Document of

The World Bank

FOR OFFICIAL USE ONLY

MICROFICHE C0PY

Rer)ort. No. :1084.,-ZA Tvpe. (SARI Report No. 10843-ZATit,le: ERDCATTON REHAPTT,TTATTC)N PROJEAuthor: KAGTA, RExt.. : 333 14 Roo.m:J111082 Dept. :AF6PH

STAFF APPRAISAL REPORT

REPUBLIC OF ZAMBIA

EDUCATION REHABILITATION PROJECT

SEPTMBER 22, 1992

Population and Human Resources DivisionSouthern Africa Department

This document has a restricted distribution and may be used by recipients only in the performance of|jtheir oflicial duties. Its contents may not otherwise be disclosed without World Bank authorization.

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CURRENCY EOUIVALENTS(May 1992)

Currency Unit = Zambian Kwacha (K)KI = US$0.0051

US$1.00 = K195SDR1.00 = K282

GOVERNMENT FISCAL YEAR

I January to 31 December

WEIGHTS AND MEASURES

Metric System

ABBREVIATIONS AND ACRONYMS

AfDB/ADF African Development Bank/African Development FundCDC Curriculum Development CentreCSO Central Statistics OfficeCTB Central Tender BoardDEO District Education OfficerEC European CommunityECZ Examinations Council of ZambiaEMU Education Materials UnitFINNIDA Finnish International Development AgencyFNDP Fourth National Development PlanGRZ Government of the Republic of ZambiaIBRD International Bank for Reconstruction and DevelopmentIDA International Development AssociationIMF International Monetary FundMOE Ministry of Educatic nMOF Ministry of FinanceMPU Micro-Projects UnitMWS Ministry of Works and SuppliesNESIS National Education Statistical Information Systems (UNESCO Project)NIPA National Institute for Public AdministrationNISTCOL National In-Service Training CollegeNORAD Norwegian Agency for International DevelopmentODA (British) Overseas Development AgencyOPEC Organization of Petroleum Exporting CountriesPTA Parent Teachers' AssociationSAP Social Action ProgramSHAPE Self-Help Action Plan for EducationSIDA Swedish International Development AuthoritySRP Social Recovery ProjectSRPU Social Recovery Project Unit (also Social Recovery Fund)TTCS Teacher Training CollegesUNDP United Nations Development ProgrammeUNESCO United Nations Education, Scientific and Cultural OrganizationUNICEF United Nations Children's FundUNZA University of ZambiaZEMCC Zambia Education Materials Coordinating CommitteeZEMP Zambia Education Materials ProjectZEPH Zambia Education Publishing HouseZEPIU Zambia Education Projects Implementation Unit

FOR OMCIAL USE ONLY

REPUBUC OFZAMB1IAEDUCAllO REHUUDLrA3=NPRJE

rAFF APPRAISAL1WPO

Cotntfls

Ini ......................................... E

BASIC DATA SHEET.................................... i

CREDITAND PROJECQMT .................. ............ ii

I.INTRODUCTIONA. Overview .................................... 1B. The Economic and Policy Environment ........ .............. I

IL. TIE EDUCATIONS ................................ 5 A. Summary .......................... 5 SB. Basic Characteristics of the Sector .......................... 5C. Key Issues in Education ............................ 7

The Financing of Education .......................... 7Quality Issues 8........ 8Access to Education .............................. 14Management, Planning and Policy Issues ................. 16Pluralism in Educational Provision ..................... 18

D. Government Strategy for Education ........................ 18E. Bank Group Support ................................. 19F. The Role of Donors ................................. 20

III. THE .21A. Project Origin ..................................... 21B. Project Objectives and Description ......................... 21C. Project Components ................................. 22

Education Quality Improvement ....................... 22Rehabilitation and Construction ....................... 25Planning and Management .......................... 27

Iv. ERO.BCT COSTS, PINANCIN-G, MANAGEMMWN AND EMPLESENTAllON30A. Project Costs and Financing ............................. 30B. Procurement ...................................... 33C. Disbursements ..................................... 36D. Project Management and Implementation ..................... 38E. Reporting and Monitoring .............................. 41F. Accounts and Audits ................................. 43G. Status of Credit Preparation ............. .......... 43

V. BENEFTTS ANDRISKS ............................ 44

VI. AGREEMENl ASSURANCES AND ....... . 47

This document has a restricted distribution and may be used by recipients only in the performanceof their official duties. Its contents may not otherwise be disclosed without World Bank authorzation.

