~~ Public Disclosure Authorizeddocuments.worldbank.org/curated/en/... · Table 2-2 NETF Disbursements by Country ($1,000s) 15 Table 2-3 Status of Preparation of Country Status Reports,

.f* '

~~_ "

* ~ " ' ' I' e X-

-' ,, '_' ' ' > -.*d 'I

h---<2u ow ,; . w~~~~~~~~~~~~~~At

.~~ -

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

Administrator

27301 volume 2

NETF 2003The Norwegian Education Trust Fund

Annual Reportfor the

The Sixth Annual ConsultationOctober 20 - 22, 2003

Oslo, Norway

The World BankAfrica Region

Human Development Department

NETF 2003 Annual Report

Table of ContentsList of Tables ........................................................... IV

Abbreviations ........................................................... V

Executive Summary ........................................................... VIWhat is the NETF? ............................................................... VIHow Does NETF Help the Development of Education in Africa? ...................................................... VIIMajor Achievements ............................................................... VIIManagement and Administration of the Fund ................... ............................................ XIOperational Principles ............................................................... XIFinance and Resources ............................................................... XIIAn Excellent Report Card ............................................................... XIIIPlans Fiscal 2004 ............................................................... XIII

I Overview .I1.1 This Annual Report .11.2 Background on NETF .11.3 Rationale.21.4 Objectives of NETF .41.5 Operational Principles .41.6 Evolution in Scope of Activities Financed under NETF .51.7 Management and Administration of the Fund .81.8 2003 NETF Evaluation .91.9 Finance and Resources .101.10 Plans for Fiscal 2004 .11

2 Education Sector Development Programs .142.1 Overview.142.2 Technical and Analytical Support to National Teams .14

2.2.1 Support for Preparation of National Education Sector Development Programs ......................... 142.2.2 Development of Country Status Reports (CSRs) for Education ................................................. 172.2.3 Analytical FTI .................................................... 182.2.4 Plans for Fiscal 2004 .................................................... 19

2.3 Regional Studies and Strategies .................................................... 212.3.1 EFA Strategies .................................................... 212.3.2 Plans for Fiscal 2004 ................... 21

2.4 Regional Collaboration, Consensus Building, and Capacity Development . . 222.4.1 Workshop Program .............................................................. 222.4.2 Partnership Programs .............................................................. 242.4.3 Plans for Fiscal 2004 ............................................................... 25

3 GIRLS EDUCATION .293.1 Objective and Background .293.2 Technical and Analytical Support for National Teams .303.3 Regional Studies and Strategies .303.4 Regional Collaboration, Consensus Building, and Capacity Development .303.5 Plans for Fiscal 2004 .31

4 ADULT BASIC EDUCATION AND LITERACY .324.1 Objective and Background .324.2 Technical and Analytical Support for National Teams .32


4.3 Regional Studies and Strategies ........................................................ 324.4 Regional Collaboration, Consensus Building, and Capacity Development ............................ 334.5 Plans for Fiscal 2004 ........................................................ 33

5 EARLY CHILDHOOD DEVELOPMENT (ECD) ..................................................... 345.1 Objective and Background ........................................................ 345.2 Technical and Analytical Support for National Teams ...................................... 345.3 Regional Studies and Strategies ........................................................ 34

5.3.1 Support to the Human Development Network of the Bank on Global ECD .355.4 Regional Collaboration, Consensus Building, and Capacity Development . .35

5.4.1 Early Childhood Development Virtual University ......................................... 355.4.2 Information Management for Action, Communication, and Training .365.4.3 Workshops and Conferences .36

5.5 Plans for Fiscal 2004 .. 36

6 Education and Health ................ 376.1 Objective and Background .376.2 Interaction between Education and Health .37

6.2.1 Technical and Analytical Support for National Teams .386.2.2 Regional Studies and Strategies .386.2.3 Regional Collaboration, Consensus Building, and Capacity Development .386.2.4 Plans for Fiscal 2004 .39

6.3 Training Issues in Health Sector Reform .. 406.3.1 Achievements .406.3.2 Plans for Fiscal 2004 .40

6.4 Support for Health CSRs .. 416.4.1 Technical and Analytical Support to National Teams .416.4.2 Regional Studies and Strategies .426.4.3 Plans for Fiscal 2004 .42

7 SECONDARY EDUCATION ..................................................... 437.1 Objective and Background ........................................................ 437.2 Technical and Analytical Support for National Teams ........................................................ 437.3 Regional Studies and Strategies ........................................................ 437.4 Regional Collaboration, Consensus Building, and Capacity Development ............................ 447.5 Plans for Fiscal 2004 ........................................................ 44

8 SKILLS DEVELOPMENT ..................................................... 458.1 Objective and Background ........................................................ 458.2 Technical and Analytical Support for National Teams ........................................................ 458.3 Regional Studies and Strategies ........................................................ 458.4 Regional Collaboration, Consensus Building, and Capacity Development ............................ 468.5 Plans for Fiscal 2004 ........................................................ 46

9 Quality Improvement in Primary Education ..................................................... 479.1 Objective and Background ........................................................ 479.2 Regional Studies and Strategies ........................................................ 489.3 Regional Collaboration, Consensus Building, and Capacity Development ............................ 499.4 Plans for Fiscal 2004 ........................................................ 50Annex l: Ongoing Education Sector Programs .51Annex II: Other Ongoing Projects with Significant Education Component .53Annex Ill: Pipeline Education Sector Programs .54

III


Annex IV: Overview of Multisector PRSC programs .......................................................... 55

Annex V: Status of Girls Education Programs and Components ................. ...................... 56

Annex VI: Status of ABE Programs and Components ......................................................... 57

Annex VII: Status of ECD Programs and Components ........................................................ 59

Annex Vil: Status of Education and Health Programs and Components .......... ................ 60

Annex IX: Special Note on Norwegian Consultants .......................................................... 61

Annex X: Studies and Reports Published under NETF ....................................................... 63

List of TablesTable I Cumulative Summary of Achievements from Inception (January 1998) to Fiscal 2003* IXTable II Summary of Achievements, Fiscal 2003* XTable III Cumulative Receipts and Disbursement, January 1998-June 2003 ($1,000s) XIITable IV Plans for Fiscal 2004* XVTable V NETF Financing by Focus Area and Activity Type, Fiscal 1998-2003, and Plans for Fiscal 2004 ($1,000s)

XVI

Table 1-1 Cumulative Receipts and Disbursement, January 1998-June 2003 ($1,000s) 10Table 1-2 NETF Financing by Focus Area and Activity Type, Fiscal 1998-2003, and Plans for Fiscal 2004($1,000s) 13Table 2-1 Disbursements for Education Sector Development Programs ($1,000s) 14Table 2-2 NETF Disbursements by Country ($1,000s) 15Table 2-3 Status of Preparation of Country Status Reports, Including Plans for Fiscal 2004 18Table 2-4 Regional Workshops and Conferences, Fiscal 2003* 23Table 2-5 Tentative Plan for Regional Workshops and Conferences, Fiscal 2004 28Table 3-1 NETF Disbursements on Girls Education ($1,000s) 29Table 4-1 NETF Disbursements on Adult Basic Education ($1,000s) 32Table 5-1 NETF Disbursements for Early Childhood Development ($ 1,000s) 34Table 6-1 NETF Disbursements on Education and Health ($1,000s) 37Table 6-2 Preparation of Country Status Reports for Health 41Table 7-1 NETF Disbursements for Secondary Education ($1000) 43Table 8-1 Disbursements for Skills Development ($1,000s) 45Table 9-1 NETF Disbursements on Quality Improvement of Primary Education ($1,000s) 48

Annex Table 1 Overview of Ongoing Education Sector Programs_ 51Annex Table 2 Other Ongoing Human Development Projects with a Significant Education Component 53Annex Table 3 Pipeline Education Sector Programs 54Annex Table 4 Overview of All PRSCs in Africa Lending Program (total cost in millions of dollars not limited toeducation sector) 55Annex Table 5 Status of Girls' Education Programs and Components 56Annex Table 6 Status of ABE Programs and Components 57Annex Table 7 World Bank Lending for Early Child Development in SSA: Ongoing/Recent Operations 59Annex Table 8 Status of Education and Health Programs and Components 60

IV

�w


AbbreviationsABE Adult basic educationADEA Association for the Development of Education in AfricaAFTHD Africa Region, Human Development Department (World Bank)APNET African Publishers NetworkBREDA Regional Office for Education in Africa (UNESCO)CIDA Canadian International Development AgencyCOMED Communication for Education Development Program (ADEA)CSR Country status reportDFID Department for International DevelopmentDRC Democratic Republic of CongoECA UN Economic Commission for AfricaECD Early childhood developmentECDVU Early Childhood Development Virtual UniversityECOWAS Economic Community of West African StatesEFA Education for AllEl Education InternationalESDP Education sector development programFAPED Forum for African Parliamentarians for EducationFAWE Forum for African Women EducationalistsFTI Fast-Track InitiativeFY Fiscal yearGER Gross enrollment ratioHD Human developmentHDNED Human Development Network, Education Anchor Unit (World Bank)HIPC Heavily indebted poor countryIATT Inter-Agency Task Team on EducationIICBA International Institute for Capacity Building in Africa (UNESCO)IDA International Development AssociationIIEP International Institute for Educational PlanningILO International Labour OrganizationIMPACT Information management for action, communication, and trainingIWGSD International Working Group for Skills DevelopmentLEC Low-enrollment countryMAP Multisector HIV/AIDS ProgramMDG Millennium Development GoalNESDP National education sector development programNETF Norwegian Education Trust FundNFE Nonformal educationNGO Nongovernmental organizationNOK Norwegian kroneOVC Orphans and other vulnerable childrenPRSC Poverty Reduction Support CreditPRSP Poverty reduction strategy paperSEIA Secondary education in AfricaSSA Sub-Saharan AfricaUNAIDS Joint United Nations Programs on HIV/AIDSUNDP UN Development ProgramUNESCO United Nations Educational, Scientific, and Cultural OrganizationUNEVOC UNESCO's International Program on Technical and Vocational EducationUNICEF United Nations Children's FundUJNSIA United Nations Special Initiative for AfricaUPE Universal primary educationWBI World Bank InstituteWHO World Health Organization

V

NOMMEMMOMW


Executive SummaryWHAT IS THE NETF?

The Norwegian government set up the Norwegian Education Trust Fund (NETF) in January 1998 in re-sponse to a request from the Africa Region of the World Bank to develop a special initiative in order toassist Sub-Saharan African (SSA) countries resume growth toward universal primary education (UPE).The fund would help SSA countries address factors that had caused stagnation in the development of pri-mary education since around 1980. It would do this by strengthening governments' political, technical,and institutional capacities to prepare and implement high-quality, nationally owned, and financially sus-tainable education sector development programs that would support the reforms needed to resume growth.Such programs would also provide the basis for mobilizing the increased external financing, includingfrom the World Bank, needed to accelerate development of education.

At NETF's launch, SSA's average gross enrollment ratio (GER) in primary education was about 80 per-cent. This equaled about the level reached in 1980. The GER was less than 60 percent in sixteen-one-third-of the forty-eight SSA countries. Only about half of SSA's children of primary school age on av-erage both entered and completed primary education, and SSA's average female literacy rate was onlyabout 50 percent.

Education plays a key role in poverty reduction through strong positive effects on productivity; health andnutrition; equity, especially for women and the poorest population groups; and social cohesion and de-mocratic institutions. A wide consensus existed, therefore, that major improvement in basic education wasa prerequisite for poverty reduction in the majority of SSA countries. This consensus grew even strongerwith establishment in April 2000 of the Education for All (EFA) targets by the Dakar World EducationForum and the Millennium Development Goals (MDGs) established by the United Nations in September2000.

Based on the above considerations, NETF initially gave priority to the sixteen "low-enrollment countries"(LECs) with less than 60 percent GER in 1998. The fund prioritized development of subsector programsfor primary education and some areas considered to be severe constraints on resuming growth towardUPE, for example, girls education, adult literacy, and early childhood development (ECD). Despite thesepriorities, however, NETF emphasized from the outset the need for a holistic approach and has increas-ingly financed preparation of policies and investments for all levels and types of education. Furthermore,as soon as programs were under preparation in most of the sixteen LECs, NETF started to support work inmost other SSA countries where the Bank and other external partners were actively supporting educationdevelopment programs.

Activities supported under NETF have, since its inception, been fully integrated with education sectorprograms supported by the World Bank and other development partners to advance education in SSA.NETF activities were initially developed within the framework of the U.N. Special Initiative for Africa(IJNSIA), for which the World Bank and UNESCO served as co-lead agencies for education. This worklater became an integral part of the international community's efforts to help SSA reach the EFA goals by2015 and the education targets of the MDGs.

The establishment of NETF is fully in line with Norway's traditionally strong support for developmentaid, especially in SSA, and for the important role education plays in this regard, both as a human right andas a means to promote equity, accelerate economic growth, and reduce poverty. NETF also represents acontinuation of Norway's long-standing support for assisting multilateral institutions, especially theWorld Bank, to enhance their capacity to help countries develop and implement sustainable pro-poorpoverty reduction strategies. More generally, accelerating progress toward EFA through better nationalpolicies and stronger support from the international community is an integral part of Norway's strongsupport for broader initiatives, such as debt relief under the Heavily Indebted Poor Country (HIPC) Initia-tive, the poverty reduction strategy paper (PRSP) process, MDGs, and "Fast-Track Initiative" (FTI).

VI


How DOES NETF HELP THE DEVELOPMENT OF EDUCATION IN AFRICA?

From the outset, the thinking behind NETF has been that a combination of low political commitment toprimary education, poor policies, and weak institutions has been more important than a shortage of re-sources in explaining limited progress toward UPE in most SSA countries since the early 1 980s. As aconsequence, NETF has focused on helping countries build the foundation for future education growth bysupporting activities that would strengthen governments':

* Political will to give adequate budgetary priority to primary education and ensure greater focus ofpublic education spending on poverty to promote access to underserved groups with little politicalvoice, for example, girls, rural poor, and children orphaned by HIV/AIDS or civil strife.

* Technical capacity to develop education reforms indispensable to establishing an education systemcapable of sustainable provision of adequate quality universal primary education.

* Institutional capacity to implement these policies and programs effectively in close cooperation withkey education stakeholders (e.g., teachers, parents, communities, and nongovernmental organizations(NGOs).

These overall objectives are operationalized by helping countries prepare education sector developmentprograms, or targeted subsector interventions, through the following three interrelated sets of country-specific and regional and activities:

* Technical and analytical supportfor national teams to prepare high-quality sector development pro-grams to address the supply and demand issues that during the past two decades have constrainededucation development, especially at the primary level.

* Regional studies and strategies, including synthesizing and disseminating cross-country knowledgeon what works and what works less well in key areas covered by sector programs, to ensure that theseprograms benefit from worldwide good practices.

* Promoting activities for knowledge sharing, and capacity and consensus building at the national,subregional, and regional levels. Most of these are workshops, conferences, or study tours and servethree interrelated purposes: (a) sharing of knowledge among countries and different education stake-holders, including dissemination of the type of cross-country knowledge referred to above, (b) facili-tating national consensus building among key education stakeholders on the often difficult reformsneeded to ensure that sector programs both adequately address cost-effectiveness, quality, and equityissues and are financially sustainable and capable of being implemented in the national social context,and (c) enhancing closer cooperation and synergy among the interventions of external agencies sup-porting education development in Africa.

MAJOR ACHIEVEMENTS

In terms of the three main sets of activities listed above, the main outcomes of this support may be sum-marized as follows:

* Technical and analytical supportfor national teams. Since its inception, NETF has contributed toprogram preparation, either through preparation of full-fledged education sector development pro-grams (ESDP) or through support for preparation of parts of such programs, in thirty-five countries.This includes nearly all the SSA countries where the World Bank currently provides assistance in theeducation sector. This is the largest single activity supported by NETF. It includes direct support tonational teams as well as support for upstream analytical work, such as country status reports (CSRs)and country-specific analytical work related to the FTI. These thirty-five countries are Angola, Benin,Burkina, Burundi, Cameroon, Cape Verde, Chad, Congo, C6te d'Ivoire, Djibouti, Democratic Repub-lic of Congo, Eritrea, Ethiopia, Gambia, Ghana, Guinea, Guinea-Bissau, Kenya, Lesotho, Madagas-car, Malawi, Mali, Mauritania, Mauritius, Mozambique, Namibia, Niger, Nigeria, Rwanda, Senegal,Sierra Leone, Swaziland, Tanzania, Uganda, and Zambia. During the current reporting period, thirty

VII


of these countries received support, accounting for 44 percent' of the disbursements during fiscal2003 (see Table V).2

* Regional studies and strategies. This includes support for developing a regional education strategyfor Africa and strategy work in areas such as early child development, girls education, adult basiceducation, textbooks, skill development, secondary education, school health, and interaction betweeneducation and HIV/AIDS, as well as regional studies related to EFA and FTI. Main outputs duringfiscal 2003 include a major regional study on girls education, completion of a comprehensive reviewof vocational skills development, several case studies on secondary education, a costing model forECD, and several comparative studies related to EFA and FTI. Altogether, regional as well as coun-try-specific work included under the first bullet above (e.g., the country status reports) has resulted inforty-six sector reports published since June 2000, including five issued in fiscal 2003. Several moreare in the pipeline, and the number is expected to reach sixty-six by the end of fiscal 2004.

* Promoting activities for knowledge sharing and capacity and consensus building at the national,subregional, and regional levels. This includes collaborative activities, including both frameworkagreements with other development partners and agencies to support greater synergy with their work,and workshops and conferences. NETF has supported the organization of sixty-five multicountryworkshops and consultation meetings, including thirteen in fiscal 2003. The objectives range fromcapacity building for leaders of teacher unions, parent associations, and African NGOs working in thefield of education to workshops and conferences for African journalists, staff of regional institutions,high-level policymakers, and African parliamentarians to help build stronger political support foreducation. Practically all these activities are organized by other development partners, jointly with theWorld Bank.

The following two tables provide a summary and description of NETF achievements, cumulative sinceinception, and for fiscal 2003 respectively. Details of the achievements and the activities are found in thisyear's main annual report and in previous annual reports.

On average, since NETF inception, this accounts for 42 percent of all funds. When other types of support for preparation of ESDPs areadded (that is, for "Regional Studies and Strategies" and "Regional Collaboration, Capacity Building, and Capacity Developmenf),support for ESDP is about 55 percent of total funding (see Table V).

2 The World Bank fiscal year extends from July I through June 30.

VIII


Table I Cumulative Summary of Achievements from Inception (January 1998) through Fiscal 2003*Area and NETF Technical and Analytical Regional Collaboration, Consensus

support Support for National Regional Studies and Strategies Building, and Capacity Development(S1,00Os/h of totao Teams

5iapport tor pr,,grani prcpara- Prcparcd regionji po:lic. r. te , s 1tn idnil ,, io 'Conducted 65 nmul icourin w.rk,.-hps.t;n in 5 ciaLrI!ne, g,od prjctice, I pin leI jnd prg.rjans Neniinarr. 3nd c:oniul.iaiin; including ira,n-

Educainon Secior Including a, Regiornal Educaionr irat 5 . Ing ol Icader, or icacher univnl. prneni aJo-Development Iounin taiuS r1 ponts on r'or j.j b eos;t and firnintrng indtcatie caitun, and NG.O-. nJd goerrimeni ..lIII,I%

Programs education prepared or mniii rrarne%%..rk- tor EF.A plns.,, quanritalit .*:n. hotth Isi to ncludc hirman deel..pIi1eiinil2,lil- 550i.) aid in !I ccn[ries a,t ^,rment or cternal finaneine! needs to tues ,n PRSP. 3nd IF PromrnLied colla3ora-

reaclh ihe F F i gals. and nJ! reqonal srudie, toni and s;ner- tihrough pannerAhip pro-ol parities in prinima educaion h, gen- rjr,as tih INESCO. BREDi. IIEP.der incomr. arid urha- rur ,1 loc3tion ADE X. a nd [iNI( E F

Ginas Supp.:.n for prepannq girls a. 1 Conmprehensl e reu ie%k oI girk ed ti.,; non Conducted three nululcunir. 'vorkvhopscdticaiion cornponett in tl,ues !n iNrieJ. fh' ultorni packa es. , i arnd strcngihcned rield collahoraiton -. ihEdtancint education pro!grJm; in 14 irilai..n oL[ reporn on gernder it5ue' in hgher UNIC E F and F \\% E.)uniriie, vducaiin. and .l) monthi-, nerIlerters

(51 319 6'.iAdIllfr Ba,ic iupp.,n lor preparainro . (r ¢ai Fi.e maior iind,es. in luding reg,riaj! Cortdwicid fe ,Multicoun!,r. %%.:.rkshop, and

eduic3ion omp,.nciiv in rm.e% and !i .eh snie, and nior-ntaion ieminarsEducation& ediOcaILtu progranim in I packacc,

Luerae- cliurnits

tSl. Y2vs)

Ear/v Suppon for prcparation *:it w. Panrcipator. -ina3enieni io.i. hi cO,t ai Tra-ining .-r ECU Dleder through de'el-EC D prOgrJmn and conipil- rig ic-I lor E(CD programi. it i ,rudJ on opnmeni of EU D \ ,rtual I ntersrN . ffI de-Chtitl/hKl neni, in In cuenincr social captal and c-nmmunir; inoI%emeri. 0elopHIC1ni Lf uIlornation .istems

Detelopnrfnl and ItrLir3ningrmodulesiand rj.ourceou uide iUl IMP C Ti. and si fliulttcon trounr. .wrk-152,254. 10 'oj shops and srudo tour,

Ci Suppin !t.ir prepar3ai.-n ol ! ,iI Prcpjraii:n of rud., on denn'griphw 1 lni IrjieN ior s.h.o! he1lh % nhcchol.ls healih pr.- nipaci f H[\ AIDS on education in luur \\ HO LiNIC EF. INESC( C. \'P. and Eligrani, '-pone i '3 .nlr if -iJt. 'r i o:ik-,<-r iJl..-i -. splhnner^ tli .%eer. muliwounir!*ork p;s on

& Edt&arioin & ci ;untr'e raini,ng anjnu3al. and ,_,urcehook, in hi, to ;choVul hcjlih. [ ID\ *EDS. and cducnon.Heralr anjl,z irnimpac-t *f H M IDi oin educa;in and ci consultaion, onh health prifes%mon-

3 S 31_' A.., Ci-unin ,arus reports on and enhiance rile ol Lducaiin irn HIX ;II)S ai and go-errinientt oitl,al, tronm e,enieciihealth prepared or nitiaed in pry erniin. and ,. mrpro. cd knoal4d5 e countrie>, n [5ueC tn iratning healih sectorI 7 t-untnes hase on giN)d prj,tices in pr,m tdtng educa- siaff

12 I,o.n fr Orphan;C' 9e nztn Sappoil tr preparti-n 1_ [3unt hing conprelieni .e re,e ot scton- ,i S iE I X\ regio!nja ti%rkhop 1t prcernt prcmZ SecontDb/rt

Er proin cimpoincni in d3r, Edua3i1 n n I ,EI X I t u hich lirmnar. findngs and it 1liri r5i ol E LXEdhucation t utiteC ,e cr3l themnaic and cuitr. case ,rdics conierence held tnI Ugandat53312.i ha' e..h beenr t.1rplCtCd

Suppon ftr Freparairn i or tOnprchcrisie r. te. .f ',kiils d, eli p- Four itiernatornal |onsuhaiion .. t-,h cuti-Shils programr cnmponent in' ment. tntIidtng -ii ;.itrhe,li reprn. ith inc,. de-elopntren pa3rncr, aiid researcler,

D<e e/rpm.ni cotnirie- iiierarure resicia and 1C I1 4ihcniatc, 5iudictS1-4SA 7i; I inciudirig O couni studeua 3nd n4 tjae

-riidies . ol i,hich pu.hhshed in pri,.' la3rujuai. !rr!prv-.errcni t, part ,ipp,n rmlr ta WDE -icdi Q,iialt Ta-k- a, Supp:rn .-r i,to tu ts -eek quali. Aork-

or suEppflr to sector prngrjnia lorce. 3ho-se act.te, ncLude I coanir 'hops or inrinsier, anrd ernior oiteails lorQualy) in ms-.;t t_.unire, Spa cale,. 'i ha.ckri,nd papars and 2 re, c - nn!re curirc;. it. one mutcoulittru cork-

lmpravimnoile aJ arieninoL g, en to Bernn. ct frDcan cduacaiion research,. jrd detelop- sh,o.p on de' elopuienim .:t su,jin,ie O,ILtmsPn tarL (:'nier-rsn. Guinea. Ilurkini. mcnint ot noo ledgc b3ae Ind i,eh .ie. IO I tor texLhoo!k pro' s i,. and a, I [,rnerh,p

Chad. Ma!. jauriunija. contprehcns.e rc-ej. .;!1 \kLrld Bank -.ip- twih EDk i:in iainchin& ta,k trce on edii.Edicadan3rtv Kil%djgacjar. and NICLr porn o.r ic\ibi k, I En,lishar3id Fretich.ridcai qialir-.r4'_ L cI rudie r ii Io e muiaenacw tt oedr *u

t on ,;iems* For explanation of abbreviations in this table, see p. v. Details are in this year's main report and in previous annual reports.Column does not add up to 100% as an additional 4% of total finances has gone to management and administration of the NETF.See Table V for details.

Ix


Table 11 Summary of Achievements, Fiscal 2003*

Area and NE'TF Technical and Analytical Regional Collaboration, ConsensusSuppor Support for National Teams Regional Studies and Strategies Building, and Capacity Development

Suppon lor program preparation Initiiaed or finalized regional pohIcN re (a) Conducied 13 mulhicounin t orkshops.in 2)counines iev s10 identirN good praciice, in policies 4eminar. and eonsultjion ito impro%e the

Education Sector and program implementation, including qulitr- ofeducanon polict, ibirulation 3ndDevelopment Programs Counir siatus reporti prepared i,sue, in equitr 3nd artainmernti E F F and program implementation and ibt promoted

(33.'32 'iirb) or tntiaied in 7 countries eternal tinanc ing reeds to reach E FA enharnced collaboration 3nd N nerg~goals ihrough p3rnership programs ituh

LiNESCO. BREDA. IIEP. ADE A. andIN ICE EF

Suppon lkr preparing girlk ai Completed comnprehensi,e reuie%k of fat Conducted one multicounin %korkshopGirls Education educanon coniponeris in edujca- girl educ3ion ,sue, in Africa. tt in on gender ,t~ue in education tith

inon programs in 5 couninev aied repon on gender issues in higher edu- IUNICEF) and iht initiated with F I\% E

(S208 i4%-) cation. and i ocompleied tutoring p3ckages pl3ns to mount %orrkshop on gender is,ue,to enhance 3chiecmente orgirI in education

Adult Basik Support for preparaaion ol adult ia i Initited sruds on ouisourcin ms Ordult Profe,sion3l contnibution to ADE A sy-rnpo-EduIcation & education cromponents in educa- lueraec in Senegal. hit initiated uork on sium on Mabn3gement oLf Dt'ersr ut ihin

Literacy tion programs in 4 co,utnines lhbrane, ind resource ceniers,. and iL1 corn- ihe Contemt ol Oual,rN EF.A(SIR/ 3%) pleted "eb sie and CD RONI on ABE

Early Childhood Support for preparation o0 pro- De%elopment it jcosiwng tool for :(D ta Training ot ECD leaders throughDevelopment grams 3nd coniponenis in prograntm and itt tranirig modules 3nd E( DVUI. itt de%elipment oftntbrmattonDevelopment countries resource guide ihrough HDNEDi ssstem centers, and i,t regional conference(3333 606) in Asm3r3 on intcgrated ECD

o Rai Support t;r preparation ot Supported three 4rudies 3nd a *eh snie and tJa School health collaboralion % nih \% H0.nec schoitls healih programs de'eloped impro%ed knco"xledge ba3, on ULNICEF. UJN E SCO. W FP. and El. i t iIto

t Education , and components in 6 countnes good pr3ctice3 in pro' iding education 'or regin-ial %%orkshops on education andEcalti and cominued suppori to prest- otrph3ns HI AIDS. and c, prepanng tool for cost-Hel th ousbs de%eloped progrjnis in ing 3nd rinancing health ,er ices with

L7 ' - ' other countries. especi3llh Nige- a,sistance to counies on its usein3 and hi uork continued on

C(-SRs in II counine,= Seccindan Suppon lor prep3ranor, of pro Compreherisi,e re' ei% ol Secondjn Edu, at SEIA regionat l orkshop presented

Eduarit a gramm and componens rin cation in Xfnrca iSEE -\1 i-i provcc, Threc prehrmin3ar findings and (hi firsi regionalEdanlon RuandW. Nigena. TInzarim. sudes dratied SEiX conierence held in Liganda

Sc4aziland. and Le..otho

Skills Support mr preparation of pro ( Comprehens,ie re' e%. of skill, de'elop- ta T%%o major intematton3l con,ultariongranm,s components in NIlozm menri completed. including conipleted draf " orkshops focused on ihe svnihev,i report

Det7 S°o1om v hbique. Namrl,i. and Tarzania of svnihe,ts report and series ol suppornie and itt contnbutions it i'mo other meet

1$tJ So) ,rudies Fight puhished in pnrint ,o lar ingsQualitr, inrpro%ement is part of ta Support tor ihe NDE A-led ta%kforce on tat taln,It' suppon for imo to-%%teeknuppori to sector prograns in the Oualitn of BLa,i Education tact,' iitet qualitN improwement %%orkshtLp, for minis

Qualn most counies Special attention include I' coarit cases. 2t backglround ters and ,enmor oflicials and for francogi%en to Benin. Cameroon. papers. and 2 retie"s of AriXc3n educanon phone counines. iht lemrooks one multi-

IiPravmentof Guinea. Burkina. Chad. Mlt.h researchI and dewelopment of kno'dedge counin '%orkshop on helping countriesPrimany aunitania. NladagaJcar. and base and teb snie. ind 1t.t srud,e, to a,sss de'elop ssainable , ftems for tesihoik

Educctnon Niger man3geneni 0t education detelopment. 3nd. ict initiated pariner,h.p416 8°o) 3greentent with ADEA on l3unching an

.kDEA-led task torce on education quinltintpro' ement

* For explanation of abbreviations in this table, see p. v. Details are in this year's main report and in previous annual reports..Column does not add up to 100% as an additional 4% of total finances has gone to management and administration of the NETF.See Table V for details.

x


MANAGEMENT AND ADMINISTRATION OF THE FUND

The Africa Region of the World Bank manages NETF based on a framework agreement with the Norwe-gian Ministry of Foreign Affairs. The fund's use and replenishment is reviewed annually at a two-dayconsultation meeting between the ministry and the World Bank in Oslo. The ministry has appointed a ref-erence group of experts in education and development to advise it on matters related to the fund. TheWorld Bank and the ministry also maintain continuing contact on issues that arise between consultationmeetings. A rapid, interactive process has been established to process demands for support from coun-tries, normally facilitated by World Bank education staff, and from key interlocutors in partner agencies.The senior education advisor in the Africa Region, assisted by a small team, is responsible for day-to-dayNETF management.

Two major advantages of NETF and the way it operates are speed and flexibility. This is facilitated by thefact that funds are untied and the best available expertise can be obtained. The funds can be accessedquickly, because the rules for eligibility are clear and the preparation and approval process is simple. De-cisions on funding can normally be given in a week or so. This has greatly facilitated NETF's ability torespond quickly to rapidly shifting needs in countries for assistance in program preparation.3 A particu-larly important aspect is that the funds can be used for regional activities, which is an area where shortageof external financing is particularly severe.

Since NETF's inception, 96 percent of its disbursement has been for program activities and only 4 percentfor the above type of administrative tasks. This is, however, only a part of total administrative costs, be-cause many functions are financed through the Bank's regular budget, including the salary of NETF'smanager and various other costs related to fund management and disbursement. The Bank's regularbudget also covers costs related to preparation, review, and approval of applications for support under thefund, quality control of studies financed, and many of the costs involved in maintaining partnerships withoutside users of the fund.

OPERATIONAL PRINCIPLES

To increase impact, the following principles guide the use of NETF financing:

* Seek additionality. NETF resources should, as much as possible, not substitute for other available fi-nancing (e.g., other donors or IDA credits).

* Support local capacity building. Activities conducted by the countries themselves and that use Afri-can professionals and/or institutions should be given priority.

* Promote synergy with the work of other agencies. Much of the knowledge-sharing activities are con-ducted through workshops, conferences, and study tours. To promote collaboration, these activitiesare, as a rule, conducted by other agencies than the Bank itself or jointly with them.

* Ensure follow-up and implementation of NETF-financed work. To ensure relevance to country andoperational needs, issues dealt with in the workshops should be developed in cooperation with coun-try officials, Bank operational staff, and other external partners. Education task team leaders at theBank should participate to ensure follow-up under IDA-financed programs. Training organized dur-ing preparation of sector programs that is directly related to issues addressed by these programs andthat brings together country officials and staff from external agencies supporting these programs hasproved particularly effective.

3For example, the speedy preparation of the IDA-supported education programs in Eritrea and Kenya during the first half of 2003 forapproval of IDA financing in June 2003 was made possible by rapid access to NETF support.

