Report No. 954-TA Annr?kir,q of aFifth Education Project in the United Republic of Tanzania December 5, '1975 Education Projects Division Eastern Africa Regional Office Not for Public Use Document of the World Bank ** This document lias a restricted distribution and may be used by rei Lns only in thie perfornmance of their' official duties. Its contents may not otherwise be disclosed without World Bank authorization. CURRENCY EQUIVALENTS (as of November 1, 1975) US$1 T Sh 8.05 T Sh 1 US$0.12 (The Tanzania Shilling is officially valued at a fixed rate of 9.66 T Sh to the SDR. The US Dollar/Tanzania Shilling exchange rate is therefore subject to change. Conversions in this report were made at US$1.00 to T Sh 8.05, which is close to the short-term average exchange rate.) MEASURES 1 Meter (m) 3.28 Feet 1 Square Meter (m2) = 10.76 Square Feet GOVERNMENT OF THE UNITED REPUBLIC OF TANZANIA FISCAL YEAR July 1 to June 30 UNITED REPUBLIC OF TANZANIA APPRAISAL OF A FIFTH EDUCATION PROJECT Table of Contents Page No. BASIC DATA GLOSSARY SUMMARY AND CONCLUSIONS ............................. .i-iv I. INTRODUCTION ........................................ 1 II. BACKGROUND ..................................... 2 III. THE EDUCATION SECTOR ................................. ..4 Issues in Educational Development ................ ..4 Financing Educational Development ............... 5 * Conclusion ................................7 IV. THE PROJECT ....................................7 Objectives ..................................... 7 Project Items .................................. 8 - The Village Management Technician Training Program ............................ 8 - Extensions to General Secondary Schools ......... 10 - Studies and Technical Assistance ........... 11 V. PROJECT COST, FINANCIAL PLAN, IMPLEMENTATION, PROCUREIENT AND DISBURSEMENT .......................... 13 Cost Estimates .................................. . 13 The Financial Plan ............................. 15 Project Implementation ......................... 16 Procurement .................................... 18 Disbursement .................................... .18 VI. BENEFITS AND JUSTIFICATION ............................. 19 VII. AGREEMENTS REACHED AND RECOMMENDATION ................ 21 This report is based on the findings of a mission in June 1975 to the United Republic of Tanzania composed of Messrs. R.F. McMahon (technical educator), M. Wodajo (general educator), K. Andersen (architect), A. Mercer (agricul- turist) and Mrs. R.P. Brandenburg (economist) of the Bank and Mr. B. Woods (agricultural training specialist), consultant to the Bank. The project was further reviewed in the field by Messrs. Pennisi and Mercer in October-November, 1975. Table of Contents (Continued) APPENDIXES I Education and Training System II Village Management Technician Training ANNEXES 1. Government Decentralization - TANU Party and Related Field Staff 2. Comparative Education Indicators 3. Public Primary and General Secondary Schools - Enroilments and Projections (1970-1985) 4. Public Primary and General Secondary Schools - Teachers Employed and Projections (1974-1985) 5. Expenditures on Education and Training in Relation to Total Government Expenditures 6. Past and Projected Government Recurrent Expenditures on Education and Training 7. Past and Present Government Capital Expenditures on Education and Training 8. Relationship of Project Executive to Prime Minister's Office 9. Village Management Technician Training Program - Project Executive 10. Summary of Enrollment and Estimated Project Cost 11. Implementation and Expenditure Schedule 12. Estimated Schedule of Disbursements 13. Composition of Project Unit's Staff and Operational Cost CHARTS 1. Structure of Education, 1974 World Bank - 7012 (R) 2. Education Pyramid, 1974 (Public Schools) World Bank - 15055 3. Ministry of National Education World Bank - 15056 (Orgnizational Chart) MAP - United Republic of Tanzania IBRD 11763 Ri Key to Map UNITED REPUBLIC OF TANZANIA BASIC DATA (Est.) - (1974) (excluding Zanzibar) Population (E-st.) 1974 14.4 million Population growth rate 2.7% p.a. Wage and salary employment 419,000 Education Public Schools 1974 Primary aducation (Standards 1-7) - enrollment 1,290,000 - ratio of enrolled to age group (7-13 yrs) 43.8% Lower secondary education (Forms 1-4) - enrollment 32,250 - ratio of enrolled to age group (14-17 yrs) 2.8% Upper secondary education (Forms 5-6) - enrollment 3,680 - ratio of enrolled to age group (18-19 yrs) 0.8% University of Dar es Salaam - enrollment 2.090 Private Schools Ratio of private primary enrollment to public primary enrollment 1.1% Ratio of private secondary enrollment to public secondary enrollment 40% Expenditures Total recurrent education expenditure as a percentage 17% of government recurrent expenditure Total education expenditures as a percentage of GDP 5.1% GLOSSARY Primary Education - Standards 1-7 with a terminal examination of Primary Leaving Examination Secondary Education - Forms 1-4 with a terminal examination for National School Certificate Forms 5-6 with a terminal examination for National Higher School Certificate Ujamaa - Swahili for family CIDA - Canadian International Development Agency DANIDA - Danish International Development Agency NBAA - National Board of Accountants and Auditors NORAD - Norwegian Agency for International Development NORDIC - The NORDIC countries comprise Denmark, Finland, Iceland, Norway and Sweden RTC - Rural Training Center. Administration of RTCs has recently been transferred from the Ministry of Agriculture to the Ministry of National Education. TANJ - Tanganyika National Union Party, the country's only political party. UPE - Universal Primary Education VMT - Village Management Technician UNITED REPUBLIC OF TANZANIA APPRAISAL OF A FIFTH EDUCATION PROJECT SUMMARY AND CONCLUSIONS i. This report appraises a fifth education project in Tanzania for which a credit of US$11.0 million is proposed. ii. The country's philosophy of social and economic development is one of socialism and self-reliance and, within this framework, one of its major goals is to improve the living standards of the rural population. Some 90% of Tanzania's population live in rural areas, and at independence in 1961 the people were in small communities making it difficult to provide social services. Rural development, leading to gradual improvements in the lives of the rural population, was given priority over urban and industrial development. iii. The development strategy includes incentives to encourage dispersed rural populations to organize themselves into ujamaa (Swahili for family) villages or communities engaged in farming on an individual basis. The incentives take the form of basic infrastructure such as education, potable water supply, health services, and agricultural extension services. About 5,000 villages are now in existence and relocation of all the rural population is expected to be completed by end-1976 when it is estimated that some 9,000 villages will be formed. iv. The Second Five-Year Plan (1969-74) supports the rural development program and the national objective of universal primary education. The Plan also regulates secondary and higher education in accordance with manpower needs with a view to achieving an adequate supply of skills for the modern sector of the economy by 1980. The implementation of these policies 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 project, financed in 1969 and nearly completed, is assisting teacher and technical education together with a further expansion of secondary education; a third project, financed in 1971, is assisting agricultural education. The fourth project, signed in 1973, is assisting training facilities for village development and teacher, technical and medical education with additional expansion of secondary education; sharp increases in building costs during 1972-74 have necessitated a reduction in the scope of the project and other difficulties in project implementation indicate a probable delay in execution of about one year beyond the Closing Date. v. Implementation of Tanzanian educational policies has generally been good with the result that the educational system is in reasonable balance with the needs of the economy and the social aspirations of the people. Skilled manpower needs are gradually being met and in those areas where /significant shortages still occur, e.g., accountancy, engineering and medicilke, recently established training facilities, should largely ensure an adeiuate supply of skilled manpower. vi. | The Plan, however, did not anticipate the manpower demand consequent upon tf;he Government's villagization program which has inevitably resulted in probllams of a logistical, administrati-ve and human nature. Consequently, the villages now lack skilled people essential for their orderly evolution into viab$e entities capable of the agr4cultural production necessary to ensure thei.r social and economic development. There is, therefore, an urgent need to provide basic and relevant skill retraining to the 1,500 presently em- ployed cooperative workers to enable them to give positive and direct assiLstance to the villages. vii,. The nroject would consist of (i) a rural training program designed to retrain cooperative workers in appropriate skills, (ii) improvement in secondary educatiorn and (iii) pre-investment studies for accountancy and management education. The project would include: (a) operational costs, building materials for about 1,500 houses, equipment, 2,000 pedal-cycles, 500 motorcycles, and other vehicles for a rural training program together with related equipment and furniture for five rural training centers; (b) equipment for, and improvements to 15 secondary schools; (c) the cost of specialists' services for: the National Board of Accountants and Auditors, the Project Unit of the Ministry of National Education, and survey of secondary schools under the Ministry of National Education; and (d) the cost of a review of the content and delivery system of primary education. The rural training program would retrain 1,500 cooperative workers and the 15 general secondary schools would have a total of 9,020 student places of which 2,100 would be an increase resulting from provision of new science laboratories and practical rooms and conversion of some under-utilized rooms into such facilities. viii. The cooperative workers who are presently sited at Regional and District headquarters where their impact on village development is limited would, after retraining, become Village Management Technicians (VMTIYI) and each would work with the development of about five villages. Building 'materials financed under the proposed project would enable a self-help house to be built for each VMT and the provision of a pedal-cycle would ensure his essential mobility. For purposes of monitoring the effectiveness of the VMTs, a nucleus of specialized staff would operate from District headquarters and regularly visit the VMTs in the villages; for the associated travelling the specialized staff would have the use of motorcycles. ix. The VMT training program would be the responsibility of a Project Executive in the Prime Minister's Office for wnich substantial assistance is being provided by a NORDIC 1 / team who has been active in rural development in Tarnzania for the last seven years. The Project Executive, apart from the initial instruction of 1,500 VMTs, would have wider duties including liaison with village, Ward, District and Regional administrations including a contin- uous assessment of the effectiveness of the VMTs and would provide inputs of assistance to improve performance in the light of experience gained. The Project Executive would also identify further training needs for villages and prepare a follow-up program which might form the basis of future Bank Group projects. x. Improvements to the fifteen secondary schools would largely follow the pattern set in previous IDA projects and, together with parallel improve- ments being financed by bilateral agencies, would enable most Tanzanian secondary schools to operate a balanced curriculum including scientific and practical subjects which would ensure that school graduates are adequately prepa-ad for entry into the labor market or for further education in the scientific, technical and medical fields. xi. A Project Unit in the Ministry of National Education, currently receiving technical assistance from the Danish International Development Agency (DANIDA) and the Norwegian Agency for International Development (NORAD) and now in process of implementing the fourth education project, would execute the work included in the proposed fifth project except that to be performed by the Project Executive indicated above; in case the Government of Tanzania's agreemenL. with DANIDA and NORAD expire before completion of the proposed fifth project, the cost of specialists' assistance to support the Project Unit has been allowed for as part of the total project cost. xii. The civil works contracts for the secondary schools would be let on the basis of international competitive bidding in accordance with Bank Group Guidelines. Qualified domestic contractors would be allowed a preferential margin of 7-1/2% over bid prices of competing foreign contractors. Except as outlined below, contracts for furniture, vehicles, construction materials and equipment would be placed on the basis of international competitive bidding if they can be grouped into contracts larger than US$120,000. If the contracts are for less than US$120,000, they would be awarded on the basis of competitive bidding advertised locally in accordance with local procedures which are acceptable to the Association. Domestic manufacturers of furniture and equip- ment would be allowed a preference of 15% or the existing rate of import duties, whichever is lower, over the c.i.f. price of competing foreign contractors. Construction of the 1,500 VMT houses, on a self-help basis supervised by the Project Executive, as well as purchase of the VMT bicycles would not be subject to contracts; because of the wide geographical dispersions of the VMTs, mate- rials for their houses as well as their bicycles would be purchased locally by individual VMT where local stores maintain adequate supplies of the required items. For areas where such supplies are not available, the Regional govern- ments would purchase the items and distribute the needed quantities to indi- vidual villages. 