TA1BE AND 11j1E

Table 4.1: Project Cost Summary By Projec Component ................. 30

Table 4.2: Cost Summary By Summary Account ....................... 31

Table 4.3: Financing Plan ............. ....................... 32

Table 4.4: Procurement Arrangements .......... ................... 33

Table 4.5: Disbursement Categories ........... .................... 37

Figure l.1: Education and Growth . ................................ 3

Figure2.1: EducationPyramid .................................... 6

Figure 2.2: Women and Education ............. ................... 12

Figure 2.3: School Progression . ................................. 15

Figure 4.1: Project Management and Implementation ..................... 38

Annex l(a): EnrollmentsAnnex 0(b): ExpendituresAnnex 1(c): Teachers

Annex l(d): BooksAnnex 2: Detailed Project CostsAnnex 3: Forecasts of Expenditures and Disbursements

Annex 4: Implementation Schedule

Annex 5: Supervision ScheduleAnnex 6: Performance Indicators

Annex 7: Titles to be Produced 1993-1997

Annex 8: Policy StudiesAnnex 9: Technical Assistance

Annex 10: Operations of the SRP

Annex 11: Role of Donors in Education

Annex 12: Gender Sensitivity Indicators

Anrax 13: Beneficiary AssessmentAnnex 14: List of Documents in the Project File

MAP IBRD No. 11542 R

This repot is baed on the lind of p-apprais an apprm issl whih vidse Zambia in Januaqr andApril, 1992. Mh pr`appaisal mision compisd Mess./MsdAM R. I (Mision Leader and EducationSpecials); S. Jozensen (Economi); M. Mulatu (Fianil Aalyst); MJ. Kel (Education Specia); W. Hoppes(Education Pn; o rsprentins SIDA); 0. Bed (Examnt Specialist); Leo Sink (Archtc) an AnnJonson Cretbook Speciali). The ppis mison comprisd Musr./Mosdames R. Ksgia (Mision Leader); M.Multu; M.J. Key; W. Hcpeon; E. Ohwkia (EducationWD Specias); an rpntatdves fim PHMNDA.ODA, WHO, INESCO and UNICEP. Stem Jorgem and Meadmn Mulau astd Ruth Kaa in th writk-4 oftih rqpot. Jan Whington provided swctarialpp. Meadaum C. Aliso and E. Kin ar tw pee evioewe.Mesrs. M. . yinelman is the lead advisor, R. Oawe th Managing DivWo Chi and Stephen Dennig, DepartmentDirector.

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BASIC DATA SHEET

Population (1992) ................................ 8.2 millionPopulation growth rate (1980-1990) . 3.2%Area ....................................... 752,600 sq. km.

GNP per capita (1990/91) ........... US$290Ad-alt literacy rate (1985)

Total ............ 76%Female ..................... ............. 67%

School Enrollments (1990)Primary education (grades 1-7) .... ....... 1,452,443Gross enrollment ratio ........... 88.4%Percent of which is female (1989) ..... ...... 48.2%

Secondary education (grades 8-12) ........... 161,349Percent of which is female (1988) .................. 37.3%Enrollment in Basic Schools. (grade 8-9)(not included with secondary) ........... 50,000

Education BudgetGRZ expenditure on education as percent

of total GRZ expenditure 1990 ..... ...... 9.1%as percent of GDP ........... 2.4%

Source: GRZ: Central Statistics OfficeWorld Bank: World Development Report 1991

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ZAMIA

CREDf AND PR=Z

fBorrower: Government of Zambia

Benefiinary: Ministry of Education

Credit Aniqnt: SDR 22.2 million (US$32 million equivalent)

TIcmi: Standard IDA Terms with 40 years maturity

tQSiv ObestlygI: The project would support Govermnent in its efforts to reverse thecontinued deterioration of the education system and to sustain education revitalization in acontext of severe fiscal austerity. Specific project objectives are to: (a) arrest further declinein education quality, starting at the primary level, by supporting a series of interventions thatwill boost learning achievements; (b) increase access to education and improve the learningenvironment through rehabilitation and construction of physical facilities; and (c) increase thecapacity of the education sector to manage an increasingly complex sector in a context ofgreatly circumscribed resources through the strengthening of education management andplanning and through improvements in Ministry of Education's capacity for policy formulationand analysis.