XI


FINANCE AND RESOURCES

Total receipts to NETF amount to NOK229 million, equivalent to $28.6 million as of June 30, 2003.4 Ofthis, $3 million (which was part of the December 2002 replenishment) was reserved for implementationof sector programs in three fast-track countries (Burkina, Guinea, and Niger). The total receipts of NETFresources for financing the regular activities covered by this report, thus, amount to $25.6 million. Of this,$21.9 million had been disbursed by June 30, 2003, that is, 82 percent. An additional $2.5 million wasallocated as of June 30, 2003, for various program activities under implementation, but not yet disbursed;thus, the available uncommitted funds as of June 30, 2003, were $1.2 million (5 percent of total receipts).

By August 31 the picture had changed. First, disbursements increased by more than $745,000. Out-standing allocations remained about the same, meaning that, as new financing commitments were made,previous ones were disbursed at about the same rate. Second, the U.S. dollar value of the NETF accountbalance had been reduced by about $350,000. The NETF account balance is maintained in NOK and isnot converted to U.S. dollars before it is disbursed. Since the spring, the Norwegian krone has depreciatedsignificantly and thus reduced the available amount in US dollars significantly. As a result, by end Au-gust, the available uncommitted funds had been reduced to $103,000. In fact, no new commitments havebeen approved since early August. Table III offers a summary statement since NETF's inception.

Table Illi Cumulative Receipts and Disbursement, January 1998-June 2003 ($1,000s)

Financial Status per June 30, 2003A Cumulative total receipts (June 30) 28,593B Earmarked for three FTI countries 3,000C Total available for NETF activities (A-B) 25,593

D Disbursed by June 30, 2003 21,876E Outstanding allocations by June 30, 20035 2,533F Available by June 30, 2003 (C-D-E) 1,184

Financial Status per August 31, 2003G Cumulative total receipts (August 31) 28,235H Earmarked for three FTI countries 3,000

I Total available for NETF activities (G-H) 25,235

J Disbursed by August 31, 2003 22,621K Outstanding allocations by August 20036 2,511L Available by August 30, 2003 (I-J-K) 103

Demand for NETF support remains very high, but prudent management has dictated maintaining an un-committed balance of about 10 percent of the last replenishment until possible replenishment of the fundfor the next period has been officially confirmed. The recent depreciation of the Norwegian krone demon-strates the necessity of this policy, as the fund balance has been reduced below this minimum level for thefirst time since the inception of the fund. Note, however, that an additional buffer exists, in the sense that,if the fund were not to be replenished, part of the "outstanding allocations," which have not yet been dis-bursed, would need to be cancelled. It is also important to note that additional uncertainty has been intro-duced by maintaining undisbursed the funds for the FTI countries, because this commitment is in U.S.dollars. The price of this commitment in terms of NOK increases when depreciation occurs, as happenedthis spring.

4 Funds are kept in NOK until disbursement. The amount in U.S. dollars is calculated based on historical exchange rates at the time ofdisbursement and the June 30 value of the cash balance. It does not include the $984,000 allocated to the special World Bank InstituteGirls Education Program.

S This does not include commitments for cofunded staff and administrative costs.6 Exclusive of commitments for cofunded staff and administrative costs.

XII


Also note that the reporting period in this report is the World Bank's fiscal year, which covers the periodJuly 1 to June 30, rather than the calendar year as used in previous reports. This means that the data pro-vided are all actual figures and do not include estimates for disbursement and commitment up to the endof calendar year 2003, as it did in previous reports.

AN EXCELLENT REPORT CARD

A recent independent evaluation, commissioned by the Norwegian Ministry of Foreign Affairs, gaveNETF and its administration excellent marks. Most of the evaluation was completed late last year, includ-ing visits by the evaluation team to Mali, Uganda, and Zambia. NETF worked closely with the team toprovide it with necessary information as well as comments on drafts.

NETF partners have reason to be pleased with the outcome of the evaluation. In particular, the reportmade the following conclusions:

* Use of the fund has been efficient, effective, and fully transparent. No irregularities were found.* NETF financing has had many positive impacts in beneficiary countries and the World Bank and in

stimulating partnerships with other external agencies.* "Taken as a whole, the [NETF] has been a successful venture and, with minor adjustments based on

the experience of the [five] years it has been in existence, should continue to provide support to keyactivities to leverage the much larger funds needed to remove barriers and ensure basic education forall in Africa." (Executive Summary, p. iv.)

* "NETF should increase its support to education in Sub-Saharan Africa, with the main emphasis onbasic education in countries with a high incidence of HIV/AIDS, inequity, poverty, and low capacityto plan and implement basic education programmes." (Recommendations, p. vi.)

The evaluation, however, also makes specific recommendations for areas that should be given strongerpriority in future NETF support and areas for improvements in administration of the fund (on the part ofthe Norwegian Ministry of Foreign Affairs, as well as the Bank). The recommendations have been veryuseful, and discussions will be held between the ministry and the Bank in Oslo on September 18-19,2003, on how best to follow them up. Some follow-up actions concerning the Bank have already beeninitiated, starting with strengthening data on and monitoring of activities financed under the fund and fur-ther improving the quality of the annual report.

PROPOSAL FISCAL 2004

Table IV provides a summary statement of the proposed additional work program to be supported byNETF, provided the fund is replenished following the 2003 Annual Consultation Meeting. Although mostof this work is scheduled for fiscal 2004, similar to previous years, implementation and disbursement willtake more than one year for some of these activities.

In general, the focus will remain on supporting national teams to prepare education sector developmentprograms (58 percent of the costs of the program). As shown in the table, some support will be providedfor program preparation in twenty-one countries covering twenty-two operations (two in Tanzania). Threeaspects distinguish the support for the upcoming period from previous years, in that support will be pro-vided for:* Five post-conflict countries (possibly six if the peace process in Sudan advances sufficiently for the

Bank to engage in that country)* Preparation of programmatic lending operations in eight countries. This represents a major shift to-

ward use of budget support for education (rather than traditional project lending). This shift has bene-fits, to a considerable extent, from the analytical work done under the CSRs supported under NETF.

* Preparation of sector programs in the two large "analytical" "Fast-Track" countries (DemocraticRepublic of Congo [DRC] and Nigeria).

XIII


In support of the above work, CSRs will continue to be prepared with NETF support. Seven reports underpreparation will be completed, and three new will be launched. Such analytic work has now become rec-ognized as an important part of the FTI; and the Norwegian government has declared its interest in con-tinued support for this aspect of FTI.

Apart from direct support to country teams to prepare education sector programs, NETF also financessome regional studies and two types of regional "collaboration, consensus, and capacity-building" activi-ties, that is, (a) regional workshops and conferences and (b) partnership programs implemented largely byUNESCO, UNICEF, and the Association for the Development of Education in Africa (ADEA). Twelveworkshops or conferences are planned, ranging from knowledge dissemination on secondary and highereducation, to workshops on the interaction between education and HIV/AIDS, to education managementchallenges in providing EFA to orphans, girls, and other vulnerable children such as the disabled. Thepartnership programs will increase considerably during fiscal 2004 and will focus on activities conductedby UJNESCO and its different specialist institutes as well as its Regional Office for Education in Africa(BREDA), with UNICEF (to expand cooperation on gender issues and provision of education for orphansand vulnerable children) and with ADEA, especially with respect to education quality and the Communi-cation for Education and Communications Program.

In addition to the above type of support to preparation of education sector programs, support will continuefor the focus areas. No new target area is proposed; however, the priorities among areas and activitieswithin each area will continue to shift to reflect progress in and completion of previous work and launch-ing of new activities within each area. These shifts are quite important in a couple of cases. The relevantchapters of the main report describe these shifts, which may be summarized as follows:

* Increased priority. This concerns the following three target areas: (a) education and health willlargely focus on "Education and HIV/AIDS" and, in particular, on strengthening work on "Orphansand Vulnerable Children"; (b) secondary education will receive its last year of strong support, be-cause most of the regional studies will be completed. Some support for dissemination is expected infiscal 2005, when the focus will increasingly shift to providing technical support to countries forpreparation of development programs for secondary education; and (c) girls education, for which ex-penditures doubled in fiscal 2003, compared with the previous period, in response to recommenda-tions at the 2002 Annual Consultation Meeting to maintain targeted support for girls education (inaddition to what is done as part of regular preparation of education sector programs). A further in-crease is proposed for fiscal 2004, largely for activities planned together with UNICEF and the Forumfor African Women Educationalists (FAWE).

* Maintained priority. This applies to "Adult Basic Education," "Early Childhood Development," and"Education Quality." Note, however, that support for the last area is maintained at the high levelreached in fiscal 2002. Added to this comes the support for ADEA's Quality Taskforce, which is in-cluded under "partnership program with ADEA."

* Reduced priority. This mainly concerns "Skills Development," which received high support in thethree previous years. This reflects the fact that the preparation of the regional studies-as well as dis-semination of the results of these studies-has been completed and that future NETF support is shift-ing to providing technical support to countries to help them build the lessons learned from this activ-ity into their sector programs. This is in line with what was initially foreseen, that is, NETF wouldprovide seed money to lay the basis for increased International Development Association (IDA) in-volvement

The total cost of the above program is based on an NETF replenishment of about $6.3 million (see TableV). This corresponds to about 50 million in Norwegian kroner (NOK), assuming an exchange rate ofUS$1 = NOK8.

XIV


Table IV Plans for Fiscal 2004*

Area and NETF support Technical and Analytical Support Regional Studies and Regional Collaboration,($1,OOOsl% ofal) for National Teams Strategies Consensus Building, andCapacity Development

Idi[r I C fl'tPInPJ& U, wa Con;oiida'e flndinoe rm ta Iu _ eI_ %rk%hope fiih orcOI^tI'UIc. w Anela. [C nc d Ixoire. ( -;ngo. ciudie, conmplc;ed .r in pwricc;, pru_ nionaIIr planned and ,' enDRC . and Si- Tome ;poss;ri 31io Sudan. imt' on ie,,onv canrred ron; (-SR *:.iher F:pv-,hl eandidaie- andp. tpara.lllO*i /.9r/ POLrULJ/If1.J3/C h:.xlhg n. I., _Jl %v.ork. it' u' ,e marerial 0o ana,lze it' corn inued panner4hip pro-

Education Sector , r,, Beimn.C pe ¼ trde. Ehi-pia. imrprcr ol education on de elop. gramr w';h LNESL il) iF-iadquarDeselopment Progrann Nljd.3g;acr. \lauriru;. R .3anda. Tanzania. men;, andi ' oinpekle s;d, L-' iners and BRED X. liFi'. iK(B - .and Ugand,3a. IL' Iru,.11 q-pr,o apr. cal,l chocl con§incu',',n;ce, and SE A. and UN, ICFI-

153, 00 56ob9 /.r,'PJilU/,.:.i. i, ac , *u;ric; Bururndi. Can3- siudie, or equ'; aspecos oferoon. Cihjrn.a. Garn-a. Kenia. Klilan;. Nie- A,hIc ing [E rnr. Tanzania. Zambia I jrd pi,,tl\ Namihia .

' (-SRs Jip,abl:.1 ,I, Co e d lniirc. ELh!op13.

Carnierrnnn. Chad. G3uine3. Nlalal.;i. c i lar,unchnec C(SRe !in DRC. her,3 and Tjnz3nia

Girls Education Continued 4urip'-n Ilhrouoh corr,uitanisi IL Publish reiona! S;ud: en iIrl% Sirengihened co:peraion 1%ific.,unrn pr,LTogram. e.pcIlk Burkun.a. (Chad. educaiw:n i,,uce in Arnica. and 1-1UN IEF. I rN E SCO. and F \\F F((Un50. 0IA. N% er. and Nlomznique c.:.niplere sild. on rendcr 'SsJ

(S3°° 5%) in higher edL. jilon

.4 dull Basic Surpon 10 (iambha. Ken- ,a Seregal. R. irdi. eal Publ;h Srud; on Senecale,e Srud; rour oH' noi:niorml educ3Educa'on & ari/Tania. and pn,-ibI, (CLde di.lo,re. (u,ntza. e.penince in oui%ourcing ol tion in Br3zIl for luioph'sne

LEuerao Ar En;rea. and \Igeria adull lhier3, and ibi -irnplee couninre, in SS A in coope ramrnLitanies' ~~~~~~~~~~~~~~~~~~~~co:ncepi n,.it -n hhlirar;e~ aridi %%Ih BREDAx(5200 3%,,) rc .urec ceintre

ECD preparation !n proci;V 1,! coniinue i )iher giaI C( .;ng rrodcI for E D Io bc Cininrting io regional EC DECD deel.-prmeni Ja pan olf niainsirearn Pro coniplereJ and hi .:.ihcr anal,-- itork4,loporarirized hi. I'NICEF

iec preparaionl in ihe counlnecs c-icerrned cjl n%irk focuwed ,n orphan, andDevelopment E(LD omponenil to he coordnrl3ed inih Niul ulncr3ha children ()\¼ C

(S-504%j ireeclor HI% %iDS iroram; N I rPI deceleopmen;

a gal Recruit -\rncae \pen thelp ciunir;e, f.I Xnaloical gork i:n cducaii-ln Accelecr3aing cduc atiin e, ior.2 'ih prngranm in Educainri and H[\ fiDS ior 0% Ce ird gt., to publica rc~pi-nse o HIV IDS galD, i m)e 3rea. lncludni, educa;ion for orphjn,. it' L.me a rtolk; on hoit 10 cn,ure suhrqional aork,hnr;. it' n3L a"isIUntc r prcparation of echooi hcalih ihai %i i,sn,3h1i;es do noi iionai nrlkhop., in Nlozanihique

prn,granim !;r CanerLon. (had. Ken! pre'cnr chIldren From heneliinc and a earEdcaio eath11~nd. K enjnj3 ,Ia.i adEthiopia. f, unolti,-up .-e Education A Health Li 5an3r,da. and ijanihia. , CSR* on heairh from EI A 3iid T. J.,, .-.9 P.h1iL I !er norkeh,op,. and I.i; rqgi,onjl

O (5650 I0%6J) comnpleied dralfed in Niger. (Uarnha. Nlauria oilP,d P'. c a .1/ck a'; "orkAhop on challcnge o pro.rn.3. ChaLd. (Juinea. Nlai. Senqeai. Berim. Si, t/ .9! Iiding : F ¼ to CL CCanieroon. Tinzania. Rnanda. f.i \e"'launched in Milav i Nlizamb,ique arnd /anmbia. and ! follo ,up in counines o-n regi-naliiiiliai3ie on refrmi in HR for hcjl;l'

>ii 9Ngeria iunder.' a, i. Elh,pia. Lcsgiho. Nlad3- Conirnued suppin 1i Secondar. S,ec,nd Regi.nal Conruliani.:n onu Secondary ga,cjr. Nlauririu,. Sw3na/lnd. Sencgji and Educ3aijrn in \rinca iSEI N; re- Se,ondar Eduta;ion

Education Tanzaniaj -r. %iud. on G(enrder In Se-

(5450/7;) ondar, Edu cation

NETF suppri l.r 1 anhaniaj Nari3b., Nlo Puhiljcarin oi Iji ,vnihesg. rezrnibique. Fihiopia. and Lceolho port of Skill; Detclopmeni RIt>

Skills Devedopmenr t ie4 ard, in coperarn .. irh(5200'3%j iUNE SCO. siudic, on 1'' I.'.J

I/i and !..1 Tiaii*ic i 1 .In:t..1 gal E.. -' ii.

Heipinb en'ur ihait eorions learnred fri,n r; Funrer ,uppo.n for ihe \DE X Supporl fir a' i'ne reg;nrlQuality gr-ial quAlir i%rL,hops 3re buiif mniona r asaaAl;.rce or. ithe Quaii, or Ba!c qual ii\ uvrk~h.p. it' ihree rna-

Improlvement of iina31 sect.r procr,ni Ed,3 inon io .liailze rcpon; tiin3l qu,al,r; irkshops g Conbo

Primary Education ,inanced in t-ci tl .1 DRt . \igeria'. and , .' r.(400'6V%j *irksh.hip on Jdel -l,pnien)IO

sublainahIe re'ahnik ' ̂,iberneFor e\planarion of fhbret iation in rhi, 13ble ee p \ Deiadls are in rhi' year s nmain report and in pre\ ious a.nnual reports.

Column does not add up to 100% as an additional 4% of total finances has gone to management and administration of the NETF.See Table V for details.

xv


Table V NETF Financing by Focus Area and Activity Type, Fiscal 1998-2003, and Plans for Fiscal 2004 ($1,000s)

Focus Area and Activity Type Total (%o) FY98-99 (l) FY00 rl%) FY01 (%) FY02 (%) FY03 (%) Proposal FY04 (%)ESDP 12,104 (55) 1,315 (57) 1,992 (52) 3,379 (56) 2,186 (54) 3,232 (57) 3,600 (58)

Tech. Support for National Teams 6,655 (30) 213 (9) 1,015 (27) 1,913 (32) 1,580 (39) 1,934 (34) 2,200 (36)

Regional Studies and Strategies 1,488 (7) 346 (15) 268 (7) 508 (8) 138 (3) 228 (4) 200 (3)

Regional Coll., Consensus, and Cap. Dev. 3,960 (18) 756 (33) 709 (19) 958 (16) 468 (12) 1,070 (19) 1,200 (19)

Girls Education 1,319 (6) 221 (10) 358 (9) 424 (7) 108 (3) 208 (4) 300 (5)

Tech. Support for National Teams 478 (2) 159 (7) 163 (4) 98 (2) 43 (1) 16 (0) 100 (2)

Regional Studies and Strategies 616 (3) 28 (1) 80 (2) 286 (5) 65 (2) 158 (3) 50 (1)

Regional Coll., Consensus, and Cap. Dev. 224 (1) 34 (1) 116 (3) 40 (1) 34 (1) 150 (2)

Adult Basic Education 1,729 (8) 472 (20) 509 (13) 374 (6) 193 (5) 181 (3) 200 (3)




Early Childhood Development 2,254 (10) 63 (3) 693 (18) 820 (14) 344 (9) 333 (6) 250 (4)


Regional Studies and Strategies 600 (3) 222 (6) 169 (3) 133 (3) 77 (1) 100 (2)

Regional Coll., Consensus, and Cap. Dev. 1,072 (5) 51 (2) 265 (7) 387 (6) 168 (4) 201 (4) 50 (1)

Education & Health 1,312 (6) 13 (0) 484 (8) 342 (8) 473 (8) 650 (10)

Tech. Support for National Teams 321 (1) 24 (0) 79 (2) 218 (4) 200 (3)

Regional Studies and Strategies 290 (1) 138 (2) 8 (0) 144 (3) 300 (5)


Secondary Education 331 (2) 14 (0) 82 (2) 235 (4) 450 p7)

Tech. Support for National Teams 17 (0) 14 (0) 3 (0) 150 (2)

Regional Studies and Strategies 234 (1) 79 (2) 154 (3) 200 (3)

Regional Coll., Consensus, and Cap. Dev. 81 (0) 81 (1) 100 (2)

Skills Development 1,458 (7) 91 (2) 373 (6) 574 (14) 420 (7) 200 (3)

Tech. Support for National Teams 382 (2) 40 (1) 162 (3) 39 (1) 141 (2) 150 (2)


Regional Coll., Consensus, and Cap. Dev. 150 (1) 150 (3)

Quality Improvement 478 (2) 6 (0) 55 (1) 416 (7) 400 (6)

Tech. Support for National Teams 100 (2)


Regional Coll., Consensus, and Cap. Dev. 389 (2) 8 (0) 381 (7) 200 (3J

NETF Management 892 (4) 238 (10) 141 (4) 162 (3) 154 (4) 197 (3) 250 (4)

Grand Total 21,876 (100) 2,309 (100) 3,797 (100) 6,038 (100) 4,038 (100) 5,695 (100) 6,300 (100)

Tech. Support for National Teams 9,296 (42J 502 (22) 1,739 (46J 2,669 (44J 1,893 (47J 2,492 (44) 3,100 (50J

Regional Studies and Strategies 4,638 (21) 528 (23J 654 (I17) 1,398 (23) 1,080 (27J 977 (17) 1,050 (16)

Regional Coll., Consensus, and Cap. Dev. 7,051 (32) 1,041 (45) 1,263 (33J 1,808 (30) 911 (23) 2,029 (36) 1,900 f30

NETF Management 892 (4) 238 (22) 141 (4) 162 (3) 154 (4) 197 (3) 250 (4)

XVI


1 Overview

1.1 THIs ANNUAL REPORT

Since the establishment of the Norwegian Education Trust Fund (NETF) in January 1998, a two-day con-sultation meeting has been organized annually in Oslo between the Norwegian Ministry of Foreign Af-fairs and the World Bank. These meetings comprise two parts: (a) review of work completed in the pastyear and the program proposed by the Bank for the coming year and (b) open seminars focusing on edu-cation development issues in Africa. This report has been prepared as background for the Sixth AnnualConsultation, which this year will be organized into two stages. The first will be a meeting with theministry and its reference group of experts on NETF on September 18-19, 2003, to discuss follow-up toan external evaluation of NETF. The ministry commissioned the evaluation in the fall of 2002, and thereport was made public in June 2003. Discussions of plans for fiscal 2004 and replenishment of the fundwill also begin, to be completed during the seminar part of the consultation, which will take place October21-22, 2003.

The executive summary of the report covers the key features of NETF, including achievements and ex-penditures since the fund's inception. Chapter 1 gives an overview of NETF's objectives, rationale, scope,and operational guidelines. It also summarizes the main conclusions of the recently completed externalevaluation, provides a financial overview-both cumulatively and for the present reporting period-andpresents plans for the next program period, subject to replenishment of the fund. In earlier years, annualreports were submitted to the ministry later in the autumnn. In keeping with an earlier submission for thecurrent year, the reporting period has been changed to cover the World Bank's fiscal year rather than cal-endar year as in earlier reports. The present reporting period is, thus, fiscal 2003, which refers to July 1,2002-June 30, 2003; the plans refer to fiscal 2004, including some planned activities expected to extendbeyond that period.

Subsequent chapters, supplemented by annexes, describe in detail the activities, achievements, and ex-penditures for work financed. The discussion is organized along the main program areas supported underthe fund. Plans for the next period are included at the end of each thematic chapter. The budget implica-tions of plans are included in the brief financial summary for each thematic chapter, and an overview ofthe entire program is given in the relevant chapters. More extensive documentation will be supplied asneeded to the ministry for more detailed reporting and expenditure monitoring.

1.2 BACKGROUND ON NETF

The Norwegian government set up the Norwegian Education Trust Fund (NETF) in January 1998 in re-sponse to a request from the Africa Region of the World Bank to develop a special initiative in order toassist Sub-Saharan African (SSA) countries resume growth toward universal primary education (UPE).The fund would help SSA countries address factors that had caused stagnation in the development of pri-mary education since around 1980. It would do this by strengthening governments' political, technical,and institutional capacities to prepare and implement high-quality, nationally owned, and financially sus-tainable education sector development programs that would support the reforms needed to resume growth.Such programs would also provide the basis for mobilizing the increased external financing, includingfrom the World Bank, needed to accelerate development of education.

The Norwegian government finances the fund, which is managed by the Human Development Depart-ment of the Africa Region of the World Bank. Utilization of the fund is governed by provisions laid downin the original fund agreement and during the annual consultation meetings described above. In additionto these discussions with the ministry and its reference group, the seminar portion of the consultationmeetings presents important parts of regional analytical work supported financially by the fund.


Because of the strong priority for stimulating resumption of growth toward UPE, NETF initially gave pri-ority to sixteen "low-enrollment countries" (LECs) that in 1998 had less than 60 percent gross enrollmentratios (GERs). The fund prioritized the development of subsector programs for primary education and theareas that were considered the most severe constraints on resuming growth toward UPE, for example,girls education, adult literacy, and early childhood development (ECD). Despite this priority focus, how-ever, NETF emphasized from the outset the need for a holistic approach and has increasingly financedpreparation of policies and investments for all levels and types of education. Furthermore, as soon as pro-grams were under preparation in most of the sixteen LECs, NETF expanded its support to the other SSAcountries where the Bank and other external partners were actively supporting education developmentprograms.

Activities financed under NETF have, since its inception, been fully integrated with the education sectorprograms supported by the World Bank and other development partners in most SSA countries. The ac-tivities were initially developed within the framework of the U.N. Special Initiative for Africa (UNSIA),for which the World Bank and UNESCO served as co-lead agencies for education. This work later be-came an integral part of the international community's effort to help SSA reach the goals established atthe April 2000 Dakar World Education Forum to reach "Education for All" (EFA) by 2015 and the educa-tion targets of the Millennium Development Goals (MDGs) adopted by the United Nations later that year.The establishment of NETF is fully in line with Norway's traditionally strong support for developmentaid, especially in SSA, and for the important role education plays in this regard, both as a human right andas a means to promote equity and reduce poverty. NETF also represents a continuation of Norway's long-standing support for assisting multilateral institutions, especially the World Bank, in enhancing their ca-pacity to help countries develop and implement sustainable pro-poor poverty reduction strategies. Moregenerally, accelerating progress toward EFA through better national policies and stronger support fromthe international community is an integral part of Norway's strong support for broader initiatives, such asdebt relief under the Heavily Indebted Poor Country (HIPC) Initiative, the poverty reduction strategy pa-per (PRSP) process, MDGs, and the "Fast-Track Initiative."

1.3 RATIONALE

In assessing the use of NETF funding, it is important to understand fully the rationale for establishing thefund. The main rationale derives from three considerations:

Reaching EFA is a prerequisite to achieving poverty reduction. The increasing "education gap" be-tween SSA and other developing regions is alarming. Only by the end of the 1990s did SSA's averageprimary GER recover to the level of about 75-80 percent that was attained twenty years earlier. TheGER was less than 60 percent in about one-third of the forty-eight SSA countries. Only about half ofthe children of primary school age in SSA both entered and completed primary education, and thefemale literacy rate was only about 50 percent.

Wide consensus exists within and outside SSA that the very low levels of literacy, especially amongwomen, place severe constraints on Africa's development prospects. This consensus has increasedsince the inception of NETF due to the establishment in 2000 of the EFA targets and MDGs for 2015.The consensus derives from evidence regarding the role education plays in key areas, such as enhanc-ing productivity and, more generally, enabling countries to integrate into the global knowledge-basedeconomy; improving health and nutrition conditions; promoting greater equity, especially for womenand the poorest population groups; and strengthening social cohesion and democratic institutions.Agreement also exists, however, that education alone is not sufficient and that the benefits of im-proved education levels are strongest when other crucial areas of public policy are equally well man-aged. Key among these is sound macroeconomic policies, stable political environments with open andparticipatory political processes, sound regulatory framework and business practices, and well-

2


functioning labor markets. The fact that SSA also scores low in these areas reduces the developmentimpact of the education investments SSA's governments, parents, and external partners already make.

* To resume growth toward UPE/EFA will require major education reforms. The thinking behindNETF from the outset has been that a combination of low political commitment to primary education,poor policies, and weak institutions has been more important in explaining the limited progress to-ward UPE in most SSA countries since the early 1980s than a shortage of resources. As a conse-quence, NETF has focused on helping countries build the foundation for future education growth bysupporting activities that would strengthen the following capacities in governments:

Political will to give adequate budgetary priority to primary education and to ensure greater povertyfocus of public education spending to promote access for underserved groups with little politicalvoice, for example, girls, rural poor, and children orphaned by HIV/AIDS or civil strife. Implementa-tion of this type of policy is often difficult and requires sustained political will. For example, in thecurrent African context of stagnating economies, higher priority on public education spending for thepoor and for girls and women often means less for more well-off groups who have stronger politicalvoice and power.

Technical capacity to develop education reforms that are indispensable to the establishment of aneducation system capable of sustainably providing UPE of adequate quality. To build such capacityrequires efforts both to train staff and to create working conditions that will help retain staff once theyare trained. It also requires greater access to and willingness to learn from knowledge about the ex-perience of other countries that have implemented similar reforms.

Institutional capacity to implement these policies and programs effectively in close cooperation withkey education stakeholders (e.g., teachers, parents, communities, and NGOs). In many cases, thiswould mean a radically improved ability and willingness by governments to communicate activelywhy reforms are required, how they will be implemented, and what role the stakeholders will play inthe implementation.

* Countries' ability to prepare and build consensus on reforms is severely constrained by a lack offinancing. Although considerable external financing is available for physical investments in class-rooms, teacher training, textbooks, and so on, this is generally not the case for the "softer" work ofpreparing reforms, building consensus, learning from successful reforms in other countries inside andoutside Africa, and technical work required to address neglected areas within the EFA strategy, forexample, adult literacy, especially for women; girls education; ECD; provision of education for par-ticularly vulnerable groups, such as orphans; and cost-effective quality improvement interventions. Inparticular, a shortage of external financing exists for multicountry/regional activities to synthesizelessons learned from ongoing reform efforts in developing countries and to promote learning andknowledge sharing among African countries.

The Bank's main rationale for requesting the establishment of NETF was to help provide such finan-cial support in aflexible manner. Because of the major changes that have taken place in Africa since theearly 1 990s, particularly in terms of better macroeconomic policies and more open and participatory po-litical processes, it was believed that the opportunities for external agencies to support effectively the typeof education reforms required to resume education growth improved considerably in most countries to-ward the end of the 1990s. This positive trend has generally continued since NETF was established.

Several developments since establishment of the fund suggest that, on balance, the focus of the fund'ssupport as well as its priority actions and modalities of operation have contributed in a helpful way to theresumption in education growth observed in most SSA countries in the past few years. For example, theneed for greater attention to basic education, especially in LECs, is a key element of the EFA action planadopted by the April 2000 Dakar World Education Forum. More generally, accelerating the progress to-ward EFA through better national policies and stronger support from the international community is a

3


cornerstone of efforts such as the use of savings on debt payments under the HIPC Initiative, thinkingbehind the PRSP process, stress placed on the MDGs, recent focus on Education of the DevelopmentCommittee of the World Bank and the International Monetary Fund, and support by donors for the "Fast-Track Initiative." In addition, the positive assessment of the recently completed external evaluation ofNETF supports the relevance of the initial rationale for establishing the fund.

1.4 OBJECTIVES OF NETF

On the basis of the rationale above, NETF's overarching objective has been to help countries developstronger political commitment to education, especially primary education; better policies; and strongerinstitutions. The objectives have been operationalized by helping countries prepare education sec-tor/subsector development programs or targeted subsector interventions that could attract financial sup-port from the World Bank and other development partners. NETF assistance has been provided throughsupport for three sets of interrelated country-specific and regional/subregional activities:

* Providing technical and analytical support to national teams to prepare high-quality policies and in-vestments to address the supply and demand issues that in the past two decades have constrained edu-cation development, especially at the primary level.7

* Regional studies and strategies, including synthesizing and disseminating cross-country knowledgeon what works and what works less well in key areas covered by sector programs, to ensure that theseprograms benefit from good practices from around the world

* Promoting knowledge-sharing and capacity- and consensus-building activities at the national, subre-gional, and regional levels. Most of these are workshops, conferences, or study tours and serve threeinterrelated purposes: (a) knowledge sharing among countries and different education stakeholders,including dissemination of the type of cross-country knowledge referred to above, (b) facilitating na-tional consensus building among key education stakeholders on the often difficult reforms needed toensure that sector programs both adequately address cost-effectiveness, quality, and equity issues andare financially sustainable and capable of being implemented in the national social context, and (c)enhancing closer cooperation and synergy among the interventions of external agencies supportingeducation development in Africa.

1.5 OPERATIONAL PRINCIPLES

To increase impact, the following principles guide the use of NETF financing:* Seek additionality. NETF resources should, as much as possible, not substitute for other available fi-

nancing. As explained below, in addition to helping countries mobilize external resources for programimplementation through preparation of well-designed programs, the concern for cost sharing withother partners and the countries preparing programs has helped to extend considerably the number ofactivities NETF has been able to support.

* Support local capacity building. Implementation approaches that are conducted by the countriesthemselves and use African professionals/institutions should be given priority.

* Promote synergy with the work of other agencies. Many of the knowledge-sharing activities are con-ducted through workshops, conferences, and study tours. To promote collaboration, these activitiesare, as a rule, conducted by or jointly with other agencies.

* Ensure follow-up and implementation of NETF-financed work. To ensure relevance to country andoperational needs, issues dealt with in the workshops should be developed in cooperation with coun-try officials, Bank operational staff, and other external partners. Education task team leaders at theBank should participate to ensure follow-up under IDA-financed programs. Training organized at the

7 Depending on the country, at the primary level, these include low share of public funding allocated to primaty education; insufficientteacher supply, often combined with ineffective deployment and use of existing teachers; low completion rates resulting from high repe-tition and dropout; low access for disadvantaged groups, especially girls, rural poor, and children orphaned by HIV/AIDS or civil strife;low availability of teaching materials; and lack of involvement of local communities and parents in management of schools.

4


time of preparation of sector programs that is directly related to issues these programs address andbrings together country officials and staff from external agencies supporting these programs hasproved particularly effective.

1.6 EVoLUTION IN SCOPE OF ACTIVITIES FINANCED UNDER NETF

The main objective of the work supported by NETF has remained unchanged during the fund's five-yearexistence; however, in line with the flexibility sought by both the ministry and the Bank in use of NETFfunding to adjust to shifting needs and priorities, an evolution has taken place in country coverage, sup-port beyond basic education, support for partnerships, and types of targeted activities financed.

Country coverage and support beyond basic education. When approved in January 1998, NETF was de-signed to support the Education Component of UNSIA. Under UNSIA, which covered all SSA countries,the Bank decided to give special attention to countries with particularly low levels of primary educationand adult literacy and, for these countries, to give particular attention to primary education. To this end,the Bank developed a special focus on the sixteen LECs that at that time had primary school GERs of lessthan 60 percent: Angola, Burkina, Chad, Djibouti, Eritrea, Ethiopia, Guinea, Guinea-Bissau, Liberia,Mali, Mozambique, Niger, Rwanda, Senegal, Sierra Leone, and Somalia.8

As preparation of programs in the LECs progressed, 9 support was gradually extended to also include othercountries. As of June 2003 thirty-five countries had received some support (see Table 2.2). Moreover,although priority has been given to basic education, it was agreed from the start that this would be donewithin the framework of comprehensive sectorwide education programs and that NETF would also fi-nance preparation work for post-primary education for countries ready to prepare such sectorwide pro-grams.

