221 871 14 421 i.306 T-1o 900j. ... oolndi.a C-oEiSono... - (TSO, 8, 0360 24,249 12.002 11,211 49,442 3,209 6,325 67.348 2,197 13.637 - 3,102 11,6500 C..ti.gOOEy - A-oot (TSh.) 2 , 349 . - 13,966 643 1,578 18,436 43 2,049 .20,928 2,931 T.t.l FroJo-nt,OnIuOUs CoOti0000-i- (I'S4) - - 10,709 - - 63,320 3,844. 7.903 85,794 2,6-40 10,606 - 104.11 - (US ( 1,000 - ,809 538 1,107 12.014 370 2,197 - 14,581 P-og.i Eanhoage Cnpone.. - ocnt g 208 -- 29% 257. 90% 337. 20% 01% -407. oF-elt I,-o-ano A-otU (TOO.) - -- 2.985 - 17.614 970 7.147 28,724 535 12.645 40.904 - Foreig. Enc4o-oo A-o0t (US S3- 4108 2,467 137 1.001 4.023 70 1,771 0 ,869 Li rferfo... I ...I vi... Ifor fac..lty of ..diOi.e ond puplnntl -FFti ... l -p--ao Of Frn3t Unit. 2/ 480 at 40 Fp0 I..s o 3601 ,o ( per clo e. ootp .04 1F Apprt-n 1 I.rtOF 3 cIn,let alunc o ooooocOl o L_nas -ptul of the F.br-.ny 1773 dooluoioc of th, US$. TANZANIA IV CONTINGENCY ALLOWANCES {I (US$ 000's) Site Consultants' Technical Develop,ment | Buildings Furniture Equipment Services & Proj- i Assistance TOTAL Unit Expenses I Local Foreign Local Foreign Local Foreign Local Foreign Local Foreign Local Foreign Al1owances for Physical Increases 10% 10% 10% 10% 5% 5% 10% 107. 10% 10% - _ Allowances forl Price Increases 18% 18% 18% 18% 15% 15% 15% 15% 10% 107 15% 15% _ i Total 28% 28% 28% 28%7 20%o 20 25% 25% 20% 20% 15% 15% _ Total Cost before Contingencies 845 326 5 5,002 1,925 334 114 85 801 245 63 370 1,540 11,650 Co _______-t-------_- --_-_- -___- Contingencies: Physical Increases - 85 33 500 195 17 6 8 80 25 6 _ - 955 Price Increases - 152 59 900 347 50 17 13 120 25 6 56 231 1,976 Total 237 92 1,400 542 67 23 21 200 50 12 56 231 2,931 TOTAL PROJECT COST 1,082 418 6.402 2,467 40 137 106 1,001 295 75 426 1,771 14,581 /1 Includes allowance for foreign exchange variation as a result of the February 1973 devaluation of the US$. Annex 9 T A N Z A N I A Fourth Education Project - Forecast of Disbursements us$ (000Ts) Quarterly Accumulated Total Balance Quarter /1 Disbursements Disbursements Undisbursed 1 10,300 2 - - 10,300 3 50 50 10,250 4 250 300 10,000 5 360 660 9,640 6 500 1,160 9,140 7 280 l,44o 8,860 8 370 1,810 8,490 9 1,420 3,230 7,070 10 790 4,020 6,280 11 720 4,740 5,560 12 580 5,320 4,980 13 860 6,180 4,120 14 930 7,110 3,190 15 1,460 8,570 1,730 16 360 8,930 1,370 17 160 9,090 1,210 18 160 9,250 1,050 19 860 10,110 190 20 190 10,300 0 /1 Starting from the date of effectiveness. TANZANIA: STRUCTURE OF EDUCATION, 1971 AGRICULTURAL AGRICULTURE AGRICULTURE SECONDARY SCHOOLS TRAINING INSTITUTE TRAINING INSTITUTE AGRICULTURAL EDUCATION Ce, cC2OE C. -wsat C--rs. TVVO YEARS D,,I.ma C-urs- FIELD EXPERIENCE - - - - --.- - - - - - - - - - - --.- - - - - - - - - - - --.- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ---- - - - - - - - --- -- - - - - - - - - - - - - - - - - - - - - - - - - - TECHNICAL SECONDARY SCHOOLS TECHNICAL COLLEGE TECHNICAL COLLEGE TECHNICAL EDUCATION C-rificato C- Or~t TWO YEARS Dipl-maC c--te VOCATIONAL TRAINING CENTERS INDUSTRIAL 9 ~~~~~~~~~~~EXPERIENCE T-m With I nd- yr PRIMARY P E SECONDARY UNIVERSITY GENERAL EDUCATION ARTS, SCIENCE. SOCIAL SCIENCES, (MEDICAL MEDICINE, AGRICULTURE. ETC. INTERNSHIP) RURAL MEDICAL AIDES MEDICAL ASSISTANTS MEDICAL OFFICERS _El N C 5 YEARSX=CE LABORATORY TECHNICIANS LABORATORY