Prject Descripgon: The project has three interrelated components. The first focuses onqualitative renewal and would support the provision of learning and teaching materials andimprovements in examination quality and management. The second component consists ofrehabilitation and construction of physical facilities in primary schools, which would increaseaccess and improve the education environment. TIe third is a lnn dcomponent which would strengthen professional and administrative support to teachers and toschools; establish an information management system including a system for maintainingteachers' records; and undertake a series of policy studies that are essential to planning furtherdevelopment of the sector. Project conditionality would ensure increased budgetary allocadonto education, while project implementation would buttress Government efforts to involve thenon-government sector in education delivery. Given the immense gap between the neededinvestments in the sector and the resources available, the proposed interventions were selectedon the basis of their catalytic impact on education revitalization.

ProZt Renefits: 'MThe benefits of the project would be long-ter improvements i humancapital through improved access to better quality education. The immediate beneficiaries ofthe project would be about 1.5 million primary school pupils and about 5,000 educationmanagers. Learning achievements would be boosted through the provision of about 5.3million textbooks, teachers' guides and basic teaching materials. The elimination or triple and.quadruple shifts through rehabilitation and construction of physical facilities would improvethe learning environment. Through gradual elimination of the botdenecks at the ExaminationsCouncil, delays in start-up of secondary school classes would be eliminated. The examination

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reform measures would increase the leverage of examinations to exert positive influence onthe learning process. Management at the school level would be improved by training of head-teachers and education offlcers and strengthening of their support system throughimprovements at the inspectorate. In addition, the project would:

(a, support the economic rect very process both because it would strengthen the humanresource base that would catalyze economic growth and because it is a powerful socio-political instrument for maintaining popular support for the adjustment program;

(b) provide inputs that would stem further erosion of the sector and start a process ofsectoral policy reform that would help the sector become self-sustaining; and

(c) strengthen local capacity for research and analysis, through the studies component.

Environmental Impact: The credit finances school inputs and infrastructure rehabilitationwith minor effects on the environment. The credit will also finance the construction of 20new schools, for which sites have been set aside as part of the urban planning process and thesupporting infrastructure already put in place. Government has a well established nationalbuilding construction and water and sanitation installation code which is environmentallysensitive and which responds to the Bank's environmental concerns. The selection andappraisal criteria for inclusion of schools to be rehabilitated includes environmenftal concerns.The provision of water and sanitation facilities and the health education sub-component wouldreduce the risk of diarrheal diseases and have positive effects on the environment.

Gender-Specific Impact: Even though enrollment rates have remained relatively constantbetween the genders, girls have suffered disproportionately from the precipitous drop inaccess and quality. This can be seen from the higher rate of progression and betterexamination results for boys. It is expected that the improvements in access and quality thatwould be brought about by this project would also have a greater effect on girls' education,with all the related benefits that this would have. The project addresses gender-specificconcerns by (a) supporting improvements in the sanitary facilities to take into account thespecial needs of mature adolescent girls; (b) providing gender-sensitivity training foreduca' n managers; and (c) introducing gender-appraisal criteria in the development oftextbojks and the setting of examination questions. In addition, the project would support aspecific study on gender issues in educatmn.

Pomev Dimension: The project would contribute to poverty alleviation in various ways.The construction of new schools in low-income peri-urban areas of Lusaka, Kitwe and Ndolawould increase educational provision for children from poor families and would reduce theneed for suwh children to travel long distances in search of school admission. Since schoolsin poor urban areas suffer more than those in better-off areas in terms of overcrowding and oftriple/quadruple sessions and in terms of closures because of cholera in the community,considerable benefits will accrue to the poorer communities by targeting extension andrehabilitation work for schoo.s to these areas. Providing educational materials, strengtheningthe administrative and professional competence of school heads, and facilitating regular andmeaningful interactions between inspectors and schools have potential for effecting signiflcantquality improvements in schools in rural and poor urban areas. In addition, the project wouldreinforce other ongoing efforts to alleviate poverty, particularly through the employmentpossibilities for unskilled iabor in poor urban locations while school construction,

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rebabilitation or extension is underway. In a broader perspective, the project would bringlong-term benefits in human capital that would ontribute to economic development and areduction in overall poverty levels.