Support for partnerships. NETF-supported work was initially launched within the framework of UNSIA,in close cooperation with UNESCO. With time, strong partnerships were also developed with other agen-cies, especially ADEA, International Institute for Educational Planning (IIEP), Education International(El), and UNICEF. Several activities have also been conducted in close cooperation with groups of agen-cies that coordinate their activities within a given domain, for example, the work on education andHIV/AIDS, conducted under the umbrella of the Inter-Agency Task Team on Education (IATT), whichthe Joint United Nations Programs on HIV/AIDS (UNAIDS) sponsors and comprises more than a dozenagencies. Similar arrangements exist in other areas, for example, school health within the Focus Re-sources on Effective School Health (FRESH) program, education quality with ADEA, ECD withUNICEF, and the special donor group supporting this work and on orphans. Strong cooperation has alsoexisted among World Bank units in many of these areas. See section 2.4 for more details.

Types of targeted activities financed. In the 5.5 years of NETF operations, the types of activities financedevolved through three stages:

Stage I: Activities agreed at the outset. When approved, NETF was designed to support:

* Preparation at the country level of technically sound andfinancially sustainable education sectordevelopment programs. This has been and will remain the single most important activity financed byNETF.

* Regional, subregional, and national workshops focusing on laying the foundation for successful im-plementation of such programs by providing assistance in (a) defining and formulating policies andstrategies for technically sound and financially sustainable programs, (b) promoting knowledge shar-

8 "Strategy for Accelerating Primary Education in Low-Enrollment Countries," a paper prepared to support actions conducted under theEducation Component of UNSIA, Human Development Department, Africa Region, World Bank, Washington, D.C. (September 1998).

9 Programs are in place in thirteen of these sixteen countries. Some support has been given to Angola, where work is still progressingwithin the framework of that country's reconstruction program. So far, country conditions have prevented work in Liberia and SomaliaSee section 2.2 for details.

5


ing among countries about lessons learned in implementing such programs, and (c) facilitating dia-logue to build consensus among key national education stakeholders on the reforms required.

* Targeted subsector interventions ('focus areas ") to remove particularly severe barriers to the devel-opment of basic education. Two were identified at the start: (a) low access and retention of girls and(b) low literacy among women. As explained below, other areas were added later. The main idea be-hind the "targeted" work supported has been to provide seed money to help start up, accelerate,and/or improve the quality of the programs supported by IDA lending in these areas. As discussed be-low, this approach has worked well, and NETF support has been decreased in some areas as work inthese areas is completed or mainstreamed as part of the Bank's regular work program.

Activities in the above three categories of activities, especially the first two, continue to form the back-bone of NETF support. Coverage in the third category (targeted subsector interventions) has, however,evolved to cover other areas, as described under stages II and III below.

Stage II: New targeted activities included during 1998-2002. During this period, six additional "tar-geted activities" were included for NETF supportl:

* Early childhood development. NETF finances general strategy work, capacity building, and prepara-tion of ECD programs in individual countries. Support for ECD was approved on January 4, 1999, forinclusion in NETF's 1999 program. After a fairly large NETF investment during 1998-200 1, supportwas reduced in 2002 and the 2002 annual report proposed a further reduction as the work stimulatedby the initial seed money from NETF was mainstreamed into the Bank's regular work program; how-ever, because of recommendations made by the NETF Reference Group during the 2002 ConsultationMeeting and demands from partners such as UNICEF, NETF will continue support for ECD (seestage III below for a summary and chapter 5 for details).

* Education and health, and education and HIV/AIDS. NETF financing in this area includes support fordeveloping components in education programs as well as in HIV/AIDS programs (multicountry AIDSprograms or MAPs) to enable schools to contribute more to improving health conditions in generaland to help countries address the impact of the HIV/AIDS pandemic on the education system. Thiswas approved in November 1999 for inclusion in NETF's 2000 program. The work on education andHIV/AIDS has subsequently expanded to cover issues related to providing education for orphans. Inaddition, considering the urgent need to address the health crisis facing many African countries,NETF has since fiscal 2002 supported regional work to build partnerships between the education andhealth sectors in development of the health labor force. Furthermore, NETF has since fiscal 2002served as a mechanism for continued Norwegian support to country status reports (CSRs), originallydeveloped to enhance the inputs from the HD sectors to the HIPC process. (See stage III below for asummary and chapter 6 for details).

* Multicountry analytical work. Approval for support for such work came at the 1999 annual consulta-tion meeting. This especially includes support for two major work programs on vocational skill de-velopment and secondary education, both general strategy work and preparation of national strategies.The work on skill development is complete and has moved into the dissemination stage. The work onsecondary education continued in 2003 and also moved into the dissemination stage. This is consid-ered an integral part of NETF support for helping countries prepare for EFA (because lower secon-dary education is often part of EFA) as well as for the impact of EFA on secondary education; there-fore, this area will continue to get strong NETF support (see chapter 7 and 8 for details).1"

* Quality improvement in primary education. The impetus for the work NETF is supporting increasedconsiderably at both the national and international levels following the April 2000 Dakar World Edu-

0 Additional details have been provided in detailed discussions in the chapters covering each targeted area-' In addition to these major area and the work in other focus areas, NETF has supported other smaller pieces of multicountry analytical workon rural education, and community schools and on textbooks.

6


cation Forum. This new drive toward EFA clearly fell fully within the initial objectives of NETF. Itwas equally clear that a radical improvement in education quality was a prerequisite for reachingEFA. It was, therefore, agreed at the 2001 NETF Consultation Meeting that the fund would supportregional and subregional knowledge generation and dissemination work to (a) enhance the access ofnational policymakers, planners, and key stakeholders to the most recent knowledge on determinantsof learning outcomes, (b) build capacity and consensus at the national level to ensure that educationsector and EFA program design benefits from such knowledge, and (c) build the capacity of govern-ments to implement the reforms required at the national, local, and school levels to improve teachingand learning conditions. NETF financing for this work increased sharply in fiscal 2003, especiallythrough support for the ADEA Quality Taskforce. Several workshops were also organized to help de-velop and implement quality improvement components of education programs. This increased sup-port also reflects the interest expressed by the NETF Reference Group at the 2001 and 2002 consulta-tion meetings for the fund to support countries' implementation of sector programs. Content of thecontinued NETF support is summarized under stage III below, and details are provided in chapter 9.

* Strengthen quality in human development sections of PRSPs. NETF's support to prepare educationsector programs has gone hand-in-hand with work supported under a special Norwegian HIPC TrustFund (established in 1998) to help enhance the quality of education and health components in HIPCdocuments. This work resulted in a new set of analytical documents referred to as CSRs (see section2.2.2 for details). The work has been influential in the countries as well as in the World Bank. Thecomparatively large amount of resources saved on debt payments through the HIPC Initiative presentsa unique opportunity for additional national financing of basic education and health, provided the lineministries can design and implement policies and programs to absorb these resources productively.The African HIPCs have committed themselves to spend, on average, about 40 percent of the debt re-lief on basic education and about 25 percent on basic health. When preparation of the HIPC documen-tation was completed, the focus of this work moved to ensuring, through the PRSPs, implementationof these commitments. Because the resources in the Norwegian HIPC Trust Fund were fully used and,given the strong synergy between this analytical work and that required to prepare sector programs,the ministry agreed at the 2001 Annual Consultation Meeting to fund both education and health CSRsunder NETF preparation. Section 2.2.2 below gives additional details on education CSRs and section6.4 gives more details on health CSRs.

* Supportfor the EFA Fast-Track Initiative. The EFA Fast-Track Initiative (FTI) was officiallylaunched in June 2002, covering eighteen countries, including eleven in SSA. NETF contributed sub-stantially to the analytical work conducted to prepare this initiative. This includes support for regionalwork to evaluate the fiscal feasibility of achieving universal primary completion by 2015 in SSA(based on development of country-specific finance simulation models) and country-specific work tohelp countries use this model to prepare their FTI requests. NETF has also substantially supportedanalytical work in the two African "analytical" FTI countries, that is, Democratic Republic of Congo(DRC) and Nigeria.

Stage III: Priorities for "target areas" fiscal 2004. Assuming NETF replenishment, the main focus willremain support to countries for national education sector development programs (see section 2.2). Supportwill continue for the target/focus areas, but no new target area is proposed. However, the priorities amongareas and activities within each area will continue to shift to reflect progress in and completion of previ-ous work and launching of new activities within each area. As illustrated by the figures in Table 1-2, theseshifts are quite important in a couple of cases. The relevant chapters of the report describe these shifts,which are summarized below:

* Increased priority. Three target areas are proposed for increased support: (a) education and health,largely focusing on "Education and HIV/AIDS" and, in particular, on strengthening work on "Or-phans and Vulnerable Children," (b) secondary education, for which NETF's strong support in fiscal2004 will decline in fiscal 2005 when the regional studies have been completed and NETF moves into

7


providing technical support to countries, and (c) girls education, for which expenditures doubled infiscal 2003, compared with the previous period, in response to recommendations at the 2002 AnnualConsultation to maintain targeted support for girls education (in addition to support as part of regularpreparation of education sector programs). A further increase is proposed for fiscal 2004, largely foractivities planned with UNICEF and FAWE.

* Maintained priority. This applies to ABE, ECD, and education quality. Note, however, that supportfor the last area is maintained at the high level it reached in fiscal 2002. Added to this comes the sup-port for ADEA's Quality Taskforce, which is included under "partnership program with ADEA."

* Reduced priority. This concerns mainly "Skills Development," which received high support in thethree previous years. This reflects completion of preparation of the regional studies, as well as thedissemination of these studies, and a shift of future NETF support to technical support to help coun-tries build lessons learned from this activity into their sector programs. This is in line with what wasinitially foreseen, that is, NETF would provide seed money to lay the basis for increased IDA in-volvement.

Apart from these targeted areas, support for partnership programs has strongly increased, reflecting in-creased cooperation with UNESCO, UNICEF, and ADEA, and support for preparation of education sec-tor programs has increased somewhat, reflecting among other things increased support for the two "ana-lytical fast-track countries," DRC and Nigeria.

1.7 MANAGEMENT AND ADMINISTRATION OF THE FUND

The Human Development Department of the Africa Region of the World Bank (AFTHD) manages NETFbased on a framework agreement with the Norwegian Ministry of Foreign Affairs. The fund's use andreplenishment are reviewed annually at a consultation meeting between the ministry and the World Bank.The ministry appointed a reference group of experts in education and development to advise it on mattersrelated to the fund. The World Bank and the ministry also maintain continuing contact on issues that arisebetween consultation meetings. The Africa Region's senior education advisor is responsible for dailymanagement, and AFTHD's management team approves decisions on fund allocations. Management re-ceives assistance from a small team responsible for processing requests for financing; monitoring NETF'sdisbursement and maintaining accounts; keeping regular contact with the various beneficiaries of NETFfinancing, including external partners; and keeping contact with the ministry, including reporting onNETF use.

The process for obtaining NETF financing normally follows three steps:

* Discussions begin between the NETF manager and the Bank staff (or external agency) seeking NETFsupport. For example, in the case of support for preparation of an education sector program in a coun-try, the typical process is for the Bank's education task manager for that country, following discus-sions with counterparts at the country level, to discuss possible support with the NETF manager. Ifthe task is deemed eligible for NETF support, further discussions define the nature of the support,modalities for conducting the work, costs, and financing plan.

* Based on these discussions, the task manager prepares a shortformal requestfollowing a standard-izedformat. The sector manager responsible for the country concerned and the NETF manager reviewthe request. When agreement is reached, the task manager finalizes the request, which is then ap-proved by the sector manager concerned and NETF manager, both acting on behalf of AFTHD'smanagement team. All AFTHD managers are involved in approving regional tasks, any general issuesrelated to NETF, or country-related tasks for which regionwide issues or implications may exist.

* Once approved, the resources are managed by the task manager, and monitored by the NETF man-agement team. Resources provided for partnership arrangements with UNESCO, UNICEF and ADEAare managed by these partners and audited as part of these organizations' regular procedures.

8


Two major advantages of NETF and the way it operates are speed and flexibility. The funds are untied;they can be used for regional activities; and the best available expertise can be brought in. The funds can

be accessed quickly, because the rules for eligibility are clear and the preparation and approval processsimple; it is not unusual for the approval process to be completed in a week or so. This has greatly facili-tated ability to respond rapidly to needs in countries for assistance in program preparation. For example,preparation of the IDA-supported education programs in Eritrea and Kenya during the first half of 2003for approval of IDA financing in June 2003 was greatly facilitated by NETF support.

Since inception of the fund, 96 percerit of NETF disbursements have been for program activities and only4 percent for the above type of administrative tasks. This is, however; only a part of total administrativecosts, because many functions are financed through the Bank's regular budget, for example, the salary ofNETF's manager and various costs related to management of the trust fund and disbursements to thebeneficiaries. The Bank's regular budget also covers costs related to preparation, review, and approval ofapplications for support under the fund, quality control of studies financed, and many of the costs in-volved in maintaining partnership programs.

1.8 2003 NETF EVALUATION

An independent evaluation of the use of the fund, commissioned by the Norwegian Ministry of ForeignAffairs was made official in June this year. Most of the evaluation work was done late last year, includingvisits by the evaluation team to Mali, Uganda, and Zambia. NETF worked closely with the team to pro-vide it with information as well as comments on drafts.

NETF has reason to be pleased with the outcome of the evaluation. In particular, the evaluation notedthat:

* "The use of the fund is fully transparent, and all expenditures can be checked against completed ac-tivities. No irregularities were found." (Executive Summary, p. iii.)

* "The effects of the trust fund are several. First, it has made it possible for the World Bank to broaden

and deepen its own understanding of basic education, particularly through advisers in the thematic ar-eas. This in turn has enabled the World Bank to offer better support to the African ministries. Second,because the planning activities and studies are conducted in a participatory manner, capacity is builtin Africa. Third, the knowledge production in the publication series is available for a wider audience.Finally, many activities have been done in cooperation with UNESCO, UNICEF, or similar organiza-tions, and strengthening these partnerships through joint activities has been especially productive."(Executive Summary, pp. iii-iv.)

* "Taken as a whole, the Norwegian Education Trust Fund has been a successful venture, and with mi-nor adjustments based on the experience of the [five] years it has been in existence, should continueto provide support to key activities to leverage the much larger funds needed to remove barriers, andensure basic education for all in Africa." (Executive Summary, p. iv.)

* "The Fund has been used efficiently and effectively. It has been used as a fund of last resort to sup-port activities which other funds cannot [support], such as regional workshops and seminars, and toutilize consultants from African countries or elsewhere, not only from Norway. It has been timely inthat there have been no delays in decisions about approval. It has been flexible, in that it can be usedfor strategic interventions within the broad framework of the agreement. Decisionmaking has beentransparent, and the use of the fund has been negotiated at all levels from the Ministry of Foreign Af-fairs in Oslo to ministries in African partner countries. The fund has been managed transparently andis properly accounted for. All expenditures can be tracked against completed activities, and the elec-tronic database facilitates access to information." (Conclusions, pp. iv-v.)

* "NETF should increase its support to education in Sub-Saharan Africa, with the main emphasis onbasic education in countries with a high incidence of HIV/AIDS, inequity, poverty, and low capacityto plan and implement basic education programmes." (Recommendations, p. vi.)

9


The evaluation, however, also makes specific recommendations for areas that should be given strongerpriority in future NETF support and areas for improvement in the administration of the fund (on the partof the Norwegian Ministry of Foreign Affairs, as well as on the part of the Bank). The recommendationshave been very useful, and discussions will be held between the ministry and the Bank in Oslo on Sep-tember 18-19, 2003, on how best to follow them up. Some follow-up actions concerning the Bank havealready been initiated, starting with strengthening the data and monitoring of activities financed under thefund and further improving the quality of the annual report.

1.9 FINANCE AND RESOURCES

Total receipts to NETF amount to NOK229 million, equivalent to $28.6 million as of June 30, 2003.12 Ofthis, $3 million (which was part of the December 2002 replenishment) was reserved for implementationof sector programs in three fast-track countries (Burkina, Guinea, and Niger). The total receipts of NETFresources for financing the regular activities covered by this report, thus, amount to $25.6 million. Of this,$21.9 million had been disbursed by June 30, 2003, that is, 82 percent. An additional $2.5 million wasallocated as of June 30, 2003, for various program activities under implementation, but not yet disbursed;thus, the available uncommitted funds as of June 30, 2003, were $1.2 million (5 percent of total receipts).By August 31 the picture had changed. First, disbursements increased by more than $745,000. Out-standing allocations remained about the same, meaning that, as new financing commitments were made,previous ones were disbursed at about the same rate. Second, the U.S. dollar value of the NETF accountbalance had been reduced by nearly $350,000. The NETF account balance is maintained in NOK and isnot converted to U.S. dollars before it is disbursed. Since the spring, the Norwegian krone has depreciatedsignificantly and thus reduced the available amount in US dollars significantly. As a result, by end Au-gust, the available uncommitted funds had been reduced to $103,000. In fact, no new commitments havebeen approved since early August. Table III offers a summary statement since NETF's inception.

Table 1-1 Cumulative Receipts and Disbursement, January 1998-June 2003 ($1,000s)

Financial Status per June 30, 2003 S1,000sA Cumulative total receipts (June 30) 28,593B Earmarked for three FTI countries 3,000C Total available for NETF activities (A-B) 25,593D Disbursed by June 30, 2003 21,876E Outstanding allocations by June 30, 200313 2,533F Available by June 30, 2003 (C-D-E) 1,184

Financial Status per August 31", 2003G Cumulative total receipts (August 31) 28,235H Earmarked for three FTI countries 3,000I Total available for NETF activities (G-H) 25,235J Disbursed by August 31, 2003 22,621K Outstanding allocations by August 200314 2,511L Available by August 30, 2003 (I-J-K) 103

Demand for NETF support remains very high, but prudent management has dictated maintaining an un-committed balance of about 10 percent of the last replenishment until possible replenishment of the fundfor the next period has been officially confirmed. The recent depreciation of the Norwegian krone demon-

12 Funds are kept in NOK until disbursement. The amount in U.S. dollars is calculated based on historical exchange rates at the time ofdisbursement and the June 30 value of the cash balance. It does not include the $984,000 allocated to the special World Bank InstituteGirls Education Program.

13 Does not include commitments for cofimded staff and administrative costs.14 As not under line "E."

10


strates the necessity of this policy, as the fund balance has been reduced below this minimum level for thefirst time since the inception of the fund. Note, however, that an additional buffer exists, in the sense that,if the fund were not to be replenished, part of the "outstanding allocations," which have not yet been dis-bursed, would need to be cancelled. It is also important to note that additional uncertainty has been intro-duced by maintaining undisbursed the funds for the FTI countries, because this commitment is in U.S.dollars. The price of this commitment in terms of NOK increases when depreciation occurs, as happenedthis spring.

Also note that the reporting period in this report is the World Bank's fiscal year, which covers the periodJuly 1 to June 30, rather than the calendar year as used in previous reports. This means that the data pro-vided are all actual figures and do not include estimates for disbursement and commitment up to the endof calendar year 2003, as it did in previous reports.

1.10 PLANS FOR FISCAL 2004

Table III provides a summary statement of the proposed additional work program to be supported byNETF provided the fund is replenished following the 2003 Annual Consultation Meeting. Although mostof this work is scheduled for fiscal 2004, similar to previous years, implementation and disbursement willtake more than one year for some of these activities.

In general, the focus will remain on supporting national teams to prepare education sector developmentprograms (58 percent of the costs of the program). As shown in the table, some support will be providedfor program preparation in twenty-one countries covering twenty-two operations (two in Tanzania). Threeaspects distinguish the support for the upcoming period from previous years:* Support will be provided forfivepost-conflict countries (possibly six if the peace process in Sudan

advances sufficiently for the Bank to engage in that country).* Support for preparation of programmatic lending operations in eight countries. This represents a ma-

jor shift toward use of budget support for education (rather than traditional project lending). This shifthas benefits to a considerable extent from the analytical work done under the CSRs supported underthe NETF.

* Support will be provided for preparation of sector programs in the two large "analytical "fast-trackcountries (DRC and Nigeria)

In support of the above work, CSRs will continue to be prepared with NETF support. Seven reports underpreparation will be completed, and three new will be launched.

Apart from direct support to country teams to prepare education sector programs, NETF also financessome regional studies and two types of regional "collaboration, consensus, and capacity-building" activi-ties, that is, (a) regional workshops and conferences and (b) partnership programs implemented largely byUNESCO, UNICEF, and the Association for the Development of Education in Africa (ADEA). Twelveworkshops or conferences are planned, ranging from knowledge dissemination on secondary and highereducation, to workshops on the interaction between education and HIV/AIDS, to education managementchallenges in providing EFA to orphans, girls, and other vulnerable children such as the disabled. Thepartnership programs will increase considerably during fiscal 2004 and will focus on activities conductedby UNESCO and its different specialist institutes as well as its Regional Office for Education in Africa(BREDA), with UNICEF (to expand cooperation on gender issues and provision of education for orphansand vulnerable children) and with ADEA, especially with respect to education quality and the Communi-cation for Education and Communications Program.

In addition to the above type of support to preparation of education sector programs, support will continuefor the focus areas. No new target area is proposed; however, the priorities among areas and activitieswithin each area will continue to shift to reflect progress in and completion of previous work and launch-ing of new activities within each area. These shifts are quite important in a couple of cases. The relevantchapters of the main report describe these shifts, which may be summarized as follows:


* Increased priority. This concerns the following three target areas: (a) education and health willlargely focus on "Education and HIV/AIDS" and, in particular, on strengthening work on "Orphansand Vulnerable Children"; (b) secondary education will receive its last year of strong support, be-cause most of the regional studies will be completed. Some support for dissemination is expected infiscal 2005, when the focus will increasingly shift to providing technical support to countries forpreparation of development programs for secondary education; and (c) girls education, for which ex-penditures doubled in fiscal 2003, compared with the previous period, in response to recommenda-tions at the 2002 Annual Consultation Meeting to maintain targeted support for girls education (inaddition to what is done as part of regular preparation of education sector programs). A further in-crease is proposed for fiscal 2004, largely for activities planned together with UNICEF and the Forumfor African Women Educationalists (FAWE).

* Maintained priority. This applies to "Adult Basic Education," "Early Childhood Development," and"Education Quality." Note, however, that support for the last area is maintained at the high levelreached in fiscal 2002 Added to this comes the support for ADEA's Quality Taskforce, which is in-cluded under "partnership program with ADEA."

* Reduced priority. This mainly concerns "Skills Development," which received high support in thethree previous years. This reflects the fact that the preparation of the regional studies-as well as dis-semination of the results of these studies-has been completed and that future NETF support is shift-ing to providing technical support to countries to help them build the lessons learned from this activ-ity into their sector programs. This is in line with what was initially foreseen, that is, NETF wouldprovide seed money to lay the basis for increased International Development Association (IDA) in-volvement.

The total cost of the above program is based on an NETF replenishment of about $6.3 million (see TableV). This corresponds to about 50 million in Norwegian kroner (NOK), assuming an exchange rate ofUS$1 =NOK8.

12


Table 1-2 NETF Financing by Focus Area and Activity Type, Fiscal 1998-2003, and Plans for Fiscal 2004 ($1,000s)

Focus Area and Activity Type Total (% FY98-99 Mh) FY00 (%) FY01 (A) FY02 (%) FY03 % Proposal FY04 )

ESDP 12,104 (55) 1,315 (57) 1,992 (52) 3,379 (56) 2,186 (54) 3,232 (57) 3,600 (58)


Regional Studies and Strategies 1,488 (7) 346 (15) 268 (7) 508 (8) 138 (3) 228 (4) 200 (3)

Regional Coll., Consensus, and Cap. Dev. 3,960 (18) 756 (33) 709 (19) 958 (16) 468 (12) 1,070 (19) 1,200 (19)

Girls Education 1,319 (6) 221 (10) 358 (9) 424 (7) 108 (3) 208 (4) 300 (5)




Adult Basic Education 1,729 (8) 472 (20) 509 (13) 374 (6) 193 (5) 181 (3) 200 (3)




Early Childhood Development 2,254 (10) 63 (3) 693 (18) 820 (14) 344 (9) 333 (6) 250 (4)



Regional Coll., Consensus, and Cap. Dev. 1,072 (5) 51 (2) 265 (7) 387 (6) 168 (4) 201 (4) 50 (1)

Education & Health 1,312 (6) 13 (0) 484 (8) 342 (8) 473 (8) 650 (10)

Tech. Support for National Teams 321 (1) 24 (0) 79 (2) 218 (4) 200 (3)



Secondary Education 331 (2) 14 (0) 82 (2) 235 (4) 450 (7)

Tech. Support for National Teams 17 (0) 14 (0) 3 (0) 150 (2)

Regional Studies and Strategies 234 (1) 79 (2) 154 (3) 200 (3)

Regional Coll., Consensus, and Cap. Dev. 81 (0) 81 (1) 100 (2)

Skills Development 1,458 (7) 91 (2) 373 (6) 574 (14) 420 (7) 200 (3)

Tech. Support for National Teams 382 (2) 40 (1) 162 (3) 39 (1) 141 (2) 150 (2)


Regional Coll., Consensus, and Cap. Dev. 150 (1) 150 (3)

Quality Improvement 478 (2) 6 (0) 55 (1) 416 (7) 400 (6)

Tech. Support for National Teams 100 (2)


Regional Coll., Consensus, and Cap. Dev. 389 (2) 8 (0) 381 (7) 200 (3)

NETF Management 892 (4) 238 (10) 141 (4) 162 (3) 154 (4) 197 (3) 250 (4)

Grand Total 21,876 (100) 2,309 (100) 3,797 (100) 6,038 (100) 4,038 (100) 5,695 (100) 6,300 (100)


Regional Studies and Strategies 4,638 (21) 528 (23) 654 (17) 1,398 (23) 1,080 (27) 977 (17) 1,050 (16)

Regional Coll., Consensus, and Cap. Dev. 7,051 (32) 1,041 (45) 1,263 (33) 1,808 (30) 911 (23) 2,029 (36) 1,900 (30)

NETF Management 892 (4) 238 (22) 141 (4) 162 (3) 154 (4) 197 (3) 250 (4)

13

2 Education Sector Development Programs

2.1 OVERVIEW

Preparation of education sector development programs (ESDPs) comprises the single largest activity sup-ported by NETF, accounting for more than half the funds. NETF has provided support through three mainsets activities:

* Direct technical and analytical support to national teams to prepare ESDPs. This includes upstreamanalytical work such as CSRs and country-specific analytical work related to FTI.

o Regional studies and strategies, including synthesizing and disseminating cross-country knowledgeon what works and what works less well in key areas covered by sector programs to ensure that theseprograms benefit from good practices from around the world. This includes regional studies related toEFA and FTI.' 5

* Promotion of knowledge-sharing and capacity- and consensus-building activities at the national, re-gional, and subregional levels. This includes collaborative activities-both framework agreementswith other development partners and agencies, and workshops and conferences.

Table 2-1 provides an overview of disbursement for these three sets of activities. Subsequent sectionsprovide additional details.

Table 2-1 Disbursements for Education Sector Development Programs ($1,000s)Area Acttvity Total (to) FV 9-99 (%) FY 00 (%) FY'01 (%j FV02 FV03 (%) Plans FX04

Tech. Support NESDP 6,138 (51) 213 (16) 1,015 (51) 1,896 (56) 1,471 (67) 1,543 (48)for National CSR/ Analytic 2,200 (61)Teams FTI 517 (4) 17 (0) 109 (5) 391 (12)

Regional EFA Strategies 116 (1) 5 (0) 111 (3)Studies and 200 (6)strategies Other Studies 1,372 (11) 346 (26) 268 (13) 508 (15) 133 (6) 117 (4)

Regional CI PartnershipConsensus and Programs 2,044 (17) 292 (22) 239 (12) 177 (5) 367 (17) 968 (30) 1,200 (33)Cap. Dev. Workshops/

Conferences 1,917 (16) 464 (35) 470 (24) 781 (23) 101 (5) 102 (3)

TOTAL 12,104 (100) 1,315 (100) 1,992 (100) 3,379 (100) 2,186 (100) 3,232 (100) 3,600 (100)

2.2 TECHNICAL AND ANALYTICAL SUPPORT TO NATIONAL TEAMS

2.2.1 Support for Preparation of National Education Sector Development ProgramsSupport for national education sector development plans (NESDPs) has developed rapidly since thefund's inception. In the five years in which the fund has been fully operational, the share of total NETFdisbursement for this category has increased from 9 percent in fiscal 1998 and 1999 to 35 percent in fiscal2003 (see Table 1-2). Annexes I-IV provide details of every project. Table 2.2 shows disbursements forthe thirty-five countries that have received NETF support for program preparation since fund inception.

An important criterion for eligibility for NETF funding for this purpose is inclusion of support for educa-tion in IDA's rolling three-year lending program for the country. In general, NETF support is dispersedduring the one to two years before lending approval by the World Bank Board. Some programs advancemuch more quickly. Others take longer, especially when upstream analytical work is needed to underpinpolicy dialogue and program preparation. Among countries approved for IDA financing in fiscal 2003,Eritrea and Kenya are good examples of the former (less than six months), and Chad and Niger are goodexamples of the latter (two to three years).

5 Note that analytical work limited specifically to a focus area (e.g., girls education or quality improvement) has been reported under thatarea.

14


Table 2-2 NETF Disbursements Table 2.2 shows that as many as thirty-one countries received someby Country ($1,000s) NETF support during fiscal 2003. These countries fall into four catego-

Country Total Disbursed ries:Countr Total FY03

Angola 7 * Five countries for which program preparation and negotiation forBenin 52 47 IDA support was completed in fiscal 2003, that is, Chad, Eritrea,Burkina 252 60 Kenya, Niger, and Nigeria. IDA funding for a sixth country (SierraBurundi 147 28 Leone) was also approved, but the preparation work was mainly fi-Caeroond 547 28 nanced under the Japan Policy and Human Resources DevelopmentCameroon 54 7 (PHRD) FundCape Verde 90 21Congo 13 13 * Seventeen countriesfor which IDA-supportedprograms are underChad 757 54 preparation for funding in the next three years, that is, Benin, Bu-Djibouti 331 rundi, Cameroon, Cape Verde, Congo (Brazzaville), Democratic Re-DRC (Congo) 48 48 public of Congo (DRC), Ethiopia, Gambia, Ghana, Kenya, Madagas-Eritrea 444 159 car, Malawi, Mauritius, Mozambique, Rwanda, Tanzania, andUganda. Most of these are expected to be approved for IDA financingEthiopia 134 43 in the next eighteen months. Note also that many of these countriesGambia 33 25 will need more funding in fiscal 2004 to complete preparation of theirGhana 228 65 programs.Guinea 415 35Guinea-Bissau 94 32 * Seven countries that received support to prepare components for im-C6te d'lvoire . 65 42 plementation in ongoing programs: Burkina, Cote d'Ivoire, Guinea,Kenya 256 157 Guinea-Bissau, Mali, Mauritania, and Senegal. This is really supportMadagascar 76 28 to help countries move from programs preparation to implementation.Malawi 412 249 * Two countries, Namibia and Swaziland, which has received NETFMali 383 63 supportfor analytical work, but where the decision on whether or notMauritania 242 51 to borrow from the World Bank has yet to be made.Mauritius 58 36 Four of the countries included in Table 2.2 received no NETF support inMozambique 812 187 fiscal 2003. These include Angola, for which preparation of a new pro-Namibia 172 172 gram will receive NETF support in fiscal 2004; Togo and Zimbabwe,Niger 154 41 where country conditions have prevented IDA operations in education;Nigeria 980 176 and Djibouti, where NETF financed program preparation, but no furtherRwanda 294 89 support after approval of IDA financing.Senegal 371 155 In addition, it is worth noticing that NETF funding has not been limited toSwaziland 91 29 "donor darlings." Considerable support has been provided to countriesTanzania 336 245 supported by few donors, for example, Burundi, Cameroon, Guinea, Mau-Togo 19 ritania, Nigeria, and Rwanda. Substantial support has also been approvedUganda 528 82 in fiscal 2003 for Congo and DRC (not shown in Table 2.2 as this fundingZambia 213 5 has not yet been disbursed).Zimbabwe 27

15


Three examples of NETF support for Project Preparation

Preparations of an HIV-AIDS project in Burundi:The Burundi HIV/AIDS and Orphans Project was signed on July 25, 2002, and includes a $7 million component that supports

family integration and basic education of the most vulnerable orphans in each pilot commune. So far, the component has helped

place the most vulnerable orphans with extended family members and is providing support to these children and families for nutri-

tion, textbooks, school uniforms, and other education materials.