1/ NORDIC - see glossary. -iv- xiii. The total project cost is estimated at US$15.0 million equivalent, corresponding to US$14.5 million net of taxes, with a foreign exchange com- ponent of US$6.4 million equivalent or 43% of the total project cost. The proposed IDA Credit of US$11.0 million equivalent would correspond to 76% of the total project cost net of taxes and duties. The project would be completed in approximately six years. xiv. The proposed project constitutes a suitable basis for an IDA Credit of US$11.0 million equivalent. UNITED REPUBLIC OF TANZANIA APPRAISAL OF A FIFTH EDUCATION PROJECT I. INTRODUCTION 1.01 The Government of Tanzania has received four IDA credits for educa- tion. The first (Credit 45-TA) in 1963, provided US$4.6 million for the ex- pansion of general secondary education and was successfully completed in 1967. The second (Credit 149-TA) in 1969, provided US$5.0 million for development of general secondary schools and the expansion of primary teacher training and the Dar-es-Salaam Technical College; the project is nearly completed. The third (Credit 232-TA), in 1971, provided US$3.3 million for agricultural train- ing; due to a slow start arising from a lack of technical manpower, the Closing Date had to be postponed by 18 months to December 31, 1976; contracts have been awarded for all project institutions and construction work is in progress. The fourth project (Credit 371-TA), in 1973, provided US$10.3 million to assist Tanzania's education strategy for the Second Development Plan by: (i) develop- ing education and training facilities for children and adults in ujamaa (Swahili for "family") villages; (ii) expanding and improving pre-service and, in-service training of primary school teachers; (iii) providing additional facilities for training doctors; and (iv) supplying new general secondary schools and vocational training centers. Project implementation is over one year behind schedule due to belated recruitment of technical assistance personnel; general increases in world prices since appraisal, together with various internal factors, have caused, in the three years 1972-74, increased building costs of about 130%. Consequently, to partly offset the adverse impact of this delay and higher costs, the scope of the project has been modified by eliminating three new general secondary schools from the project's description. However, the modified project is still expected to cost 50% more than the original estimates, and the Government has confirmed that they will meet the financial shortfall, All key technical assistance staff are now in post and implementation is improving. 1,02 Unesco missions visited Tanzania in June 1974 and IIay 1975. The first identified a set of priority projects and the subsequent mission carried out preparatory work for a proposed fifth education project whose broad com- position was the subject of discussion and agreement between the Government and the Bank Group in November/December 1974. The project was appraised in June 1975 by a mission composed of Messrs. R.F. McMahon (technical educator), M. Wodajo (general educator), K. Andersen (architect), A. Mercer (agricul- turist) and Mrs. R.P. Brandenburg (economist) of the Bank and Mr. B. Woods (agricultural training specialist), consultant. The project was further reviewed in the field by Messrs. Pennisi and Mercer in October-November, 1975. -2- II. BACKGROUND 2.01 The population of mainland Tanzania in 1974/75 is estimated at 14.4 million, increasing at about 2.7% per annum. Although Tanzania is a sparsely populated country, there are a number of well-populated districts along the coast, south and west of Lake Victoria, near Mount Kilimanjaro and on the borders of neighboring countries. Total wage employment, exclud- ing smallholder agriculture and private households, increased at the rate of 3.2% per year between 1969 and 1973 and 3.4% in the last year of the Second Five-Year Plan period (1969-1974). In absolute terms wage employment grew from 367,900 in 1969 to 419,500 in 1973. Agriculture employs 90% of the economically active population, largely in subsistence farming. The highest employment growth rate in the early 1970's occurred in manufacturing followed by the transport sector but with v;agligible growth in agriculnure. 2.02 Preparation of the Third Five-Year Plan (1975-80) although largely completed by June 1975, had, due to recent adverse economic conditions, to be given further Government consideration. Since independence, the Government's development program has been guided by a set of clearly formulated principles conceived within a socialist framework. The five main principles stress social equality, ujamaa, self-reliance, economic and social transformation and African economic integrqition. Tanzania is strongly committed to a socialist mode of rural development based on egalitarian and cooperative effort. The foundation of this rural transformation is the promotion of planned village communities incorporating a productive farming system and the provision of social infrastructure. By early 1975 Government estimated that about 70% of the rural population, almost 9 million Deople, were living in ujamaa-type villages throughout Tanzania. Completion of the national villagization pro- gram is expected by the end of 1976. The Government attaches the greatest importance to carefully planned and supervised integrated village development programs and therefore it is expected that the emphasis in the Third Five-Year Plan will be on the development of cooperative movement ujamaa practices. Cooperative movement legislation has tended to emphasize regulatory functions at the expense of promotional effort. As a result, personnel within the official structure have not been oriented towards development of production and commercialization, and lack the appropriate basic managerial skills vital to promote village development. 2.03 With the development of the education system since independence, localization of employment in Tanzania has been rapid. In 1974, citizens occupied 78% of the posts requiring university or equivalent education and 96% of those requiring secondary education. These figures indicate that formal education at university and secondary levels is largely meeting the country's needs for high and middle level manpower, and for this reason a major expansion of the formal education system is unlikely to be included -3- in the Third Five-Year Plan. The Plan will probably include provision for improvement of existing institutions so that an adequate number of people will be trained in the high demand areas of practical and scientific subjects including associated commercial skills such as accountancy and bookkeeping. 2.04 Agriculture, the main source of income and foreign exchange earn- ings, contributes about 40% of Tanzania's GDP. In recent years, the growth of agricultural production has been sluggish due in part to population move- ments associated with the accelerated villagization program and, of late, due to a severe drought. The threat of famine was averted by large importa- tions of food grain in 1974 and 1975. Since world prices were then high, the grain imports cost Tanzania the total foreign exchange earned from the principal export crops of sisal, casheO nuts, and tobacco; thus, promotion of agriculture to feed the nation and increase export earnings remains Tanzania's number one development task. 2.05 The village development program (para. 2.02) is designed to facili- tate the provision of social and other services such as education, coopera- tives, water supply and health facilities. This should generally improve living conditions and the quality of life of the villagers and result in an increase in agricultural produactivity. Funidamentally, the program involves the physical resettlement of families from their present homesteads, which are usually widely suattered, and relocating them in the villages. 2.06 During 1972, the Government delegated much of its executive authority and administrative duties to the 21 Regions which now comprise Tanzania. Each Regional Commissioner, within the general framework of Government policy, was accorded wide responsibilities to administer and develop his Region. The 21 Regions are divided into 80 Districts each headed by an Area Commissioner; a further division is into 1,500 rural Wards each with a Ward Secretary in charge (Annex 1). When villagization is completed, each Ward will have over- all responsibility for about six villages. 2.07 In executing this decentralization of Governmen policy, various manpower problems have emerged, chief of which is the acu=e shortage of experienced personnel capable of operating effectively the chain of operations at Regional and District levels and especially in the Wards and villages. With the present output from the university and secondary schools (para. 2.03), it is expected that the middle and high level manpower required for Regional and District offices will be met in the foreseeable future and the operational efficiency will gradually improve as the new incumbents gain experience. But the specialized manpower needs at Ward and village levels, will, in view of the magnitude of the problem involving some 9,000 villages, require urgent action to provide training in the special skills necessary for village development. Each village would require at least six well- qualified technicians, and training courses for these personnel are a pre- requisite for their efficient employment in the villages. A training program of this magnitude cannot be contemplated as an immediate measure, but would have to be phased over a number of years. -4- 2.08 To meet the most urgent needs and as a first phase in the train- ing program, it is planned that the existing 1,500 cooperative field staff attend retraining courses and be assigned to Wards as Village Management Technicians (VMTs); they would each be provided with a house, and, to enable them to visit the villages under the Ward's jurisdiction, pedal-cycles would also be supplied. At present, the field staff is sited at Regional and District headquarters where their impact on village development, because of lack of transport and suitable training, is very limited. III. THE EDUCATION SECTOR Is-s-ues in Educational Development 3.01 Tanzania's education and training sector is described in Appendix I and basic data are given in Annexes 2, 3 and 4 and Charts 1, 2 and 3. 3.02 Expansion of the educational system since independence in 1961 has been rapid. By 1974, enrollments in primary schools (Standards 1-7) had increased from 500,000 to 1.29 million (44% of the age group), and in secon- dary schools (Forms 1-6) from 12,000 to 36,000 (2.5% of the age group). Virtually all present higher education has been developed since 1961 to an enrollment of about 2,100 at the Dar-es-Salaam University in 1974. 3.03 These figures reflect the Government's educational strategy of both the first (1964-69) and the second (1969-74) Five-Year Plans in which emphasis was given to primary education with a target date of 1989 1/ for universal primary education and with subsequent education and training strictly geared to estimated manpower needs. Over the years, this policy has been implemented with efficiency, resulting in an educational system which is in reasonable balance with the social aspirations and economic needs of the country. Nevertheless, shortages of some types of manpower are still evident particularly of medical and engineering personnel as well as account- ants and bookkeepers; but current developments in hand at the University should, in time, alleviate the shortage of medical and engineering manpower and the recently commissioned National Board of Accountants and Auditors (NBAA) is charged with the reorganization of the various relevant training establishments for accountants and allied personnel and improving their efficiency so that an adequate supply of graduates will be forthcoming. 3.04 The strategy contained in the first Five-Year Plan was, in 1967, amplified by President Nyerere in his Arusha Declaration which made explicit the socialist idecXogy of the country and the need for self-reliance through rural development. The Arusha Declaration was strongly reflected in the second Five-Year Plan which had major implications for nonformal and adult education including the widening of the functions of primary schools to be developed into community education centers as a focal point for the educa- tional needs of the whole community; this development is being assisted under the fourth education project (Credit 371-TA). 1/ This target date has since been changed to 1977 (para. 3.06). -5- 3.05 The importance accorded to adult education was further underlined with a national literacy program launched in 1972 aimed at eradicating illiteracy by the end of 1975; an assessment of the effectiveness of this program is scheduled during 1976 when any necessary follow-up action would be planned. i.06 A significant educational policy change announced in November 1974 was an advance in the target year for the attainment of universal primary education (UPE) to 1977. In view of the magnitude and cost of the implied increase in enrollments from 1.29 million in 1974 to some 3.00 million, it appears very doubtful whether universal primary education can be achieved, with the maintenance of present standards of teaching and associated facilities, before 1980. The Government plans to conduct a thorough review of the content and delivery system of primary education in order to ensure the success of the UPE policy without placing undue strain on present and projected available resources. 3.07 The third Five-Year Plan (1975-80), due for early publication, is likely to give priority to the measures adopted during the previous Plan period, but with increased emphasis on basic, adult and primary education. At the same time, the diversification and improvement of secondary education to a broader curriculum orientation and the teaching of practical subjects will most likely be continued so that the targets announced previously may be met. Financing Educational Development 3.08 The gradual planned expansion of Tanzania's educational system is reflected in the growth of expenditures (Annexes 5, 6 and 7). In recent years, the total budget devoted to education has been about 17% of Central Government's total expenditures as shown below: In Million of T Shs (current prices) Capital and 1969/70 1971/72 1973/74 Recurrent Budgets (est.) 1. Central Government Total Budget 2,138 2,636 4,108 2. GDP (at factor cost) 8;720 10,460 13,290 3. Central Government /1 Educational Budget 359 460 689 3 as a % of 1 16.8 17.5 16.8 3 as a % of 2 4.1 4.4 5.1 /1 Includes expenditures by Regions. -6- The ratio of educational expenditure to Central Government total budget is significantly lower than those in other African countries as shown by the following: Gabon Malawi Swaziland Zaire (1973) (1973) (1972) (1972) Proportion of the budget devoted to education 22% 20.9% 19.7% 21.3% Because the principal generator of recurrent costs, viz., primary teacher's salaries, are lower in Tanzania than most African countries, allocation of about 17% of Government budget to education in 1973/74 appeared reasonable, and, in view of the high priority accorded to primary education, within the Government's financial capabilities. 