Prt'lK3Hiska: There are two main risks associated with this project. The first is thatGovernment would allocate insufficient resources to primary education either because of adeterioration in the macro-economic sitr.P3on or because resources are diverted to post-primary education. This risk is min >Led by (a) the conditionallty atached to the Project;and (b) the diversification of the revenue base of government in the course of adjustment.TH6 second risk is delayed project implementation due to weak implementation capacity.This risk is minimized by (a) management training for core impletnentation agencies; (b)targeted tecmnical assistance for the implementation of them; (c) the relative simplicity of theProject; and (d) substantial donor involvement in the Project, which would provide morebroad-based implementation support.

Protect Cost sumr bw Prolect CenA It(UrS$ OGs)

Totat

LmL UcaIin Ilu LL 5911A. IMPROVEMENTS IN QUALITY

1. Instructional Materfals 898 8,055 8,954 90 252. Examination Inputs 562 2,423 2.986 81 a

B. REHABILITATION & CONSTRUCTION 7.122 6.616 13,738 48 38

C. PUNNING AND MANAGEMENT1. Head-teacher Trafning 705 340 1,044 33 32. Inspectors' Course 335 272 608 45 23. Institutional Support 453 3,469 3,922 88 114. Teachers Records 177 599 776 77 25. InformatIon Management 21 87 108 81 06. Najor Studies 650 975 1,625 60 1

O. PROJECT MANAGEMENT 1.515 681 2,196 31 6

TOTAL BASELINE COSTS 12. 23.18 35.95PHYSICAL OONTINGENCIES 1- ml 2,296 3;328 -9PRICE CONTINGENCIES 1,409 2,095 3.505 60 10

TOTAL PROJECT COSTS 14879 7910 42.789 65 11

S-V

Elnancing Plan(US$ million)

Lal Eoreign lnl

Zambia 5.9GRZ 3.3 1.9Communities 0.7 0.0

IDA 9.3 22.6 31.9

Co-financiers 16 3 4

Total 14.9 27.9 42.8

JUA Disbursement ScheduleUS$ million

hisaI Yeari199 1224 l99S 19 1222 122

Amount Disbursed 1.9 3.8 9.0 9.3 6.7 1.3

Cumulative Amount 1.9 5.7 14.7 24.0 30.7 32.0

Percentage of Total 6 18 46 75 96 100

A. Ovysvew

1.1 The education sector in Zambia is in crisis: crisis of quality indicated by shortages ofeducation materials, crumbling physical infrastructure, and low morale among educationpersonnel; crisis of access because the resilience of the sector to expand without new investmentsreached its limits at about 1985; and crisis of financing as a result of protracted resourcestarvation. The underlying cause of the crisis is continued dependence of the education system onthe State as the main source of education finance during a period of prolonged economic declineand fast population growth. As a result, an inherent tension has developed between the need toexpand education provision on the one hand and the need to reduce expenditures on the other,leading to a steep decline in Government spending on education exemplified by: (a) a decline inreal incomes of teachers - the starting salary of a primary school teacher lost about 40 percent ofits purchasing power between 1971-85, and by the end of 1989, it had fallen to a quarter of its1985 value; (b) the crowding out of virtually all non-salary expenditures - primary educationteachers' salaries absorb about 97 percent of the primary education recurrent budget; and (c)extreme shortage of physical facilities, to the point where many schools teach in triple andquadruple shifts.

1.2 Revitalization of the education system entails making fundamental shifts in:(a) education goals and strategies, in order to reconcile fundamental needs of the sector with thefiscal reality; (b) education management, in order to improve education delivery services andincrease efficiency in the utilization of resources; and (c) education financing, in order to increasethe level of resources to the sector and to target resources to priority areas. Government hastaken important steps by beginning to redirect a larger share of public resources to education. Inaddition, Government, with support from resources available under this project's PPF, hasprepared a long-term strategy for the development of education in Zambia. This project wouldsupport an investment program which would strengthen these efforts and help prevent furtherdeterioration of education quality, especially at the primary level, and at the same time lay thefoundation for long-term revitalization of the education sector.

B. The Economic and Policy Environment

1.3 Zambia covers an area of 752,600 square kilometers and has a population of 8.2million in 1992, growing at an average of 3.2 percent per year. With almost 50 percent of itspopulation living in urban areas, Zambia has the second highest urbanization rate in sub-SaharanAfrica. Despite steep economic decline during the last 15 years, Zambia has greater economicpotential than many of its neighbors. The country i± vell endowed with rich agricultural andmineral (mainly copper) wealth, but its immense agiicultural potential remains largely under-exploited.