NETF supported preparation of this operation which was one of the World Bank's first efforts to find a low-cost way to support

basic education of some of the millions of African children orphaned by HIV-AIDS, other diseases, and war. The intervention in

Burundi has already led to similar efforts in Congo (Brazzaville), and Ghana. If evaluation of the current set of pilots shows that

they are successful in placing and educating orphans, the World Bank may use the approach to subsidize the education of orphans

in additional countries. NETF supported the following intermediate outputs: (a) methods for identifying orphans, placing them

with families, improving the nutrition and incomes of foster families, subsidizing the orphans' primary and vocational education,

and supervising them to assure they attend school and are not abused by their foster families, (b) a social assessment of orphans,

which should help improve the methodology for supporting orphans by improving understanding of the dynamics of foster families

and the roles of local authorities, (c) Manual of Procedures of the HIV-AIDS and Orphans Project of March 2002, which summa-

rizes project implementation, monitoring, and evaluation methods developed by the consultants, Bank staff, and Burundian part-

ners.

Preparation of the Eritrea Education Sector Investment Project:

After intense preparation, the Eritrea Education Sector Investment Project was signed in late June 2003. The project will contribute

to increased access and improved education quality in Eritrea and is being integrated into the government's larger sector frame-

work, which is still under preparation. NETF supported both the initial Eritrea Education Training and Sector Note and later prepa-

ration of the education sector project.

The Education Sector and Training Note, prepared jointly by the Eritrean Government and the Bank, provided insights and knowl-

edge that determined to a large extent the interventions and priorities of the education sector project. The project itself, which was

prepared under a tight schedule, completely depended on NETF financing to fund technical experts on short notice and in a flexible

manner. Without this funding, efficient decisionmaking, and flexibility, the project would not have been delivered to the Board

with only six months' preparation. NETF financed the services of the consultants in the technical areas of classroom construction,

teacher training, and curriculum development, which are main components of the project. Education financing and planning, and

project implementation specialists also assisted in preparing the institutional and implementation arrangements for the project to

ensure its effectiveness in reaching its development objectives.

The project will ultimately form part of a comprehensive sector development program. Studies on many aspects of the sector under

the project will be the analytical basis for refining and finalizing the sector program that is under development. The experience of

the implementation of the project will also provide useful feedback from the field for the eventual successful implementation of a

sector development program.

Preparations of the Ghana Higher Education Project:

NETF financed the preparation and independent review of five analytical studies that have guided preparation of the tertiary

education component of the Ghana Education Sector Project. The studies contributed substantively to the design of the Bank-

supported project. New knowledge and appreciation of tertiary distance education was disseminated at a time when universities

are actively considering initiation of distance education programs and guided project design.

This work also enabled an internationally recognized expert on distance education to visit each university campus on two occa-

sions to present seminars on developing distance education capacities. As a result, the Bank-supported project contains a fund-

ing component that will address this need. Moreover, NETF supported participation of members of the Ghana National Council

for Tertiary Education to attend a two-week course on higher education reform in Paris offered by the World Bank Institute last

year. The knowledge gained from the course helped the participants contribute to the design of the World Bank supported pro-

ject. In addition, NETF enabled Ghana Information and Communication Technology consultants to visit Nigeria and learn

about efforts underway at the National Universities Commission in Nigeria to develop a National Universities Network

(NUNet) linking all public universities to each other and to the Internet.

All NETF studies are completed, and the Ghana National Council for Tertiary Education is in the process of having them published

for local distribution. They include the following: (a) John Anarfi (2003), HIV/AIDS in Tertiary Institutions (Accra: National

Council for Tertiary Education), (b) Kwabia Boateng and E. Ofori-Sarpong (2002), An Analytical Study of the Labour Market for

Graduates in Ghana (Accra: National Council for Tertiary Education), (c) Mumuni Dakubu and Barfi Adomako (2002), Informa-

tion and Communications Technology Development Strategy Plan in the Tertiary Education Sector in Ghana (Accra: National

Council for Tertiary Education), (d) Stephen Mensah and Francis Owusu-Mensah (2002), Priorities and Strategies for Capacity

Building in Tertiary Distance Education (Accra: National Council for Tertiary Education), and (e) Kwame Gyekye (2002), A

Vision of Post-Graduate Education in Ghana (Accra: National Council for Tertiary Education).

16


2.2.2 Development of Country Status Reports (CSRs) for EducationPreparation of CSRs has become an increasingly important part of the analytical work done to underpinthe development of sector programs. This is particularly so for programs supported through budget sup-port, rather than traditional project lending. As shown in section 2.2.4 below, in the next few years, theBank is projecting a sharp increase in the use of budget support instruments to finance education in SSA.CSRs emerged as follows. During the first three years of NETF's existence, the fund's support for prepa-ration of education sector programs went hand-in-hand with work supported under the special NorwegianHIPC Trust Fund, established in 1998 to help enhance the quality of education and health components inHIPC documents. 16 When this work was completed, the focus moved to ensuring implementation ofcountries' commitments to spending a substantial part of the debt savings on education and health (onaverage about 40 percent for education and 25 percent for health) by strengthening the education andhealth sections of PRSPs. The work was expanded to provide a comprehensive quantitative review of re-source allocation, deployment, and use in the education sector, with a focus on efficiency, equity, impact,and distributional aspects. The resulting publication was called a Country Status Report (CSR).When funding under the Norwegian HIPC Trust Fund was fully disbursed, the Bank agreed with the min-istry in 2001 to support preparation of CSRs for both education and health through NETF, and a new fo-cus area labeled "Human Development Inputs into Poverty Reduction Strategy Papers (PRSPs)" was in-cluded.'7 In fiscal 2003 the World Bank increased its regular budget support for such work, permittingrecruitment of two full-time staff to expand the analytical work in education and one for similar work inhealth. In this manner, the HIPC fund provided the seed money required to launch a sustained effort-now expanded under Bank and NETF financing-to strengthen the capacity of education and health min-istries to improve the quality of education and health components of the PRSPs. This function aligns di-rectly with NETF's purpose-helping countries to develop education sector programs-but with the posi-tive change that under PRSPs the plans for education sector development are part of broader poverty-reducing strategies.

Two features characterize the CSRs, one pertaining to their technical content, the other to the process bywhich they are accomplished. With respect to content, five aspects are worth mentioning:* CSRs pay close attention to issues of equity and the distribution of public resources for education,

given the importance of these topics in the context of HIPCs and PRSPs.* Analysis relies on commonly available administrative data as well as household surveys, an approach

that has helped to improve the consistency and robustness of the statistical results.* CSRs put a sharper focus on outcomes by emphasizing indicators beyond the usual gross and net en-

rollment ratios. In particular, CSRs document the schooling careers of children as reflected in theshares of the population that enter grade 1 and attain the various grades on the educational ladder.This more detailed approach has helped to sharpen the socioeconomic, gender, and geographical dis-parities in schooling, as well as clarify the sources of disparities.

* CSRs use school-level data to assess the scope for improving service delivery to the poor.* CSRs make use of data on student learning-where they are available-to gauge the education sys-

tem's performance in this important domain and to identify cost-effective measures of progress.With respect to the process for preparing CSRs, CSRs are a product of a partnership between the WorldBank and national teams from the various countries. Because participation in the analytical work is essen-

'6 The Norwegian HIPC trust Fund, established in December 8, 1998, was endowed with $2.8 million, of which $1.5 million was allocatedfor the social sectors. The country-specific work financed under that fund went hand-in-hand with the similar analytical work required toprepare education sector development programs. The social sector part of the HIPC fund is now fully disbursed.7 In last year's report, this was reported as a separate focus area. In the present report, education CSRs have been included as integral partsof the support provided to national teams to prepare sector programs. Health CSRs have been reported in section 6.4.

17


tial for developing a deep understanding of policy issues, an integral part of the process for preparing aCSR involves training and capacity building where these are needed. It is important to note that CSRs arediagnostic documents designed to help identify policy issues, rather than offer solutions and make rec-ommendations. The national team must lead the process of policy development; the availability of a CSRprovides a good basis for disseminating the findings and stimulating a broad national dialogue on the wayforward. The document also serves as a basis for preparing a rational and "credible" plan for sector devel-opment that can inform the country's medium-term budget-planning exercise.

For education, this work has been influential in the countries as well as in the World Bank, as it has pro-vided an important part of the analytical underpinning for the sector programs supported by IDA. It hasalso formed the basis for establishing the "indicative framework" and estimates of "external financinggaps" underpinning the Fast-Track Initiative.

NETF contributes to the production and publication of CSRs, including supporting the work of the na-tional teams. Several other sources exist, however, including other donors, IDA credits, and especially theWorld Bank's administrative budget. Table 2-3 gives an overview of the status of CSR production: fourhave been published, four more are being printed, six are at various stages of completion and will be pub-lished in fiscal 2004, and two new CSRs have been launched (DRC and Tanzania).

Table 2-3 Status of Preparation of Country Status Reports, Including Plans for Fiscal 2004

Status of CSR preparation, July 2003 Countries

Published report available Benin, Madagascar, Mauritania, and Togo

Being edited for publication Burkina, Nigeria, Rwanda, and Mozambique

In process of data analysis and report C6te d'lvoire, Ethiopia, Cameroon, Chad, Guinea,writing and Malawi

New CSR started DRC and Tanzania

2.2.3 Analytical FTIThe EFA Fast-Track Initiative was officially launched in June 2002, covering eighteen countries includ-ing eleven in SSA. As noted above, NETF contributed substantially to the analytical work conducted toprepare this initiative. This included support for regional work to evaluate the fiscal feasibility of achiev-ing universal primary completion by 2015 in SSA (based on the development of country-specific financesimulation models), and country-specific work (often derived from the CSRs) to help countries use thismodel to prepare their FTI request.

During fiscal 2003, NETF made it possible to process the implementation of the initiative by facilitating(a) development of standardized templates for use by countries in preparing their proposals, (b) construc-tion of country-specific finance simulation models to evaluate the fiscal feasibility of achieving universalprimary completion by 2015, (c) missions to eight of the eleven African countries (Burkina, Mauritania,Mozambique, Niger, Tanzania, Uganda, Guinea, and Ethiopia) in response to requests for technical assis-tance from country counterparts. Interaction with country teams continued for several months followingthe missions, including through video conferencing (e.g., Gambia, Burkina, and Uganda) and visits to theWorld Bank by the country teams (e.g., Mauritania and Mozambique). As a result of experience gained inthe EFA FTI work, technical assistance was also extended to such countries as Rwanda and Madagascar,which were not invited to join the EFA FTI, but which had embarked on the preparation of their educa-tion sector development plans. In addition, the technical work developed beyond the EFA FTI costingexercise to include a new module on the cost and financing of ECD interventions. Regarding the process-ing of the EFA FTI, the group of donors interested in contributing to FTI financing, known as the "Do-nors' Group," endorsed the EFA FTI proposals of four Africa countries (Guinea, Mauritania, Burkina,and Niger) at their November 2002 meeting in Brussels and added Mozambique and The Gambia to thelist at their March 2003 meeting.

18


NETF is also providing substantial support for analytical work in the two African "analytical" FTI coun-tries, that is, DRC and Nigeria. NETF was a major source of financing for preparation of Nigeria's Uni-versal Basic Education program, for which IDA and DFID have approved support for sixteen states. Asshown in Table 2.2, Nigeria has received the highest level of NETF support of any country. In fiscal 2004NETF will continue to provide financing for the analytical and capacity-building work required to giveNigeria's basic education program countrywide coverage. The support for DRC has started through sup-port for preparation of a CSR. IDA initially finances education as part of a comprehensive reconstructionprogram; however, an education sector operation is planned, and DRC needs to develop a "credible" sec-tor program that can be supported. As indicated in section 2.2.4, the plan is for NETF to provide majorsupport for this in fiscal 2004.

In sum, NETF made it possible during fiscal 2003 to offer technical support to staff in the ministries ofeducation in various African countries in the context of the EFA FTI. The results of this catalytic fundingfrom NETF, which supplemented funding from the World Bank's own budget, spread beyond the initia-tive and can already be seen in the incorporation of education as a key sector in some forthcoming WorldBank-financed operations channeled through poverty reduction support credits (e.g., Benin, Burkina,Ethiopia, Madagascar, and Rwanda).

2.2.4 Plans for Fiscal 2004During fiscal 2004 support to national teams for preparation of education sector programs will remain thesingle most important area for NETF support. Strong demand continues to exist for such support. Asillustrated in the above discussion, the fund is now playing a key role in financing at least part of thepreparation of practically all education sector programs in SSA supported by IDA. Such preparation isgenerally financed through several sources, for example, other external partners, ongoing IDA credits, oradvances on future IDA credits through project preparation funds. NETF generally supplements such sup-port, especially in areas that go beyond "traditional" technical preparation studies, to provide countrieswith access to support in other areas deemed essential to developing high-quality, nationally owned pro-grams. Examples of this support include (a) capacity building for national teams to master the analyticaltools (e.g., simulation models) required to do essential analytical work, (b) learning from other countries,(c) building consensus internally with education stakeholders, and (d) promoting synergies with supportprovided by other external partners. As an illustration of the role (and "leveraging" effect) of NETF infinancing program preparation, it is estimated that NETF support comprised roughly 25 percent of theWorld Bank's total preparation costs of the education programs under preparation in SSA in fiscal 2003.

The following are among the factors that contribute to continued strong demand for NETF (some of thesewere underlined in last year's annual report as well):

* Increased international attention to EFA. This was reflected at several important events, includingmeetings of the World Bank/International Monetary Fund Development Committee and G-8 coun-tries, as well as in the first EFA monitoring report prepared by UNESCO. Several donor meetingson follow-up to FTI also took place. A common thread in all these meetings was a focus on the needfor countries to prepare high-quality ("credible") programs as prerequisites for eligibility for in-creased support.

* Increased emphasis on education quality. This was introduced as a focus area last year, and consid-erable NETF support was provided for knowledge-generation and -dissemination activities, such asquality improvement workshops, support for ADEA's Quality Taskforce, and help to countries ondeveloping plans for establishing sustainable systems for providing textbooks. This support willcontinue in fiscal 2004, especially with respect to providing countries with help to translate qualitycomponents of their sector programs into concrete actions (see chapter 9).

* Addressing the special education needs of orphans. The number of orphans is increasing at a fright-ening speed, and countries and their development partners are at an early stage in developing strate-gies to cope with this important problem. NETF supports a number of actions to help develop suchstrategies; this help will increase in fiscal 2004 (see chapter 6).

19


* Development of sustainable strategies for ECD. NETF has provided support for general strategy

work, capacity building, and knowledge exchange on ECD. Responding to a recommendation fromlast year's consultation meeting, NETF will, in cooperation with UNICEF, continue this support in

two areas: (a) knowledge dissemination and (b) analytical work focused on helping countries ex-plore different delivery methods as well as the priority investment in ECD should be given withintheir overall investment in education and health programs.

* Preparation ofpost-primary education programs. The progress toward universal primary educationhas led countries to give more attention to lower secondary education, which is increasingly becom-ing a bottleneck for countries intending to provide universal basic education programs of eight toten years. External partners are also increasingly recognizing the need to support more comprehen-sive education development programs covering all levels and types of education. The analyticalwork financed by NETF on skill development and secondary education will greatly help to enrichnational education plans in these areas. In addition, NETF will continue to support analysis andknowledge sharing on tertiary education.

As in previous years, during fiscal 2004, priority for NETF support will be given to countries for whichIDA's three-year lending program (for fiscal 2004-06, that is, through the end of June 2006) includeseducation lending operations. About twenty-two operations presently exist in twenty-one countries (Tan-zania has two). The number of operations supportable by NETF and the level of support in each case willdepend on the content of the program to be prepared (with priority given to EFA), availability of fundingfrom other sources, and level of NETF replenishment. The countries may be classified into three groups(analytical preparation work has already started in most of these countries):

* Five operations for countries emerging from civil strife and just starting or will be starting prepara-tion of new programs. These include in Angola, C6te d'Ivoire, Congo, DRC, and Sao Tome and Prin-cipe (for the latter, as part of a multisectoral program). If the peace process in Sudan advances suffi-ciently for the Bank to engage, NETF would plan to support education program preparation there aswell.

* Nine operations where NETF support for program preparation would continue. This includes opera-

tions in Burundi, Cameroon, Ghana, Gambia,18 Kenya, Malawi, Nigeria, Tanzania (post-basic educa-

tion), and Zambia. In case Namibia decides to request a loan from the Bank to help implement thepolicy reforms developed as part of the analytical work supported by NETF, that country would beadded to this list.

* Eight operations in which education will be supported through programmatic lending(PERC/PRSC/PERL). This includes in Benin, Cape Verde, Ethiopia, Madagascar, Mauritius, Rwanda,Tanzania (basic education), and Uganda. This represents a major switch in education programs sup-ported through budget support, rather than traditional project lending. For Mauritius, Uganda, andTanzania, this represents continuation of the approach presently followed. Benin has also had abudget support operation for education that closed some time ago. For the four other countries, this isa new approach. For all these countries, except Cape Verde, NETF has supported quite substantialanalytical work to help prepare these operations, including CSRs for Benin, Ethiopia, Madagascar,and Rwanda, with a CSR for Tanzania in the pipeline for fiscal 2004.

Preparation of the CSRs and work related to the FTI is part of the work conducted to help countries pre-pare education programs. The main focus will be on completing and publishing six CSRs already in thepipeline (see Table 2-3). Two new CSRs will be started for DRC (jointly funded by NETF and the Bel-gian Trust Fund), and Tanzania. Furthermore, during fiscal 2004, it is also anticipated that two studieswill start to distill the lessons from the analytical work done in preparing the CSRs. (see section 2.3.2)

The EFA FTI work will continue to benefit from NETF funding. With complementary support from aFrench Trust Fund, the Africa Region will launch some experimental work in four countries; Madagascar,

The Gambia is the only one of these countries that has received support for project preparation under the Japan PHRD fund.

20


Mauritania, Mozambique, and Niger, of which the last three are FTI countries-to support the implemen-tation of policy reform, particularly directed at improving system management and quality improvement.For example, in most FTI countries, CSR analysis shows that teacher deployment and classroom proc-esses are poorly managed, leading to inequitable and inefficient delivery of services. The idea behind thiswork is to support governments in developing and implementing the measures required to improve thesespecific aspects of service delivery.'9

The estimated envelope for NETF support to conduct the above work program is estimated at about$2.2 million. This is somewhat higher than in the preceding three years, when it was about $1.9 millionfor fiscal 2001 and fiscal 2003 and $1.6 million for fiscal 2002. The increase reflects an increase in thedemand for program preparation, largely due to an increase in the number of sector programs supportedby IDA, and support for the two large "analytical FTI countries," DRC and Nigeria. In fact, it is estimatedthat the demand for financing for this type of work will far exceed this amount.

2.3 REGIONAL STUDIES AND STRATEGIES

2.3.1 EFA StrategiesRegional analytical work has been conducted alongside country-specific work to enable countries prepar-ing education sector programs to learn from the experiences of other countries. Most of this regional workcovers the focus areas and has been reported in the relevant chapters of this report. This section is limitedto covering a few studies related to EFA issues in general and completed in fiscal 2003 with support fromNETF:

* Drafts of three papers, which complement each other in documenting disparities in education resourceallocation, admission, and school survival within countries by; gender, income group, and geographi-cal location of schools. This type of analysis is now possible due to the disaggregated data availablefor more than twenty SSA countries. The three papers are: "Managing Education Systems in Sub-Saharan African Countries," "Disparities in Primary Education in Africa: Gender, Geographical Lo-cation, and Family Income," and "Trade-Offs in Resource Allocation in Education in Africa: Towardan Optimal Allocation between Coverage and Quality." This work will underpin the support for de-velopment and application of tools to improve especially the deployment and use of teachers that willbe launched with NETF support during fiscal 2004 (see section 9.2).

* Publication in fiscal 2003 of the French version of a study prepared in fiscal 2002, entitled FinancingEducation for All by 2015: Simulations for 33 African Countries. In addition, the electronic versionsof education finance simulation models are now available for all the EFA FTI countries, as well as fora few other countries (such as Rwanda and Madagascar).

* Publication of two books covering previous work supported by NETF, entitled Tools for EducationPolicy Analysis and Achieving Universal Primary Education by 2015: A Chance for Every Child.

A regional study on classroom construction costs was also launched.

2.3.2 Plans for Fiscal 2004

Most of the planned work on "Regional Studies and Strategies" outside the specific focus areas is in-tended to consolidate and finalize work already launched. This includes, in particular, (a) preparing acomparative cross-country study of lessons learned from the detailed country-specific analytical workdone in preparing the CSRs (see section 2.2.4), (b) using the data base established in preparing the CSRsto explore the relation between education and various socioeconomic outcomes (e.g., literacy, child mor-tality, fertility, and so on) to enrich the basis for debates on the impact of education on development, (c)finalizing the studies referred to above on disparities in education resource allocation, admission, andschool survival within countries by; gender, income group, and geographical location of schools, and (d)

9 At the Annual NETF Consultation Meetings in 2001 and 2002, the Reference Group recommended that some NETF financing be usedfor "implementation support" This type of activity would fit well with that recommendation.

21


completing the study on school construction costs. There may also be some unforeseen work related to

EFA/FTI. Total NETF support in fiscal 2004 for ESDP regional studies and strategies is estimated at

$200,000.

2.4 REGIONAL COLLABORATION, CONSENSUS BUILDING, AND CAPACITY DEVELOPMENT

This activity includes two different sets of activities-a regional workshop conference program and a

partnership program-providing support to other agencies implementing NETF supported activities.

2.4.1 Workshop ProgramRegional exchanges are an important component of the overall NETF strategy. Most of these activities are

regional or subregional workshops bringing together key education stakeholders from selected countries

facing similar challenges in developing their sector programs. To facilitate implementation of the out-

comes of the training, all workshops are joint training for country staff and World Bank task managers.The overall objective of these multicountry activities is to improve the quality of education policy formu-

lation as well as program implementation by developing the following:

* Defining and formulating policies and strategies for technically sound and financially sustainableprograms

* Promoting knowledge sharing among countries about lessons learned in implementing such programs

* Facilitating dialogue to build consensus among key national education stakeholders on the reformsrequired.

From NETF's inception to the end of June 2003, NETF funding has supported sixty-five major multi-country workshops, seminars, and consultations. These activities have mainly focused on the LECs. Table2-4 gives an overview of the thirteen events organized during fiscal 2003. All these workshops and con-ferences have been organized as part of activities reported under NETF's focus areas or as part of thepartnership programs. Their costs have, thus, been included under those parts of the report. The purposeof Table 2-4 is to give a summary of all major conferences and workshops organized by NETF support.As in previous years, additional national-level workshops have been organized under the focus areas and

as part of the normal preparation of NESDPs, in which national technical or consensus-building work-

shops are an integral part of the larger NETF package of support. None of these are reported here.

As illustrated in Table 24, all these activities are conducted in close cooperation with other agencies,which are almost always responsible for organizing the activity jointly with the Bank. These and otheragencies as well as participating countries having ongoing IDA education credits have also shared in the

costs. NETF generally covers costs for (a) countries that do not have IDA credits, (b) nongovernmentalrepresentatives (e.g., leaders of teacher unions, parent associations, and NGOs), and (c) preparation andother general organizational costs. NETF's and the Bank's involvement in developing content and deliv-ering the program has varied, but they have been closely involved in practically all workshops; however,in some of the larger conferences (e.g., items 2 and 7 in Table 24 below), NETF contributes to financing,whereas the program is developed by other partners, in this case UNESCO. Another example is the jointUNICEF/World Bank workshop (item 13 in Table 24), for which UNICEF and the Bank worked jointly

to develop and deliver the program, while UNICEF handled all organizational details.20

20 The financing was shared between UNICEF (own staff and many country participants), World Bank (own staff participation),NETF (for some country participants and local organizational costs), and countries with IDA credits that financed their partici-pation under these credits.

22


Table 2-4 Regional Workshops and Conferences, Fiscal 2003*Title Objecrive Prrticipanis Partners, Venue and Time

1. First Regional Workshop on Enhance awareness of cost-effective Ministers and education officials, WBI, IIEP, ADEA, and TunisiaQuality Improvement in Primary approaches to quality improvement teacher unions, and parent associa- Ministry of Education (Tunis,Education in ESDPs. tions in Burkina, Chad, Mali, Mauri- Tunisia, July 15-28, 2002)tania, and Niger

2. Conference of ministers of edu- Meeting among the ministers of Ministers of education and education UNESCO/BREDA, UNICEF,cation of ECOWAS countries education for the 15 ECOWAS staff from 15 ECOWAS countries and UNFPA (Dakar, Senegal,countries to discuss education priori- September 20-24, 2002)ties and cooperation withinECOWAS

3. Consultation on review of poli- To discuss and advise on draft re- Members of International Working IWGSD, Edinburgh, Scotland,cies in support of skills develop- ports from the review and to dis- Group for Skills Development October 2002ment seminate those reports (IWGSD)4. Second International ECD Con- Identify advances made in ECD and 350 participants from 28 countries Government of Eritrea,ference address challenges faced with realiz- UNICEF, and ADEA (Asmara,

ing the "Rights of the Child" Eritrea, Oct. 28-31, 2002)

5. Consultation on review of policies Build capacity for the design and Policymakers in SSA and representa- ILO, Working Group on Skillin support of skills development implementation of cost-effective tives of regional and international Development (Turin, Italy,strategies for skills development agencies November 2002)6. Accelerating the Education Sec- Strengthen countries' capacity to 97 participants from Eritrea, Ethiopia, UNAIDS IATT, & Gov. oftor's Response to HIV/AIDS address (a) the impact of HIV/AIDS Kenya, Tanzania, Uganda and Zam- Kenya (Mombasa, Kenya, Nov

on the education and (b) education bia, Nigeria and 14 development part- 11-15, 2002)role in preventing HIV/AIDS ners

7. Constitutive Conference of Afri- Strengthen the political commitment Parliamentarians from 44 African UNESCO/BREDA, ADEA (Dar-can Parliamentarians for Educa- to education among African parlia- countries, international parliamentary es-Salaam, Tanzania, Nov. 28-tion (FAPED) mentarians organs, and U.N. agencies Dec. 2, 2002)

8. Second Regional Workshop on Enhance awareness of cost-effective Education ministers and officials, WBI, IIEP, ADEA, TunisiaQuality Improvement in Primary approaches to quality improvement teacher unions, and parents associa- Ministry of Education (Tunis,Education. in education sector development tions in Benin, Cameroon, Guinea, Tunisia, January 13-24, 2003)programs and Madagascar

9. Development of Systems for Assisting countries in developing 58 participants from Burkina, WBI, CONFEMEN, APNET,Sustainable Provision of Text- national systems for sustainable Guinea, Mali, Niger, CONFEMEN, CIDA, French Cooperationbooks development, procurement, distribu- CIDA, and French Cooperation (Burkina, May 2003)tion and use of textbooks

10. ADEA/IATT Joint Technical As under item 6. Representatives from Burundi, Cam- UNAIDS IATT, ADEA (Libre-and ADEA Ministerial Meeting eroon, Congo, CAR, Chad, Gabon, ville, Gabon, May 23-26, 2003)on Education and HIV/AIDS Rwanda, and Sao Tome11. First Regional Conference on Disseminate lessons from study on 160 education policymakers from 15 WBI, Uganda Ministry of Edu-Secondary Education in Africa secondary education to help coun- countries cation (Kampala, Uganda, June(SEIA) tries prepare strategies for develop- 11-15,2003)

ment of secondary education12.Accelerating the Education As under item 6. Participants from federal government Federal Gov. of Nigeria. DFIDSector Response to HIV/AIDS in (stage one) and from four states (Abudja and Ondo, Nigeria JuneNigeria (stage two) 12-28, 2003)13. Investment Options in EFA, Develop capacity in countries to use Education ministers and senior offi- UNICEF (Ouaga, Burkina, Juneaddressing gender and other dis- more cost-effectively available re- cials from 24 West and Central Afri- 25-27, 2003)parities sources to accelerate progress to- can countries and UNICEF and Bank

ward EFA and promote closer coop- staff working with these countrieseration between UNICEF and Bankstaff

* For explanation of any of the abbreviations found in this table, please refer to p. V

Preceded by two preparatory meetings (supported by NETF) among parliamentarians from six African countries.

23


2.4.2 Partnership Programs

The objective is to promote greater synergy among the work of different development agencies supporting

education in SSA.

During the first couple of years of NETF's existence, most of the work it supported took place within the

framework of the education component of UNSIA, for which UNESCO and the World Bank were co-

lead agencies. During that period, UNESCO, IIEP, and ADEA conducted most of the partnership activi-

ties benefiting from NETF support. Cooperation also involved other agencies such as UNICEF, the

United Nations Development Programme, ECA, and African Development Bank, but these generally did

not involve financing support under NETF.

The April 2000 World Education Forum strengthened the focus on EFA; during the past couple years,

donor countries have markedly increased their commitment to support education. Some of this commit-

ment has already resulted in stronger financial support for this sector. In turn, UNESCO and ADEA are

playing increasingly important roles in enhancing cooperation and knowledge sharing among countries on

EFA issues and in monitoring progress toward the EFA goals. UNICEF is playing an expanding role in

this area, especially by financing activities related to girls education, ECD, and vulnerable children; there-

fore and in line with recommendations from last year's NETF Consultation Meeting, a special effort was

made in fiscal 2003 to develop joint activities with UNICEF (see below).

NETF support for partnership activities basically takes two forms: (a) support for the type ofjoint knowl-

edge sharing through workshops reported on above and (b) support for "partnership programs" that intend

to either help other agencies (mainly UNESCO) mobilize more of their capacity to support education sec-

tor programs at the country level or support programs that other organizations (largely UNESCO and

ADEA) implement. The support specifically covers:

* UNESCO headquarters in Paris. During fiscal 2003, NETF continued to support (a) a long-term

consultant with the main objective of coordinating with World Bank education staff to ensure that

IDA-supported education sector programs benefit from UNESCO's technical competencies and (b) a

program of capacity building for African NGOs/civil society organizations (CSOs) involved in educa-

tion to enhance their contribution to EFA. The NGO coalition located at UNESCO implements the

program. In addition, NETF supported participants from Burundi, Central African Republic, DRC,

Gabon, Swaziland, and Togo, as well as from the Africa Student Association to participate in the

"Follow-Up World Conference on Higher Education," organized by UNESCO in Paris in June 2003.

In addition to these activities, close cooperation exists with UNESCO on many other activities, for

example, in the area of "education and health"; one of the studies on skill development carried out by

the Bank with NETF financing is being published in collaboration with UNESCO's institute for voca-

tional education and training (UNEVOC).* UNESCO/BREDA in Dakar. This collaboration expanded considerably in fiscal 2003 and includes

NETF support for two main types of activities: (a) two major conferences organized byUNESCO/BREDA (see items 2 and 7 in Table 2-4) and preparatory meetings for the first of these

conferences as well as a meeting of the Board of the African Parliamentarians for Education and (b)

consultancy services to coordinate inputs from BREDA in helping countries prepare education sector

programs and preparing the above-mentioned conferences. In addition, BREDA organized a training

workshop for correspondents of the Pan-African News Agency.* UNESCO-IIEP. IIEP has carried out an NETF-financed literature review of secondary education for

the SEIA activity (see Table 2-4 and chapter 7) IIEP has also published thematic studies carried out

for the "Skills Development" review on "reforms in school-based technical and vocational education

and training" and "private training."

NETF supportfor the above partnership program with UNESCO was $400,000 in fiscal 2003.

24


ADEA. Cooperation with ADEA increased considerably during fiscal 2003 and includes three majoractivities:1. Support for the ADEA Taskforce on the Quality of Basic Education in SSA. The task force is

conducting a series of studies to take stock of education quality and quality improvement effortsin SSA. A total of twenty-three case studies have been carried out (thirteen financed by NETF) aswell as several annotated bibliographies and syntheses of literature reviews from different Africancountries (some with NETF support). The task force work will form the basis for the program ofADEA's December 2003 Biennial Conference.

2. Communicationfor Education Development Program (COMED). COMED's objective is to pro-mote the use of communication in support of education by strengthening ministries' capacity forcommunication and outreach and improving the media's understanding of education issues andcapacity to report on such issues. Following a four-year pilot phase, COMED was accepted as anADEA Working Group in fiscal 2003. NETF has supported the program's training workshops forjournalists and ministry of education communication staff; these are generally organized in con-nection with major workshops or conferences with the additional benefit of providing news mediacoverage of these events throughout the continent. During fiscal 2003, NETF supported work-shops for joumalists related to activities 4,6,7,8,10,11, and 13 in Table 24. In addition, duringfiscal 2003, NETF also supported a study tour for the four winners of COMED's African Educa-tion Journalism award.

3. Support for training of leaders of teacher unions and parent associations. ADEA is managingthese two training programs, which are carried out, respectively, by Education International andthe Fe6dration Africaine des Parents d'Eleves (FAPE).

NETF support for the above partnership program with ADEA was $368,000 in fiscal 2003. This in-cludes $323,500 for COMED, but excludes the $365,000 for the ADEA Quality Taskforce, which wascommitted in fiscal 2003, but disbursed in early July 2004.

* UNICEF. As indicated above, during fiscal 2003, discussions were held with UNICEF to strengthenUNICEF/World Bank cooperation in program development and implementation in Africa. As a re-sult, NETF has started to support some joint activities in this regard. With respect to education,UNICEF is interested in working within the framework of sector programs to facilitate bringing toscale its many successful pilot programs, especially for girls. Closer cooperation between the twoagencies also covers programs for ECD and for vulnerable children and orphans." The joint Burkinaworkshop (item 13 in Table 2-4) was the first such joint activity. A second joint workshop was heldfor Eastern and Southern African countries in Nairobi (August 11-15, 2003). Others are planned forfiscal 2004 (see section 2.4.3) NETF support for the above partnership program with UNICEF was$127,000 in fiscal 2003.