3.09 Future educational expenditures would be prlncipally influenced by Government's policy of early implementation of universal primary education (UPE). In view of teacher and financial constraints, the present target date of 1977 seems unrealistic, but a date of 1980 for 100% of the seven-year old children entering primary schools (Annex 3) is financially possible. Using the assumptions that the average teacher's salary would remain unchanged at T Shs 5,500 and with student/teacher ratios of 45/1 and 35/1 in Standards 1-4 and 5-7 respectively, then a total of 53,000 teachers would be required at a cost to include salaries and administration of T Shs 330 million in 1980. 3.10 Based on a Government revenue annual real growth rate of 3.2%, 1/ total recurrent expenditures on education could rise to T Shs 655 million in 1980 of which T Shs 269 million would be devoted to primary education leaving a shortfall of T Shs 61 million. It may be possible to attain the enroll- ment target within a total recurrent expenditure of primary education of about T Shs 270 million if the average number of students per teacher is proportirnately increased thus reducing the demand for teachers, 'but the most probable solution to be adopted by the Government would 'be the employ- ment of secondary school graduates on a voluntary or semi-voluntary basis so causing a substantial saving in the largest recurrent cost item, viz., teachers' salaries. It is advisable to develop short-term programs in teach- ing techniques for these voluntary or semi-voluntary teachers in order to attain maximum benefit from their deployment. The proposed review of primary education (para. 3.06) is expected to examine these issues in detail and formulate appropriate recommendations. 3.11 Given the postponement of publication of the Five-Year Development Plan (1975-80), an estimate of future capital expenditures at this stage would be largely conjectural. However, because the Plan is expected to give major emphasis to directly productive investments, capital available for significant educational developments is likely to be restricted. Conse- quently, the major expansion required for primary schools is being imple- mented by building schools on ta self-help basis using local materials and 1/ Based on, IMF data. -7- at minimum cost to Government. For other developments in the educational sector, Tanzania, as in the past, is likely to receive substantial assist- ance from multilateral and bilateral sources, which in 1974/75 amounted to T Shs 17 million in grants and credits; Conclusion 3.12 The attainment of UPE is the main element of Tanzanian education policy and requires a concerted effort to expand basic education opportunities at the lowest possible cost. As indicated in the previous paragraphs, in line with the policy of self-reliance, the Government intends to promote UPE by fostering self-help construction and reducing unit cost of instruction through the employment of teachers on a voluntary and semi-voluntary basis. Also, within the framework of the Tanzanian decentralization policy (para. 2.06), the principal contribution to the advancement of UPE is expected to be made at Ward and village levels; this requires improved organization and manage- ment of the villages. Possible areas for external assistance to UPE (i.e., the provision of teaching aids such as textbooks and tools) are still being studied by the Government and pertinent investment programs and projects may be developed in the late 1970s after the planned review of the content and delivery system of primary education has been completed. 3.13 As UPE will be the focus of Tanzanian educational policy over the next few years and needs at the other levels of the education sector appear to have been by and large met (para. 3.03), no major expansion of post-primary education is expected to be contemplated in the forthcoming Third Five-Year Plan. The draft Plan gives priority to the continuation of the program to broaden the secondary school curriculum through the teaching of practical subjects and to the provision of specific skill training schemes, of which the most urgent concerns the training of personnel for the village development policy (para. 2.02). The proposed education project, described in the next Chapter, has been developed in support of these objectives. IV. THE PROJECT Objectives 4.01 The principal objectives of the proposed project are: (i) to improve the management and organization of about 7,500 ujamaa villages through the provision of personnel trained in appropriate skills; (ii) to continue the reorientaFion of secondary education started in 1963 through provision of facilities for the teaching of science and practical subjects; (iii) to rationalize and plan training and development of accounting, auditing and allied subjects; and (iv) to establish a basis for the future planning of primary and secondary school development by carrying out a comprehensive inventory of existing secondary school facilities as well as review of the content and delivery system of primary education. -8- 4.02 The proposed project would meet these objectives with the following items: (i) Equipment, furniture and vehicles for five Rural Training Centers (RTCs) where existing cooperative field staff would be retrained; pedal-cycles and house-building materials for the VMTs would be provided, To facilitate supervision of the VITs, 500 motorcycles would be provided for staff at District headquarters. Incremental operational costs 1/ would be included f or this item. (ii) Buildings, furniture and equipment to support the teaching of science and practical subjects in 15 secondary schools whose present capacity of 6,920 students would be increased to 9,020. (iii) The cost of specialists' services: (a) to assist the National Board of Accountants and Auditors to carry out a survey on existing related training facilities, to formulate a well-conceived national training plan and to define professional standards for Tanzania's accountants and auditors; (b) to assist the Ministry of National Education to carry out a survey and investigation into facilities and their utilization in all general secondary schools; and (c) to strengthen the Ministry of National Education's Project Unit. (iv) The cost of a review of the content and delivery system of primary education. Project Items 4.03 The Village Management Technician Training Program. Because this program is of a type which is new in Tanzania for the Bank Group, it is described in detail in Appendix II and its salient features are outlined in paras. 4.C4-4.07 below. 4.04 The program is planned to meet the urgent need to train the exiLst- ing field strength of 1,500 cooperative inspectors and community developmnent workers to become Village Management Technicians (paras. 2.06-2.08) and to provide essential facilities at Ward level so that they couLd oplerate effectively in the villages; these facilities include stationery for book- keeping and record purposes, 2,000 pedal-cycles for transport between Wards 1/ These costs would cover limited subsistence and travelling expenses for VMTs when attending courses, stationery and office requirements, gasoline, and spare parts for the motorcycles and pedal-cycles. -9- and villages 1/ and construction materials for some 1,500 modest houses which would be built as a part of a carefully designed self-help scheme. 4.05 Planning of the program, which is in an advanced stage, has been carr;.ed out by the staff of the Prime Minister's Office with specialist assistance from a team from the NORDIC 2/ countries who have had wide exper- ience of Tanzanian rural development extending over the last seven years; Bank G1%up staff have helped ir. detailed programming. Two types; of courses have been fully developed: a 5-week course for the more experienced coopera- tive field staff and a 14-week course for those of limited experience. Cur- ricula, syllabi and teaching programs have been developed to train 1,500 cooperative field staff on a phased program. Details of the courses have been reviwed by the Association and found satisfactory. In view of the urgency for training the VMTs and its high priority, the Goverment intends to complete the program by end-December 1977, when plans for a second stage of the program should have been prepared. The Prime Minister's staff will continue to adhere to this tight timetable; however, in view of implementation difficulties generally encountered in Tanzania, the proposed project assumes that the program would be completed by end-December 1980. Estimated price increases have been computed on the basis of this schedule; if it proves to be too long a time scale, the resultant savings would be utilized to accele- rate the second stage of the program or for other project related items, * after agreement between the Government and the Association. To cover the probability of early expenditures in implementation, limited retroactive financing fs recommended (para. 5.16). 4.06 Within the Prime Minister's Office and responsible to the Commis- sioner for Ujamaa and Cooperatives, a Project Executive has been formed headed by a Program Director wyho has been appointed (Annexes 8 and 9); the Government has appointed a local man of the highest calibre to this post. The Project Executive will continue to be supported by the services of at least five experienced members of the NORDIC group whose involvement in planning has included preparation of literature and instructional pamphlets both for the courses and subsequent use by VMTs in their village activities. 4.07 The NORDIC team at present comprises 26 experts with a Project Coor- dinator attached to the Prime Minister's Office. Specialist staff and manage- ment technicians of the team assist with the work of the Ujamaa and Cooperative Development Department at Headquarters and Regional levels. Eight NORDIC staff are attached to the Cooperative's College at T-Toshi which provides the training for the staff of the Ujamaa and Cooperative Development Department of the 1/ It includes a replacement pool of 500 pedal-cycles. 2/ The NORDIC countries comprise Denmark, Finland, Iceland, Norway and Sweden who are jointly financing the specialists; DANIDA is the executing agency for the Tanzania-NORDIC rural development project. -10- Prime Minister's Office. An agreement has been reached between the Govern- ment and the NORDIC authorities that not less than five appropriately expe- rienced experts will be provided for the Project Executive in the Prime Minister's Office and their services would be retained during the whole period of project implementation. The following posts would be filled by NORDIC personnel: Deputy Director - Extension Aids Production Officer - Planning and Evaluation Officer - Training Advisor - Financial Controller To ensure continuity of the initial and subsequent programs, it is essential that counterpart local staff be attached to the NORDIC team. The Government confirmed that adequate local staff would be attached to the Project Executive. 4.08 The extension aids production officer and planning and evaluation officer would serve for the duration of the project; funding of the training advisor and financial controller is initially committed for 24 months only as it is intended that these officers wi.ll be able to hand over to counter- part staff after that period. In addition, the Project Executive would be able to call upon the services of six NORDIC project spec3alists (based at the NORDIC Project Headquiarters in Dar-es-Salaam) and staff from the Coopera- tive's College, Moshi, to assist with teaching of specific courses as neces- sary. Also, NORDIC project study organizers, stationed at three Regional Headquarters, would assist with follow-up and evaluation work once VMTs complete their training and are posted to the field. The Project Executive regards evaluation of the effectiveness of the program as of vital importance. Members of the Project Executive would regularly visit Wards, observe the VMTs in action, discuss village problems with Ward secretaries, VMTs and other officials at Ward and village levels, observe whether the self-help house-building program is progressing satisfactorily and determine whether the cycles are being used in a proper manner and for the purpose for which they were supplied. The findings obtained from these visits would be system- atically recorded and analyzed at headquarters of the Project Executive and the analyses would form a base for improvement of the on-going program and the planning of subsequent phases. The Government confirmed that a semi- annual report on the evaluation of the VMTs training program will be furnished to the Association. 4.WO The Project Executive is selecting about 30 of the best and most experienced cooperative inspec.tors to attend a special course at the Kisarawe (Dar-es-Salaam) RTC to fit them as instructors at the four RTCs at Shinyanga, Nzega, iMbulu and I7inga where intensive courses for about 1,500 cooperative inspectors and conmmunity devel,opment workers would be held before they are posted ito Wards as VMTs. 4.10 Extensions to General Secondary Schools. Tanzania has 84 general secondary schools of which 68 have reaceived varying degrees of assistance from the first, sec.ond and fourth eduication projects. The thrust in the first project was for a general expansion of enrollments to meet urgent manpower needs, while in the second and particularly the fourth projects the objective was to improve the quality and relevance of teaching, parti- cularly in scientific and practical subjects. Assisted by the International Institute of Educational Planning, the Government is about to conduct a formative evaluation of the secondary school curriculum as part of a Bank Group-funded research project on education evaluation techniques. The evaluation is expected to provide recommendations as to specific measures to strengthen instruction in scientific and practical subjects. In the proposed project, the Government wishes to further pursue the objective of broadening the secondary school curriculum by appropriate additions to 15 general second- ary schools. 