1.4 EcQnomic Performance: Zambia's current economic difficulties stem in part fromthe country's dependence on copper. Rising copper prices helped the economy to grow steadily atan average rate of 4 percent per annum during the first decade after independence. Since 1974,however, protracted decline in prices, in conjunction with a decline in copper output, contributedto a fall of more than one-third in per capita GDP. Instead of taking steps to halt the decline bydiversifying production through market-oriented investments and pricing structures, policies weregeared towards maintaining consumption in anticipation of an eventual upturn in the coppermarket. As low copper prices persisted, large and unsustainable external and internal imbalances

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developed, savings and investment ratios fll, and external debt rose sharply. Effective use ofexisting productive capacity was hampered by extensive Government trade controls and by thepresence of a large parastatal sector that dominated most areas of the economy.

1.5 Several attempts were made to restructure the economy, but because of poor policyImplementation, weaker than anticipated copper prices and, in some instances, shortfalls in donorassistance, none met with lasting success. In 1987, Government suspended the Bank/Fund-supported adjustment program on the grounds that it generated excessive economic and politicalinstability. Following the default on servicing IBRD and IDA debt, the Bank suspendeddisbursements in May 1987. By late 1988, Zambia was facing a rapidly deteriorating fiscalposition, accelerating inflation, chronic shortages of foreign exchange and a proliferation of black-market activities. Severe difficulties were also encountered in servicing external debt obligations,much of which had been contracted on commercial terms. Government resumed its dialogue withthe Bank in late 1988, after which some progress was made in liberalization of the exchange andtrade systems and reduction in price controls. In the run up to the general elections, however,public expenditure again went out of control, mainly because of large increases in fiscal subsidiesfor mealie meal and large salary awards to the public sector, including teachers. In 1991 inflationamounted to 118 percent. Donors became disenchanted with the uncertain political commitmentto reform and slowed down on balance of payment support to the point where Government ran uparrears to the Bank Group. The Bank once again suspended disbursements in September 1991.

1.6 Recent Developments: The October 1991 political transition gave the newGovernment a strong mandate for reform and put the country on a critical threshold for reversingeconomic decline. A determined start has been made in the 1992 budget: Government hasincreased social sector expenditures, a civil service reform program has been started, most pricecontrols have been removed, and subsidies on maize have been sharply reduced. In March 1992,Zambia cleared its arrears to the Bank Group.

1.7 The medium-term strategy expressed in the current PFP (1992-94) aims atestablishing macroeconomic stability in order to reverse the long economic decline and restore themomentum of growth. The program objectives are to: (a) achieve real GDP growth rates of 4percent by 1994; (b) achieve an increase in gross investment from an estimated 13.5 percent ofGDP in 1991 to 20.5 percent by 1994; (c) reduce inflation from about 100 percent in 1991 toabout 5 percent by 1994; and (d) cut current non-interest expenditure as a percent of GDP from16 percent in 1991 to 14 percent in 1992 but increase real recurrent departmental charges.

1.8 S!"tion Sto - Macro-E-conomic Unkages: Education is a sine gU nn ofeconomic development in that it is both an instrument for catalyzing and sustaining economicgrowth and a direct means of reducing poverty: schooling raises farm productivity, while femaleeducation is inversely related to fecundity and infant mortality. The evidence justifyinginvestment in education is compelling. For example, an increase of one year in average years ofeducation is associated with a 3 percent rise in GDP in many countries; an additional one year ofschooling raised farm output by nearly 2 percent in the Republic of Korea and by 5 percent inMalaysia; an extra one year of mothers' educatien has been assorL . 'ed with a 9 percent decreasein under-five mortality, while studies in Peru indicate that education is more critical to earningsthan physical capital. In addition, a common characteristic of the fastest growing economies isaccumulation in human capital. Africa has not reaped as high benefits from education as wouldhave been expected, in part due to unfavorable local conditions including a poor policyenvironment, a lack of complementary inputs, and inadequate institutional and managerialcapacity. Some of these problems are addressed in the project.