2.4.3 Plans for Fiscal 2004Workshops and ConferencesGreat demand exists for NETF support for workshops and conferences; consequently, selectivity isimportant. One important criterion used is the chance for follow-up after the workshop, resulting in use oftwo further criteria: (a) a choice of topics that are closely related to issues addressed in the participatingcountries' sector programs and (b) provision of joint training for country staff and World Bank staff toenhance chances for follow-up under sector programs. Building on experience from previous years, it isrealistic to plan for about a dozen activities each year; however, another lesson is that, although plans forthe first four to six months of the upcoming period are quite firm, considerable uncertainty exists on ac-tivities planned for the end of the period.

Table 2-5 summarizes the plans for fiscal 2004. It lists twelve activities (item 11 includes two work-shops), whose planning in many cases is quite advanced, and adds a few other possibilities. NETF supportfor these twelve activities has been included under the respective focus areas and partnership programs.

25


Plans for Partnership ProgramsNETF's strong support for partnership activities will continue during fiscal 2004. It will, in particular, beincreased for joint UNICEF/World Bank activities. The support will cover the following:* UNESCO Headquarters in Paris. NETF will continue to support (a) a long-term consultant coordi-

nating with World Bank education staff to ensure IDA-supported education sector programs benefitfrom UNESCO's technical competencies and (b) a program of capacity building for African NGOsand CSOs involved in education to enhance their contribution to EFA.

* UNESCO's Regional Office for Education in Africa (BREDA) in Dakar. NETF will continue toprovide some support for (a) meetings of education ministers for regional groupings (see Table 2-5),(b) training of members of the Forum for African Parliamentarians for Education (FAPED), and (c)consultancy services to coordinate inputs from BREDA in helping countries prepare education sectorprograms and in preparing the above-mentioned conferences.

* UNESCO-IIEP. IIEP is closely associated with work done on different aspects of preparing educa-tion sector programs, especially in the area of capacity building for education planners and policy-makers, and quality of education. It has not yet been determined whether any of this work will requiresupport from NETF in fiscal 2004.

* UNESCO International Institute for Capacity Building in Africa (IICBA). Located in AddisAbaba, IICBA plans to organize, in cooperation with the World Bank and ADEA, two study tours forAfrican ministers of education to Thailand and Malaysia. The purpose is to learn from countries thathave successfully reached EFA (see Table 2-5 for more details). NETF will contribute to the financ-ing of the tour for participants from countries that do not have IDA credits.

Total NETF support for partnership program activities with UNESCO in fiscal 2004 is estimated at$400,000.

* ADEA. NETF support for activities conducted by ADEA will remain strong in fiscal 2004. The sup-port will focus on two sets of ongoing activities:Supportfor work on "Quality of Basic Education " in

SSA. In fiscal 2004 NETF financing will focus on finalizing and disseminating the studies con-ducted with NETF support in fiscal 2003 and on activities that can help countries build the lessonslearned into their sector programs.

2. The Communication for Education Development Program (COMED). In fiscal 2004 NETFfinancing will continue to support training workshops for journalists and ministry of educationcommunication staff, organized in connection with major workshops or conferences. The processof selecting which conferences should be associated with workshops is not yet complete. In addi-tion, following NORAD's decision to become lead agency for COMED, the Norwegian Ministryof Foreign affairs has asked that NETF support COMED's basic program as an ADEA workinggroup. The amount of this support is still under discussion. The preliminary estimate is about$250,000, which is the figure included here for planning purposes.

3. Support for training of leaders of teacher unions and parent associations. ADEA is managingthese two programs, which are carried out by, respectively, Education International and FAPE.These activities are still ongoing, but no financing is envisioned in addition to what has alreadybeen committed.

Total NETF support for ADEA partnership program activities in fiscal 2004 is estimated at$500,000. As noted elsewhere, this excludes the $365,000 committed for the ADEA Quality Taskforce inJune 2003 and disbursed in fiscal 2004.

26


* UNICEF. As indicated in Table 2-5, several joint workshops are planned with UNICEF's, focusingin particular on measures to assure basic education for girls, orphans, and other vulnerable children.Furthermnore, cooperation will be strengthened in the area of developing sustainable strategies for ex-panding ECD programs (see chapter 5). Total NETF support for the UNICEF partnership programin fiscal 2004 is estimated at about $300,000.

* The Association of African Universities (AAU). AAU, located in Accra, Ghana, hosts the ADEAworking group for higher education. It will organize, jointly with the World Bank, the regional train-ing conference on tertiary education to e held in Ghana in Sept. 20-23 2003 (see Table 2-5). NETFsupportfor this activity is estimated at $120,000.

Candidate Workshops and Conferences for Fiscal 2004 NETF Support (Additional to table 2.5 below):

1. Planned study tour to Thailand and Malaysia for ministers of education from Benin, Madagascar, Rwanda, and Senegal.2. Organization of three conferences for subregional education ministers (NETF support requested by BREDA) for countries

belonging to, respectively, ECOWAS, Economic and Monetary Community of Central African Countries (CEMAC), andLusophone African Countries (PALOP). In fiscal 2003 NETF supported the first such conference for ECOWAS. Some sup-port will be given for the two other subregions.

3. One workshop (the third conducted) on cost-effective approaches to quality improvement in education, this time in anglo-phone countries.

4. A further workshop on dissemination of the NETF-financed study of textbook provision, focusing on differences betweenfrancophone and anglophone countries in systems of textbook development and provision.

5. Possible study tour for African lusophone ministers of education to learn from nonformal education in Brazil6. Follow-up meeting on earlier workshops (the Mombasa workshop and the Nigeria meeting).7. Training in AIDS and education issues for UNAIDS country program advisors in Africa (expected to leverage HIV/AIDS

resources for the education community).

27


Table 2-5 Tentative Plan for Regional Workshops and Conferences, Fiscal 2004Title Objective Participants Partners, Venue, and TimeI Lise ol S'ecionr%%de Np Tr3ainig for UNICEF ;13i fon uhe of LINICEF stlf from Easrern rnd (Organized b) U19NICEF In coop-

proaches and Processes sectorwide approaches (SWAPs) to Southern Africa. The World eration with World Bank andin Education bring to scale community and "Rights Bank contributed resource per- DFID (Nairobi, August 11-15,

of the Child" programs, and promote sons. 2003)closer cooperation between UNICEFand Bank staff.

2. Regional Training Con- Share lessons on how to carry out Burundi, Cape Verde, Cameroon, Association of African Universi-ference on Tertiary Edu- innovation and transformation for C6te d'lvoire, Gambia, Ghana, ties (AAU), ADEA, and Ghanacation improvement of tertiary ed. using a Lesotho, Madagascar, Maurita- National Council of Higher Edu-

participatory training approach nia, Mozambique, Nigeria, cation (Ghana, Sept. 23-25,Rwanda, South Africa, Senegal, 2003)Tanzania, Zambia, and Zim-babwe

3. National Workshop on Strengthen capacity to enhance role of Participants from government Govemment of Mozambique,Accelerating Education education in HIV/AIDS prevention, and institutions dealing with UNAIDS, UNICEF, UNESCO,Sector Response to assess and mitigate adverse impact of provision of ed. to HIV/AIDS and DFID (Oct. 2003, Maputo,HIV/AIDS in Mozam- HIV/AIDS on ed. systems, and develop orphans Mozambique)bique programs to address the education

problems of orphans4. National Workshop on As under item 3. Participants from federal gov- Government of Ethiopia,

Accelerating Education emient, regions, and institutions UNAIDS, UNICEF, UNESCO,Sector Response to dealing with provision of educa- and DFID (late 2003, place to beHIV/AIDS in Ethiopia tion to HIV/AIDS orphans determined [TBD])

5. Dev. of Systems for Assist countries in developing national Ethiopia, Kenya, Tanzania, and WBI, APNET, CIDA, and DFIDSustainable Provision of systems for dev., procurement, distribu- Zambia (Tanzania, Dec. 8-12, 2003)Textbooks tion, and use of textbooks

6. Management Challenges Build awareness on and develop tools Mauritania, Madagascar, Mo- ADEA, Irish Task Force, Frenchin the Education Sector to address the large existing disparities zambique, and Niger Cooperation (Nov. 2003, placeto Reach the EFA Tar- in resource allocation, admissions, TBD)gets completion, income, and location

7. Challenge in Providing Build awareness on the serious chal- UNICEF, UNESCO, World UNICEF, UNAIDS Inter-AgencyEFA for Orphans and lenge of ensuring EFA for OVC, with Bank, and other key agencies Task Team on Education, andOther Vulnerable Chil- focus on HIV/AIDS orphans, and dis- Colombia University (date anddren seminate knowledge about promising place TBD)

approaches6. Challenge in Providing Build awareness on the challenge posed UNICEF, UNESCO, World UNICEF (date and place TBD)

EFA for Disabled Chil- by ensuring EFA for disabled children Bank, and other key agenciesdren and disseminate knowledge on promis-

ing approaches8. Study tour for ministers Learning about policies followed by Gambia, Lesotho, Nigeria, Eri- UNESCO International Institute

of education to Thailand countries that have successfully im- trea, Kenya, and Zambia for Capacity Building (Marchand Malaysia plemented EFA 2004)

9. Second Regional SEIA Follow up on recommendations from Participants from countries not WBI and African country whereConference first conference, helping countries attending first SEIA conference, conference will be held (June

develop strategies for development of civil society, and private sector 2004, place TBD)secondary education

10. Gender Issues in Disseminate knowledge of and promote Selected countries where the UNICEF, UNESCO, and FAWEReaching the EFA Tar- actions on cost-effective measures to gender gap in admission and (date and place TBD)gets promote girls education dropout is particularly large

11. Two regional work- Strengthen countries' capacity to en- One for anglophone and one for UNAIDS, UNICEF, UNESCO,shops on "Accelerating hance role of education in HIV/AIDS francophone West Africa and DFID (March 2004 for an-Ed. Sector's Response to prevention, assess and mitigate adverse glophone and May 2004 for fran-HIV/AIDS for West Af- impact of HIV/AIDS on education cophone, places TBD)rica" systems, and develop programs to

address the education problems ofOVC.

28

3 GIIRLS EDUCATION

3.1 OBJECTIVE AND BACKGROUND

The objective is to (a) reinforce the Bank's ongoing work to help countries design effective measures forgender equity that can be implemented in their national education sector development program and (b)promote greater synergy between the work different agencies do in promoting girls education.

The gender gap in education remains a serious problem in many SSA countries, even at the primary leveland especially regarding access. The gap is largest in countries with low overall primary school coverageand, in most countries, is particularly severe in rural areas and among the poorest population groups.Helping countries promote equal education opportunities for boys and girls is a strong concern in educa-tion sector programs supported by the World Bank. Gender equity is promoted through a variety of sys-temwide policies and investments that enhance access and school survival for both boys and girls, as wellas through special measures targeted at girls.

To help countries address this issue, "girls education" was one of the two focus areas singled out for spe-cial NETF attention at its establishment (see section 1.6). To this end, it was agreed that the fund wouldfinance a girls education specialist to help countries strengthen their education sector programs in thisarea. This has helped reinforce the regular work done by Bank staff to ensure strong gender equity meas-ures in Bank-supported sector programs and to support extra efforts in countries where such efforts weremost needed. The position was filled in August 1998, and the incumbent left in August 2003 after fiveyears of NETF financing. During this period, special attention has been given to countries with large gen-der gaps, especially in francophone West Africa. To this end, the girls education specialist was located inMali for the last year of her stay, focusing on reinforcing the implementation of girls education compo-nents in sector programs in these countries. NETF will continue this support during fiscal 2004 throughsupport of short-term consultants (including the former NETF-financed girls education specialist).

Table 3-1 NETF Disbursements on Gids Education ($1,000s)Activity Type Total (%) FY98-99 (OA) FY00 (No) FY01 rl) FY02 (%) FY03 (%) Plans FY04

Tech. Support for 478 (36) 159 (72) 163 (46) 98 (23) 43 (40) 16 (8, 100 (2National Teams

RegioStnaltedies 616 (47) 28 (13) 80 (22) 286 (67) 65 (60) 158 (76, 50 (1

Regional Coll.,Consensus and 224 (17) 34 (15) 116 (32) 40 (9) 34 (16 150 (2Cap. Dev.TOTAL 1,319 (100) 221 (100) 358 (100) 424 (100) 108 (100) 208 (100 300 (5

Table 3-1 shows NETF disbursement on targeted interventions to support girls education. Last year's an-nual report suggested reducing NETF support for such interventions, because most of the work conductedon gender issues is conducted as an integral/mainstreamed part of education sector program preparation;however, considering the importance of gender issues in education, the 2002 NETF Consultation Meetingrecommended that some support be maintained for targeted interventions. This was done. As a result,NETF disbursement for such work doubled in fiscal 2003 compared with the previous year.

This said, most of the work supported by NETF and impacting on girls education is not reflected in thisfigure. As already noted, gender equity in education is promoted through a variety of systemwide policiesand investments that enhance access and school survival for both boys and girls, but often more for girlsthan for boys. In most LECs, where the gender gap is normally the largest, these systemwide measures aregenerally more important than targeted measures to remove barriers to girls education, although interven-tions in both areas are needed. Examples of such systemwide measures include increasing budget for pri-mary education to increase the supply of education facilities; promoting multigrade teaching to maintainsmall schools close to villages and limit the distance to schools (especially important in attracting and

29


maintaining girls at school); establishing sustainable systems for providing free textbooks to everyone(especially important for girls, because parents often favor boys when they cannot afford to buy textbooksfor everybody); training more female teachers; making curriculum and textbooks "gender neutral"; pro-viding adult literacy programs, especially for women (because educated parents are more likely to sendtheir daughters to school); equipping schools with latrines; and so on.

The above type of systemwide measures is standard in programs supported through IDA credits. NETFsupport to help countries prepare such measures would generally not be accounted for in the disburse-ments in Table 3-1, because such financing forms part of the general support provided for countries to, forexample, increase funding of primary education to expand access and improve quality, improve schoollocation through better school mapping, provide training of teachers in use of multigrade teaching, revisecurricula and textbook content, design infrastructure and sanitary facilities, promote delivery of literacyprograms, and so on. Annex V lists countries that have received targeted NETF assistance in preparationand quality-assurance measures to promote gender equity in NESDPs.

3.2 TECHNICAL AND ANALYTICAL SUPPORT FOR NATIONAL TEAMS

The girls education specialist carried out country-specific work in Chad, Guinea, Mali, Niger, and Ghana.This variously involved comments on documents and participation in missions to assure adequate rele-vance of documentation to girls education, assess readiness for implementation of project components,and contribute to the design of such components. In Ghana, she also supported the FAWE pilot project onHIV/AIDS advocacy and training campaign (supported through an NETF grant of $85,000). In additionto this direct support at the country level, the girls education specialist provided comments to Bank educa-tion task managers on project documents for other countries.


The following regional analytical work was conducted:

* Completion during fiscal 2003 of a comprehensive review of girls education issues in Africa, whichhad been under preparation for some time and will be issued in fiscal 2004. A short version of thestudy was made available at the June 25-27 joint UNICEF/World Bank Workshop in Burkina (seeTable 2-4).

* Launching of a study on gender issues in higher education in Africa, to be completed in fiscal 2004.* Completion both in English and French of a tutoring program for girls to improve their performance

and retention in primary education. This initiative has been included as a pilot in IDA-supported pro-grams in Burkina, Chad, Guinea, Mali, and Niger.

* Monthly production of the newsletter "Update on Girls Education" for internal Bank use.


Two developments are worth noting:

* The joint UNICEF/World Bank workshop organized in Burkina (see above) gave an occasion forcloser cooperation between the two organizations in this field. The workshop dealt with the need forcountries to review their investment priorities in education to promote better quality and more equita-ble resource allocation. More generally, UNICEF launched its worldwide 25-country initiative ongirls education at a special session before the workshop (8 of the 25 countries were among the 24countries in West and Central Africa attending the workshop).

* Discussions were held with FAWE on organization of a special capacity-building event for FAWEcountry chapters, UNICEF, UNESCO, and the World Bank, using as one key input the regional girlseducation study just completed with NETF support. The other agencies will also have new material;for example, UNESCO's upcoming second EFA monitoring report focuses on gender equity and

30


UNICEF and FAWE have important ongoing initiatives. This event has been included in the plannedworkshops for fiscal 2004 (see Table 2.5)


The recently completed external evaluation of NETF has recommended continued special attention togirls education as a separate theme for NETF, in addition to the systemwide support for girls educationdiscussed above. This recommendation was welcome. During fiscal 2004, NETF will:

* Continue to provide support, through consultants, for targeted interventions to support girls educationas part of preparation of education sector programs

* Publish the regional study mentioned under section 3.3 above and complete the study on gender is-sues in higher education

* Give special emphasis to strengthening cooperation with UNICEF, UNESCO, and FAWE. The mainobjective will be to create greater synergy in work conducted by these institutions to enhance the im-pact of education sector programs on promoting gender equity. The main activity will be to organizethe joint UNICEF/UNESCO/FAWE/World Bank event mentioned under section 3.4 above.

In short, although work to promote gender equity in education is now well established on the WorldBank's education policy agenda, NETF will continue to play an important supportive role in helpingcountries translate actions needed to reach this objective into operational terms. Gender equity is also nowwell established in partnership activities in education among international agencies, thanks to effortsmade over a considerable period by countries such as Norway to prioritize this policy theme. This effort isbeing continued under the support provided through NETF.

Total NETF support for work on girls education and gender issues in fiscal 2004 is estimated at$300,000.

31


4 ADULT BASIC EDUCATION AND LITERACY


The objective of NETF support to adult basic education (ABE) is to provide technical guidance to clientsand World Bank staff on how to develop cost-effective components on adult basic education withinNESDPs.

Annex Table 6 lists the eighteen countries in SSA in which the Bank has been aiding development ofABE since NETF's inception. ABE has increasingly been mainstreamed in recent years, that is, increas-ingly meeting demand from client countries to develop ABE and completing most of the planned regionalstudies and workshops.

Table 4-1 NETF Disbursements on Adult Basic Education ($1,000s)Activity Type Total (OA) FY98-99 (ro) FY00 (%) FY01 OI) FY02 (°h) FY03 (%) Plans FY04

Tech. Support for 863 (50) 117 (25) 316 (62) 194 (52) 108 (56) 129 (71t 100 (2)National Teams

Strategies 394 (23) 154 (33) 34 (7) 80 (21) 74 (38) 53 (29, 50 (1)Regional Coll.,Consensus, and Cap. 473 (27) 200 (42) 160 (31) 101 (27) 12 (6) 50 (1)Dev.

TOTAL 1,729 (100) 472 (100) 509 (100) 374 (100) 193 (100) 181 (100) 200 (3)


Preparatory activity with direct NETF support continued during fiscal 2003 in Rwanda, Senegal (for newprogram), Mozambique, and Niger. Other countries with preparatory activity under way include Tanzania.


A draft study on lessons to be learned from the experience in Senegal, including outsourcing provision ofadult literacy education to civil society organizations and other private providers, has been drafted andreviewed. Completion is expected by end of the calendar year 2003.

The Education Anchor Unit of the Bank's Human Development Network (HDNED) is completing thefirst phase of a two-year work program on a support initiative for adult and nonformal education (NFE),financed by the Bank's regular budget. The aim of this work program is to develop a strategy and givetechnical advice on adult and nonformal education for the Bank as a whole. NETF-financed contributionsto this larger Bank effort include:

* Completion of the development and revision of a web site on "Literacy and Nonformal Education forAdults and Youth" in English (HDNED supported) and its translation (NETF supported) into French,and Portuguese (see http://wwwl.worldbank.org/education/adultoutreach/)

* Development of a CD-ROM version of the web site for dissemination to countries with limited accessto the Internet

* Translation into French by HDNED of the NETF-financed study previously published in English on"Skills and Literacy Training for Better Livelihoods"

* Work in progress on a concept note on development of resource centers and libraries to serve theneeds of children, youth, and adults for improved access to books

* Technical inputs by the ABE focal point to the concept and strategy process.

32



NETF financed professional contributions to a subregional symposium in Burkina in May 2003, on

"Management of Diversity within the Context of Quality Education for All" organized by the nonformal

education working group of ADEA.


The work plan for fiscal 2004 includes the following activities:

* Continued support for country-specific preparation work in Gambia, Kenya, Senegal, Rwanda, Tan-

zania, and possibly Cote d'Ivoire, Guinea, Eritrea, and Nigeria

* Completion of the study of outsourcing as a form of partnership in provision of ABE

* A planned study tour to learn from nonformal education in Brazil for lusophone countries in SSA.

The tour would be organized in collaboration with the World Bank Institute (WBI) and BREDA (see

Table 2-5).* Completion of concept note on the development of resource centers and libraries to serve the needs

that children and youth, as well as adults, have for improved access to books.

Total NETF support in fiscal 2004 for work on ABE is estimated at $200,000.

33


5 EARLY CHILDHOOD DEVELOPMENT (ECD)


The objective of NETF support for ECD is to help countries develop and implement programs for im-proved care of children up to 6years old in terms of their (a) cognitive and language development (usingthe local language and culture as the starting point), (b) health, (c) nutrition, and (d) more generally,psychosocial development.

The Bank promotes close collaboration between government and community-based organizations for im-plementation. Mass media campaigns promote advocacy and support local activities.Within this context, NETF has supported work intended to (a) improve countries' capacity to design andimplement ECD programs, (b) improve the quality and expand the scale of ECD programs, (c) developand improve training at all levels and in all sectors of ECD programs, (d) assess effects of investments,and (e) strengthen collaboration among partners. Various other development partners work with the gov-ernments and the Bank in ECD programs. Annex Table 7 shows how NETF has been made use of to backup the development of ECD programs at the country level.

ECD was not a target area for NETF support when the fund was established (in the way girls educationand ABE were). NETF support for strategy work, capacity building, and seed money for programpreparation in ECD was approved in 1999 (see section 1.6). Most of the strategy and capacity-buildingwork was completed in 2002. Because most program preparation work was mainstreamed and financedunder the Bank's regular budget, last year's program proposal requested no additional support for ECD;however, during the Consultation Meeting, the Reference Group recommended maintaining some supportfor strategy work and targeted activities in this area. This was done, and the disbursement (in dollarterms) remained at the level of the preceding year (see Table 5-1).Table 5-1 NETF Disbursements for Early Childhood Development ($1,000s)

Activity Type Total (Y%) FY98-99 (%) FY00 (%o) FY01 (O ) FY02 (YO) FY03 (%lo) Plans FY04Tech. Support for 581 (26) 12 (19) 206 (30) 265 (32) 43 (13) 55 (17 100 (40)National TeamsRegional Studies and 600 (27) 222 (32) 169 (21) 133 (39) 77 (23, 100 (40)StrategiesRegional Collaboration,Consensus and 1072 (48) 51 (81) 265 (38) 387 (47) 168 (49) 201 (60, 50 (201Capacity Dev.TOTAL 2,254 (100) 63 (100) 693 (100) 820 (100) 344 (100) 333 (100, 250 (100)

5.2 TECHNICAL AND ANALYTICAL SUPPORT FOR NATIONAL TEAMSDuring fiscal 2003 NETF has contributed to preparation of ECD projects and project components in CapeVerde and Guinea-Bissau. Annex Table 7 shows country-specific ECD components since 2000.


The World Bank's support for ECD is based on a fairly robust knowledge base showing strong benefitsfrom interventions in this area; however, the sector remains small in most African countries in terms ofboth coverage and public budgets. Little attention, therefore, has been given to placing provision of ECDinto an overall cost and financing framework for a country's provision of the type of social services en-compassed by ECD programs and to analyzing the trade-offs between different types of services. For ex-ample, within the education sector, severe budget constraints would make it necessary for most Africancountries to analyze the trade-offs between, for example, expanding preprimary education programs (as apart of ECD) and expanding primary education. The former would clearly help the children who canbenefit from such programs, even when they enter primary education, but it may limit the resources avail-

34


able to expand primary education to underserved areas, which are the least likely to benefit from prepri-

mary education programs. As policymakers develop ECD policies, they need to address such questions as

what should be the respective role of the government and communities in delivering and financing ECD

programs and how can they ensure that the poorest, rather than the urban elite, benefit from government-

financed ECD programs?

During fiscal 2003, a tool for costing of ECD programs and analyzing the implications of the above type

of trade-offs was developed with NETF support. Drafts of a paper entitled "A Description of the Costing

Model for ECD" along with an accompanying simulation model has been developed with the catalytic

support of NETF. The results of this work were presented at a meeting of an international consultative

group on early childhood care and development that met at the World Bank in May 2003. This model will

also be presented at the UNICEF meeting on ECD, for West African countries in Dakar in September

2003.

5.3.1 Support to the Human Development Network of the Bank on Global ECD

The Norwegian Ministry of Foreign Affairs allocated $235,000 in 1999 to be managed by the Education

Anchor Unit in the Human Development Network (HDNED) for the Bank as a whole. NETF was as-

signed to provide financial management internally in the Bank. This NETF support came to an end by late

2002. In fiscal 2003 the following outputs were completed with partial assistance from NETF:

* Developmental pediatrics module, a basic course on ECD intended for training primary field workers.

The overall goal was to develop a stand-alone pre-/in-service pediatrics training course focused on the

developmental needs of children from birth to age six. The content combines essential information on

basic medical care with behavioral and psychological information.

* Resource guide on parent education programs* Field testing of a child needs assessment instrument for Namibia

* A study of the role of social capital and community involvement in the effectiveness of ECD.

For the Bank as a whole, as for the Africa Region, NETF has been associated with a major effort by the

Bank to improve ECD. Since 2000 alone, when the support from NETF came on line, the volume of Bank

finance increased globally by $372.8 million.


5.4.1 Early Childhood Development Virtual University

The Early Childhood Development Virtual University (ECDVU) is an area for which NETF support

ended in fiscal 2003 and no further support is planned. ECDVU, developed with initial support from

NETF, has the objective of training ECD leadership in African countries through a master's degree pro-

gram in which ECD can be studied through a combination of face-to-face seminars and on-the-job appli-

cation of learning. The project utilizes distance learning facilities and the additional support of computer-

based and video-conferencing technologies. The University of Victoria School of Child and Youth De-

velopment in Canada organized the program, whose instructors are based around the world and represent

many of the most highly respected ECD educators working in development and in Africa. The project's

first cohort of African participants (27 out of originally 30 participants from 11 countries) are expected to

complete the program by the end of the current calendar year. A second cohort of 20 participants from

five countries in the Middle East and North African Region enrolled in 2002.

The original NETF support leveraged substantial additional financing from other sources (including IDA

finance in some participating countries and from CIDA, the Bernard van Leer Foundation, UNICEF, and

UNESCO. In fiscal 2003 NETF helped finance the development and delivery of the final set of courses.

Also part of this final phase was the development of materials for advisory groups, funding organizations,

35


and interested international observers; enhancement of the ECDVU web site to serve ECD information-sharing purposes within and beyond Africa; and program eValuation.5.4.2 Information Management for Action, Communication, and TrainingInformation management for action, communication, and training (IMPACT) is an area for which NETFsupport ended in fiscal 2003 and no further support is planned. IMPACT provides training to create na-tional information resource and training centers and maintain electronic knowledge and policy-orienteddata bases related to ECD in six African countries (Senegal, Kenya, Eritrea, Uganda, Burundi, andRwanda). A toolkit of operational guidelines and instruction materials was completed by the project, earlyin the project period, adapting pre-existing methods and training materials that had been developed forother purposes.

IDA credits that support the national ECD programs have taken over financing of the IMPACT centers inKenya and Eritrea, and similar agreements were pending for Uganda. During fiscal 2003 IMPACT fi-nanced work in Burundi and Rwanda-the last of the six countries targeted for assistance under the pro-ject; thus, when NETF support ends, IMPACT will have created ECD web sites in five of the six coun-tries.

In terms of overall assessment, new national ECD strategies were developed in Senegal and Rwanda aspart of the countries' overall education sector strategies. IMPACT supported ECD programs that havealready been adopted in Eritrea, Kenya, and Uganda. In Rwanda and Senegal, IMPACT provided the im-petus and technical assistance to use the data bases and consensus building around their creation andmaintenance to formulate national ECD strategies. Incorporation of the ECD work in Burundi into a newEducation Sector Program is expected as soon as the security situation in the country allows new programdevelopment for consideration for IDA financing.5.4.3 Workshops and ConferencesThe Second International ECD Conference was held in Asmara, Eritrea (October 28-31, 2002) with thetheme of "Integrated Early Childhood Interventions: What Works and Experiences Learned." The confer-ence sought to identify advances made in ECD and address the challenges faced by developing nations inthe struggle to implement the "Rights of a Child" to develop in a holistic manner. The conference wasattended by 350 participants from twenty-eight countries. The participants agreed on a "Framework forAction." The proceedings are being compiled on a CD for distribution, as well as for posting on the website. NETF was a major source of funding for the preparation and organization of the conference as wellas delivery of the program. Contributions were also made by ADEA, UNICEF, and the Government ofEritrea.


Country-specific ECD preparation in process will continue, other ECD development will be explored aspart of mainstream project preparation in the countries concerned. The planning of ECD components willbe coordinated with Multisector HIV/AIDS Program (MAP) development in the countries concerned.Regional work will be supported in two areas:

* Completion of the costing model for ECD.* Analytical work on the role of ECD in addressing increasingly severe problems in Africa of vulner-able children and orphans.Total NETF support in fiscal 2004 for ECD is estimated at $250,000.

36


6 Education and Health


The objectives are to enhance countries' capacity to cover central health-related issues adequately intheir education sector program, and address the impact of HIV/AIDS on the education sector.. NETF ac-tivities have two main components: (a) interaction between education and health, especially HIVIAIDSand (b) training of health professionals.

NETF also provides supports for general analytical work in the health sector, not directly related toeducation or limited to the population of school age, through preparation of CSRs on health. "Educationand Health" has been included as a focus area for NETF financing since 2000.

Table 6-1 NETF Disbursements on Education and Health ($1,000s)

Area Acti%it) Tolal(%) FV'98-0 (%) F'0 (1) F-t02 (%J Fn'03%j Plans FY04Tech. Support Health & Education 104 (11) 24 (5) 63 (24) 18 (7)for National 200 (31)Teams CSR Health 216 (22) 16 (6) 200 (78)

Health & Education 168 (17) 48 (11) 1 (0) 119 (47)

Regional Studies Training Issues in 97 (10) 89 (19) 7 (3) 300 (46)and strategies Health Reform

CSR Health 26 (3) 26 (10)

Regional Coll., Health & Education 589 (59) 13 (100) 322 (70) 143 (55) 111 (43)Consensus and Training Issues in 150 (23)Cap. Dev. Health Reform III (11) 111 (42)

Total 991 (100) 13 (100) 460 (100) 263 (100) 255 (100) 650 (100)

6.2 INTERACTION BETWEEN EDUCATION AND HEALTH

The Focus Resources on Effective School Health (FRESH) framework has been a major channel for thiswork. FRESH was launched at the April 2000 Dakar World Education Forum as a partnership amongUNESCO, UNICEF, WHO, the World Food Programme (WFP), and the World Bank. The frameworksupports (a) school health policies, (b) water and sanitation in schools, (c) skill-based health educationwith special emphasis on HIV/AIDS prevention, and (d) basic health and nutrition services in schools. Insupport of these goals, NETF has helped finance technical assistance for developing school health pro-grams as part of education sector programs in individual countries, preparation of resources for schoolhealth, and workshops. NETF-supported work is closely integrated with the Bank's work program in thisarea and is led by the World Bank's Education Anchor Unit; thus, the role of NETF has mostly been toenhance work that also has substantial financing from the Bank's own budget and/or other sources.

NETF support for school health issues increasingly focuses on the interaction between HIV/AIDS andeducation, including provision of education for orphans. The availability of external resources to supportthe struggle against the HIV/AIDS pandemic has dramatically improved during the past couple yearsthrough, for example, IDA credits supporting the MAP program, the "Global Fund," and other donor sup-port. The objective for NETF support is to help countries develop programs to deal with education-relatedaspects of HIV/AIDS, which, when developed, can be implemented through support from these new re-sources. Within this context, NETF support has focused on building African countries' capacity to (a)enhance the role of education in HIV/AIDS prevention, (b) assess the adverse impact of HIV/AIDS oneducation systems and develop interventions to mitigate these impacts, and (c) develop programs to ad-dress the education problems of orphans and other vulnerable children.

The magnitude of the orphan problem caused by HIV/AIDS and civil strife is already a major crisis inmany countries and rapidly getting more serious as the number of orphans caused by HIV/AIDS is pro-

37


jected to continue to increase sharply during the next decade or two. The enormous social, physiologic,and economic ramifications of this problem are just becoming clear. During fiscal 2004 the World Bankplans to step up its support considerably to strengthen African countries' capacity to deal with this prob-lem, and NETF plans to provide increased funding in support of this work (see section 6.2.4).

6.2.1 Technical and Analytical Support for National TeamsTraining activities, advocacy, analytical work, and direct technical support led by the school health teamand funded by NETF and other partners (including DANIDA, DFID, Ireland Aid, Partnership for ChildDevelopment, UNESCO, UNICEF, U.S. Agency for International Development, WFP, and WHO) haveresulted in increased interest in school health programs and HIV/AIDS prevention among governmentsand Bank task managers. As shown in Annex Table 8 since 1998, twenty-five IDA-supported educationprograms have included school health components (most of this support is through education sector cred-its) and four other such projects are in the pipeline.

During fiscal 2003 the scope of countries receiving NETF-financed technical assistance was broadened toKenya, Rwanda, Sao Tome and Principe, Mali, Senegal, and Guinea, in addition to continued technicalsupport and advice to others that had previously been assisted (in particular Nigeria). The programs de-veloped are national-level programs following the FRESH model of school health, including, in particu-lar, a strong emphasis on skill-based HIV/AIDS prevention education. These programs utilize IDA creditsfor education as well as the multisector HIV/AIDS credits supporting the MAP.