4.11 Bilateral agencies are also assisting these improvements to secon- dary education, the main donor being NORAD who are constructing agriculture sections at 20 schools, commerce sections at 22 schools, and home economics sections at six schools while the Netherlands Government is providing tech- nical sections at four schools with Government financing similar developments at two schools. 4.12 These developments, together with those included in the Association's previous education projects and those included in the proposed project, form well-balanced improvements to most of Tanzania's schools and take full account of the urban or rural environments of the schools as well as employment and further education opportunities for the school leavers. 4.13 There is an adequate supply of teachers for all secondary school subjects. General and scientific subject teachers are trained at the Depart- ment of Education at Dar-es-Salaam University; agricultural teachers at the University's Department of Agriculture at Morogoro; cormerce and home eco- nomics teachers at the Dar-es-Salaam Secondary Teacher's Training College; and technical teachers at the Dar-es-Salaam Technical College in association with the Secondary Teacher's Training College. 4.14 Studies and Technical Assistance. One of Tanzania's chief shortages of skilled manpower occurs in the commercial sector; particularly in relation to auditors, accountants and associated financial analysts. Recognizing this problem and realizing the need to create orderly planning for future develop- ment as well as to define professional standards, the Government, in 1972, set up a National Board of Accountants and Auditors (NBAA) charged with the rationalization of this sector including the establishment of national qualif- ications and standards for training. 4.15 There are seven institutes where commercial training including accountants/bookkeepers takes place and the Netherlands Government is to build another at Mbeya. The institutes operate under diverse managements includ- ing the University, the Prime Minister's Office and the Ministry of Finance. Courses vary considerably in length, content and quality of teaching with corresponding variations in the standard of instructional equipment and buildings. -12- 4.16 The 1975 intake into training courses was 820 and the NBAA would like to increase this to 1,250 by 1980. In order to execute the relevant planning and the possible development of a future project in the area of accountants and management training, the NBAA are urgently in need of ten man-years of technical assistance as follows: (i) Two specialists in curriculum design, each for three years. They would survey all curricula and syllabi of existing accountancy training with a view to their harmonization and standardization within a framework of appropriate professional standards for Tanzania and generally define the examinations and experience needed for registration of the various grades of accountants and bookkeepers. (ii) One specialist in development of instructional materials for three years. (iii) One specialist in training management for one year who would survey existing physical facilities and assess teaching and administrative staffs and hence determine the need for expansion of facilities to meet estimated manpower needs. Provision for office equipment would be included in the proposed project for use of the specialists. 4.17 Ten years ago Unesco carried out a comprehensive survey and assess- ment of Tanzania's general secondary schools; in view of subsequent extensive development of schools, the Ministry of National Education wishes to repeat the survey so as to update its base for future planning of this education sub-sector. Consequently, the proposed project includes four man-years of technical assistance to cover the services of an architect and general educator each for two years. Provision for operational costs, including one vehicle, for these two specialists is included in the proposed project. 4.18 As indicated above in paras. 3.06-3.13, the Government is making a major effort to expand primary education so as to attain UPE by 1977. More significant than the purely quantitative target are the intended changes of the content, functior,s and organizations of primary education. Within the context of the UPE policy not all the aspects of these changes have been articulated. To fully develop them the Government intends to carry out a review of primary education content and delivery system which will be, by and large, organized and conducted by Tanzanian educators with assistance from foreign specialists. The project would include two man-years of technical assistance services as well as operational costs for the review. - 13 - 4.19 A major problem in the implementation of IDA education projects in Tanzania has been the belated appointment of technical assistance compounded by delays in providing housing for specialists under technical assistance contracts. Consequently, after reviewing this problemL the Government gave assurances that the experts listed above would be promptly appointed and that the best effort will be made to provide them with residential houses. 4.20 The Government continues to investigate the possibility of obtain- ing technical assistance from UNDP or other bilateral or multilateral sources. Should such assistance materialize the savings, by agreement with the Asso- ciation, might be used for project related items such as expansion of the village management technician training program or improvements to further secondary schools. V. PROJECT COST, FINANCIAL PLAN, IMPLEMENTATION, PROCUREMENT AND DISBURSEMENT Cost Estimates 5.01 Construction cost estimates have been derived toum costs obtained following recent competitive bidding in the third and fourth IDA ec5ucation projects. The average cost per square meter in Dar-es-Salaam is estimated at about T Shs 2,400 which reflects a 130% cost increase during the three years 1972-74. The schedules of accommodation are functional and appropriate to student enrollments and the facilities at the five existing RTCs would be improved having regard to the special training purposes they are to serve. Estimates of equipment and furniture costs are also based on recent informa- tion obtained during implementation of the third and fourth IDA education projects. Operational costs included in the project provide for (1) the Project Executive under the Prime Minister's Office including limited subsis- tence and travelling expenses for 'VMTs when attending couirses, stationery and office requirements and gasoline and spare parts for motorcycles and pedal-cycles; and (2) the Project Unit of the Ministry of National Education. The estimated costs and foreign exchange component of the various parts of the project are given in Annex 10, and summarized as follows: - 14 - Details and costing of proposed fifth education project: T Sh (millions) US$ (millions) % of Local Foreign Total Local Foreign Total Total 1. Civil Works, Furniture and Equipment a. Village Management Technician Training Program 22.11 16.12 38.23 2.75 2.00 4.75 43 b. Improvement of 15 existing Secondary Schools 20.18 14.65 34.83 2.51 1.82 4.33 1 c. National Board of Accountants and Auditors - 0.03 0.03 - - - - Sub-Total of 1 42.29 30.80 73.09 5.26 3.82 9.08 84 2. Operational Costs a. Village Management Technician Training Program 3.55 3.55 7.10 0.44 0.44 0.88 8 3. Technical Assistance a. Ministry of National Education L/ 0.58 2.32 2.90 0.07 0.29 0.36 3 b. National Board of Accountants and Auditors 0.64 2.58 3.22 0.08 0.32 0.40 _3 Sub-Total of 3 1.22 4.90 6.12 0.15 0.61 0.76 6 4. Project Administration (including vehicles, local transportation costs, office supplies and salary for local manager) a. Village Management Technician Training Program 0.64 0.64 1.28 0.08 0.08 0.16 2 b. Project Unit at Ministry of National Education 0.28 0.28 0.56 0.03 0.04 0.07 - Sub-Total of 4 0.92 0.92 1.84 0.11 0.12 0.23 2 Total Baseline Cost: 47.98 40.17 88.15 5.96 4.99 10.95 100 (November 1975, negotiation date) 5. Contingencies a. Unforeseen Events ( 8%) 4.58 2.36 6.94 0.57 0.29 0.86 b. Estimated Price (29%) 16.94 8.72 25.66 2.11 1.08 3.19 Increase - Sub-Total of 5 21.52 11.08 32.60 2.68 1.37 4.05 TOTAL PROJECT COST (1 - 5) L2 69.50 51.25 120.75 8.64 6.36 15.00 /1 Includes review of primary education and secondary school facilities survey. /2 Includes US$0.50 million equivalent in taxes. - 15 - 5.02 Customs Duties and Taxes. All items specifically imported for this proposed project would be exempt from direct customs duties and taxes in line with the practice of the Tanzania Government to grant customs and tax exemption to imports for educational purposes. Some of the building materials to be used by contractors for use in construction of the proposed project's institutions as well as operational and training requirements for the VMTs (e.g., gasoline for motorcycles) would be acquired on the open market and accordingly would have been subject to customs duties and/or taxes. Of the estimated civil works costs and other requirements, about US$0.50 million would represent customs duties and/or taxes. 5.03 Contingency Allowances. Contingencies for unforeseen events add 10% to the cost of civil works and 5% to instructional equipment, furniture, and project administration. Estimated price increases are based upon the following annual rates for which price escalation has been calculated from the base cost date (November 1975) in accordance with the implementation schedule shown in Annex 12: Furniture and Training Operational Costs Year Civil Works Equipment and Project Administration 1975 24% 12% 10% 1976 20% 10% 10% 1977-79 20% 8% 8% 1980 20% 7% 8% The high annual rates for price escalation for civil works are based on the findings of a detailed review of recent building experience in the education sector in Tanzania and an analysis of anticipated developments in the construc- tion indostry. This study clearly indicated substantially higher than rest-of-the- world average price escalation. 5.04 The Foreign Exchange Component of US$6.4 million has been calcu- lated as follows: (i) civil works and furniture, 28%; (ii) instructional equipment, 90%; (iii) project administration and operational costs, 50%; and (iv) technical assistance, 80%. The US$6.4 million represents 43% of the project cost of US$15.0 million (including contingencies and taxes) and the IDA Credit of US$11.0 million would meet the foreign exchange component and 53% of local currency component. The Financial Plan 5.05 The total project cost of US$15.00 million would be financed as follows: - 16 US$ Million Equivalent Tanzanian IDA Total Category Government Credit Project 1. Civil works 1.76 5.30 7.06 2. Furniture, vehicles and equipment 0.07 2.00 2.07 3. Operational and Project Administration cost 0.51 0.55 1.06 4. Technical assistance 0.01 0.75 0.76 5. Unallocated 1.65 2.40 4.05 Total 4.00 11.00 15.00 Of which taxes 0.50 0.50 The Government's total contribution of T Shs 32.2 million spread over a period of six years with a maximum contribution of T Shs 8.0 million (including T Shs 1.0 million local taxes) in any year is within its financial capacity in the light of past capital expenditures for education (Annex 7). 5.06 The recurrent expenditures generated by the project would be about T Shs 4.0 million, i.e., under 1.0% of the estimated recurrent expenditures on education in 1975/76. This figure is low because the 1,500 VMTs to be trained are already employed by the Government and so no additional expendi- tures on their salaries will accrue from the proposed project's implementa- tion. The recurrent cost of the project would therefore have negligible impact on total educational recurrent expenditure (Annex 6). Project Implementation 5.07 The project would be implemented in about six years after credit effectiveness (Annexes 11 and 12) including six months for completion of payments and withdrawals from the Credit Account. In view of the nature of the physical aspects of the project, the implementation schedule may appear overly conservative, but it has been developed in the light of experience gained during implementation of previous IDA education projects in Tanzania and takes realistic account of difficulties inherent in the country. If the project is implemented more rapidly than presently anticipated, possible savings on estimated price increases could be used for project related items as agreed between the Government and the Association (paras. 4.05 and 4.20). 5.08 Administration. The proposed project includes components which would operate under the Ministry of National Education, the Ministry of Finance and the Prime Minister's Office. The existing Project Unit, which - 17 - is an integral part of the Project Planning Section of the Ministry of National Education and is implementing the fourth education project, would be responsible for: (i) all operations concerned with expansion of the 15 general secondary schools; and (ii) the documentation associated with employment of the four specialists to be employed by the National Board of Accountants and Auditors under the Ministry of Finance as well as for procurement of equipment for the NBAA. As part of its ongoing responsibilities, the Project Planning section of the Ministry of National Education will oversee both the primary and secondary school surveys. 5.09 The Project Unit is receiving major technical assistance from a Danish International Development Agency (DANIDA) team of experts and addi- tional assistance from five experts provided by the Norwegian Agency for International Development (NORAD) (Annex 13). The NORAD experts are scheduled to terminate their contracts on March 31, 1978. An agreement has been reached between the Government and DANIDA that technical assistance as indicated in Annex 13 would be available to assist the Project Planning Sec- tion of the Ministry of National Education and would be retained at least unitil March 31, 1980. The Government provided an assurance that adequate local counterpart staff, for on-the-job training and subsequent take-over from the expatriate project implementation staff, would be provided. 5.10 The physical aspects of implementation of the proposed project are scheduled for completion by June 31, 1981, i.e., 15 months after the DANIDA team's contract expires. In case this contract cannot be renewed, provision for three man-years of technical assistance to cover the services of an architect, a quantity surveyor anid a building inspector are included in the proposed project. Agreement was reached with the Government that staff, generally as indicated in Annex 13, would be provided for the Project Unit and maintained throughout the period of p-.,.ject implementation and that all possible efforts would be made to ensure that houses for the architect, quantity surveyor and building inspector would be provided. 