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1.9 Zambia is on thethreshold of major economic and POLICY DISTORTION, EDUCATION AND GROWTHpolicy reform which, in synergy IN GDP, 60 DEVELOPING COJNTRIES 1935-87with increased investment in GaP GROWTH Ipercentieducation, should increase the 6 5 53benefits of education andpromote faster economicgrowth. The relationship 4.;;I.._........ ..between education and economic 3. ........growth is shown and discussed 2 .. ........................ ......... ...further in r'gure 1.1. The . . .........Government recognizes that Low Education High Educationeducation is central to econon;ic AVG. YEARS OF PRIM & SEC SCHOOLINGrecovery and has put the HIghb Dltortlon MLoawOftoltionrevitalization of the education

Sosrcg ~Iid e,ei(memt 11Jlo,0 191 osystem high on the reform s ,.., p.r. oln .. , 3see IIHigh 4I,t.,tIoe: .0 .. rm

agenda. This will ensure thatthe human resource base Improvements in education are especially imnporant for ancontinues to grow duiing the adjusting economy such as Zambia's that is improving itstransition period and that when macroeconomic framework. This graph shows comparisons of ratesthe economy recovers, this base of economic growth over the period 1965-87 for countries with highthel beonomyfrcovenysrs,g thiobs and low economic distortion and high and low educational status.will be sufficiently strong to High economic distortion is seen in a country with a poorsustain further economic macroeconomic framework, and vice versa. Tle graph shows thatgrowth. An added reason for countries with poor performance in both macroeconomics and levelinvesting in education is that it of education only grew by an averago of 3.06 percent over thatsupports the adjustment program period. Countries with higher levels of education but with highlyin that highly visible distorted economic policies, as weil as those with lower levels of

education but with fewer policy distortions (e.g., through adjustment)improvements in, and increased did better, growing at 3.8 percent. But those countries that had bothaccess to, education will have a higher levels of education and fewer distortions grew at 5.5 percentpositive impact on the poor, per year. While this is based on historical cross-sectional data, itwho would otherwise be does demoratrate the very important synergetic effects betweennegatively affected by the short- improvements in both macroeconomic performance and education.

term effects of adjustment. Fsgure 1.1: Education and Growth

1.10 Economic reformsthat are of direct relevance to the education sector include: (a) a shift in the patterns ofexpenditure towards the social sectors and recurrent departmental charges. Starting in 1991,Government has increased the budgetary allocation to education, and agreement has been reachedto increase it further to reach not less than 15 percent of the total Government budget by 1995and to increase the share of the budget going to primary education to 40 percent over the sameperiod; (b) civil service reform that will reduce the number of civil servants and create i.nenvironment for increased motivation and retention. Teachers comprise about 35 percent of thepublic service, and improvements in their working conditions as part of this reform will havedirect education quality outcomes; and (c) market liberalization and he encouragement of privateerterprises. An improved environment for private sector participation in education will relievepressure on the Government education budget and increase resources available to the sector -immediate benefits are expected from increased privatization of the publishing sector and fremincreased privatization of schools; and (d) reduction in subsidies. The reduction in overallsubsidies will release more iunds for use in the core sectors identified by Government, one of

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which is education (see Annex 3). In addition, the phased elimination of subsidies in post-primary education will increase the level of cost recovery at tertiary and secondary levelinstitutions and remove some of the equity and efficiency imbalances that currently exist in thefinancing of education.

1.11 IBe Education Rehabilitation ProJect: The economic context for rehabilitating theeducation sector implies qualitative and quantitative growth in a context of austerity. The fiscaland monetary restraint that the economic situation demands necessitates prudence in exoendituresand judicious use of available resources. Government is giving priority to primary educationbecause: (a) unless the foundation on which education is built is strong, more resources will needto be spent at higher levels in order to make up for deficiencies at the foundation; (b) in theforeseeable future, primary education will be terminal for the majority of Zambians; it isimportant, therefore, to ensure that the quality is sufficiently strong to sustain permanent literacyand numeracy and to help individuals impact on their environment; and (c) it is the level that hasbeen most severely affected by the decline in education expenditures.

1.12 This is the context within which this project is conceived. Revitalization of theeducation sectc'r would s ipport the economic recovery process and later help to fuel and supportfurther growth. While primarily targeted at primary education, the interventions selected for thisproject have catalytic impact on the whole sector individually, in synergism with one another, andwith other parallel donor programs; and they meet the most critical immediate needs of the sector,while at the same time laying the foundations for sustainable development of education.

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II. THEEDUCATION SCO

A. SummMY

2.1 The fundamental issue that this project addresses is how to turn an education systemthat is in steep decline into a potent instrument for personal and socio-economic developmentwithin a context of severe financial constraints. A set of low-cost, high-impact interventions havebeen selected which have a catalytic impact on the learning process and which will arrest furtherdecline and promote sustainable development of the sector. The interventions are intended to:(a) stem further deterioration of education quality, for example, through provision of learningmaterials and rehabilitation of physical facilities; (b) remove crucial bottlenecks in the system, forexample through better management of teachers' records and improvements in the processing ofthe examinations; (c) support the gains made and promote further improvements, for example,through training of head-teachers and inspectors and examination feedback system; and (d) layfirm foundations for long-term development of the sector, for example, through support for thepolicy studies and improvements in education management.