6.2.2 Regional Studies and StrategiesDuring fiscal 2003 NETF provided support to the following:

* Sante Scolaire a un coup d'eil (January 2003). Translation of "School Health at a Glance." In addi-tion to NETF, this was produced in collaboration with WHO, HDNED, and the Health Anchor Unitwithin the Bank's human development network (HDNHE).

* School Deworming at a Glance (March 2003). In addition to NETF support, this was produced in col-laboration with WHO, HDNED, HDNHE, and AFTHD.

* A Sourcebook of HIV/AIDS Prevention Programs (March 2003). This is a book of promising prac-tices in Africa for how to prevent HIV/AIDS activities among school-aged children. It highlights pro-grams from Kenya, Mozambique, Senegal, South Africa, Tanzania, Uganda, Zambia, and Zimbabwe.NETF contributed to the development, publication, distribution, and management of this project withIreland Aid.

* "Schools and Health " Web Site. This web site (http://www.schoolsandhealth.org) is dedicated toschool health programs developed in conjunction with several partners and is updated regularly.

6.2.3 Regional Collaboration, Consensus Building, and Capacity DevelopmentBuilding on the experience gained through the Ed SIDA/AIDS2 2 and FRESH programs, the Africa Regionhas developed a strategy to help countries prepare program interventions on the interaction between edu-cation and HIV/AIDS that can be financed under IDA education and/or HIV/AIDS credits. The develop-ment of this strategy has been done in coordination with the UNAIDS Secretariat to harmonize supportfrom UNESCO, UNICEF, the World Bank, and bilateral donors. Within this context and along with othersources of finance, NETF is supporting subregional workshops to help build countries' capacity to accel-erate the education sector's response to HIV/AIDS. The workshops are designed for key stakeholdersfrom the participant countries and will be followed by national workshops led by the stakeholder team todevelop a national plan of action.

The first of these subregional workshops was organized in Kenya (November 11 -15, 2002) with participa-tion from Kenya, Eritrea, Ethiopia, Tanzania, Uganda, and Zambia (see Table 2-4.) The second, was or-ganized in Gabon (May 23-25, 2003) for Burundi, Cameroon, Congo, Central African Republic, Chad,

22 This refers to training in the use of a simulation model (developed with NETF support) designed to assess the impact on educa-tion systems of HIV/AIDS in terms of increased teacher mortality, teacher absenteeism, growth of the population of school age.

38


Gabon, Rwanda, and Sao Tome. 23 Two national workshops were organized in Nigeria (Abuja and Ondo,June 12-28, 2003): one for participants from the Federal Government of Nigeria and one for four Nigerianstates. NETF provided external support, including materials to supplement the government's support ofcountry expenses.


During fiscal 2004 the World Bank will reinforce its efforts to help African countries develop their capac-ity to address "Education and HIV/AIDS"-related issues. This will include strengthening both (a) ongo-ing work to enhance the role of education in HI-V/AIDS prevention and address the adverse impact ofHIV/AIDS on education systems and (b) in particular, work that helps countries develop their capacity toprovide equal education opportunities for HIV/AIDS orphans and other vulnerable children.

In keeping with recommendations in the external evaluation of NETF, the Norwegian Ministry of ForeignAffairs agreed (in July 2003) that NETF will support this effort by financing an African expert in "Educa-tion and HIV/AIDS" to help countries develop and implement programs in this area. The position willinitially be for two years and located in Africa. The incumbent will be part of a small team led by theBank's lead nutrition and school health specialist, located in HDNED. The team will be further strength-ened by a Bank-financed position to coordinate the activities.

NETF support for strengthening ongoing work in fiscal 2004 includes supplemental financing for:

* Technical assistance in program preparation. Such assistance to develop school health componentsin IDA projects is planned for Cameroon, Chad, Kenya, Uganda, and Gambia.

* Workshops on Accelerating the Education Sector's Response to HIVIAIDS. Two regional workshopsare planned for West Africa: an anglophone one (March 2004), a francophone one (May 2004), andtwo national workshops, one in Mozambique (October 2003) and the other in Ethiopia (late 2003).

* Follow-up work on earlier workshops (last year's regional workshop in Nairobi and national work-shop in Nigeria)

* Training on AIDS and education issues of UNAIDS country program advisors in Africa (expected toleverage HIV/AIDS resources for the education community).

In addition, the following resource materials produced with some support from NETF will be issued:

* En Visioning Education in Low-Income Countries: Ensuring that Vision Disabilities Do Not PreventChildren from Benefitingfrom EFA. This is a toolkit with expected publication in December 2003.

* Tobacco Policy and Programs in Africa. This covers tobacco usage in schools. NETF provided sup-port in publication preparation, dissemination, and management. It is currently under review by sev-eral agencies with expected publication in October 2003.

As mentioned above, the World Bank plans to scale up considerably its work on orphans and other vul-nerable children during fiscal 2004. The Africa Region is appointing a senior Bank-financed staff to leadthis effort. The objective is to work with other development partners (especially UNICEF) to define astrategic approach on how to help countries deal with the rapidly rising problem of ensuring basic educa-tion for orphans and other vulnerable children, including synthesizing and disseminating knowledge ongood practice and launching an international awareness campaign about the seriousness of this problem.This work program is still under development, and the fiscal 2004 NETF proposal includes some re-sources for the following:

* Analytical work to document options and promising approaches for providing education to orphans

23 This workshop was linked to a regional ADEA meeting on "education and AIDS" for education ministers, organized in Gabon.For these regional workshops, NETF supported preparation, in-country organization, and participation for countries for whichsupport from IDA credits, government, and/or other development partners was unavailable.

39


* One subregional workshop to build awareness and disseminate information on issues related to ensur-ing basic education for orphans (see Table 2-5).

* Technical assistance to countries to prepare education components for orphans to be financed underIDA education or HIV/AIDS credits.

NETF support in fiscal 2004 for work on the interaction between education and health is estimatedat $500,000. This near doubling from last year for this target area reflects the increased focus on issuesrelated to OVCs and the agreement to recruit one NETF-financed specialist to work on education andHIV/AIDS issues, to be located in Africa.

6.3 TRAINING ISSUES IN HEALTH SECTOR REFORM

6.3.1 AchievementsHealth sector staffing has become a major problem in many Africa countries. Part of the problem relatesclosely to training of the health work force. For example, the need exists to (a) better adapt the relevanceof the training to the health needs of the population served, (b) assess the training needs resulting from theimpact of HIV/AIDS on the health workforce, and (c) take into account the impact of an increasinglyflexible and mobile labor market in the health sector, leading to considerable brain drain in many Africancountries. These and other concerns need to be addressed as an integral part of health sector reforms, andrequire new partnerships between the health and education sectors in improving the professional devel-opment of the health workforce.

These concerns are also highly relevant to the development of education sector programs; therefore,NETF has supported some work to increase the awareness of development agencies and African policymakers to the urgency of dealing with health sector staffing issues, including training.

During fiscal year 2003, efforts to place health workforce issues on the agenda of Bank health sector op-erations have gained momentum. This includes:

* Consolidation of coordination and leadership of work on health workforce issues within the WBI'sHuman Development unit

* Organization six seminars for health sector staff by a team from various units in the Bank* Intensified collaboration with the Rockefeller Foundation. The "Africa Working Group," which is

mandated to follow up on recommendations of the (NETF-supported) Addis Ababa conference(2002) met in March 2003 and is slated to meet again in late September 2003 in Accra, Ghana. Stud-ies addressing various aspects of issues of the health workforce have been commissioned and willform the basis of a publication on the health workforce in Africa.


The overall goal is to optimize the contribution of SSA health systems through improved performance ofthe health workforce, thus enhancing the likelihood of reaching the health-related MDGs for Africa. Inkeeping with the 2002 regional consultative meeting in Addis Ababa, specific objectives have been iden-tified for a work program initiated by the World Bank in: (a) raising awareness of stakeholders on theurgent need to address health workforce problems, (b) developing a shared agenda and work programamong development partners, (c) strengthening the knowledge base on health workforce issues, and (d)assisting countries in developing strategies to address such issues, including establishing adequate andeffective institutional arrangements.

Within this framework, NETF support will supplement other financing to help ensure follow-up by (a)supporting analytical work in selected countries to underpin the development of national health sectorworkforce strategy, (b) assisting selected countries that have indicated a desire to reform the education ofhealth professionals to make it more relevant to the health needs of their people, (c) coordinating effortsof interested development partners, particularly the Rockefeller Foundation, in formulating a regional ini-tiative to respond to the health sector workforce problems faced by in many countries, and (d) extending

40


the dialogue on health sector workforce issues to countries that did not take part in the Addis meeting and

bringing them on board in the ongoing initiative.

NETF committed $120,000 in fiscal 2003 for this work, implementation will start in fiscal 2004.

6.4 SUPPORT FOR HEALTH CSRs

In addition to the above focus on the interrelationship between education and health issues, NETF pro-

vides some support for general analytical work on health sector issues-not directly related to education

or to the population of school age-through the preparation of CSRs on health. Section 2.2.2 provides

background information on CSRs prepared with NETF support in the education and health sectors and

explains why NETF took over financing of this work, including health CSRs, when the special Norwe-

gian trust fund specially designed to support such work was fully disbursed. This work now plays an im-

portant role in both the education and health sectors by providing the analytical background required for

countries to develop education and health sector development programs, as well as inputs to PRSPs for

these sectors. To engage effectively in the internal dialogue normally led by ministries of finance or plan-

ning, line ministries such as health must develop stronger capacity to articulate and justify their plans and

defend the claim on public resources. Because national teams are closely involved in preparation of the

CSRs, this work helps (a) produce the analytical background required for PRSPs and sector programs, (b)

build national capacity to conduct this type of work, and (c) develop national and sectoral ownership to

the outcomes.

The immediate impact of NETF support for this analytical work can be seen in the quality of the health

sections of the HIPC documents. More important, where the analytical work has been done, it was possi-

ble to include policy triggers for completion of the debt relief process that address specific constraints in

the health sector; thus, in such countries as Benin, Burkina, Cameroon, Mali, Mauritania, and Senegal, the

policy triggers pertain to explicit measures for incentives for health staff to work in rural areas, lowering

the price barrier of services for children and additional funding for outreach clinics and family and com-

munity-based activities in poor areas.

In recognition of this importance, during fiscal 2003, the World Bank increased its regular budget support

for this work, and recruited two additional full-time staff to expand it, including one for health. In this

manner, the HIPC fund provided the seed money required to establish this work program, which is now

expanded under Bank financing and NETF to strengthen the capacity of health ministries to prepare

health components of PRSPs and health sector programs.

6.4.1 Technical and Analytical Support to National Teams

Table 6-2 shows the status of the preparation of health sector CSRs. Twelve have been completed, al-

though nine of these are still in various stages of being published.24

NETF contributes to the production and publication of these reports including supporting the work of the

national teams. Several other sources exist, however, including other donors, IDA credits, and especially

the World Bank's administrative budget.

Table 6-2 Preparation of Country Status Reports for Health

Status of CSR Preparation July 2003 Health, Nutrition and Population

Published report available Malawi (partial), Mozambique (partial), Burkina

Being edited for publication Niger, Gambia, Mauritania, Chad, Guinea, Mali, Senegal, Benin (partial), Cameroon

To be reviewed for publication Tanzania, RwandaIn process of data analysis and writing Uganda, EthiopiaNew CSR started Benin (full), Mozambique (full), Malawi (full), and Zambia

24 The relatively large numnber of health CSRs still in the publication process reflects that during the past year a transition in staff-

ing temporarily slowed the publication process. This has now been rectified, and the process is expected to speed up.

41


In addition to assisting national teams in preparing CSRs, technical support was provided to several coun-tries to develop costing and budgeting tools for health services. Using the tool developed with NETF sup-port (see below), ministries of health were assisted in developing a budget that significantly increasedinvestments in three main modes of service delivery to reach poorest groups: support to family and com-munities, outreach, and clinical care. Using this tool, the ministries of Mali and Mauritania restructuredtheir budgets to increase health funding significantly in poor areas, strengthen mobile clinics activities,and develop a program to support family-based care for women and children, including nutrition and sani-tation. This was done in close collaboration with UNICEF, Dutch Aid, and WHO. The tool has also beenused to assess funding requirements for health services in Benin, Burkina, Eritrea, Ethiopia, and Mada-gascar. The results of this catalytic funding from NETF, can already be seen in the incorporation of healthas a key sector in some forthcoming World Bank financed poverty reduction support credits (e.g., Benin,Madagascar, Ethiopia, and Rwanda).

6.4.2 Regional Studies and StrategiesDuring fiscal 2003 NETF contributed to the preparation (in collaboration with UNICEF and WHO) of asimulation model for costing health investments in the context of PRSPs and medium-term expenditureframeworks (MTEFs). The model is based on a country-specific analysis of obstacles to increase cover-age of health interventions and allows the drawing of a direct link between investment and the contribu-tion to health outcomes of health services.25 It has been tested in such countries as Mali, Mauritania, andEthiopia, leading to a significant reorientation of health funding-both domestic and external. A draftpaper entitled "Marginal Budgeting for Bottlenecks in Health" has been prepared to accompany the simu-lation model. A full paper describing the approach and providing full estimates for more than twentycountries is currently being prepared.

6.4.3 Plans for Fiscal 2004Priority will be given to completing the CSRs already in the pipeline (see table 6.2). New CSRs areplanned for Zambia and Malawi, and tentatively Mozambique. These pieces will be cofunded by theWorld Bank through its regular budget. Additional support to countries will be provided along three mainlines: (a) support to countries to develop MDG-oriented and pro-poor health budgets (Benin, Burkina,Ethiopia, Niger, and Madagascar have requested additional support to develop their costing model andbudgeting process), (b) support to results-oriented reform agendas, and (c) development of carefully de-signed and evaluated large-scale experiments to strengthen health services delivery to the poor, particu-larly in human resources and financing. This will be done along the recommendations of the Bank'sWorld Development Report 2004. Examples are labor market analysis and devising of various incentivesmechanisms for health workers in Ethiopia and scaling up of micro-insurance schemes in Rwanda. Thiswill be done in collaboration with UNICEF, WHO, and the European Community.

NETF support for this work in fiscal 2004 is estimated at $150,000.

25 The mode (in Excel) is available for countries and includes three parts: a coverage module helping countries analyze the con-straints ("bottlenecks") in health services delivery, a costing and budgeting module estimating unit cost and ftnding require-ments, and an outcome results module simulating the potential impact of improving health service delivery on "under-five mor-tality" rates, malnutrition, and maternal mortality. The last two models have been developed with the help of expert panels, ledby UNICEF and WHO for the child health module (Bellagio group), and by WHO for the Maternal Health module. A panel ofnutrition experts from the World Bank and UNICEF is currently revising the nutrition outcome module. The model has beenalso disseminated outside the Africa Region.

42


7 SECONDARY EDUCATION


The objective is to prepare for EFA (because lower secondary education often is part of EFA) as well asto address the impact of EFA on the post-EFA cycle.

Demand for secondary education is increasing sharply as countries move toward universal primary educa-tion. A number of difficult questions face countries on how they should best respond to this demand. Theemphasis on accelerated development for EFA and NETF's support for countries in this regard has in-creased the urgency of helping countries develop strategies and programs to address this demand, espe-cially for junior secondary education, which is included in the definition of EFA in most countries.

To help countries address this issue, in early 2001 the Bank launched a comprehensive regional sectorwork program on Secondary Education in Africa. Since October 2001 NETF has supported this review,leading to supplementary contributions from the French Ministry of Foreign Affairs and the Dutch andIrish Trust Funds, in addition to support under the World Bank's regular budget. This study focuses onsecondary education and will complement the work on skill development described above. It will summa-rize major lessons for reforms in secondary education in SSA and other regions.

The process of preparing the study provides a forum for discussion and policy dialogue among educators,government policymakers, and donors in SSA. This process-oriented approach helps improve both thequality and relevance of the findings and recommendations as well as strengthen ownership and commit-ment among African policymakers and educators. The expected outcome will be evidence and best prac-tices that illustrate how expansion and improvement of secondary education can contribute to povertyreduction and overall economic and social development in the African context and the contribution fromexternal partners, including the World Bank, in this context.

Table 7-1 NETF Disbursements for Secondary Education ($1000)

Activity Type Total (%o) FY98-OO) FY01 (%) FY02(%/) FY03 (%)| Plans FY04Tech. Support for Na- 17 (5) 14 (100) 3 (4) 150 (2tional TeamsRegional Studies and 234 (71) 79 (96) 154 (66 200 (3strategies

Regional Coil., Consensus 81 (24) 81 (34 100 (2and Cap. Dev.

Total 331 (100) 14 (100) 82 (100) 235 (100, 450 (7


During fiscal 2003 NETF support for work on secondary education was provided to Rwanda to assist itsMinistry of Education in completing preparation of a secondary education development strategy and toNigeria for start-up of studies to prepare its National Secondary Education Strategy (NASEIN). NETF,the Irish Education Trust Fund, and local governments in four Nigerian states are cofinancing the work inNigeria. Support to national teams was also provided for Tanzania, Swaziland, and Lesotho.


The main support from NETF in fiscal 2003 concerns the SEIA review described above. The objective ofthis review is to (a) collect and summarize best practices for sustainable expansion and improvement oflower and upper secondary education, (b) identify policy options for strategic secondary education re-forms in SSA, and (c) contribute to better donor coordination in assisting countries in developing secon-dary education reform agendas.

43


SEIA is a multiyear study, implemented during 2002-05. Its web site can be found athttp://www.worldbank.org/afr/seia/. SEIA has made substantial use of Norwegian consultants. The totalcosts for SEIA for three years were estimated in 2001 at about $1.7 million. Total trust fund financingagreed to so far amounts to $1.4 million. NETF is the largest source ($635,000). Other sources are theDutch Trust Fund ($182,000), French Trust Fund ($142,000), and Irish Trust Fund ($150,000). TheWorld Bank contributed $108,000 in fiscal 2002 and $80,000 in fiscal 2003.

Expected outputs. Expected outputs include (a) seven thematic studies, which are contracted out and fi-nanced by donor trust funds (five are ongoing), (b) help for countries to produce country-specific secon-dary education studies (Rwanda, Nigeria, and Senegal), (c) a literature review of recent trends in secon-dary education in OECD, and SSA countries, (d) organization of regional conferences to disseminateSEIA study results and stimulate discussion among our clients in SSA countries, and (e) collecting andanalyzing international secondary education data for a SEIA data base.

Outputs in fiscal 2002 included publication and distribution of SEIA's Strategies for Renewal, prepara-tion of terms of references for each study, and acquisition of support from trust funds, and, in fiscal 2003,carrying out of the literature study and several country-specific secondary education studies (Rwanda,Mauritius, and Senegal). NETF support for SEIA during fiscal 2003 covers the following:

* Draft report by IIEPIUNESCO/Paris and the University of Pretoria. Preparation of this report in-cluded review of secondary education trends in OECD countries, donor programs in Africa, and bestpractices in secondary education in SSA. (A Norwegian contribution to this study was made by OleBriseid during his attachment to IIEP.)

* Thematic Study Transition Processes (TRANSE). A Norwegian research consortium led by the Insti-tute for Studies in Higher Education (NIFU) submitted a draft and presented findings during the Re-gional SEIA Conference in Uganda. The report will be finalized during fall 2003.

* Thematic Study Health and Social Issues (HESI). A Norwegian research consortium led by Oslo Uni-versity College (HIO) submitted a discussion draft and presented findings during the First RegionalSEIA Conference. The final report will be submitted in the fall of 2003.


The "First Regional SEIA Conference" was held in June 2003 in Uganda, hosted by the Uganda Ministryof Education and involved 160 participants from fifteen countries. In fiscal 2004 final reports of five the-matic studies will be produced and the "Second SEIA Conference" held. In fiscal 2005 the three remain-ing thematic studies and SEIA summary report will be published, the SEIA data base will be made avail-able, and an SEIA ministers of education conference will be organized.


NETF will support one new thematic studies in fiscal 2004 and fiscal 2005: "Gender in Secondary Educa-tion" and possibly support one other, either "Governance" or "Curriculum."

National teams will receive assistance to develop national strategies for secondary education. For themoment, the following countries have been identified: Nigeria (underway); Ethiopia, Lesotho, Madagas-car, Mauritius, Swaziland, Senegal, and Tanzania. To support and maintain momentum in the above workprogram, especially regarding ensuring that countries benefit from the knowledge base developed, theNorwegian Ministry of Foreign Affairs agreed in July 2003 that NETF finance the services of a Norwe-gian expert in secondary education for one year to work on this program, starting in November 2003.

Total NETF support for secondary education in fiscal 2004 is estimated at $550,000.

44


8 SKILLS DEVELOPMENT


The objective is to help SSA countries prepare high-quality andfinancially sustainable skill developmentprogram responding to labor market demands.

In addition to the drive toward EFA, the two education subsectors that are perhaps the most affected bythe current economic and social change are secondary education and skill development. Most countriesaround the world are introducing wide-ranging reforms in these subsectors. Such reforms are particularlyneeded in most African countries.

Because of this rapid change, skill development is an area for which improving the knowledge base andthe quality of policy advice is of high priority in the Bank as well as in other agencies and in the coun-tries. At the annual consultation in 1999, therefore, support for country-specific and regional sector work,as well as preparation of programs in these two subsectors was added to the work program supported byNETF. This chapter deals with NETF support for skill development, whereas the following chapter coverssupport for work on secondary education. As technical competence in Norway is high in both areas, Nor-wegian institutions have been conducting important components of the launched study programs.

As shown in Table 8-1, NETF disbursement for "Regional Studies and Strategies" declined sharply infiscal 2003, whereas support for "regional collaboration" (i.e., dissemination of the results) and "nationalteams" increased as NETF support moved to support the dissemination phase of the regional work pro-gram as well as the work of national teams to prepare technical and vocational education training compo-nents of sector programs.

Table 8-1 Disbursements for Skills Development ($1,000s)

Activity Type Total (°) FY98-00 (%) FY01 (%) FY02 (%) FY03 (%) Plans FY04Tech. Support forNational Teams 382 (26) 40 (44) 162 (43) 39 (7) 141 (34) 150 2Regional Studies andStrategies 926 (64) 51 (56) 211 (57) 536 (93) 129 (31) 50 (1Regional Coll.,

onsensus and Cap. Dev. 150 (10) 150 (36)

otal 1,458 (100) 91 (100) 373 (100) 574 (100) 420 (100) 200 (3


NETF funding during fiscal 2003 has contributed to program preparation for IDA support to vocationaland technical education in Mozambique, Tanzania, and Namibia.


Starting in 2000, NETF funding has enabled the Africa Region to undertake a comprehensive review ofskill development. NETF funding has leveraged $375,000 in supplementary funding from DFID. Thestudy set out to review regional experience with technical and vocational education in the past ten years inSSA to provide clients, donors, and World Bank staff with knowledge for improving skill development,productivity, and earnings. A literature review and completion of 14 thematic studies (including 20 coun-try studies and 64 case studies) contributed to the synthesis report. Many of these background studies aresubstantial research reports. Eight of them have been or are being published in print, either by the Bank orby the agency conducting the study.

During fiscal 2003 the review produced a draft of the synthesis report, whose purpose is to provide over-all guidance to clients and agencies regarding policy reforms and investment priorities in this area in the

45


SSA context.26 A first draft was presented for feedback at a meeting organized by the International Work-ing Group for Skills Development (IWGSD) (a group of partner multilateral and bilateral agencies, in-cluding NORAD) in Edinburgh University in October 2002 (see Table 2-4). It was subsequently dis-cussed with African policymakers, researchers, and senior staff at a meeting organized at the InternationalLabour Organization's (ILO's) training center in Turin in November 2002. The report was revised in Feb-ruary 2003 on the basis of substantial feedback received on findings and issues. The final report is cur-rently in the process of publication by Oxford University Press, with release expected in early 2004.


Numerous dissemination activities have taken place during the past year, including the two consultationmeetings mentioned in section 8.3. These are (a) a meeting of the International Working Group for SkillsDevelopment in Bonn, Germany, covering all donors to technical and vocational education and (b) theAga Khan Foundation Workshop for East Africa covering Tanzania, Uganda, and Kenya, held in Nairobi,Kenya in April 2003.


This regional work program is winding down, and support in fiscal 2004 will shift toward helping coun-tries develop technical and vocational education training programs enriched by the lessons learned fromthis program of studies. Some NETF support is planned for fiscal 2004 for dissemination of the results.As indicated above, the English version of the synthesis report has entered the publication phase, and aFrench version will be prepared. Other publications likely to appear in fiscal 2004 from this study are abook on Financing Vocational Skills Training (another Bank publication) and two books-Revisiting Vo-cationalized Secondary Education and Training for the Informal Economy-to be published by KluwerAcademic Press in collaboration with UNESCO's vocational education institute (UNEVOC) in Bonn.

NETF support in fiscal 2004 for helping countries develop technical and vocational education compo-nents is likely to include Tanzania, Namibia, Mozambique, Ethiopia, and Lesotho. NETF will serve as acomplement to other sources of finance in financing this work.

Total NETF support in fiscal 2004 for skills development is estimated at $200,000.

26 A preliminary sketch had been presented at the 2001 NETF Consultation Meeting.

46


9 Quality Improvement in Primary Education


The objective is to help SSA countires improve the quality of learning in provision of basic education.

This was a new target area approved for NETF support during the October 2001 consultations. The mainrationale for this addition was that a major effort to improve education quality was necessary to reach themain objective of NETF and help countries accelerate their progress toward EFA. To reach EFA will re-quire that all children (a) enter school, (b) complete the primary cycle, and (c) master the basic educationcompetencies adequately. So far, both national and international efforts have focused on improving ac-cess. Much less emphasis has been given to retention and outcomes, which in turn, depend crucially onthe quality of the learning process.

Quality improvement has been a long-standing objective of education policy in developing countries. Butthe results have often been far below expectations in SSA. Pilot programs have often been successful, but"going to scale" has usually been problematic. Strategies have emphasized with mixed success provisionof inputs and systemwide policy reforms. They have, however, generally neglected the process by whichinputs are transformed at the school level into learning outcomes, paid insufficient attention to manage-ment structures and incentives, seldom resulted in changes in the way education is financed, and rarelydocumented actual learning achievement. In addition, the elements of effective schooling have often beentreated as separate elements rather than being an integral part of a comprehensive package of reform.The reason for the disappointing outcome is not the absence of knowledge, but rather the absence of adap-tation and application of that knowledge to the specific conditions of impoverished African countries,with severe distortions in education finance and management. A reasonably well-established body ofknowledge exists on promising management structures, institutions, and incentives. This knowledge baseis, however, diverse in its coverage; little is Africa specific; and some applies broadly to developing coun-tries, although much is based mainly on industrialized country experience. This is especially true forstrategies for managing reform/change processes.

Strategy. Addressing the EFA quality challenge will require the development of national capacities todesign education change strategies as well as for effective management of the implementation of suchstrategies. These strategies need to become part of the toolkit of African education planners and policy-makers, as well as of the staff of the World Bank and other agencies working in the region. To this end,the Africa Region of the World Bank has developed a strategy intended to do the following:

* Develop a good knowledge base for quality improvement, focusing especially on primary educationand adapted to the conditions in SSA

* Share this knowledge with countries to enrich their own experiences and support them in building thecapacity required to develop effective quality improvement programs as well as broad national con-sensus among key education stakeholders on these programs

* Ensure that such quality improvement programs and capacity building to implement them become anintegral part of education sector development programs and EFA plans supported by IDA.

To achieve this will require a determined effort for several years. With the support of NETF, a three-yearprogram was initiated in 2002. The primary operational elements of this program comprised a mix of re-gional and country-specific activities organized along two main axes:

* Knowledge generation and dissemination. This mainly involves working with ADEA and other part-ners to help develop an "education quality improvement movement" for SSA led by ADEA. This

47


would include both developing the knowledge base and disseminating the knowledge (the first twopoints above).

* Joint training of stafffrom countries implementing sector programs and World Bank staff on qualityimprovement strategies. This involves design and conduct of a set of regional quality-improvementworkshops in the next two to three years in most countries where the Bank provides support for edu-cation, organized jointly with WBI and in close cooperation with ADEA, IIEP, and other agencies.Except for large countries, where national workshops are more appropriate, each workshop will coverfour to five countries and include five to six participants from each country, including the minister ofeducation for the first few days and key representatives from the ministries of education and finance,teacher unions, and parent associations. To increase the chances for follow-up at the national level,the training would be closely integrated with the Bank's operational program through participation ofBank education staff together with the national teams and by helping countries organize nationalquality improvement workshops as part of their IDA-supported sector programs. Follow-up would befurther strengthened by working with WBI to organize video conferences to link the countries partici-pating in each course to ensure follow-up on key aspects identified during each workshop.

Fiscal 2003 saw considerable progress in implementing this program, resulting in a sharp increase inNETF for this purpose; however, only part of this is reflected in Table 9-1 because an important part ofthis work has been conducted under the partnership program with ADEA and is reported in section 2.4.2.

Table 9-1 NETF Disbursements on Quality Improvement of Primary Education ($1,000s)ActivityType Total (%) FY98-00 (%lo) FY01 (O ) FY02 (l%) FY03 (%) Plans FY04

Tech. Support for 100 (2National TeamsRegional Studies and 88 (18) 6 (100) 47 (85) 35 (8, 100 (2,Strategies

Regional Coll., Consensus 389 (81) 8 (15) 381 (92, 200 (3,and Cap. Dev

Total 478 (100) 6 (100) 55 (100) 416 (100, 400 (6,


Regarding knowledge generation, the main NETF-financed activity during fiscal 2003 has been supportfor ADEA's Taskforce on the Quality of Basic Education. The main objective is to contribute to the proc-esses of awareness raising, conceptual clarification, social negotiation, learning, and implementation ofeffective policies and strategies for improving quality." The World Bank, by providing financing underNETF, plays a major role in supporting the work of the task force. The key elements of this effort are:

* Developing the knowledge base. Central to the work of the task force is a focus on action at the coun-try level grounded in a knowledge base that emphasizes systematic learning from action, practice, andresearch in the African context, enriched by lessons from experience in other developing regions aswell as industrialized countries. At this early stage the priority of the task force is to build the knowl-edge base by preparing a synthesis paper supported by a web site on quality improvement. During fis-cal 2003 a solid foundation for this work was laid through completion of 17 country cases, 20 back-ground papers, and 2 reviews of African education research. NETF has played a major role in financ-ing these studies, which have all been conducted by individual African researchers or education re-search networks. The lessons and findings will be summarized in a synthesis paper, which will pulltogether knowledge and experience from Africa, as well as from other developing regions and indus-trialized countries on the elements of successful and promising strategies for quality improvement.Preparation of the paper will be enriched by an extensive consultative interaction with representativesof countries contributing to the study, representatives of African education research networks, Africaneducation professionals, and selected resource persons from outside the region. The paper will be themain background for the discussion at ADEA's December 3-6, 2003, biennial meeting in Mauritius.

48


* Creation of a web site on quality improvement in Africa (within the current ADEA site), which will(a) provide information on the progress of work, (b) make up the repository for all relevant documen-tation with short summaries of content and main findings and messages and "hot links" to full docu-ments, and (c) serve as a discussion site that will allow all interested in the issue of education qualityimprovement in Africa to comment on the "work as it progresses" and contribute case studies and pa-pers that may be of interest.

In addition to support for the above large-scale effort led by the ADEA Quality Taskforce and coveringall aspects of education quality, NETF has supported work that focuses on three particularly importantand interrelated areas whose progress is a prerequisite to improved quality in basic education:

* Teacher development, deployment, management, and use. Progress in this area is likely to be the sin-gle most important factor in enhancing educational quality as well as promote more effective use ofavailable resources in the education sector. Work on developing an approach started in fiscal 2003and will largely be supported through the Irish Education Trust Fund; however, in fiscal 2004, somesupport is expected from NETF as well.

* Development of a sustainable national system for textbook development, procurement, distribution,and use. Another key area for quality improvement, especially for children from poor families, is en-suring the availability of at least a minimum set of free written training materials to all students. Infiscal 2002 NETF financed a comprehensive review of the experience with World Bank support inthis area during the period 1985-2000. The review recommended concrete actions on how to (a) im-prove the quality, availability, and accessibility of textbooks and other printed learning materials inSSA, (b) ensure equity of access, (c) ensure better utilization and care of books, (d) improve the con-tribution of the World Bank-financed book programs to development of the local private publishingsector, and (e) improve the sustainability of textbook provision. In fiscal 2003 this review was issuedin French and work started to use it as an instrument to help countries develop sustainable plans fortextbook provision systems as part of their education sector programs.

* Improved management in the education sector. As explained in section2.2, NETF supported work infiscal 2003 to document existing disparities in resource allocation, school admission, survival, andoutcomes in education in Africa by gender, geographical location, and family income. This workclearly demonstrated that improved management at all levels of the education system is a prerequisitefor deriving the envisioned impact of investments in better inputs (e.g., teachers and textbooks) oneducation quality. A program was developed in fiscal 2003 to help countries develop instruments topromote improved education sector management. Implementation will start in fiscal 2004.