5.11 For implementation of the Village Management Technician Training Program, the Project Executive (para. 4.06) under the Prime Minister's Office would be responsible for the organization and operation of the five RTCs, the training of the VMTs, the dissemination of information to Regional and District offices and the briefing of Ward secretaries. The Project Executive in asso- ciation with Regional and District administrations would maintain records of all expenditures incurred in consequence of implementation of the VMT Training Program. As indicated in para. 4.07 above, an agreement has been reached with the NORDIC authorities that not less than five experienced experts would be provided for the Project Executive. The Government confirmed that all possible efforts would be made to ensure that houses would be available for these experts. 18 - 5.12 Professional Services (Architectural/Engineering). The Project Unit would be responsible for the design, preparation of construction docu- ments and supervision of all construction. Standardized designs already used for the fourth education project would be used for the proposed project and modified in the light of experience to incorporate maximum use of local labor and materials. SAtisfactory sites are available and owned by the Government for all proposed project items. Procurement 5.13 The civil works contracts for the expeio of the 15 secondary schools are each estimated to cost over US$200,000 and therefore large enough to require international bidding in accordance with Bank Group guidelines. Qualified domestic contractors would be allowed a preferential margin of 7-1/2% over bid prices of competing foreign contractors. Except as noted below in paragraph 5*14, contracts for furniture, vehicles, construction materials and equipment would be on the basis of international competitive bidding if they can be efficiently grouped into contracts larger than US$120,000. G-overnment procurement procedures, which are satisfactory, would apply for the smaller contracts. All decisions on contract grouping would be made by the Project Unit in consultation with the Association. Domestic manufacturers of fuirniture and equipment would be allowed a preference of 15%, or the existing rate of duties, whichever is lower, over the c.i.f. price of competing foreign suppliers. Standard sketch designs, draft tender documents and master lists of construction materials, furniture and equipment would be reviewed by the Association. Review of tender evaluation documents for civil works by the Association prior to award would be required. For equipment, furniture and construction materials, review of tender evaluation documents would be required for the contracts larger than US$120,000 equivalent. 5.14 As the VMT houses proposed in this project are individually small and involve self-help contributions, they will not be subject to construction contracts. Because of the wide geographic dispersion of the VMTs, construction materials for their houses and their pedal-cycles would be purchased locally by the individual VMT where local stores maintain adequate supplies of the required items. For areas where such supplies are not available, the regional governments would be responsible for purchasing these items and distributing the needed quantities to individual villages. Disbursement (Annex 12) 5.15 Disbiarsements would be on the basis of: (a) 100% of foreign expenditures for furniture, equipment, vehicles and technical assistance; (b) 100% of ex-factory cost for locally manufactured furniture and equipment, or 85% of local expenditures for locally procured imported furniture and equipment; - 19 - (c) 90% of local expenditures on teclnical assistance, and local transportation of equipment, materials and furniture; (d) 75% of total expenditures for civil works including materials for VMT houses; and (e) 50% of total expenditures for operational costs and project administration. Disbursements would be fully documented except for those! concerning (i) local transportation of equipment, materials and furniture, (ii) operational costs of the Village Management Technician Training Program, aLnd (iii) project administration. Disbursements for these items4would be made on the basis of a certificate of expenditure, documentation for which would not be submitted to the Association but retained by the Borrower and available for review in the course of project supervision. Upon agreement between the Goverument and the Association, any funds remaining on completion of the project would be used for other project related items (paras. 4.05, 4.20 and 5.07). 5.16 Retroactive Financing. During appraisal of the proposed project in June 1975, detailed planning for implementation of the Village Management Technician Training Program was in an advanced stage (para. 4.05) and in view of the urgency to train VMTs for village development, the Government wishes to implement the program without undue delay. Consequently, retroactive reim- bursement is recommended for (a) furnishing and equipping the five RTCs for purposes of the Program and (b) general operational and office expenses for the Project Executive. This could speed up implementation of the Program by about six months. Retroactive reimbursement should cover expenditures from October 1, 1975. The amount of expenditures before the date of the Credit Agreement is not expected to exceed US$150,000 equivalent, of which US$120,000 would be eligible for reimbursement. VI. BENEFITS AND JUSTIFICATION 6.01 The project includes three separate elements in support of Tanzania's educational policy: (a) a program for the development of the personnel neces- sary to organize and administer the cooperative villages; (b) continuation of the improvement of secondary' education started immediately after independence; and (c) the provision of specialists' services and studies required to reorganize and plan further development in accountancy and financial training and to review the content, functions and organization ur primary education. In addition to the specific benefits outlined in Chapter IV above, the strengthened organization of village life and the reorientation of the coopera- tive movement toward productive functions (paras. 2.02 and 2.05) are not only the main objectives of the VMT Training Program but also the essential pre- requisites for successful mobilization of village resources and of the Tanzania agricultural development program which is being supported through various Bank Group projects. Also, the improved teaching of practical subjects in secondary - 20- schools would not only provide students with the background on which to build experience and on-the-job training but also prepare them to teach a broad primary/community school curriculum as a part of the voluntary or semi- voluntary teaching service which they are expected to fulfill. By giving priority to well-selected elements of strategic importance, the project is, therefore, expected to provide a significant contribution to overall sectoral developments. 6.02 In the light of the difficulties experienced with on-going education and training projects in Tanzania (para. 1.01), particular attention has been devoted to institution building as a part of the present project with the expectation that one of the project's benefits would be improved imple- mentation capability. In particular, through the technical assistance and counterpart training provided by DANIDA and NORAD as well as under the pro- posed project, the Project Planning Section at the Ministry of National Education of which the Project Unit is a part, would become an efficient school design unit to be eventually wholly staffed by Tanzanians; also the standardization of design and instructional equipment promoted by the project would result in improved efficiency and economy through the education system. The Project Executive, under the Prime Minister's Office, would have long-term responsibility for planning the training of village personnel and for providing institutional coordination among several agencies of Central Government, the local authorities and TANU; this may result in streamlining of administrative procedures and improved communications at the various levels of Government related to village development. The strengthening of the NBAA would assist improved institutional coordination among the various agencies and institutes in charge of accountancy training in addition to planning future developments in an area of skill development particularly important for growth and effi- ciency of public and private enterprises. 6.03 Risks. The VMT training program is the first scheme of compre- hensive in-service training for the promotion of village development launched in Tanzania. It is also the first time that a Bank Group education project includes a scheme of this type. Therefore, there are considerable risks associated with its innovative and experimental nature: (a) the training courses need testing; (b) the VMTs appointment would cause an alteration in the existing authorities relationship at the Ward and village levels as described in Appendix II paras. 10-12 and their effectiveness highly depends on the acceptance they are able to gain from various groups of officials; and (c) the success of the physical aspects of the program - i.e., the provision of pedal-cycles and the self-help housing program - hinges upon initiative and effort at the Ward level. Several measures have been taken to minimize these risks: (a) a strong technical assistance team experienced with problems of rural development in Tanzania would back-up the project and is already in post; (b) courses and course materials have been fully developed and evaluated in, detail; (c) provisions have been made for briefing the existing authorities at the Ward and village levels on the role of the VMTs; and (d) special programs have been prepared for giving to the Ward Secretaries initiative, responsibility and control over the physical aspects of the project at the Ward and village level. Most importantly, careful evaluation - 21 - and monitoring provisions have been worked out in order to gain experience from the successes and possible failures of the first stage of the program with n view of programing a second and broader stage at the opportune time. 6.04 In conclusion, in spite of the considerable risks associated with the VMT Training Program, the benefits expected from the proposed project point to its suitability as an integral part of the strategy for human resources and manpower development of Tanzania. VII. AGREEMENTS REACHED AN]D RECOMMIENDATION 7.01 Agreement was reached with the Government on the following principal points: (a) evaluation and reporting procedures (para. 4.08); and (b) implementation arrangements and training of counterpart staff (paras. 4.07, 4.19 5.09,, 5,10 and 5.11). 7.02 Retroactive reimbursement is recommended for the Village Management Technician Training Program for (a) furnishing and equipping the five RTCs for train:Lng purposes and (b) general operational and office expenses for the Project Executive (para. 5.16). 7.03 The proposed project constitutes a suitable basis for an IDA Credit of US$11.0 million equivalent to the United Republic of Tanzania. APPENDIX I Page 1 UNITED REP?UBLIC OF TANZANIA FIFTH EIDUCATION PROJECT Education and Training System Educational Strategy 1. Tanzania's First Five-Year Development Plan (1964-69) contained the educational strategy that the ccuntry wa; to adopt for the years imme- diately after independence. In accordance wiLth that strategy, priority was given to measures designed to obtain an adequate supply of skilled manpower by 1980, and to provide a comprehensive educational system for adults and children at the earliest possible opportunity. Education priori.- ties in this period also concentralted upon technical education and the provision oL specialized training t-equired by the various ministries and technical agencies of the Government. 2. Toward the end of the First Plan period, the Government in 1967 enunciated the Arusha Declaration which made explicit the socialist ideology of the country and outlined the twin pillars of a new development strategy: self-reliance and rural development. Soon after the publication of the Arusha Declaration, President Nyerere issued a new policy declaration on education entitled: "Education for Self-Reliance." The direction and policy orientation mapped out by Education for Self-Reliance and the Arusha Declaration were reflected in the Second Five-Year Plan (1969-74). The Plan announced a shift: in emphasis towards pirimary education, committing the Government to universal primary education by 1989. 3. The massive expansion of primary education envisaged in the Second Plan was meant to be effected in part: by the reduction in the growth of secondary school enrollment. The Second. Plan also envisaged the further development of a range of post-secondlary training in accountancy, commerce, management, administration, secretarial skills, agriculture, health, coopera- tive studies, local government, etc., for which the foundation had been laid in the first Plan period. Further, lthe Second Development Plan had major implications for non-formal and adult: education. By shifting emphasis to rural areas, the Second Plan required the Government, assisted by local organizations; to develop a variety cf adult and non-formal education schemes in such fields as health education, sanitation, community develop- ment and political education. In particular, the Plan indicated that primary schools would be used for the teaching of such skills. The primary school was to become a "community center "--a focal point for the educational needs of a whole conmunity, rather than remaining as a detached institution to be used only for the education of children. APPENDIX I Page 2 4. The Second Plan was modified in 1971 to give greater priority to the provision of basic services--water, health and education--to all the population. Accordingly, a national literacy program was launched in 1972 aimed at eradicating illiteracy by the end of 1975. In another significant policy change, annouinced in November 1974, the target year for the attain- ment of universal primary education was set at 1977. In that announcement, it was also stipulated that secondary school outputs would not obtain direct entry into the University, but would enter employment for an unspecificed period before being adm.Ltted into the University. 