2.2 In the Fourth National Development Plan (FNDP, 1989-93), Government hasacknowledged the need to fundamentally revise education strategies and aspirations. The maingoal for education in the FNDP is to arrest the continued decline of the education system and tobroaden access to quality education within available resources. The Government is committed toredirecting resources to rehabilitation of existing physical structures and improving educationquality at all levels through the provision of learning materials and increased school maintenancefunds.

B. Basic Characterlstics of the Sector

2.3 The most remarkable feature of the Zambia education system is its resilience inproviding basic education services in the face of daunting problems. Social demand for educationseems to have increased as the economy declined, and communities have taken on an increasingshare of the burden for providing school facilities and resources as the Government's ability to doso weakened. This fact and the renewed political commitment to education give cause forconfidence that the prospects for rehabilitating Zambia's educational system are strong.

2.4 Zambia's formal education system has a 7 - 2 - 3 - 4 structure (seven years ofprimary education, two years of junior secondary, three years of senior secondary and four yearsof university). The 1978 Ed'ication Reform Proposal recommended that universal education beextended from seven to nine years. While this proposal has proved to be financially unaainable,communities have extended about 400 primary schools to Grade 9, with the result that a certainamount of structural and pedagogical overlap now exists between upper primary and lowersecondaryl/. Transition to higher educational levels is determined by national competitiveexaminations at the end of Grades 7, 9 and 12. In principle, there is automatic promotion fromone grade to the next within the primary, junior secondary and senior secondary systems; but in anumber of rural areas, progression from lower to upper primary (from Grade 4 to 5) depends onperformance in a locally set competitive examination. The primary school gross enrollment ratio

J1 In this document, primaiy school refers to Grades 1-7 and secondary school to Grades 8-12.

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is 88.4 percent, the transition from primary to junior high school, 27.1 percent, and from juniorto senior high school, about 38 percent. On the whole, primary education has high internalefficiency, with repetition rates and teacher attriton rates of less than 5 percent. At the sametime, as can be seen from the education pyramid (Figure 2.1 below), primary education isterminal for the majority of pupils, and girls drop out in larger numbers than boys throughout thecycle.

2.5 At the end of 1991,the formal education system ZAMBIA l980 - '1989l90comprised some 1.91 million GRADEIGENDER DISTRIBUTIONindividuals as follows: 1.6million pupils in primaryschools, 220,000 students in _ MALES 1990 M FEMALES 1990secondary schools, 4,600 MALES 1989190 CO FEMALES 1999190students in teacher training GRADEcolleges, 7,300 university HIGHER EDstudents, 34,000 primary school ELEi_teachers, and 5,500 secondaryschool teachers. Institutionally, SEV there were about 3,500 primary Fschools, 500 of which end after T - i i i -Grade 4; 165 conventional 300 200 iao a lio 2i0 300secondary schools running from somic.: MOE StulliCIll. 199112Grade 8 to Grade 12; about 400 ryPIla3 dai tase lot 1980 & 1909basic schools running from I_IGrade 1 to Grade 9; 11 primary Figure 2.1: Education Pyramidteacher training colleges; twosecondary teacher trainingcolleges; and two universities. Enrollment data are given in Annex l(a).

2.6 The majority of the schools are Government-owned, -managed and -financed; but atthe secondary level there has been a long tradition of participation by th-e churches in educationalprovision through church-owned and -operated schools that receive grants from Government.About 20 percent of secondary schools and 40 percent of the teacher training colleges C(TCs) arechurch-affiliated. In the last six months, Government has invited grant-aided agencies andvoluntary organizations to increase their participation in education by taking over the managementof some Government primary and secondary schools. Private sector involvement in educationalprovision is minimal, although it is Government policy to facilitate the establishment of moreprivate schools. From 1982 to 1991, responsibility for formal education was spread across twoministries, one dealing with primary and secondary schools (and with other areas such as youth,culture and sport) and the other with teacher education, the universities and technical education.As of January 1992, responsibility for schools, teacher education and the universities wasentrusted to a single ministry, the Ministry of Education (MOE), while a separate ministry, theMinistry of Science, Technical Education and Vocational Training, has responsibility forvocational and technical education and for the promotion of science and technology.