NETF support in fiscal 2003 for dissemination of knowledge on quality improvements and for helpingcountries build this knowledge into sector programs focused on two sets of activities:* Quality improvement workshops. The Africa Region worked closely with WBI to adapt the institute's

course on "Strategic Choices for Education Reform" to conditions in SSA in order to prepare and runtwo workshops, both organized in Tunisia. In line with NETF priority for LECs, the francophonecountries in West Africa were given priority; Burkina, Chad, Mali, Mauritania, and Niger participatedin the first (July 15-26, 2002), and Benin, Cameroon, Guinea, and Madagascar in the second (January13-24, 2003) (see Table 2-4). Participants included ministers of education and senior education offi-cials, leaders of teacher unions and parent associations, and Bank education task team leaders for theparticipating countries. The participant ratings for the workshops were very high. The challenge nowis to ensure that lessons learned are followed up in the sector programs at the country level.27

27 This workshop program is financed through several sources: (a) IDA education credits for most country participants, (b) WBImanaged trust funds (e.g., France, Canada, and the United Kingdom), (c) World Bank regular budget for task team leaders andWBI staff, and (d) NETF for national participants for countries where an effective IDA credit does not yet exist, members of

49


* Textbooks. One subregional workshop on helping countries develop sustainable national systems fortextbook development, procurement, distribution, and use was organized for Burkina, Guinea, Mali,and Niger (held in Burkina in May 2003) (see Table 2-4). Participating countries came to the work-shop with draft plans on how to address the factors they had identified as key bottlenecks in establish-ing sustainable textbook provision systems. These plans were reviewed and finalized at the workshopand will be implemented under the ongoing education sector programs. Implementation will be moni-tored as part of the general supervision of these programs.

9.4 PLANS FOR FIscAL 2004

During 2004, support from NETF for this quality improvement program will fall along six axes:

* ADEA Quality Taskforce. NETF will provide some additional support for finalizing the biennialmeeting discussion paper, preparing materials for further dissemination in Africa, and helping effortsto ensure that the lessons learned are built into education sector programs. NETF support is includedunder partnership with ADEA (see section 2.4.2).

* Quality improvement workshops. One subregional workshop for post-conflict countries is planned(e.g., Rwanda, Burundi, DRC, and Sierra Leone) and possibly three national workshops (for Congo,DRC, and Nigeria). Furthermore, plans exist for adapting the Portuguese language program alreadydeveloped by WBI for Brazil to conditions in lusophone African countries and running it for Angola,Cape Verde, Guinea-Bissau, Sao Tome, and Mozambique.

* Textbooks. The effort to promote sustainable systems for textbook provision will continue with onesubregional workshop for Ethiopia, Kenya, Tanzania, and Zambia and one for a combined group offrancophone and anglophone countries (to address the major and increasing differences existing be-tween them) (see Table 2-5).

* Teachers. NETF will provide some support to the program mentioned under section 9.2 above, whichwill be conducted as part of follow-up to the work of the ADEA Quality Taskforce and supported bythe Irish Education Trust Fund. A first version focusing on strategies for teacher development is beingprepared with five francophone countries with assistance of the Irish trust fund. Further cooperationin this area will be discussed by ADEA's steering committee in Mauritius at the end of December2003. The strategy proposed will draw on the analytical and strategic work of the ADEA QualityTaskforce, emphasize capacity development and collaboration with selected African institutions, andis intended to result in specific action at the country level.

* Improved education sector management. As explained in section 9.2, a program to help countries todevelop and implement instruments to promote improved education sector management was devel-oped in fiscal 2003 and will be launched in fiscal 2004 with some support from NETF.28 The programcomprises a combination of subregional workshops and technical support to national teams. It will belaunched on an experimental basis in Madagascar, Mauritania, Mozambique, and Niger.

* Study tours. Two study tours are planned to Malaysia and Thailand for African education ministers,education policymakers, and leaders of teacher unions and parent associations (see Table 2-5).29 Thisis similar to the study tours organized previously to El Salvador and Guatemala and to Bangladeshand India. IICBA will organize the tours in cooperation with ADEA. NETF support for these tours isincluded under the partnership program with IICBA (see section 2.4.2).

NETF fiscal 2004 support for the above Quality Improvement Program is estimated at $400,000.

teacher unions and parent associations, Afiican journalists with regional coverage, some support for resource persons, and localcosts. NETF contributed about one-fourth of the total costs of these workshops.

8This program will be financed by the French Cooperation, Irish Education Trust Fund, World Bank, and NETF. The total costof the program, which is expected to last two years, is estimated at $560,000, of which NETF would finance 24 percent.IDA credits bear most of the costs, but NETF covers some local organizational costs and ensures that countries that do not havesuch credits can participate along with leaders from teacher organizations and parent associations.

50


Annex I: Ongoing Education Sector ProgramsAnnex Table 1 below provides an overview of the ongoing education sector development programs in Sub-Saharan

Africa. It indicates the objectives of the national program, and the particular objective of the Bank-supported phase.

These programs typically have multiple objectives. The emphasis here is on the objective that relates most closely to

the MDG of full completion of primary education.

Annex Table 1 Overview of Ongoing Education Sector ProgramsScope and Objective of Objective for Bank Bank Cost

Country National Program supported Phase Approval (dollars)

Burkina Ten-year basic education program to in- Achieve GER of 56% from Jan. 2002, Total: 96.2 mill.Basic Education Sector crease access to adequate quality basic 42% in 2001 by 2005 Closing Dec. IDA: 33 mill.Project education; achieve 70% GER by 2011 2006 NETF: 252,000

Burundi HIV/AIDS & orphans project; orphans, with Pilot to develop a low-cost June 2002, Total: 36.7 mill.HIV/AIDS and Orphans education of orphans as a subcomponent approach to providing Closing Dec. IDA: 36mill; 7 mill.

basic education for 2006 for pilot componentHIV/AIDS orphans NETF: 147,000

Cape Verde Consolidation of reforms and moderniza- 94% net primary enroll- May 1999, Total: 7.4 mill.Education &Training tion of education and training ment rate by 2003; 85% Closing June IDA: 6 mill.Consolidation pass rate grade 6 2004 NETF: 90,000

Chad Ten-year program to improve access to Achieve GER of 81% by March 2003, Total: 108 mill.Education Sector Reform and quality of basic education; UPE by 2008 Closing June IDA: 19 mill.Program 2015 2007 NETF: 757,000Comoros Achieve overall GER of 90% by 2003 Achieve overall GER of June 1997, Total: 8 mill.Education III 90% by 2003 Closing Dec. IDA: 7 mill.

2003 No NETF supportDjibouti Achieve overall GER of 97% by 2010 Achieve 80% GER for Dec.2000, Total: 53 mill.School Access and boys; 78% for girls by Closing June IDA: 10 mill.Improvement Project 2005 2005 NETF: 331,000Eritrea Achieve GER of 76% by 2008 Achieve GER of 76% by June 2003, Total: 60 mill.Education Sector 2008 Closing IDA: 45 mill.Investment Project August 2008 NETF: 444,000Ethiopia Education sector reformn with focus on Achieve GER of 50% by June 1998, Total: n/aEducation Sector primary education to achieve UPE by 2015 2003 from 30% by 2004 Closing June IDA: 100 mill.Investment (ESDPI) 2004 NETF: 134,000Gambia Achieve increased enrollment in rural ar- Achieve increased en- September Total: 51mill.Third Education eas and for girls, as well as quality and rollment in rural areas and 1998 IDA: 20 mill.

efficiency reforms for girls, as well as quality Closing April NETF: 33,000and efficiency reforms 2004

Guinea Broad education sector reform program Achieve overall GER of July 2001, Total: 420 mill.Education for All Project from 2001 to 2013. Increase GER from 63% (59% for girls) by Closing Dec. IDA: 70 mill.

49% to 100% by 2013 2005 2005 NETF: 415,000

Guinea-Bissau Following end of conflict, reactivation of old Achieve 75% GER by June 1997. Total: 19 mill.Basic Education project. New project to be prepared when 2005 Closing IDA: 14 mill.

ongoing project implemented March 2004 NETF: 94,000

Ivory Coast Under discussion. Program being redes- Under discussion. Pro- May 1998 Total: 83 mill.Education Training & igned due to civil unrest gram being redesigned Closing June IDA: 53 mill.Support due to civil unrest 2004 NETF: 65,000

Kenya 100% completion rate by 2015 Increase proportion of June 2003, Total: 55 mill.Free Primary Education pupils reaching standard Closing Dec. IDA: 50 mill.Support achievement 2006 NETF: 256,000Lesotho Increase number of Basotho Integrated national April 1999, Total: 27 mill.Second Education Sector passing through education system, gradu- framework on curriculum, Closing Dec. IDA: 21 mill.Development ating with skills enabling them to meet assessment, and teacher 2003 No NETF support

labor market demand deployment.Lesotho Further improve the access, equity, and Further improve the ac- July 2003 Total: 27mill.ESDP II (Phase 2) quality of primary and secondary education cess, equity, and quality Closing IDA: 21mill.

of primary and secondary August 2008 No NETF supporteducation

Madagascar Universal access to primary education. Achieve GER of 80% by March 1998 Total: 70 mill.Education Sector 80% GER by 2003 2003 Closing IDA: 65 mill.Development October 2004 NETF: 76,000

51


Scope and Objective of Objective for Bank Bank CostCountry National Program supported Phase Approval (dollars IMalawi Expansion and quality improvements of Increase number of stu- March 1998, Total: 55 mill.Secondary Education secondary education dents from disadvantaged Closing June IDA: 48 mill.Project groups who graduate. 2003 NETF: 412,000Mali Complete overhaul of education system Achieve GER of 70% December Total: 541 mill.Education Sector (2000-10) Increase GER from 50% to 95% (58% girls) by 2004. 2000 IDA: 45 mill.Expenditure Program in 2010 Closing NETF: 383,000December2004

Mauritania Qualitative and quantitative improvement Retention rate in primary Oct. 2001, Total: 324 mill.Education Sector of education; primary education retention education to increase Closing May IDA: 49 mill.Development Program rate of 78% by 2010 from 55% to 67% by 2005 2006 NETF: 242,000

Mauritius Multisector program: 80% education: Edu- Increase CPE pass rate May 2002 Total: 40 mill./yearPERL I and 11 cation objectives are to increase enroll- from 66% in 2000 to 70% Annual IBRD: 40 mill./yearment age group 12-16 from 76% in 2001 by 2005 sequential NETF: 58,000to 100% by 2008 programMozambique National program focused on quality, as With achieved enrollment Feb. 1999, Total: 72 mill.Education Sector GER increased from 92% for boys and objectives, focus on re- Closing June IDA: 71 mill.Strategic Program 67% for girls to 111 % for boys and 87% for ducing dropout and other 2004 NETF: 812,000(ESSP) girls in 2001 quality indicatorsMozambique Increase internal efficiency of HEls, ex- Increase in absolute March 2002, Total: 71 mill.Higher Education Project pand output of graduates, and improve number of graduates from Closing May IDA: 60 mill.quality and curriculum relevance 786 to 1,500 by 2006 2007 NETF: see total

aboveNiger Achieve GER of 100% by 2011 Completion rate from 26% July 2003 Total: 300 mill.Basic Education Project in 2002 to 44% by 2007 Closing May IDA: 30 mill.2007 NETF: 154,000

Nigeria Achieve universal basic education and Strengthen human re- May 2000, Total: 61 mill.Second Primary improve quality of and strengthen institu- source capacities and Closing Dec. IDA: 55 mill.Education Project tional management improve school environ- 2004 NETF: 980,000ments

Nigeria Strengthen capacity at state and federal Increase access and im- Sept. 2002, Total: 129 mill.Universal Basic level to achieve UBE by 2015 prove quality in 16 states Closing June IDA: 101 mill.Education Project 2008 NETF: see totalaboveRwanda Address deficiencies in the education sec- Increase net primary en- June 2000, Total: 37 mill.Human Resource tor and build sector capacity; achieve GER rollment rates from 65% in Closing June IDA: 35 mill.Development 95% by 2010 1998 to 80% by 2005 2006 NETF: 294,000

Senegal Comprehensive sector program with em- Achieve GER of 75% by April 2000, Total: 926 mill.Quality Education For All phasis on provision of quality primary edu- 2003 Closing Dec. IDA: 50 mill.Program cation; achieve 100% GER by 2010 2003 NETF: 371,000Sierra Leone Rehabilitate the education sector with Achieve GER of 75% by February Total: 45 mill.Rehabilitation of Basic emphasis on primary education 2007 2003, Closing IDA: 20 mill.Education June 2008 No NETF supportTanzania Reform primary education 100% enrollment 7-year October 2001 Total: 694 mill.Primary Education olds grade 1 by 2004 Closing Oct. IDA: 150 mill.Development Program 2004 NETF: 336,000Uganda Achieve UPE and improve learning out- Numerous benchmarks May 2001 Total: 150 mill./year.Uganda PRSC 1/2/3 comes assessed at semiannual Annual IDA: 150 mill./year

reviews; within sequential sequential (30% for education)annual multisector pro- program NETF: 528,000gram

Zambia Achieve GER of 100% by 2005 Achieve GER of 100% by April 1999, Total: 340 mill.Basic Education Sector 2005 Closing June IDA: 40 mill.Investment Program 2005 No NETF support

Zambia Develop technical and vocational educa- Improve quality, sustain- June 2001, Total: 89 mill.TEVET tion and entrepreneurship training ability, demand respon- Closing Dec. IDA: 25 mill.siveness, and equity of 2006 NETF: 213,000the training system

52


Annex II: Other Ongoing Projects with Significant Education ComponentThe education sector is often supported within other Human Development programs. The size and scope of theseinterventions may vary from large-scale restructuring components of the emergency programs to smaller interven-tions in health-related projects. The figures for education support below are estimates done at appraisal. The list isindicative and does not provide a complete overview of all World Bank-supported projects and programs whereeducation is supported.Annex Table 2 Other Ongoing Human Development Projects with a Significant Education Component

Education ComponentCountry Sector Project Name Board Date (millions of dollars)

Angola Social Protection Second Social Action Project (FAS II) 30-Jun-00 11.6

Social Protection Third Social Action Fund (FAS III) 29-Jul-03 16.5

Benin Social Protection Social Fund 19-May-98 10.7

Burundi Health Burundi: HIV/Aids And Orphans 27-Jun-02 7.2

Social Protection Social Action Project II (BURSAP) 05-Oct-99 2.4

Comoros Social Protection Social Fund 04-Dec-97 2.6

Congo (DRC) Social Protection Emergency Recovery and Community Support 24-Jun-03 9.1

Eritrea Health HIV/AIDS, Malaria, STDs, & TB Control 18-Dec-00 0.8

Social Protection Human Resources Development 15-Jan-98 26.5

Social Protection Emergency Demobilization & Reintegration 16-May-02 3.0

Ethiopia Social Protection Social Rehabilitation (ESRDF I) 09-Apr-96 24.0

Madagascar Health Nutrition II 21-Apr-98 5.2

Social Protection Community Development Project 19-Apr-01 16.5

Malawi Social Protection MASAF II 15-Oct-98 26.4

Social Protection Third Social Action Fund (MASAF III) 10-Jun-03 4.9

Nigeria Social Protection Community-Based Poverty Reduction 20-Dec-00 13.8

Senegal Social Protection Social Development Fund Program 20-Dec-00 4.2

Tanzania Social Protection Social Action Fund Project 22-Aug-00 18.0

Uganda Health HIV/Aids Control Project 18-Jan-01 1.0

Social Protection Northern Uganda Social Action Fund 23-Jul-02 20.0

Zambia Social Protection Social Investment Fund (ZAMSIF) 25-May-00 12.3

TOTAL 236.7

53


Annex III: Pipeline Education Sector ProgramsThe table below provides an overview of education sector programs scheduled for the next three years.Preparation has typically started for those programs scheduled for Board approval in fiscal 2004. Thelending program for the later years may change significantly due to changing country circumstances andpriorities. NETF amounts are those actually disbursed. Allocations for these programs under preparationare significantly higher.Annex Table 3 Pipeline Education Sector Programs

Objective CostsCountry Scope and Objective of National PrGgram for Bank- Bank (millions of dollars forsupported Approval total/iDA. and 1,OOOs oa

Phase dollars for NE TF)Angola Pipeline Multiseclor under discussion. Education Under Expected Total: to be aelerminecd (TBD)Emergency Multisector sector program to be folded under multiple discussion February IDA: 120 mill..Rehabilitation sectors with education sector program 2004 NETF: TBDBurundi Pipeline To be determined: post-conflict social sector Under Expected Total: 20 mill..Education/Training (ETP) assessment under development to prepare discussion June 2004 IDA: 15 mill..

proposal for ETP. NETF: see total for ongoingCameroon Pipeline Comprehensive education sector reform with Under Expected Total: 30 mill..Human Development emphasis on primary education. discussion July 2004 IDA: 25 mill..Capacity Building NETF: 543,000Ethiopia Pipeline Under discussion Under Expected Total: TBDPost-Secondary discussion May 2004 IDA: 50 mill..Education NETF: see total for ongoingGambia Pipeline Under discussion Under Expected Total: TBD3rd Education: Phase II discussion August IDA: 8 mill..

2004 NETF: see total for ongoingGhana Pipeline Comprehensive sector program with empha- Under Expected Total: TBDEducation Sector sis on tertiary education discussion October IDA: 65 mill..Development 2003 NETF: 228,000Ivory Coast Pipeline Under discussion Under Expected Total: TBDPrimary/HENocational discussion April 2006 IDA: 50 mill.Training NETF: see total for ongoingKenya Pipeline Curriculum rationalization, teaching, and Improve Expected Total: TBDStrengthening Primary & learning materials; strengthening system of efficiency, June 2004 IDA: 40 mill..Secondary Education testing and assessment equity and NETF: see total for ongoing

quality ofeducationalsystem.

Malawi Pipeline Under discussion Under Expected Total: TBDComprehensive discussion February IDA: 76 mill..Education Development 2006 NETFL see total for ongoingNigeria Pipeline Under discussion Under Expected Total: TBDUniversal Basic Education discussion March IDA: 100 mill..

2005 NETF: see total for ongoingSouth Africa Pipeline Under discussion Under Expected Total: TBDEducation Reform discussion May 2005 IBRD: 200 mill..Program NETF: TBD

Tanzania Pipeline Under discussion Under Expected Total: TBDSecondary Education discussion January IDA: 100 mill..Development 2004 NETF: see total for ongoing

Uganda Pipeline Under discussion Under Expected Total: TBDPRSC4 discussion July 2005 IDA: 150 mill..

NETF: see total for ongoingZambia Pipeline Under discussion Under Expected Total: TBDBasic Education discussion April 2004 IDA: 60 mill..Subsector APL2 NETFL TBD

54


Annex IV: Overview of Multisector PRSC programsPRSC is a multisector policy reform program. It builds directly on the country's PRSP and has a strongsocial sector focus. PRSCs are typically a series of sequential annual programs. They provide budget sup-port disbursed in a single tranche, and it is up to the country's own budgetary process to allocate the re-sources with the exception of some expenditures, which the Bank does not support (e.g., military).Financial support for the education sector from a PRSC is typically seen as being identical to the share ofeducation within the country's total budget. The degree to which PRSCs support education policy reformsvaries across the few PRSCs that are currently under implementation. It is, however, expected that theseprograms will increasingly become the instrument of choice for a number of countries and that they willincreasingly support policy reform for the education sector.

Annex Table 4 Overview of All PRSCs in Africa Lending Program (tota/cost in mi//ions of dollars not /lmitedto education sector)

Country Program Board 2001 2002 2003 2004 2005 2006 TotalBenin Benin PRSC1 12/16/2003 20 20Burkina Bf PRSC 1 8/23/2001 45 45

Bf PRSC 2 7/11/2002 35 35Bf PRSC 3 7/15/2003 40 _ 40Bf PRSC 4 4/8/2004 60 60Bf PRSC 5 3/29/2005 30 30Bf PRSC 6 3/28/2006 30 30

Cape Verde PRSC 3/1/2005 20 20C6te d'lvoire PRSC 1/20/2006 15 15Ethiopia PRSC I 12/18/2003 150 150

PRSCII 9/11/2004 150 150Ghana GhPRSCI 6/24/2003 88 88

PRSC II 4/5/2004 125 125Kenya Kenya PRSC 1 6/02/2005 _ _ 200 200Madagascar PRSC 9/30/2004 50 50

PRSC il 3/23/2006 50 50Mauritania Mr PRSCI 6/20/2005 15 15Mozambique PRSC 4/29/2004 60 60Niger PRSC I 1/18/2005 40 40

PRSC II 1/19/2006 70 70Senegal PRSC I 9/21/2004 22 22Tanzania PRSC2 5/27/2004 150 150

TzPRSC1 5/29/2003 100 100Uganda PRSC1 5/31/2001 150 150

PRSC II 7/23/2002 150 150PRSC 3 9/9/2003 150 150PRSC 4 7/15/2004 150 150

Ghana PRSC III 11/17/2004 125 125TOTAL 150 45 373 755 677 290 2,290

55


Annex V: Status of Girls Education Programs and ComponentsThe table below provides an overview of countries in which special measures are being taken as part ofeducation sector investment programs to improve support of girls' education. It should be emphasizedthat girls education has been a mainstream concern for the Bank for some time and that it is integral toEFA planning; therefore, the table does not capture the "Bank effort" as a whole, nor does it give fullcoverage of the work done under regular NETF-financed program preparation to ensure due attention togender equity. The table only covers the work specifically done by the girls education specialist financedunder NETF.

Annex Table 5 Status of Girls' Education Programs and ComponentsWB

Creditsi(GE)(millions of

Countr and Program Project Period dollars) Girls Education Input

Burkina 2001-11 APL 33 Girls education measures integrated and cost acrossBasic Education Sector Support Phase I (4 years) project components.

Ethiopia 1998-2003 100 Part of SRP team that promoted policy to improveEducation Sector Development Investment female access and retention.

Guinea-Bissau 1997-2003 14 Technical support to task team leader

Basic Education

Malawi 1998-2003 48.2 Assistance to prepare measures to increase girls' accessSecondary Education Project to secondary school; further sensitization

Mauritania 2001-10 APL 49 Participation in 4-country study; assistance to TTL;Education Sector Development Program Phase 1 (4 years) dissemination seminar; tutoring package

Mozambique 1999-2004 71 Support to develop equity strategy technical advice toEducation Sector Strategy Program curriculum unit(ESSP)

Niger 2001-05 APL 30 (0.7) Hosted seminar on teachers' role in female students'PDDE 10-year education development school survival; support for preparing new projectprogram (guided national team, comments on various docu-

ments)

Tanzania 2001-04 150 Technical support/ comments Provided to TTL duringPrimary Education Development Program preparation.

Chad 2002-06 APL 19(2.5.) Contribution to project preparationEducation Sector Reform

Guinea 2001-11 APL 70 (2.2) Task team leader for the Banks education collabora-Quality Education for All Phase 1 (4 years) tion; guidance to equity teams; facilitated study trip to

Tunisia

Mali 2001-11 APL 45 (1) Contribution to project preparation; since August 2002,Education Sector Expenditure Support Phase I (3years) the focal point has been based in Mali; follow-up and

advice to Govemment and Bank task team leaders; andlocal liaison with UNICEF on tutoring of girls

Ghana Expected October 2003-07 65 Contribution to project preparation and followed up onEducation Sector Project the FAWE HIV/AIDS pilot project (which also bene-

fited from NETF finance)

56


Annex VI: Status of ABE Programs and ComponentsThe following table provides an overview of ABE and nonformal education components within WorldBank-supported programs. Where applicable, it also indicates NETF funding for these components. Notethat an ABE component of a larger program may be developed in detail after the project is approved andhas begun implementation. Thus, NETF may support preparation of these components even though theproject has formally already been approved.

Annex Table 6 Status of ABE Programs and Components

Bank Total CostCountry Program ABE/NFE Component Approval (millions of dollars) NETF supportBurkina 10-year Basic Educa- Adult literacy and NFE January Tolal: 96.2 mill. NETF finance to assist

tion Program (2001- component to be imple- 2002 IDA: 42 mill. government in preparing11) mented by NGOs and Cost of ABE Component: ABE and NFE component.

financed by National TBDLiteracy Fund.

Burundi Education/Training or Component on Nonfor- March Plans for ABE component NETF support in 2003Burundi Emergency mal and Adult Basic 2004 in early stages through CSR to assessRecovery Program Education to be phased current activities and iden-

into Education Sector tify the role of literacy in aProgram. minimum package of social

services that could then befinanced through WorldBank's Transitional SupportStrategv for Burundi.

Chad Five-year education 5-year literacy compo- Total: 108 mill. Assisted government inprogram SIL (Special nent to be implemented February IDA: 19 mill. preparing literacy compo-Investment Loan) by NGOs 2003 Literacy and NFE component, as well as impact

nent: 7.99 mill of which assessment activities, cov-IDA = 3.73 million ering ABE, mother tongue

as language of instruction,giris' education, and schoolhealth.

Cote Free-standing learn- Testing arrangements for Sept. Total: n/a Project prepared prior tod'lvoire ing and Innovation the delivery of demand- 1999 IDA: 5 m. NETF. Some capacity-

project driven adult functional building activities financedliteracy programs. by NETF (participation in

videoconferences, etc.)Eritrea Education Sector IDA to finance prepara- June 2003 ABE TBD: not part of IDA NETF support to prepare

program tory ABE study (bilateral package, but of wider overall sector program and2003-08 finance expected for sector program Bank project

ABE)The Third Education Sec- Adult literacy component Phase II TBD Preliminary technical assis-Gambia tor Program; Phase II to be implemented in approval tance in 1999. Study tour to

2003-08 education sector pro- is pending Senegal in 2000. Technicalgram. assistance in 2002 and

2003 for strategy and plan.Setup of NFE component(NETF finance for prepar-ing project document, pro-ject budget, proceduresmanual), as a result ofwhich some activitiesstarted in April under IDAPhase 1 funding. IDAphase 2 NFE activities arecurrently being plannedthrough assistance fromNETF.

Ghana Free-standing literacy 5-year National Func- June 1999 Total: 115 mill. No NETF funding. Projectproject. tional Literacy Project IDA: 42 mill. prepared prior to NETF.

implemented by Nonfor- ABE component: 32 mill.mal Education Division(NFED) of Ministry ofEducation

Guinea Education sector 10-year nonformal edu- July 2001 Total: 420 mill. NETF finance for preparing

57


Bank Total CostCountry Program ABEINFE Component Approval (millions of dollars) NETF support

reform program from callon (NFE) component IDA: 70 mill. project document. projecI2002-13. focusing on adults, refu- ABE component: 5.4 (2 budget, and procedures

gees and street children, million IDA, 3.4 million manual.to be implemented by HIPC)NGOs

Mali Ten-year Education 3-year plan for institution Dec. 2000 Total: 541 mill. NETF helped finance plan-Sector Program and human capacity IDA: 45 mill. ning of ABE component(2000-10). building within NFE sec- ABE Component: 2 mill. within existing education

tor program with initial focuson institutional capacitybuilding.

Mauri- Education Sector Component on adult Jan. 2001 Total: 300 mill. NETF support technicaltania Program 2002-05. literacy/NFE IDA: 49 mill. assistance to help prepare

ABE component: n/a ABE strategy and plan.Mozam- Education Sector Adult literacy component Feb. 1999 Overall Total: 72 mill. NETF financed stock-takingbique Strategy Program. phased into Education IDA: 71 mill. evaluation of existing provi-

Sector Strategy Program ABE component: n/a sions, technical assistanceEvaluation of Adult Basic to local team drafting newEducation. strategy, specialist consul-

tancies.Namibia Studies in progress ABE component ex- Expected TBD Studies are partly financed

for Education Sector pected, but to be defined in 2005 by NETF.Program

Niger Ten-year Basic Edu- Adult literacy and NFE July 2003 Total: TBD. International consultantscation Program component to be imple- IDA: 30 mill financed by NETF to help(2002-11) mented by NGOs and a ABE component: 4 mill government prepare ABE

National Literacy Fund to and NFE component.be implemented

Nigeria Upstream work in Would be ABE project, Expected Notional amount 30 mill. NETF to assist in prepara-progress on Adult lodged at National Com- 2005 tion.Civic Education Pro- mission for Mass Literacyject

Rwanda Human resources Component on ABE and June 2000 Total: 37 mill. In 2002-03 NETF financeddevelopment project NFE, phased into Sector IDA: 35 mill. assessment of adult educa-(5 years) Development Program ABE component for an tion activities in EFA action

upcoming SWAP, not yet plan. Generate proposalsdetermined. for a national strategy for

literacy to be financedwithin the upcoming SWAP.

Senegal Pilot Female Literacy ABE pilot project testing Initiated Total: 14 mill. Project commenced beforeProject Education outsourcing of provision June IDA: 12.6 mill. NETF. NETF-financed pro-Sector Program as mode of delivery of 1996, ABE component:12.6 mill. jects elsewhere have taken(QEFA); Pilot Female adult literacy courses Closing strong interest in the ex-Literacy Project Dec. 2004 perience generated by the(PAPF) project.Either Multisector Adult literacy component Decision ABE finance TBD NETF finance to (a) to as-PRSC program or planned within education pending sist govt. develop impacteducation sector pro- sector assessment of ABE and (b)gram-decision is prepare ABE for educationpending sector.

Tanzania ESDEP ABE/NFE strategy pre- October Total: 694 mill. IDA: 150 NETF helped finance statuspared in current Educa- 2001 mill. ABE: TBD report as preparatory totion Sector Development ABE/NFE strategy prepara-Program tion.

Uganda Strategic Investment Free-standing functional N/A Poverty Action Fund: 1.8 The NETF-financed evalua-Plan by the Ministries adult literacy (FAL) pro- mil. in FY01, 1.7 mil. for tion assisted government inof Gender, Labor, and gram FY02, 1.9 mill. in FY03 revising policy and facili-Social Development tated funding from the Pov-

erty Action Fund.

58


Annex VII: Status of ECD Programs and ComponentsAnnex Table 7 Wodd Bank Lending for Early Child Development in SSA: Ongoing/Recent Operations

Period World Bank Credit Total Project Cost(millions of dollars)/(ECD) (millions of dollars)

Freestanding ECD Projects

Eritrea hntegrated ECD 2000-05 40 49Kenya ECD 1997-04 27.8 35Uganda Nutrition and ECD 1998-03 34 42

Ongoing Projects with ECD Components

Burundi Social Action Program 1999 03 12 (3.0) 13Lesotho SecaonEcto Project 1999-05 21 (0.4) 28Madagascar Second Community Nutrition 1998-04 27.6 42

Rwanda Human Resource Development 2000 05 35 (0.63) 37

Senegal Quality Education for All 2000-10 50 (1) 926

Senegal Social Investment Fund and WID 2000 05 25 (ECD TBD) 30Tanzania Social Action Fund (TASAF) 2000 06 60 (ECD TBD) 68Mali Education Sector 2001-10 45 (1.8) 541.2

Guinea Education forAll 2001-10 70 (1.57) 420.14Mauritania Education Sector 2001-10 49 323.6

(Phase 1: 1.97. Phase 11: TBD)

Chad Education Sector Reform Program 2003-07 $42 mill. 108(PARSET) (UNICEF and local resources to finance

$1.98 mill. ECD. The Bank assisted inECD preparation.)

Pipeline Projects With ECD Component

ECD Component in Cape Verde HD Sector Pro- (2003-) TBD TBDgram

ECD Component in Guinea-Bissau HD Sector (2003-) TBD TBDprogram

59


Annex VIII: Status of Education and Health Programs and ComponentsAnnex Table 8 Status of Education and Health Programs and Components

WB Credit (millions School Health and

Country, Project Period of dollars) Nutrition Component

Ongoing Projects With School Health Components

Benin Multisector HIV/AIDS project 2002-06 23.0

Burkina Basic Education Sector Support 2001-11 APL 33.0 9.0

Phase I (4 yrs)

Cape Verde Education and Training Consolidation 1999-2003 6.0 0.5

and Modernization

Chad Sector Reform Project 2002-06 19.0 2.5

C6te d'lvoire Education and Training Support 1999-2004 53.3 1.5

Eritrea HIVIAIDS and Malaria /HAMSET 2000-06 40.0 1.9

Eritrea Integrated ECD 2000-06 45.0 5.5

Ethiopia Multisector HIV/AIDS Project 2000-04 59.7

Guinea Quality Education for All 2001-11 APL 70.0 3.2

Phase I (4 yrs)

Kenya HIV/AIDS Disaster Response Project 2000-05 50.0

Lesotho Education Sector Development Project 1999-2003 21.0

Madagascar Second Community Nutrition Project 1998-2004 27.6 5.83

Mali Education Sector Expenditure Support 2001-11 APL 45.0 1.4

Phase I (3 yrs)

Mali Health Sector Development 1998-2004 40.0 0.2

Mauritania Education Sector Development Program 2001-10 APL 49.0 1.8

Phase 1 (4 years)

Mozambique Education Sector Strategic Program 1999-2004 60.0

Nigeria HIV/AIDS Program Development 2001-06 90.3

Nigeria Universal Basic Education 2002-08 101.0

Rwanda Multisector HIV/AIDS Project 2003-08 30.5

Rwanda Human Resources Development Project 2000-06 35.0

Senegal Quality Education For All 2001-10 50.0 1.5

APL Phase 1 (3yrs)

Tanzania Primary Education Development Program 2001-04 150.0 0.5

Uganda HIV/AID Control (MAP) 2001-06 47.5 2.5

Zambia Basic Education Sector Support 1999-2002 40.0 1.0

Zambia National Response to HIV/AIDS MAP 2001-05 44.0 1.0

Pipeline Projects with School Health Components

Cameroon Human Development Educ. Sector Support 2003-07 25.0

Ethiopia Education Sector Development 2004-09 60.0

Gambia Education Sector Project Phase (II) 2003-07 20.0

Sao Tome e Principe Social Sector Support Project 2004-09 10.0

60


Annex IX: Special Note on Norwegian Consultants

Practice and PrinciplesIn reference to a request made at the 2001 Annual Consultation Meeting, this annex reports on NETF fi-nancing of Norwegian consultants. The term "consultant" refers to both individuals contracted for short-term assignments and research institutions contracted for preparation of studies.When technical assistance is financed by NETF, the policy is to prioritize national and African consult-ants. When non-African international consultants are used, NETF finance has not been tied to the use ofNorwegian expertise. Often, the tasks for which such assistance is needed are highly specialized, thus,restricting the pool to well-qualified and available international consultants with the needed expertise,country knowledge, and language skills.