5. The Third Five-Year Plan (1975-80), which the Government is expected to publish shortly, is likely to give priority to the measures adopted during the previous Elan period, with increased emphasis being accorded to basic, adult and primary education. At the same time, diversification of secondary education will probably be continued. Organization and Management 6. Public primary schools are directed by 21 Regional Education Officers operating througyh 80 District Education Officers. Secondary, tech- nical, teacher train:ing amd higher education are under the direct control of the Ministry of National Education. Private schools are controlled by the Government but receive no financial support. In addition, there are a number of professional schools end training programs which are operated either by parastatal organizations or by Government agencies other than the Ministry of National Education. Nbst of these institutions were established to provide in-service or pre-service specialized training for a particular Ministry or parastatal agertcy. General Education 7. Primary education begins at age seven and is a seven-year course (Standards 1-7). Swahili is the language of instruction but English is taught at all le1rels. Fees were abolished in 1973. A promotion examination at Standard 4 for pupils iln primary schools was progressively phased out and the last such examinat:ion was held in 1973. 8. In the period since independence (1961-74), enrollments in public schools increased i-rom nearly 500,000 to 1.29 million representing about 44% of the relevant age group. Standard 1 enrollment in 1974 amounted to about 57% of the age group; however,, this included a significant number of over- age pupils. Enrollment in private schools was estimated at nearly 23,669, but is likely to decrease as public schools are expanded. There are in total about 5,185 schools, 372 of them private. 9. Nearly 90% of primary school leavers terminate their formal educa- tion at primary level, and the curriculum is aimed principally to meet their APPENDIX I Page 3 needs rather than those of 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. 10. Due to the scattered nature of the Tanzanian population, access to primary education has been difficult in rural areas. The ujamaa villages development policy is gathering scattered families into new villages, thereby facilitating the spread of primary education in the rural villages. 11. General secondary education comprises a four-year lower secondary course (Forms 1-4) followed by a two-year pre-university course (Forms 5 and 6). All post-primary education is in English and no fees are charged in public schools. Dropout and repetition rates are negligible. After completing Form 4, pupils sit for the National School Certificate examination and at the end of Form 6 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. 12. Enrollments in public secondary schools are geared to manpower needs. Total enrollment during the period 1961-1974 nearly tripled to some 36,000 while at the pre-university level enrollments increased more than seven-fold to about 3,700. Even so, secondary enrollments amounted in 1974 to only 2.5% of the 14-19 years age group, 2.8% at the lower level and 0.8% at the upper. In line with the Government's policy to gear secondary school enrollment to manpower needs, the progression rate (from Standard 7 to Form 1) has been declining; it went down from 11.2% in 1970 to 6.9% in 1974. 13. Secondary school standards are reasonably good. Over 90% of the teachers are trained Tanzanians (1974) 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 is now being given to practical subjects such as agriculture, com- merce, craft training and home science; this change is being supported in the fourth and proposed fifth educational projects. The new entrance require- ments for the University (para. 4) will have an effect on the secondary curriculum, especially at Forms 5 and 6 level. One such implication is that the secondary school course, particularly in Forms 5 and 6, will have to prepare students directly for work because they are expected to enter employ- ment before being admitted to the University. 14. Nearly three-fourths of secondary school students are boarders; only in Dar-es-Salaam schools do day pupils outnumber boarders. The need for boarding facilities arises from the low population density and the large catchment area of all secondary schools outside Dar-es-Salasm. In addition, secondary school students 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. APPENDIX I Page 4 Primary Teachers and Teacher Education 15. In 1974 there were 25,413 teachers in public primary schools and about 930 in private schools. Of thesa teachers, 10,000 were Grade A (two years teacher training following completion of Form 4), some 14,500 were Grade C (two years training following completion of Standard 7) and the rest were unqualified. Government policy is to use Grade A teachers for the upper primary Standards 5 through 7 and Grade C teachers for the lower standards. The salaries of Grade A teachers are on average 29% higher than those of Grade C. 16. In 1974 there were 22 Primary Teacher Training Colleges (PTTC's) offering pre-service training for primary teachers with an enrollment of 5,951 in the Grade A and C programs. In addition, in-service courses for practicing teachers are given in the Bagamoyo College of National Education. 17. With only 44% of the age group enrolled in primary schools and a high pupil/teacher ratio, there is a 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 economies by gradually eliminating Grade A teachers and establishing a new grade of qualified "primary school teacher" to be paid on the Grade C scale irrespective of qualifications prior to admission to the PTTC course. In view of the policy to attain universal primary education by 1977, the Government has announced that a teacher training course would be introduced into secondary schools so that students can teach in primary schools during or after their secondary school studies as part of their employment prior to be considered for University admission. This employment is likely to be largely on a voluntary basis and so help to keep the cost of the attainment of universal primary education to a minimum. Secondary Teachers and Teacher Education 18. In 1974 there were 1,850 secondary school teachers in public secon- dary schools of whom 1,670 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 have steadily replaced expatriate teachers. Nevertheless, this low ratio is uneconomical. In 1974 private secondary schools employed 585 teachers, giving a student/ teachier ratio of 24 to 1. 19. Diploma level teachers for Forms 1-4 are trained in a two-year course at the Chang'ombe (Dar-es-Salaam) Teacher Training College. Courses offered include training for technical subjects, commerce and domestic science. Total 1974 enrollment was 470. 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 has been the Higher School Certificate, but the Government is reviewing this policy, in parti- cular with respect to entry to University courses. Planned outputs of teachers are adequate to meet requirements to 1980. APPENDIX I Page 5 Technical and Vocational Education 20. The four secondary technical schools at Moshi, Ifunda, Mtwara and Tanga provide four-year post-primary courses with emphasis on industrial skills; the courses would also lead to the School Certificate, thereby allow- ing students to pursue higher education. The enrollment in 1974 was about 2,450 with the main development at Moshi where additions are being made to provide for Forms 5 and 6 and leading to Higher School Certificate. 21. Supported by the Vocational Training Act, 1972, trade training is the responsibility of the Ministry of Labour and Social Welfare which has an agreement with UNDP to develop a National Industrial Training Program incorporating an apprenticeship scheme. The project is being executed by ILO with assistance from the Canadian International Development Agency (CIDA), and the first stage was completed in March 1973. A second stage, including development of vocational training centers at Tanga and Mwanza, is being assisted under the fourth IDA project. The Vocational Training Center at Dar-es-Salaam has an output of 150 craftsmen p.a. and includes a technical teacher training scheme designed to meet the Programs' future needs. Other training facilities with an output of about 200 p.a. have been developed using improved accommodation. Estimated output at the lowest level--Trade Test Grade III--of the Ministry of Labour's scheme from the three centers, when in full operation, will be 750 per year. 22. The principal institute for technician training is the Dar-es- Salaam Technical College which operates full-time and part-time, day and evening courses. Because of very rapid phasing out of expatriates the College is short of experienced engineering staff, but Unesco has recertly provided a team to alleviate this shortage. Enrollment in the three-year full-time technician course in 1974 was about 900 and 54 were enrolled in the three-year full-time diploma course which follows the technician course. The Federal Republic of Germany is assisting the development of a new tech- nical 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 students p.a. with an output of 100 techni- cians yearly. Engineering training at degree level is being developed at the University with help from the Federal Republic of Germany. Management and Accountancy Training 23. There are a number of post-secondary institutions, training middle- level and high-level manpower in management, accountancy and allied fields. However, their operational efficiency needs improvement and a plan for general coordination is a prime necessity. Recently a National Board of Accountants and Auditors (NBAA) was established to oversee various aspects of the accountancy profession--training, planning, coordination, etc. It is expected that the NBAA will bring about an improvement in the training and performance of the professionals in the field. APPENDIX I Page 6 Education Radio 24. Radio Tanzania broadcasts educational programs weekly for primary and secondary schools. The languagies of instruction 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. Nonformal Education 25. Tanzania's development strategy is heavily committed to rural development and administrative decentralization to village level. In line with this strategy, Tanzania has an extensive system of nonformal education catering primarily to rural villagers and farmers, as well as to village and cooperative leaders. The 44 Rural Training Centers which train village and community leaders are being supplemented by the primary schools which are serving as community education centers for a variety of nonformal educa- tion programs in health, sanitation, and community development and political education. Precise figures are not available, but the Ministry of National Education estimates that 1.5 million adults participate in nonformal educa- tion programs. Higher Education 26. In July 1970, the three constituent colleges of the University of East Africa became the three separate Universities of M4akerere in Uganda, Nairobi in Kenya and Dar-es-Salaam in Tanzania. The University of Dar-es- Salaam comprises Faculties of Arts, Law, Medicine, Engineering and Science in Dar-es-Salaam 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 2,100. In addition, nearly 350 Tanzanian students are enrolled in degree or diploma courses in Makerere and Nairobi and a similar number in post-secondary courses overseas. Education Finance 27. Education and training in Tanzania is financed from both public and private sources, but private sources, which before independence were relatively important, now comprise less than 3% of all expenditure on education and training. Due to Government's expansion of primary education, private expenditures at this level are negligible, but for secondary education, the share of private expenditures has been inck4asing to meet social demand. Public education is free at all levels, but students pay for textbooks and stationery at the higher levels. APPENDIX I Page 7 28. Total Expenditure. Total public expenditure on education in 1974/75 including foreign assistance, is estimated to amount to T Shs 885.6 millions, i.e., about 5.9% of GDP (Annexes 5, 6 anad 7). Tanzania receives assistance for education from many sources including India, Canada, the Netherlands, Sweden, Denmark and Norway; in 1973/74, a total of about US$15.0 million was received in grant aid and credits. These figures are probably an underestimate since items such as training and scholarships as well as direct-to-project (non-cash) contributions such as consultants services and equipment are not included. 