TECHNICIANS _NURSE MIDWIFE t_r ;2 1 AUXILIARIES (Certificatre) ~~~~~~~~~~~~~lOiplentel NUREST GRACER S NURSES, GRADE A PHARMACY ASSISTANTS HEALTH AUXILIARIES TEACHER TRAINING PRIMARY TEACHERS PRIMARY TEACHERS LOWERSECONDARY Gr.d. C rG,d. A TEACHERS ... . ~ ~ ~ ~ .......:[ Thiough Upgr3dirng Through Upgrading These courss Include cinical practice. P.L.E. - Primary Leaving Examination S.C. - School Cerificate E-a-in1io- H.S.C. - Higher School Certificate Examination C! W-rld B.nk-7012 TANZANIA EDUCATION PYRAMID, 1971 AS % OF AGE (PUBLIC SCHOOLS) GROUP 0.3 UNIVERSITY YEAR j j j j j j j j| 624 75 SECONDARY 6 _ 1240 196 ZS~~~~~~~~~ 1- -. PRIMARY 254 1 t MR1 g 2 6 4 52 74 1770 3 2.5 ~ ~ ~ 35375 1947 36.5 II _I gmts i5 2 5426 2197 1 -0.8- j 5554 2016 [ - - - 1 PRIMARY VII STD 460 56 20 3 26 VI541 IV~ ~~~~~~~~~ 43 120 110 100 90 80 70 0 50 4 30 2 10 0 1 0 20 30 40 50 60 70 80 90 10 ENROLLMENT NUMBERS IN THOUSANDS World Ba.k-7013 TANZANIA - PROJECT IMPLEMENTATION SCIEDULZ First Year Second Year Third Year Fourth Year Fifth Year 1 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 Construction Furniture and Equipvent Buildinc Design and Contracts ;;; ;BB *** *** *BB - Site Development .L ,,, + Construction ccc ccc cec ccc ccc ccc ccc ccc ccc ccc ccc 1 Professional Services. . . . ..... ... + Furniture PPP PBB *** *B. - MM MNM MMM MKI III + Equipment PPP PBB *** **B --- MMM MMM MMM MMM MII III + Technical Assistance Faculty of Medicine TTT TTT TTT TTT TT TTT TTT TTr TTT TTT TTT TTT TT TTT TTT TTT TTT Project Unit SSS TTT TTT TTT TTT TTT T TT TTT TT TTT T TT mTTrITT TTT mTT Management Study TTT rr TTT TTT Consultant Architects EEE Project Unit vvv Legend vvv Establishment of Project Unit ccc Construction Design Professional Services * Preparation of bid packages PPP Preparation of lists - Tender end contract avarding NMM Manufacturing Aj. Survey of sites IIt Installation Site Development + End of guarantee period EEE Engagement of Consultant Architect TTT Technical Assistance SSS Project Unit Architects and Engineers BBB Bank review and approval Starts from the date of effectiveness UGANDA, KE -- EANZANIA r \ X fl~~~~32 v C c 0 R I A Sh,rr,ut K ENY A N.AI _* ) ' 7Buikoba N IA'l Ms o' FOURTH IDA EDUCATION PROJECT *t R W A N D h } ~~~~~/ 2 / K E F W | t/? ~~~~- --\s Region .b4dartes RW* 2^V E . T _ /A F / 0 RA /B.uk' , | m$ ' -m District bos4arw PVI ro 70N Vm < , . F ntatiO Sres L ~~~~ ~~~ h n z -AN-ZA - Mvtn roa5 rN y aaom' meMasi --- *A \ APMroI >oy \ >' ( 5 -r\7 7 _~~~~~~~~~~~~~~~~~~~~L u u r OJqld wi -p ryLMrJR1 ~~ e, a 0 a~~~~~~~~~~~~~~~~~~~~~~~~~~~* A4A * S SSSSi | B U Pt U iY D t _)l,Wrp M-Juluwo I.A1 AF IA Osh AFRICA nK ibondo I i- , j,/ m % __ _, . V SJn y, J ''' / S Q~~inongoNYAR \S ( ) \ z z / pot KahamN ZAIBNAR4 5 ffi { u w/) *4 > >// / 4 Gujw~~~~~~~~~l ORtJ ES SAEAAM w tRungwsu t_ - / ~~~~~~~~~~~~~~~~~~~~'i ASa Morogoro Rua. .5 s S\ASIft 7$ N m I} Ch~inya S7aoI4i / ' 0 iomboi Tabora SML itigidda ; CKitwo Moxo EDCAItM (PSl1uTIN: Tndt NioL mbe ,: ,8 Eigt Conm Eiucaoitn Center '\ A kSN )v y -I 52:F & Two nyew pre4service ~imarny Tcher Troiring Colb>t\ S-7 0 N * E A Naching NPEB * Externsion to the Fa:Kcfcfhy of M4edcine (DAR-ES SALAAM) M MZAIRE OZMBQE 0 0 fO0 2r;)0 . r ss t /5 ) ~ ~ ~~.0 totjr 6 A ew a : f, ) * t f \> ' ' _, ,J M O Z A M B I Q U EO ebe Kitw M s ii