World Bank task team leaders, working with government officials in each country, are primarily respon-sible for identifying technical assistance for preparation of NESDPs. Their selection is based on how wellthe consultants' skills fit with the project's technical skill requirements (and familiarity with the country,if international consultants) and is not influenced by NETF management. NETF's administration has,however, especially for regional thematic work, selectively sought to have an "active radar" in the direc-tion of Norwegian expertise in areas in which internationally competitive Norwegian expertise is knownto be available and to mediate information about such possible consultants to task team leaders concerned.In addition, when the task team leaders have sought use of other Norwegian Consult Trust Funds, NETF'sadministration has assisted task team leaders in locating potential Norwegian consultants.

Use of Norwegian ConsultantsThroughout NETF's existence, it has been managed by Birger Fredriksen, Senior Education Advisor tothe vice president for the Sub-Saharan Africa Region. Jon Lauglo, senior education specialist, has assistedsince August 1998. Mr. Lauglo has also led regional NETF-financed initiatives in adult basic education;task-managed two studies under the current Vocational Skills Development Initiative, and liaised withNorwegian professional milieus regarding NETF. Ivar Strand has also assisted in the management ofNETF especially regarding information system development and financial information in the reportpreparation.

Norwegian consultants since July 2001 include the following individuals (listed alphabetically by lastname) and institutions for the specified work:

* Avenstrup, Roger: Assisting the Government of Chad in preparing the teacher education component ofthe education sector program in Chad (fiscal 2002).3°* Briseid, Ole, director general, Ministry of Education: co-author while at IIEP of "Literature and DonorProgram Review," study commissioned by SEIA carried out in collaboration with the University of Preto-ria, South Africa (fiscal 2003).* Centre of International Education at Oslo University College (LINS): "The Link between Health andSocial Issues and Secondary Education," a study commissioned for SEIA (continuation from 2002)(Robert Langley Smith, Guro Nesbakken, and Anders Wirak) (fiscal 2002-04).* International Education Center, Akerhus University College: "The Link between Health and Social Is-sues and Secondary Education," a study commissioned for SEIA (Egil Fr0yland and Ingrid Barikmo) (fis-cal 2002-04).* Kielland, Anne, consultant on early childhood development (fiscal 1999-2000): designing applied re-search on how to improve social services outreach for orphans (fiscal 2003-04).* Norwegian Learning Center (LS). "The Link between Health and Social Issues and Secondary Educa-tion," study commissioned for SEIA (Brit Jacobsen) (fiscal 2003).

30 The fiscal year refers to the World Bank's fiscal year. Fiscal 2002 refers to July 2001 through June 2002.

61


* Norwegian Institute for Studies in Higher Education (NIFU): "How Can Transition Processes andMechanisms Be Made More Equitable and Efficient at Secondary Level?" study commissioned by SEIA(Per Olaf Aamodt [team leader] and Berit L0dding) (fiscal 2001-04). The National Institute of Technol-ogy (below) also contributed. The Norwegian consultants collaborated with a group at the University ofWestern Cape, South Africa.* National Institute of Technology (TI): (a) "Entrepreneurship Education and Training in African coun-tries," study commissioned for Review of Vocational Skills Development (fiscal 2002-03), (Halfdan Far-stad), (b) "The link between health and social issues and secondary education," study commissioned forSEIA (Halfdan Farstad and Karsten Gjefle ) (fiscal 2002-04).* Nordtveit, Bjorn-Harald: (a) developing adult education components in education sector developmentprograms in West African countries (since 2000) and (b) "Study on Experience with Outsourcing" (inprocess, fiscal 2002-04).* Smith, Robert Langley: (a) preparation of basic education project in Swaziland (fiscal 2002, fiscal2003) and (b) preparation of Eritrea Education Sector Investment project (fiscal 2003).* Strand, Ivar (since fiscal 2003): (a) preparation of Eritrea Education Sector Investment Project, (b) sup-port for preparation of Uganda PRSC, (c) paper on HIPC and scope for financing education, (d) study onrepetition and dropout (in progress), and, (e) support for NETF management and administration (fiscal2003-04).* Norwegian Ministry of Education provided support for the start-up of the SEIA consultancies (DankertVedeler) and arranged for one consultant adviser (Per Dalin) (fiscal 2002-03).

Other Norwegian Consultants since NETF inception:

* Hauge, Kristine: "Early Childhood Development: a Range of Tasks in Regional ECD work" (fiscal2000-01).* Sanchez, Manolo, Scanteam: "Adult Education in Mozambique" adviser to local evaluation team, ad-viser to strategy team, and adviser to design of pilot project (intermittently during fiscal 1999-2001).

Other Norwegian Partnership ActivitiesIn addition to the annual professional components in the annual NETF consultations, NETF has finan-cially contributed to a noncontractual form of partnership with Norwegian institutions in these cases:

The Norwegian Refugee Council was among the partners that the Bank collaborated with in organizing aworkshop in 2000 on the development of social services in post-conflict societies.

NETF staff contributed to a workshop organized by LINS, Oslo University College, in 1999 on adult lit-eracy education and to a Nordic conference in October 2002 organized by the Norwegian Association ofAdult Education. It has also contributed to the Steering Committee of the Norwegian Forum for the Nor-wegian Research and Technology Forum in the United States and Canada, which is organized by the Min-istry of Foreign Affairs through its Embassy in Washington, and to study visits organized by the Ministryto the World Bank.

62


Annex X: Studies and Reports Published under NETFPublications supported by NETF are used to disseminate findings on human development issues in theAfrica Region. Papers appear in one of the following two series:

* The Africa Region Human Development Working Paper Series* The Africa Region Human Development Series.

Papers in the first series are published free of charge to communicate findings of ongoing work to the in-ternal HD family.3 ' Complimentary copies are distributed internally to members of Africa HD, countryoffices, country libraries/depositories, the World Bank e-library, and external agencies such as UNESCO,DFID, and ADEA.

Papers in the second, more formal series are published through the Office of the Publisher (EXTOP) andare available to Bank staff and the public. Papers published under this series have a large distribution andreach wide professional and academic audiences.

2003 publications: The publications produced under NETF in 2001-03 (please see attached) have gener-ated considerable interest both within the Africa Region and with external agencies. This annex providesa detailed overview of the publications issued since January 2001 and those with expected publicationdates in 2003 (or early 2004). Electronic copies of the NETF-supported publications can be found athttp://www.worldbank.org/afr/hd/wps.

The rapid increase during 2002 and 2003 in publications is mainly harvested, aided by NETF, from earlierbuildup of investment by the SSA Region in analytic work in education and health. As of the end of Au-gust 2003, the cumulative total stood at thirty-two publications in the SSA series of HD publications. Ofthese, ten had been translated (or were being translated into French). An additional four publications hadbeen published by other parts of the Bank in internationally accessible series, with NETF support. An-other twenty publication titles are so far scheduled to appear in fiscal 2004.

In addition to reports published in one of the HD series, NETF support has resulted in publications pro-duced by other groups within the Bank, by partner agencies, or by governments in SSA.

31 The direct costs of production are financed by the Fund and may cover the following for each document: translation (if any),editing, typesetting, cover design, and printing of the publications (approx. $10,000 per publication). Management costs are fi-nanced over Bank budget.

63


Published in Africa Region Human Development Series

1. Engaging with Adults: The Case for Increased Support to Adult Basic Education in Sub-Saharan Africa (February2001). In too many African countries, the problem of illiteracy must be addressed not only by primary education, but alsothrough Adult Basic Education (ABE) programs. This study examines the beneficial impacts of ABE, the importance ofABE for Education for All, and major policy issues. French version: Inlure les adultes : Pour un appui a l'education debase des adultes en Afrique subsaharienne (February, 2001).

2. Enhancing Human Development in the HIPC/PRSP Context: Progress in the Africa Region during 2000 (March2001). During year 2000, eighteen countries passed their "decision points" in the debt relief process-that is, the Interna-tional Monetary Fund and the World Bank formally approved them for debt relief through the Heavily Indebted Poor Coun-tries (HIPC) Initiative. This study presents basic facts about the HIPC process including the PRSP and analyzes the HD pol-icy measures, in particular the Bank's efforts for sector development for health and education.

3. A Chance to Learn: Knowledge and Finance for Education in Sub-Saharan Africa (March 2001). This study notes thatat the beginning of the 21 st century, the opportunity to address the often intractable problems of education in Sub-SaharanAfrica is perhaps greater than at any time in the past two decades. It summarizes the challenges facing education develop-ment in Africa, suggests key elements of country responses, discusses the implications of these responses, and proposes ac-tions for improving the Bank's effectiveness as a partner in education development. French version: Une chance pour ap-prendre : Le savoir et le financement pour l'education en Afrique subsaharienne (March 2001).

4. Education and Health in SSA: A Review of Sectorwide Approaches (March 2001). Dissatisfaction with traditional pro-jects and adjustment programs led to alternative approaches, commonly referred to as "Sectorwide Approaches" (SWAP)that are increasingly being used by the World Bank and bilateral agencies. This study reviews and provides valuable lessonsabout how these new approaches can more effectively help accelerate education and health development in Africa.

5. Adult Literacy Programs in Uganda (April 2001). This study reviews lessons in adult literacy programs in Uganda, com-pares them with lessons learned from other parts of the world, and explores their implications for educators, policymakers,and external aid agencies. This report which was initiated at the request of the Gov. of Uganda suggests that the track recordof such programs is not so poor as once thought and that government-run programs may be as effective as those delivered byNGOs.

6. Dynamic Risk Management and the Poor: Developing a Social Protection Strategy for the Africa (2001). The reportmakes the case that better social protection is a priority and a viable objective for public policy, even for the low-incomecountries in SSA.

7. The Implications of Private Safety Nets for Public Policy. Case Studies of Mozambique and Zimbabwe (April 2001).This paper reviews social protection policy in two African countries to highlight the interplay of private and public safetynets. A number of recent empirical studies from Africa have contributed to what is known about how low-income house-holds insure themselves against risk.' This study uses the insights from these studies to review social protection policies inMozambique and Zimbabwe.

8. Early Childhood Development in Africa: Can We Do More for Less? A Look at the Impact and Implications of Pre-schools in Cape Verde and Guinea (July 2001). Despite the recognized benefits of Early Childhood Care and Develop-ment (ECCD) programs, many questions about quality, affordability and sustainability remain. This study examines a vari-ety of programs in two countries, Cape Verde and Guinea. French version: Le developpement de la petite enfance enAfrique. Peut-on faire plus pour moins? Impact et implications des centres prescolaires au Cap-Vert et en GuinEe(August 2001).

9. Systemic Shocks and Social Protection. Role and Effectiveness of Public Work Programs (August 2001). In much ofthe Sub-Saharan Africa, poor households are exposed to risks ranging from natural disasters to sudden changes in economicpolicies. One immediate result of such shocks is the loss of employment and livelihood. This study discusses the rationale ofworkfare programs in the context of social risk management, outlines the design feature of a "good practice" workfare pro-gram, and provides an overview of African and Asian experiences.

10. AIDS, Poverty Reduction and Debt Relief: A Toolkit for Mainstreaming HIV/AIDS Programs into DevelopmentInstruments (August 2001). This study offers a unifying framework for analyzing HIV/AIDS in the context of PRSP's anddebt relief agreements. This will assist governments and policy makers to mainstream HIV/AIDS into countries' develop-ment agendas and to mobilize the resources needed to expand promising interventions and approaches in the fight againstthe epidemic.

11. Social Protection of Africa's Orphans and Vulnerable Children: Issues and Good Practice Program Options (August2001). HIV/AIDS and violent conflicts are giving rise to a massive generation of orphans in Sub-Saharan Africa. The studyfocuses on the implications of the growing numbers of orphans and vulnerable children for Africa's future human develop-ment. The paper traces the sources and assesses the vulnerability of orphans, examines community responses, and advocatesconcerted public action.

64


12. Community Support for Basic Education in Sub-Saharan Africa (September 2001). Evidence is growing from a widerange of interventions that community involvement in the life of the school can have a dramatic impact on education access(especially for disadvantaged groups), retention and quality. This study provides a summary of the benefits and risks in-volved in expanding the role of Africa's communities in education development and explores what communities can andcannot be expected to do, and what forms of support they would need in order to play an enhanced role in education.

13. Can Africa Reach the International Targets for Human Development? An Assessment of Progress toward the Tar-gets of the 1998 Second Tokyo International Conference on African Development (TICAD II) (September 2001). Thisstudy tracks the progress made so far in reaching the TICADII goals, highlighting the development challenges-andchoices-facing the region. The study concludes that without a more concerted effort, the beginnings of social and eco-nomic recovery that happened during the second half of the 1990s will be in jeopardy.

14. Education and Training in Madagascar: Toward a Policy Agenda for Economic Growth and Poverty Reduction. ASummary of the Key Challenges (September 2001). This study provides a comprehensive analysis of the challenges thatthe policy makers and managers need to face to find sound directions for sector development and to align spending prioritiesand intrasector policies accordingly for Madagascar. French version: Education et formation a Madagascar : Vers unepolitique nouvelle pour la croissance economique et la reduction de la pauvrete : Un Resume (September 2001).

15. Issues in Child Labor (October 2001). This paper outlines available empirical information about child labor in Sub-Saharan Africa, highlights the difference between child labor performed at home and in the market, and argues that there areimportant, but at times quite different, welfare issues that are raised by the two forms of child labor. The paper then dis-cusses the particular workings of the larger child labor markets in Africa and finally offers policy options for what govern-ments in general and the donor community in particular, including the World Bank, might do to address these welfare issues.

16. Le Systeme Educatif Mauritanien: Elements d'analyse pour instruire des politiques nouvelles (November 2001). Mau-ritania has made substantial progress toward EFA but faces four serious challenges: (a) The quality of education needs to beimproved (expansion has probably occurred at the expense of reduced quality), (b) retention of pupils in basic education isweak and has declined, (c) higher education produces too many weakly qualified diploma holders relative to economic de-mand, and (d) there are weaknesses in the administrative and pedagogic management. Based on the diagnostic, Governmentofficials have designed a major reform of education, within a strong context of poverty reduction strategies.

17. Rapid Guidelines for Integrating Health, Nutrition and Population Issues into Poverty Reduction Strategies of Low-Income Countries (December 2001). Developed by the World Bank, WHO and UNICEF while assisting countries developtheir PRSPs, this study focuses on five functions/activities PRSP authors may wish to consider when developing poverty re-duction strategy papers: (a) establishing the two-way link between health and poverty, (b) enhancing the pro-poor impact ofhealth sector interventions, (c) highlighting health sector analysis to help PRSP authors base policy recommendations onempirical findings, (d) managing intertemporal tensions in policy development, and (e) providing a checklist for PRSP au-thors and reviewers to help identify and mitigate risks that new resources from debt reduction are not diverted from pro-poorinvestments. French version: Integrer les questions de sante, de nutrition et de population aux strategies de reductionde la pauvrete dans les pays a faibles revenues: quelques directives rapides (December 2001).

18. Deux etudes pour la scolarisation primaire universelle dans les pays du Sahel en 2015 (January 2002). In the context ofthe preparation of the Bamako Heads of State meeting, Bamako, November 2000, two papers have been written. The firstprovides an overall assessment of education in Burkina, Chad, Guinea, Mali, Niger and Senegal, its evolution and the mainproblems countries are confronting vis-a-vis the objective of Universal Primary Education by the year 2015. The second ex-amines what it would mean for these countries to achieve this goal. The paper examines what these countries could do to (a)maximize the mobilization of national resources for primary education and (b) adopt new educational policies to containunit costs and secure a reasonable quality of the services offered. The paper proposes an assessment of the magnitude of thefinancing gap distinguishing its recurrent and capital component.

19. Le Systeme Educatif Beninois: Performance et espaces d'amelioration pour la politique educative (January 2002).This study addresses the following questions: How can Benin draw maximum benefit from the HIPC-PRSP initiative for de-fining a 10-year educational development program? What are the main achievements and the problems that need to managedarising out of the past 10 years with regard to quantitative coverage of schools? How can resources be saved by reducedrepetition and improvement retention? Within a tight budgetary framework, what would the trade-offs be between levels ofeducation, between teachers pay and number of pupils reached, so as to improve coverage without loss of quality? And howto reduce rural-urban disparities, the gender gap, and regional disparities?

20. Improving Health for the Poor in Mozambique: The Fight Continues (February 2002). This paper attempts to summa-rize key aspects of the knowledge base on which the health sector strategy was built. The study makes recommendations onhow health sector reforms can be made more pro-poor by targeting certain areas and populations groups, by designing newdelivery models, and by improving financial management.

21. Skills and Literacy Training for Better Livelihoods: A Review of Approaches and Experiences (March 2002). Thisstudy examines efforts to combine vocational training with literacy education to enable a very poor, illiterate labor force, es-pecially rural women, to develop more productive livelihoods and take on increasingly active roles in transforming theirfamilies and communities. The aim is to assess whether and how official policy should support such efforts. Based ondocumentary evidence from several countries, particularly Guinea, Kenya, Senegal and Uganda, the report suggests that vo-cational education policy should encompass out-of-school and illiterate youth and adults, but to be effective would require

65


gradualism, decentralization, capacity nurturing, flexibility and components of savings, credit and enterprise development.French version: Am6liorer les activites productives par la formation et l'alphab6tisation : Bilan des approches et desexperience (Expected: autumn 2003).

22. The Impact of Adult Mortality on Primary School Enrollment in Northwestern Tanzania (March 2002). This papermeasures the impact of adult deaths and parents' survival on primary school enrollment of children in Northwestern Tanza-nia, where the HIV infection rate among adults in the early 1990s ranged from less than I percent to more than 20 percent.The study finds that households are coping with adult deaths by delaying enrollment of young children in primary school,while maintaining enrollment of older children. This is especially true among children in poor households; enrollment ofchildren in better-off households is not affected. Enrollment of young maternal orphans is also delayed, but they eventuallyenroll at the same rates as other children.

23. Enhancing Learning Opportunities in Africa: Distance Education and Information and Communication Technolo-gies for Learning (March 2002). This paper takes a critical look at the opportunities and constraints in making wider use ofdistance education and educational technology to address educational reform in Africa. It summarizes the experience to dateof African countries and examines a variety of technologies to support primary, secondary, teacher development, and terti-ary education. The report explores the issues-including costs, infrastructure, and management-that need to be addressedin the design of programs. It identifies applications that appear to have the best chances for success, and proposes actions tobe taken by the Bank and its partners to ensure that those future programs are well planned and implemented. French ver-sion: Ameliorer les possibilit6s d'apprentissage en Afrique : L'enseignement A distance et les technologies del'information et de la communication au service de l'apprentissage (January 2003).

24. Better Health Outcomes from Limited Resources: Focusing on Priority Services in Malawi (April 2002). This papertakes stock of Malawi's performance in the health sector. It reviews the status of the country's health expenditures, identifiesissues surrounding the level and quality of these expenditures, and provides recommendations to improve resource mobiliza-tion, resource allocation and organizational efficiency.

25. Secondary Education In Africa: Strategies for Renewal (May 2002). This paper contains the World Bank's presentationsat the December 2001 UNESCO/BREDA-World Bank Regional Workshop in Mauritius on the "Renewal of SecondaryEducation in Africa." Secondary education systems in Africa are ill equipped to meet the rapidly increasing demand gener-ated by the EFA effort, and to respond to the need for skilled labor required for SSA to integrate successfully into the mod-ern, knowledge based global economy. The publication focuses on recent reforms and developments in specific areas ofsecondary education, and makes recommendations for improving the performance of the subsector.

26. Financing Education for All by 2015: Simulations for 33 African Countries (June 2002). This paper estimates the fi-nancing gap which needs to be overcome for reaching EFA in 2015, for 33 of Africa's poorest countries. The estimate isbased on country-specific simulations that set the same indicative targets both for public resource mobilization and servicedelivery (such as pupil-teacher ratios, teacher salaries, share of spending on nonteacher inputs, and so on) for all 33 coun-tries by 2015, based on the patterns observed in low-income countries that have already achieved EFA or are close toachieving it. This policy-based approach distinguishes this paper from other attempts to estimate the cost of achieving EFAby 2015. French version: Le financement de l'Education Pour Tous en 2015 : Simulations pour 33 pays d'Afrique sub-saharienne (June 2003).

27. World Bank support for provision of textbooks in Sub-Saharan Africa, 1985-2000 (June 2002). Despite more than aquarter century of effort and the investment of tens of millions of dollars, many African students lack adequate access totextbooks. Where textbooks have been produced, they are not always available to the students. The main purpose of this re-port is to identify the challenges that need to be overcome to ensure that every student in Sub-Saharan Africa has adequateaccess to good quality textbooks. Based on a desk review of 89 World Bank-financed education projects (with textbookscomponents under implementation during the period 1985-2000 in 40 SSA countries), this report emphasizes the crucialrole of textbook provision in improving the quality of education and attaining the goal of education for all by 2015. Frenchversion: L'assistance de la Banque Mondiale a la Fourniture de Manuels Scolaires en Afrique Subsaharienne, 1985-2000 (December 2003).

28. Public Expenditures on Education in Nigeria: Issues, Estimates and Some Implications (August 2002). Expenditureson education across all tiers of government and all levels of education have not been estimated in any detail for Nigeriasince 1962. As a result, the information base is very weak for debates on fundamental issues such as the adequacy of theoverall funds for education and their distribution across levels, the sources of funding, the efficiency and equity of the use ofpublic funds, costs of system expansion and the appropriate mix of public and private expenditures. For this report, casestudies of the sources, levels and distribution of public educational expenditures covering the period 1995 to 1999 were car-ried out by national study teams.

29. Le systeme educatif togolais : Elements d'analyse pour une revitalisation (June 2003). The study analyzes the progressthat has been made in Togo over a 10-year period. The positive evolution, which has occurred, has been driven by a strongdemand from, and contributions by, the population, and in the face of deterioration in public provisions. The report showshow the state increasingly has disengaged from providing and financing education, and that quality of education has suffered(along with capacity to manage the system).

30. Sante et pauvret6 au Burkina : Progresser vers les objectif internationaux dans le cadre de la strategie de lutte contrela pauvret6 (June 2003). This report on poverty and health examines present conditions and contributes to the component

66


on health in the poverty reduction strategy in Burkina. The analysis shows complex interrelations between poverty andhealth, and that improving the health and nutritional status of the population is a key to poverty reduction. The report isbased on analysis of documentation on sanitary conditions, household surveys, demographic and health surveys, and initi-ated a process of collecting better information on health and poverty.

31. Financing Vocational Training in Sub-Saharan Africa (July 2003). This study emphasizes the central role that financingstrategies should play in enhancing the effectiveness and efficiency of training systems as a whole, through incentives,greater competition, and the integration of private and public provision.

32. Cost and Financing of Education Opportunities and Obstacles for Expanding and Improving Education in Mozam-bique (July 2003). This paper addresses the need to improve the performance of the education system in Mozambique. Al-though public spending on education is comparatively low in Mozambique, increased spending needs to be accompanied bymeasures to improve the system's efficiency, including measures to manage such aspects as the high cost of school con-struction, the balance of spending across levels of education, and the structure of teacher pay. Particularly important aremeasures to tighten the management of teacher deployment and the supply of pedagogical inputs across schools so as tominimize the inconsistencies of classroom conditions, and to improve the incentives for more effective teaching. The reportincludes a summary in Portuguese.

33. Education in Rwanda: Rebalancing resources to accelerate post-conflict development and poverty reduction (Sep-tember 2003). This report provides informative analyses of national education trends up to 2001 and offers comparisonswith other countries in similar situations. The study provides an important reference point for the ongoing sectorwide ap-proach program (SWAP) in the education planning and management process. It will be published in the 'Country Series.'

Published in other series with NETF support:

Focusing Resources on Effective School Health: a FRESH Start to Enhancing the Quality and Equity of Education(June 2000). Poor health and malnutrition are important underlying factors for low enrollment, absenteeism, poor perform-ance, and early dropout; therefore, programs for good health, hygiene and nutrition at school age are essential to the promo-tion of basic Education for All. WHO, UNICEF, UNESCO and the World Bank copublished with NETF support this report,marking the launch of the FRESH partnership in support of a common school health program by the international agencies.The report outlines the basic interventions and strategy for implementation. Also available in French and Spanish.

2. BELOISYA. Basic Education and Livelihood Opportunities for Illiterate and Semiliterate Young Adults, Especiallyyoung women in countries with low rates of enrollment in primary schools. (February 2001) (Published by HD Networkof the Bank, Education Series). This report summarizes and interprets the contributions from the BELOISYA project whichwas a collaboration among literacy experts from Burkina, Chad, the Gambia and Mozambique with the World Bank and ex-ternal resource persons to review adult literacy programs in the region. Case studies from Cape Verde, C6te d'Ivoire, Ethio-pia, Niger, Senegal, Tanzania and Uganda were also contributed at the synthesis workshop in Chad in 1999 which was or-ganized with the University of Pennsylvania's International Literacy Institute, and UNESCO's Institute for Education, IIEP,and Action Aid.

3. Early Child Development in the Africa Region, A Directory of Projects and Activities Supported by the World Bank.(September 2001). Published by HD Network of the Bank, ECD series). This report provides examples of Bank supportedlending and nonlending programs that are targeted to improve the situation of young children. These programs are character-ized by the high degree of community involvement, cofinancing, and participation of civil society, including NGOs andother agencies.

4. School Health at a Glance (March 2001. (Published in the HDHNP Public Health at a glance fact sheets series with NETFsupport). These fact sheets provide concise summaries introducing current issues in public health and the key interventionsthat evidence has shown to be effective in improving health. This issue provides objectives, interventions, beneficiaries, andindicators for school health programs. Important lessons learned and key resources are also included. The fact sheet not onlydemonstrates the value of school health interventions for the health sector, it also presents the benefits for education andother social sectors.

Forthcoming in the HD series1. Skills Development in Sub-Saharan Africa. This study brings together the results of a two-year review of technical and

vocational education training. Based on 14 thematic, 20 country, and 64 case studies, the review updates for Africa the 1993Oxford University Press publication of Skills for Productivity. The Africa Review examines regional reforms and draws les-sons from experience in skills development over the past decade for clients, donors, and Bank staff. The book will be copub-lished with Oxford University Press in the 'Directions in Development' series. A French language version is also planned.

2. The Mauritania Health System and Implementation of the Poverty Reduction Strategy : Medium-Term ExpenditureFramework (2002-04) for Improving the Efficiency and Equity of Public Health Expenditure (Forthcoming). This re-port presents the medium-term expenditure framework for implementing the health strategies set out in the Poverty Reduc-

67


tion Strategy Paper. The framework presents all the funding needed to implement Ministry of Health and Social Affairs ac-tivities over the next three years (2002-04), as well as funding projections for the next decade (2002-10).

3. Contraintes et espaces de libert6 pour le d6veloppement en quantite et en qualit6 de l'education au Niger (Forthco-ming). In Niger, the coverage of the education system is among the lowest in the world. After stagnation during the 1988-1998 period, trends improved, also with respect to indicators of quality of education. The report, carried out by collaborationbetween a national team and a World Bank team, identifies constraints and points to opportunities for policy interventions.

4. Rapport d'Etat d'un Systeme Educatif National (RESEN) : Guide m6thodologique pour sa pr6paration (Forthco-ming). This methodological guide for preparation of CSRs has three parts (a) scope to be covered by such studies and rea-sons why the studies are needed, (b) a list of illustrative tables for organizing and presenting data collected for such studies,bearing in mind the need to adapt such tabulations to each country case, (c) a list of reference documents or materials whichit might be useful to consult while carrying out the work.

5. Health and Poverty in the Gambia: A Background report to the National Poverty Reduction Strategy Paper (Forth-coming). The Gambia has engaged preparing its PRSP in 2000, leading the government to launch analytic work to underpinits renewed strategic thinking for poverty reduction. Building on years of sector reform and records of sustained progress onhealth outcomes, the health sector has been particularly engaged in this process, using this opportunity to deepening its un-derstanding of health and poverty issues in the Gambia and revisiting its strategies in light of the new poverty reductionframework. This document is the product of this analysis and policy dialogue. It sets the basis for action in a mid-term and alonger vision of sector development.

6. Sante et Pauvret6 en Mauritanie : Analyse et cadre strategique de lutte contre la pauvrete (Forthcoming). This studyexamines health and poverty issues in Mauritania within the context of the preparatory work of the PRSP and the sectoraldialogue in the framework of debt reduction. This study aims to establish a knowledge base of the health sector correspond-ing to the poverty reduction strategies, the performance of the sector, the impact of political actions and long-term goals.

7. Cofuts, financement et fonctionnement du systeme educatif du Burkina : Contraintes et espaces pour la politique edu-cative (Forthcoming). This Country Status Report analyzes the functioning of the education system, its strengths, weak-nesses, and the allocation of resources among: (a) levels of education, (b) quantity and quality, and (c) different inputs,which together constitute the level of expenditure per student at each educational level. This helps create a reference for theoptimal usage of additional resources and eventually a measure for future financing.

8. Guinea: A Country Status Report on Health and Poverty (Health, Nutrition, and Population inputs for the PRSP andHIPC process) (Forthcoming). This Country Status Report provides a summary of the current status and policies in thehealth sector and a better perspective of the sector's development. It provides an input into the PRSP and HIPC process. Thereport primarily aims at: (a) identifying key HNP issues for the poor of a given country, (b) analyzing how the HNP sector iscurrently tackling these issues, (c) assessing to what extent the health interventions and services in the past have reached thepoor, (d) proposing key strategies to increase access to a basic package of public health services by the poor, and (e) identi-fying key policy and strategy issues to be resolved in the short term in preparation and support for a long term poverty re-duction/health improvement approach.

9. Le secteur de la sante au Tchad : Analyse et perspectives dans le cadre de la strategie de r6duction de la pauvrete(Forthcoming). This country status report examines health and poverty in Chad within the larger umbrella of the PRSP andsectoral dialogue on debt reduction. This report strives to establish a knowledge base for further discussion of the problemsin the health sector in conjunction with the poverty reduction objectives, the performance of the sector, and political impact.

10. The Mauritania Health System and Implementation of the Poverty Reduction Strategy: Medium-Term ExpenditureFramework (2002-04) for Improving the Efficiency and Equity of Public Health Expenditure. (French version: titlecoming)

11. Sante et Pauvrete au Niger: Vers les Objectifs Internationaux (Forthcoming). This country status report covers ananalysis of health, population, and nutrition in Niger during the 1 990s. As an important document to understand health andpoverty determinants and their intersectoral relations, the report covers (a) the general health context, (b) the trends and eq-uity in health indicators, (c) community, family and health of the poor, (d) the health sector, (e) health financing and strate-gic implications.

12. School Education in Nigeria: Preparing for Universal Basic Education. The purpose of this CSR is to make availableadditional information and analysis of the school system in Nigeria to those who will be making, interpreting and imple-menting, at a time when the momentum for expansion and reforn of the system is growing. It also points to areas where thecurrent level of information is inadequate for making informed policy choices. It discusses aspects of socioeconomic and po-litical development which influence the educational system, the coverage and the internal efficiency of the school system,the sources and mechanisms for financing across the three levels of government, the inputs into the school system, and theimportant and overarching organizational and institutional issues affecting the delivery of school education.

13. Mali HNP Country Status Report (Forthcoming). Title and description coming.14. Senegal HNP Country Status Report (Forthcoming). Title and description coming.15. Rwanda HNP Country Status Report (Forthcoming). Title and description coming.16. Benin HNP Country Status Report (Forthcoming). Title and description coming.17. Ethiopia HNP Country Status Report (Forthcoming). Title and description coming.

68


18. Partnership with Civil Society through Outsourcing. Nonformal literacy education in Senegal. (Forthcoming) Exam-ines the practical experience from outsourcing to civil society/private operators the provision of adult literacy in Senegal andoffers recommendations for how this type of partnership should be organized.

Expected in other series, with NETF support1. Vocationalized secondary education revisited. (To be published by Kluwer Academic Publishers in collaboration with theWorld Bank and UNEVOC, early 2004). Re-examines experience from African countries in the provision of vocational sub-jects taught as minor parts of a secondary school curriculum which mainly consists of general subjects. A main concern iswhether such subjects help ease secondary school graduates into the labor market. Includes case studies of Botswana,

Ghana, Kenya and Mozambique-as well as a side glance at vocational courses in the United States in order to illustrate la-bor market consequences when courses receive dramatically better resourcing and when graduates benefit from greatly morefavorable job markets.2. Skills Training for the Informal Economy. Expected in 2004 from Kluwer Academic Publishers in collaboration withWorld Bank, UNEVOC, and ILO's training center in Turin. It will make extensive use of reports already prepared for the

mainly NETF financed review of vocational skills development.

wb54575C:\Documents and Settings\wb54575\My Documents\Norway 2003\rapport\NETF 2003 main Report oct version.docOctober 2, 2003 11:17 AM

69