29. Recurrent Expenditures. In 1962/63, the Ministry of National Education's share of educational recurrent expenditure was approximately 80% of total Government recurrent expenditure on education, but by 1972/73 the proportion had fallen to 39%. This drop was due to the devolution of primary and adult education to Regions and also to a number of Ministries embarking on training programs--the most important being Agriculture, Home Affairs, Health, Labor and the Prime Minister's Office--these programs in 1973/74 accounted for 14% of total expenditures on education and training. During the period 1969/70 to 1973/74 educational recurrent expenditures grew at an average rate of 15% p.a. 30. The percentage breakdown of recurrent expenditure by level and type of education has been as follows: 1969/70 1971/72 1973/74 1974/75 Administration 6% 5% 4% 7% Primary 50.8% 52%oz 42% 43% Secondary 24.0% 20% 27% 19% Teacher Training 6% 6% 8% 6% Higher Education 13% 14% 14% 17% Adult 0.2% 3% 5% 3% 100% 1 OCI,' 100% 100% 31. As the table demonstrates, there have been no major changes in the distribution of recurrent expenditure on education and training activities with the exception of adult education which has shown a sharp increase in the four years under review reflecting the active adult literacy campaign. Adminis- trative costs fell steadily in relative terms between 1969 and 1973/74 but have risen since decentraliz-tion of the Government to Regions. Primary education costs have remained between 40% and 50% of total Ministry costs. The recurrent expenditures per student for primary education, secondary education and higher education are T Shs 180, 2,000, and 6,000 to 10,000 respectively. APPENDIX I Page 8 32. Capital Expenditures. Between 1969/70 and 1973/74, capital expen- ditures on education and training more than doubled (Annex 5), and as a proportion of total Central Governsment capital expenditures indicate the continuation of the trend established in the earlier years of the Second Five-Year Plan, that is, the growth in relative importance of expenditures by Ministries other than the Ministry of National Education, the importance of primary and secondary educational investments, and the increase in teacher training facilities. Outside the jurisdiction of the Ministry of National Education, investment has been expanding in training facilities run by the Ministry of Agriculture (for the training of Ministry staff and the instrt,ction of farmers and ujamaa villages), the Prime Minister's Office (for cooperative and rural development training), Central Establishments (for civil service training), and the Ministry of Labor (for vocational,-training). APPENDIX II Page 1 UNITED REPUBLIC OF TANZANIA FIFTH EDUCATION PROJECT Village Management Technician Training Introduction 1. Consistent with its socioeconomic development policy for the rural areas, Tanzania has steadily increased the pace of villagization of the rural population. By mid-1975, some 5,000 villages had been established and the Government anticipates completing this program during 1976, when the final number of villages is expected to be about 9,000. While all branches of Government are involved in the villagization program, the central thrust in mobilizing the people, once settled, falls upon the cooperative movement which has many shortcomings and problems which are largely rooted in the historical legislatio-ni which emphasized regulatory functions at the expense of promotional action. 2. There is a lack of skilled personnel to undertake management functions and the development of such people in adequate number will take many years to attain and inrvolve the use of carefully planned and phased training programs. An initial program would involve the retraining and restructuring of existing cooperative field staff 1/ so that they may contri- bute effectively to the solution of village management problems and assist the reorientation of the cooperative movement towards production and red!,nce the emphasis on regulatory functions. 3. To assist Tanzania in this endeavor the proposed fifth education project would: (1) help establish a Project Executive which would report directly to the Commissioner for Ujamaa and Cooperatives of the Prime Minister's Office (Annexes 8 and 9); (2) establish four highly qualified training teams which will retrain 700 cooperative inspectors and 800 community development assistants and reassign them as Village Management Technicians (VMTs); (3) provide pedal-cycles and house-building materials to the VMTs who would be assigned to Ward level on the basis of one VMT for a group of five villages; and (4) establish within the Project Executive a monitoring and planning unit to continuously evaluate training needs and - methods and prepare for the second stage program. 4. At every level of Government--National, Regional, District, Wardi-- there are parallel units of Tanganyika National Union (TANU) Party Committees (Annex 1) whose purpose is to monitor planning and implementation to ensure 1/ Cooperative field staff comprise cooperative inspectors and community development assistants. APPENDIX II Page 2 that development accords with Party policy. The lowest unit at Ward level is relatively new and includes a number of villages varying from two to eight. The VMTs would be the first group of civil servants to be posted throughout the country at this level; they would be under the guidance of the Project Executive who would operate in close consultation with the Commissioner and the Regional offices of the Ujamaa and Cooperative Development Department of the Prime Minister's Office. Although ultimately the VMTs would cover all the country, priority areas would be identified for the posting of the first VMTs taking into consideration other development activities, parti- cularly agricultural development projects. 5. The VMTs, working closely in an advisory capacity with t%eir respective TANU Ward secretaries, would become the Government's maina agents in the villages; their work would concentrate on: (i) assisting villagers to assess relative priorities for village development; (ii) drawing up village development plans and obtaining support for these plans at the District level; and (iii) training of village officials in bookkeeping methods and other skills needed to help the administration of the villages. Details of Training Program 6. The Project Executive includes a training advisor (a specialist of the NORDIC team) who is primarily responsible for planning, organizing and conducting courses for teaching staff to be used for training the VMTs. The teaching staff, who are being selected from cooperative inspectors who are graduates of the Moshi Cooperative College and have several years of rural development experience, would be given special courses at the Kisarawe RTC near Dar-es-Salaam. About 30 would be trained so that 4 team leaders, 12 instructors and 8 support instructors would be available for posting to 4 strategically sited RTCs at Shinyanga, Nzega, Mbulu and Iringa. An executive officer would be provided at each RTC to take care of daily administration. All five RTCs would be provided with equipment and furniture under the pro- posed project. 7. The 700 cooperative inspectors would receive a 5-week course with emphasis on management responsibilities and techniques applicable to village development, while the 800 community development assistants would be required to complet.e successfully a correspondence course prepared by the Moshi Cooperative College to qualify for a 14-week course which would deal with the broad technical and administrative aspects of village development. Two of the four RTCs would concentrate upon the 14-week course, and 2 on the 5-week course until all cooperative inspectors have been trained, when all four RTCs would conduct 14-week courses. Details of all the courses, viz., the 5-week, 14-week and correspondence courses have been prepared with the curricula, syllabi and teaching programs carefully integrated and designed to train the VMTs in the practical requirements of their work in the villages. APPENDIX II Page 3 8. Provision has been made in the project's total cost for the construc- tion of houses for VNrs on a self-help basis. The siting of each house and the initiation of the self-help construction work prior to the arrival of the VNT at his duty station will be the responsibility of the Ward secretary; consequently, the instruction of Ward secretaries in their duties in relation to the VMT program is important and will form part of the project. 9. Each VMT will have about five villages wi4thin his Ward and a visit to each village would average about 100 miles of travelling. Therefore, it is essential that the VfTs have pedal-cycles in order to cover their territory efficiently. Lack of transport for present cooperative field staff is a factor which severely limits their effectiveness. To facilitate visits to VMTs by headquarters staff, funding is also provrided for five motorcycles for each District headquarters. Repair and spare parts facilities would be available for the motorcycles and pedal-cycles tlhrough the provision of a repair depot at every Regional headouarters. 10. The appointment of the VMTs to Ward level and the expansion of their current responsibilities to include a technical management function, will cause a significant alteration in the authority telationship at Ward and village levels. Thus, to ensure the rapid integration and full effec- tiveness of VMTs, it is vital that all those who are in any way affected by this new arrangement are fully aware of the plans, the potential benefits, and their own official relationships with the VMTs before the VMTs take up their posts at Ward level. 11. The following groups of officials are thus affected (Annex 1): Party Secretaries at Regional, District and Ward levels; Regional and District Development Directors, IJjamaa and Cooperative Development officers at Regional and District levels; and their desk officers, Village Committee members and other rural development workers working at village level. 12. To ensure that the groups mentioned above receive adequate training and/or orirentation in order to obtain their full cooperation with and support of the V14Ts upon their arrival at the new posts, certain steps are necessary. Since it will not be possible to post VMTs into all Regions at the same time, a program incorporating the following components can be run for staff of the first Regions to be selected. The program will be repeated as required for staff from the remaining Regions. 13. Since the District Ujamaa and Cooperative Development officers and their desk officers will have responsibility for supervision of the VMTs upon completion of their training, each of the first two aforementioned will need to attend a 3-week course in order to be briefed on the new responsibil- ities of the VMTs. The courses will be conducted by the Project Executive at the Kisarawe RTC and the Moshi Cooperative College. Upon their return to their Regions, the District and Desk Officers would hold meetings with APPENDIX II Page 4 Regional and District level officers and party secretaries to orient them to the details and implications of the program. Prerecorded tapes containing the essential points of the training for Ward secretaries would be distributed and would form the basis of instruction. Following their training, each Ward secretary would hold meetings in every village within his Ward to inform village committees and rural development workers in those villages of th,- purpose and plans of the VMT program. I ANNEX 1 UNITED REPUBLIC OF TANZANIA FIFTH EDUCATION PROJECT Government Decentralization - TANU Party and Reiated Field Staff National Level - National Executive Committee President's Office - ~~Prime Minister's Office - - Regional Level Regional Executive Committee | Regional RegionaL Development 121 Regions) Commissioner Director Regional Ulamaa Co:operatives Development Off icer + " 2 Desk Officers District LDvel Area District Development Director (80 Districts} District Executive Committee Cornmissioner District Ujamaa Co-operatives Development Officer + - 2 Desk Officers I - Ward Level Ujamaa Co..peratives l1760 Wards Gross Ward Committee r Development Assistants but 1500 Rural) l= Village Management Tech nicians) Village Level 19000 Villages)1' Village Committee Village Secretary - - -- - - - - -- 1 This represents the probable maximum figure when villagization is completed. Approximately 5,000 villages are now in existence, World Bank-15177 lines of responsibility - technical lines Source: Prime Minister's Office and Bank Group Staff 0..C C4 0> L> L ax '0C (a LL.-. .0 . 01a a ~ 0 0 0041 s . ... Zu. - S --u-In-a, .C, (atZft an. La &- a -0 La& C'5 a a a LIWJ..S 0J C O O ' * -a0Ff.W 0 0 0 0 ELO.- - -na.,u- - ~ 0 F uaaaJ--au-n -a 1 S 1- :-MM1-- (a (a hj0S-C a .-. (1 - 14 1C. () 0 () 0 1 -. C 1 02 2'S.5i-a-S-U0" .gaa 0uUf-Lo0Uc 'F -r'F-0fa a0u DI0I~fJP0 -I WJSlV( hat S &P. . ZO-CS'-at a- (-1% - U (. -- 5. " 5.... - M fu -U A' - ' 4a-f t . Su.1 W W 40- a I L 11r I .e M M - I 22 S .0 .M0 .0-fl. 0. 4 0. . a.j fu '...nj x. * 4 . in'.f ..a -0 . c4 aU'0S-c- -mu0.0 *X.Ji & I & . ,.,. - - 2 I >> 1-I ** ( C (a- 1 . ,C a 0r (a( (a'0(aL,( ft U u- S 3a Z. I = 02* I 5 C a C M . (a. aS A 0( S . :.M..0 .D. ., .0 . . 4 . .j ?'5.(( .*.al *l. . . Z-.-n n *4 I .00 :?US5 - O . n-a*'' S 0 S -10 14 0 0(ra1 1- ' a a ..O-'a-- -~1'. ).4 C) .()(. ~a).. x4 *4 4 I 4 a ~- (~ ~1( 4) 1! : tl! b. I ta-bM - a *L la0 4' ?-- ?0' 0 .C., o .tMa 0 00 '-J F00l(a40N.L 0 0-Ma' -P4554. S -I 02 2- a .000 'O0.00 '.. -0.fJ.41''- O OfOZot aagaa(a0 l 0 0 4-.Z0t ~ -- - 4 z.a..m a .a z os-L,Mas- - - - - -.Ia 9 .,tl 0 I l WNI I. rLnIu .-a C, In-SMMS 4 -.1 a .*. .a-.- -.- -.-.. .I- 1- 1- , 0 'a . *1 *C I .0-, In M"I I .a5 . I O. I 0 - I r .0 F'0. U 'I0.I IEU Sn'51. 0445-.,I -(N- 0 0 4V'U ~'-* a a- i- a ai-.e51 . 15 .. * - .- . - - n..j.~. . au. -a-ru-..-.a (U. .5'E - - - .- - - - - - '- - 7Ua * Z( s w" I C -I. l o 4- I .I4 -IIUW'J7 Cl ,' to (aSOhI. S C S- )- .4 4 ft a 4 4 4 0 0 - Z ANNEX 2 Page 2 COMPARATIVE FDUCATXON INDICATORS (CnWTD) (DxCDMUR 3 1975) :XN~ IGP i TOTAL:! OF PUBLIC a I iPRI. :AV.PRI. 1£ :E I CAPITAI DEVOTEQIPUBLIC I EDUCATION aLITER- *PRI. ICOMPLE. iSTU- eSCN.TEACNiPROGRESS-i SEC. tSTU- i 5AT I TO EOU,a EXP. I RECURRENT IACY aENROLLiTION IDENTSISALARY INiTON RAYE IENROLLIDENTStHIGHER: I ,MARKETg fPIJBLIc:DEvnTE0:EXP ALLOCATED: RATE IRATIO IRATE FORIPER IRELATInN iPRnM PRTIaRATIn iPFR IENRMLL: IPOP, *PRICESI EXP.. I TO I TtO:, It% OF *: NET sPRI.SCH,aTEACWs TO GNP/ iTO SIEC'. I NET ITEArH4- RATIO: YRI(OOO) I (1151)I ONLY) I EDII. IPR!. SEC. MI.jADULTS): C!) ICYCLE(XlaFR I CAPITA I (I) a (I) tER I (xi CI() I$ (2) : (3) a (4) a CS) I (6) a (7) : (A) :(9) :(10) I (II) :(l?) :C131 W41O ASTA ANr OCEANIA BAGAEH 7 3 12.5C, 70C 1.2 20,2.............23 SAX *. 1 . A t 3y 28 CHINACTATWAN) 73 l'5.I1CI 490C 1.3 10,0 98£1 2 B 98 q£ 0o Ssn~ 4 5 26 ;:;no INDIA 71 563. SC, htOC 2.AiVY *... ..... ... 29 79K ... 43A *... * Pay 1?,)AY iJ*OOAy INDONESIA 73 123.OC 120C 1.8 11,0 63 23 14 62 63 90 32 5,0 91A ; 12 p-,. 2.100 IRAN 73 29.8C- 450C 1.3 12,6 508 Io8 I,21 so 77 74A 32 5.00B AOA 20 3? 01.32Cy IRAQ 70 10.IC' 170C 6.7 16.,3DR....................? AICY ... 22 .. . GWCY 26 6 ?Bry JORDAN 73 2.OCi ?70C 7,0 8.8 se 1s ?1 5g 91K 76 38 .0 sOW 2P2 0.0n KOREA 73 12.3C 310C 2.9 l9.,3 64 26 a 91 97 90 53 3.00 71 51 39 A*0( LEPANON 72 2.9 700 3.5 18,0 19 400 0 86 A1 09 2. 00 63 2619 20 21.00 MAL%YSIA 72 11.U 4030 6.0 2240.............6* 90K ... 32 ... .. 33X 26 .. OMAN 972 0,6 530 ?.3 1, 9 - - s 24K 99 33 7.00 *... 0.0K 9 PAKISTAN 75 66,7C' 13nC 1.6 6,2 05 253 15 2 4TX Sfl 39 2.00 *,. 17K 1n A.OO PHILIPPINES 74 3 9. 0C, P2nc 2.5 10.9 73 1s 12 S8 104KX . 34 1s ... 06K ... 2 1. OQ SINGAPORE 12 2.1 1200 3.1N 1 6.2 44 31 is 75.A 107K 72 33 ... 99 417 20 A.,P5Y THA ILAkND 73 35.5 P,20 C 3.QN 18,7 B51T 82 7 91C 32 3. 00 i I9C 21K 20 2.00 TURKEY 72 37.0 370 . 13,000................OSKOy ., 300 *. .. 22KY 27DY ,. it Pl YEM4EN 73 6.3 100 0.5 0,0 05 1 3P 1 5 1I 36 5.0 75 19 0 . O5FY YEM4EN P.D.R. 72 1.5 IO ? .3A 12.6 79 12 1p fox 3 1 29 1 0. 00 99 12V 20 o. . aBAY SUMMARY FOR DEVELOPING CUNIJTRIESI NUMBER OF COUINTRIES: 67 67 Alt 59 59 62 71 0 1 72 3A 01 73 69 t,7 RANGE: (0.5-. (3.8- (25- (0- (0-. (5-, (10- (17- (19- (1.A_ (7- (.0- (9- (.01- 0.0 1 32.11) 96 ) 52?) 00) 98) 180K) 99 ) 66 ) 25.0) 99 ) 75.0) 43 ) 23.0) OUARTILES:UPPER 1 4.7 21.0 57 36 20 66' 91 76 AS 7 76 Ph 2A L .719 MEDIAN: 0.0 10.2 s0 27 is so 7 1 56 38 0 63 16 21 P-.nn LOWER 1 3.0 10.0 02 17 It 20 OS P5 33 1 P5 t 1q 0l.03 S_yM4BOLS:_1... DATUM UINAVAILARLE Az1970 OR REFORE MUCURRENT PRICES SOuRCFS: - MAGNITUIDE '41L OR NFGLIGIBLE 1BulQ71 NuGDP ? QUESTIONABLE C2197? P&TNCLI)DYNG FOREIGN AIlnI9JNI ANn P WORLn RANk T NCLUIDES PART-TI4E STUnENTS D=1973 QUCENTRAL GOVT. nNLY ATLAq COMBINED OTTH PRIMARY E.Iq7O RS'IINISTRY O3F EDIICATTON (MOE) ONLY A Tn 10 TPRD MISSInNS S1rMTE AND STATF GOVT. ONLY AtiI/nR IINFOCr' TkEXCLUIDING CENTRAL GOVT. .STATTSTIrAI IJ*PURLTC ONLY YEARRBOOK VUTNCLIDTING PRIVATE EXPENDITURE WkITNCLIJDING IVERAGED STUDENTS YNIUNESCO SOURCES -------------------------------------- I..................r-------------------I----------------------------------------------- CO`IP~RATTVE EDUCATTON DATA ARE USEFUL TN THE EVALUATION OP VARIM1S EDUJCATION SYSTEMS AND ANALYSIs OFP FLATTVF ATAGFS OF EDUICATIONAL DEVELOPMENT BETWEEN VAF1InUS COUNTRIES. HnWEVFR,ON THE OASIS OP THE PRESENT DATA,CRnOSSNATIONAL cOMPARISON SHnIJID) HE APPRnACHFD WITH GREAT CAUTION., DATA PR SENTED IN THE ABOVE TABLE HAVE BEEN cOLLECTFD LARGELY BY THEr BANK MISSIONS FROm GnVEPNMENT SOURCES1 THE REMAINDER ARE STAFF ES ~ImATES OR DATA FROM UNESCO. EFFORTs HAVE BEEN MADE To STANDARDIZE DEFINTTTONS AND wITHIN I IMITS, TO CHECK TH4E ACCURACY OF THE DATA. 4EVERTHELESS,SUCH DATA ARE STILL IMPERFECT IN SEVERAL RESPECTS AND THE BANK IS WnRKTJG TO IMPROVF THFM PROGRESSIVELY ON THE OOCASTON OF ITS OPERATIONAL WORK. IN THE LISE (IF THESE DATA, THE FDNLLOWING OIIALIIFTCATIlnps SHOU)LD BF BORNE IN MIND:, C1)"EDUCATION' AS IEFTNED IN THE TABLE INCLuDES ALL EDUCATION AND TRAINING, FORMAL AND NOHNFnORmAI (2)PRRTMARY EDUJCATION PEFERS TO EDUCATION AT THE FIRST LEVEL AND "SECnNOARY" EDUcATION RFFFRS TO ALL EnDUCATION AT THE SEr~ONDARY .LEVEL REGARDLESS OF TYPE (E.G. GENERAL, TECHNICAL, AGRICULTUPAL)I M3)LITFPACY RATES'(COL.6) ARE OFTEN OBTAINED FROm COU1'~TFY CENSUSES. IN MANYrrOIJNTRIES THEY ARE ONLY ARP0knTMATTO]NS AND TT T5 .DOUBTFUL THAT ANY IJNIFnRM DEFINITIOnN OF 'LITERATC" HAS BEEN FOLLOWED CONSISTENTLY: (4)"PUBLTC EXPENDITURE IN EDUCATION"(COLS.3.3 AND 5) REFER TO ALL CAPITAL AND RErCURRENT FXPFNDTTIIRFS DEFvOTED TO EDIUICATTION SY PUBLIC AND DUASI-PURLYC AGENCIES: (Si-ENROLLMENT RATIO.S"(CnLS 7, 12 AND 10) REFER TO SCHOOL YEAR *AND MEAN THE PERCENTAGE OP ELfGTILF CHILDREN ENROLLE'D FIILI-lTme IN THE APPROPRIATE SCHOOL, PUBLIC AND PRIVATE BY LEVEL. THEY.-ARE OFTEN SUBIJECT TO A WIDE MARGIN OF ERROR IN THE'DF.vFInPING COUNTRIES OWING TOl VARIATION IN THE ACCURACY OP BASIC DATA(T1*E. AGE-SPECIFIC POPULATION AND ENROLLMENTS). EN4ROLLMFNT FIGURE9 FREQUENTLY ARE HIGHER THAN THE NUMBER OF STIUDENTS AcTUALLY IN SCHOOL. nVFRAGED STUDENTS WHOSF INCLUJSION IS INDICATED BY FOOTNnTEB ALSO CAN INFLATE THE RATIOS. UNITED REPUBLIC OF TANZANIA FIFTH EDUCATION PROJECT Public Primary and General Secondary Schools - Enrollments 1970 - 1974 and Estimates for 1975, 1980 and 1985 Standard/Form 1970 1971 1972 1973 1974 1975/11 198012 1985/5 7 - year old 423,400 424,360 425,320 426,280 427,240 428,200 470,800 475,600 7, enrolled Standard 1 40.8 44.8 48.9 53.0 58.0 61.2 100 100 Stand- 1 172,596 190,091 208,331 226,071 247,627 262,000 552,000 475,600 ards 2 152,234 166,590 182,858 199,119 217,283 238,000 429,610 445,300 > 3 141,734 149,305 161,265 174,328 189,350 210,000 375,400 440,300 4 4 138,458 138,246 144,139 153,169 169,251 190,000 324,300 425,800 Total 1- 4 605,022 644,232 696,593 752,687 823,511 900,000 1,681,310 1,786,900 5 88,614 102,608 116,461 133,300 151,724 165,000 247,000 411,800 6 68,714 85,267 101,886 116,593 133,285 145,000 223,600 466,500/3 7 65,624 70,502 88,656 103,807 120,366 130,000 205,500 354,300 Total 5 - 7 222,952 258,377 307,003 353,700 405,375 440,000 676,100 1,232,600 Grand Total (Standards 1-7) 827,974 902,609 1,003,596 1,106,387 1,288,886 1,340,000 2,357,410 3,019,600 % admitted to secondary 11.2 10.7 8.7 7.6 6.9 6.5 5 4 Forms 1 7,372 7,570 7,747 7,933 8,263 8,500 10,275 14,200 2 7,148 7,623 7,715 7,894 8,155 8,400 10,100 14,100 3 7,089 7,322 7,546 7,823 7,899 8,300 10,100 14,000 4 6,713 7,044 7,052 7,371 7,929 8,200 9,900 13,900 Total Forms I - 4 28,322 29,559 30,060 31,021 32,246 33,400 40,275 56,200 7% admitted to Form 5 22.4 22.8 24.2 24.5 23.8 24.3 26.5 26 5 1,506 1,608 1,705 1,808 1,888 2,000 2,600 3,600 Z 6 1,339 1,436 1,523 1,673 1,792 2,000 2,600 3,600 0 Total Forms 5 - 6 2,845 3,044 3,228 3,481 3,680 4,000 5,200 7,200 Grand Total (Forms 1 - 6) 31,167 32,603 33,288 34,502 35,926 37,400 45,475 63,400 /1 Ministry of National Education estimate. /2 Bank Group staff projection. The enrollment figures for Standard 1 includes a backlog of 163,000 primary age children, to be admitted as follows: 81,500 during 1977-79, the rest (81,500) in 1980. /3 The large in-take in 1980 due to the admission of backlog of primary age children accounts for the larger enrollment in Grade 6. / Bank Group staff projection. SOURCES: Ministry of Education school enrollment statistics, U[ Population projections and Bank Group staff estimates. August 1975 UNITED REPUBLIC OF TANZANIA FIFTH EDUCATION PROJECT Public Primary and General Secondary School Teachers Employed in 1974 and Projections of Teacher Needs for 1980 and 1985 1974 1980 1985 (Actual) (Projected) (Projected) Student Student/ Number Student/ Student/ Enrol- Staff of Student Staff Teacher Teacher Student Staff Teacher Teacher lment Ratio Teachers Enrollment Ratio Demand Supply Balance Enrollment Ratio Demand SUDD1V Balance Standards 1-4 823,511 57:1 14,500 1,681,310 50:1 33,630 23,820 -9,095 1,786,900 45:1 39,710 37,090 -2,620 (deficit) (deficit) Standards 5-7 405,375 38:1 10,551 676,100 35:1 19,320 15,260 -3,938 1,232,600 35:1 35,220 21,660 -13,560 (deficit) (deficit) Forms 1-6 35,926 19:1 1,855 45,475 20:1 2,275 3,026 + 751 63,400 20:1 3,170 4,800 + 1,630 (excess) (excess) Notes: 1. Teacher supply for 1980 was projected assuming annual output of Grades C, A and EO III teachers would be maintained at the 1974 level; the Government's estimate of 3% attrition rate of reacher stock was used. 2. Teacher supply for 1985 was projected with same assumptions as above. In addition, a 25 per cent increase in the output of teachers was assumed. 3. The qualification of teachers for the various grade levels was kept unchanged. However, in order to implement UPE earlier than originally planned, it is possible that the Government may use teachers with lower qualifications, particularly in Standards 1-4. SOURCE: Bank Group staff. August 1975 ANNEX 5 UNITED REPUBLIC OF TANZANIA FIFTH EDUCATION PROJECT Expenditures on Education and Training in Relation to Total Government Expenditures (millions of shillings) Constant Prices Current Prices of 1975 Provisional Actual Expenditures Estimates Estimates RECURRENT 1969/70 1970/71 1971/72 1972/73 1973/74 1974/75 1975/76 1979/80 1984/85 Ministry of Education 245.0 281.3 328.9 166.5 268.8 312.7 229.7 268.6 326.5 Regional Expenditures 169.8 196.0 254.8 229.8 268.8 326.9 Other Ministries 63.7 67.0 67.9 94.3 75.7 91.1 100.3 117.1 142.0 I. Zotal 308.7 348.3 396.8 430.6 540.5 658.6 559.8 654.5 795,4 Central Government Revenue 1,577.0 1,683.0 1,859.2 2,357.0 3,002.3 3,990.1 4,007.0 4,690.4 5,706.5 2. Expenditures 1,526.7 1,631.4 1,780.6 2,275.9 2,513.1 3,887.7 3,530.0 4,132.1 5,027.3 CAPITAL Li Ministry of Education 29.3 44.5 34.5 59.7 50.3 64.9 112.9 Regional Expenditures 10.9 20.3 39.9 76.5 Other Ministries 21.2 25.1 29,1 44 4 77.9 122.2 68.4 3. Total 50.5 69.6 63.6 115.0 148.5 227.0 257.8 4. Central Government Expenditures 611.0 829.0 855.0 '930.0 1,595.0 2,092.0 2,590.0 T)TAL RECURRENT AND CAPITAL 5. Total Central Government Expenditures (2+4) 27137.7 2,460.4 2,635.6 30 05 9 4,108.1 5,979,7 6,120.0 6. Total Expenditures on Education (1+3) 359.2 417.9 460 4 545 6 689.0 885.6 817.6 7. GDP (at factor cost current price,.) 8,722.0 9,485.0 10,463.5 11,800 0 13,286.0 14,960.0 15,663.0 6 as a % of 7 4.1 4.4 4.4 4-6 5.1 5.9 5.2 1 as a % of 2 20,2 21.3 22.2 19.0 21.5 17.0 16.0 16.0 16.0 /1 Due to the uncertain economic situation and the temporary postponement of the Five-Year Development Plan (1975-1980), projections of capital expenditures must await final formulation of Government programs. SOURCES: Ministrie4 of Finance and National Education and World Bank Group Staff estimates. August 1975 ANNEX 6 UNITED REPUBLIC OF TANZANIA FIFTH EDUCATION PROJECT Past and ProJected Government Recurrent Expenditure on Education and Training (millions of shillings) Constant Prices Current Prices of 1975 1969170 1970/71 1971/72 1972/73 1973/74 1974/75 1975/76 1979/80 1984/85 Provisional Estimates Estimates Expenditure - Administration & General Ministry of Education 14.6 15.6 16.6 7.2 10.7 26.3 12.7 14.8 18.0 Regional Expenditures 6.8 10.0 14.5 12.8 14.9 18.1 Primary Education Ministry of Education 124.3 140.0 171.0 13.0 13.4 24.0 14.2 16.6 20.1 Regional Expenditures 151.0 181.0 218.6 207.3 242.6 295.1 Secondary/Technical/Commercial 1/ Agricultural/Home Economics 57.7 58.1 65.0 62.0 122.7- 108.7 90.0 105.3 128.1 . Teacher Training 15.0 17.8 19.5 24.5 37.7 34.4 30.7 35.9 43.6 Higher Education 32.7 42.0 45.8 51.8 66.3 96.3 67.0 78.4 95.3 Adult Education Ministry of Education .7 7.8 11.0 8.0 18.0 23.0 15.1 17.6 21.4 Regional Expenditures 12.0 5.0 21.7 9.7 11.3 13.7 Total 245.0 281.3 328.9 336.3 464.8 567.5 459.5 537.4 653.4 Ministry of Education 166.5 268.8 312.7 229.7 268.6 326.5 Devolved to Region 169.8 196.0 254.8 229.8 26..8 326.9 Other Ministries National Culture 3.1 3.2 3.1 5.0 1.7 8.5 7.9 9.2 11.1 Health 1.9 3.3 4.8 9.0 6.7 18.8 22.3 26.1 31.7 Home Affairs 8.1 7.2 7.4 10.0 13.0 Agriculture 20.3 31.1 29.8 36.3 11.4 10.8 30.7 35.9 43.6 Prime Ministers Office 1.2 1.3 2.6 8.8 9.3 11.8 13.6 15.9 19.3 Natural Resources & Tourism 1.1 2.4 1.3 1.5 1.4 2.0 2.3 2.8 Central Establishments 4.1 5.0 5.2 4.8 6.9 6.2 8.2 9.5 11.5 Labor & Social Welfare .7 1.3 1.8 2.6 3.3 3.9 4.7 Other 24.3 14.8 12.6 17.8 23.4 31.0 12.3 14.3 17.3 TOTAL 308.7 348.3 396.8 430.6 540.5 658.6 559.8 654.5 795.4 1/ From Tanzania Fiscal Year 1973/74 funds for agricultural colleges and other specialized institutiond have been channeled to the Ministry of National Education rather than fromD the other technical ministries. SOURCES: Ministries of Finance, National Education and lWorld Bank Group Staff estimates. August 1975 UNITED REPUBLIC OF TANZANIA FIFTH EDUCATION PROJECT Past and Present uovernment LapiLal Expenditures oni Educatiou anud Trai"in6 (Millions of Tanzanian Shillings - Current Prices) 1973/74 Provisional 1974/75 1975/76 1969/70 1970/71 1971/72 1972/73 Expenditure Estimates Estimates Ministry of Education Primary 14.7 19.8 9.3 12.3 18.0 44.0 53.4 Secondary 3.7 10.1 18.9 32.2 22.1 21.4 26.5 Technical 0.3 0.2 0.3 10.9 5.4 19.3 26.7 University 3.4 5.1 ~ 2.5 9.3 19.0 7.8 29.0 Adult 0.4 2.0 2.7 2.5 23.8 Teacher Training 6.8 7.3 3.5 5.9 2.9 9.8 /1 30.0 Sub total 29.3 44.5 34.5 70.6 70.6 104.8 189.4 Other Ministries Agriculture 3.7 1.0 2.0 11.6 12.3 16.9 8.6 Health 1.5 5.1 0.6 2.1 31.7 5.-2 2. Central Establishments 1.5 5.4 10.1 8.1 15.0 7.0 - 1.5 Labor and Social Welfare 1.2 2.6 2.4 5.0 6.4 3.3 2.3 8.5 6.2 4.0 5.6 6.4 35.3 21.0 Other 4.8 4.8 10.0 12.0 6.1 7.1 13.0 Sub total 21.2 25.1 29.1 44.4 77.9 122.2 68.4 Total Capital Expenditures 50.5 69.6 63.6 115.0 148.5 227.0 257.8 on Education and Training /1 Of which T.Sh 17.9 million and T. Sh 43.5 million are devolved to the Regions. > /2 Of which T. Sh 12.5 is developed to the Regions. g /3 Due to the uncertain economic situation and the temporary postponement of the Five-Year Developiaent Plan (1975-1980), projections of capital expenditures must await final formulation of Government programs. SOtTRCES: Ministries of Education and Finance and World Bank Group Staff estimates. August 1975 UNITED REPUBLIC OF TANZANIA FI FTH EDUCATION PROJECT Relationship of Project Executive to Prime Minister's Office | Pr.m. Mmniste Fincriapl Seerstnry CoCmmissie ror iPlanning Financial charge each Dept Ujaa d C. Department Department Department | AudCt an Cade nmen| Policy A | d,e Deputy Commissioner Nordic Project L Assistance Developmentsi in Charge each Team E-ecutivI Section S ction Section Regional I Development Director F-i- ' _ - R a |m an , . Lines of Responsibiliky Rg,onal Uiamaa and- ' TehiaLns .C-operative Development Office, - Technical Linen Source Prime Miniseers ODfice and Sank Group Stafl I RJT.C.n World BvA;k-15178 ANNEX 9 UNITED REPUBLIC OF TANZANIA FIFTH EDUCATION PROJECT Village Management Technician Training Program - Project Executive Prime Minister's Office _I __ Co-operative Education, Project Executive Treasury Depertment College University Program Director I MO I I -,_I_ Deputy Program I i I Director _ _ IIFinancial Controller I Ministry of Agricul ture ! Extension Aids Planning Production Unit ___Evaluation Unit ------ ------------------------------- Mobile INordic Project Unit IField Advisory Staff* I Training Advisor I Nordic Project I Subject Specialists 5 Rural Training Centers Lines of respor'tibil y - - - - Technical lines World Bank-15176 * Source: Prime Minister's Office and Bank Group Staff UNITED SiEPOSLIC OF TANZANIA PlT SCTS PRJECT 2510 SSU900 OF ENSSLOMENT AN0D ESTIOOATED POOlEd COSTS (IN T. ESH IN 000'.. BASED CIl 05V90E0 1975 PRICES (US $1 - T, SH1 8.05) To,ts of Cst of' Cost f' Tot.1 Cost oo 0 Ze'" aab \MMALMAW I tiP-- -3O\, . s M OZ AM13I Q U E 4s I F I rin I - ' UNITED REPUBLIC OF TANZANIA FIFTH EDUCATION PROJECT Key to Map Project Items Location Code Name of Institutions Town Region A. Village Management Technician Training Program A-1 VMT Training Headquarters Dar-es-Salaam Coast A-2 Five Rural Training Centers(RTCs): 1. Shinyanga Shinyanga 2- Nzega Tabora 3. mbulu Arusha 4. Iringa Iringa 5. Kisarawe Coast A-3 Village ManaRement Technicians Located at Wards - not shown (VMT) Units on map. B. Secondary Schools B-1 Arusha Secondary School Arusha Arusha B-2 Azania Secondary School Dar-es-Salaam Coast B-3 Jangwani Secondary School Dar-es-Salaam Coast B-4 Tosamaganga Secondary School Iringa Iringa B-5 Mawenzi Secondary School Moshi Kilimanjaro B-6 Lindi Secondary School Lindi Lindi B-7 Morogoro Secondary School Morogoro Morogoro B-8 Mwanza Secondary School Mwanza Mwanza B-9 Kazima Secondary School Tabora Tabora B-10 Usagara Secondary School Tanga Tanga B-li Mbeya Secondary School Nbeya Mbeya B-12 Loleza Secondary School Mbeya Mbeya B-13 Ndanda Secondary School Ndanda Mtwara B-14 Ilboru Secondary School Arusha Arusha B-15 Umbwe Secondary School Umbwe Kilimanjaro C. National Board of Accountants and Auditors C-1 NBAA's Headquarters Dar-es-Salaam Coast