2.7 School enrollments expanded rapidly in the 1970s and 1980s, but because ofpersistently poor economic performance, there was no commensurate development of theeducational infrastructure. This led to a severe strain on a system that had not had theopportunity to consolidate after massive post-independence growth. Prolonged resource starvation

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and rapid population growth have combined to bring the education sector to a crisis statecharacterized by rapidly deteriorating facilities, absence of many essential educational materialsand other inputs, and a low level of morale among education personnel. The problems have beensufficiently overwhelming to overshadow efforts to develop well-articulated and economicallyfeasible plans for the revitalization and integrated development of the education sector.

C. Ken Issues in Education

The Flinancine of Education

2.8 The over-arching problem in education in Zambia is the immense gap between theneed to provide broad-based access to quality education and the resources available to meet thisneed. The underlying cause of the gap is the heavy dependence of the education system on theState as the main source of education finance during a period of prolonged economic decline,coupled with public expenditure policies that diverted resources away from the social sectors.There are three main problems in the financing of education: (a) the decline in educationexpenditures has been so massive that the system can no longer be sustained at its present level offunding - the result has been decline in quality and in access at all levels of the educationsystem; (b) the functional distribution of the education budget is weighted too much in favor ofsalaries and student welfare, crowding out quality-enhancing inputs such as learning materials;and (c) primary education has suffered the main decline in expenditures.

2.9 Decreasing fiscal resources, mainly as a result of economic decline that followed theloss of copper revenues, coupled with a lack of sustained policy adjustment, resulted in a sharpdecline in real Government expenditures between 1981 and 1991. In 1989, public spending stoodat less than half what it had been in 1981. The social sectors (including education, health,employment and social development) bore a disproportionately large share of the decline.Between 1985-1990, for example, discretionary expenditure (total expenditure net of payments)declined in real terms by 25 percent, but expenditures on education declined in real terms by 42.3percent.

2.10 Zambia's current commitment to education, as measured by levels of expenditure, ismuch lower than that of other countries in the region, even those with weaker economies. In1980, spending on education was about 4.5 percent of GNP, as compared to 3.5 in Malawi, 4.2in Tanzania, 6.9 in Kenya and 7.1 in Botswana. By 1990, this figure had dropped to 2.5 percent,one of the lowest education expenditure levels in the world and a level only slightly larger thanthe 2 percent of GNP that should be spent on primary education alone if universal primaryeducation is to be achieved. Between 1985-1990, education's share of total public expenditurefell from 13.4 percent to 8.4 percent, a figure well below the median education share of publicexpenditures for low-income countries, which is about 15.3 percent.

2.11 Primary education bore the brunt of the resource decline. At the same time as theoverall education budget was shrinking, the share of the education expenditure on primary schoolsdeclined from 42.1 percent in 1985 to a record low of 29.0 percent in 1990 before rising to 31.4percent in 1991. Teachers' salaries absorb 97 percent of primary education recurrent budget,leaving virtually no resources for quality-enhancing inputs such as learning materials or schoolmaintenance. A recent analysis of the education sector proposes that in order to reverse thedecline in educational expenditures it will be necessary to mainain an annual growth rate in realeducation expenditures of at least 2.7 percent over the next decade.

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2.12 In 1990, secondary student allowances and subsidies accounted for 24 percent of theeducation recurrent budget, the second largest expenditure item after salaries. Although only one-third of the students are boarders, secondary school boarding costs account for 48 percent of thetotal running costs of secondary schools. Students pay about K600 per year2/ for the cost ofsecondary education, while GRZ pays seven times that amount to maintain boarding schools. Thetotal expenditure per university student in 1990 was K62,670, compared to K527 per primarystudent, making the cost of educating a university student 120 times that of educating a primaryschool pupil. University students are expected to pay K4,300 per year, or about nine percent ofthe costs of their education. It is estimated that parents contribute about K1,000 or about doublethe per-student Government contribution for the direct and indirect (uniforms) costs of primaryeducation. The equity and efficiency issues associated with the financing of education would beaddressed in the studies supported under this project. These studies would also explore theviability of non-government sources of financing education.

2.13 To reverse the regressive trend in the financing of education and to make the sectoronce more self-sustaining, it will be necessary to: (a) reorder fiscal priorities at the intersectoraland intrasectoral level by increasing the allocation of the public budget to education and toprimary education; (b) obtain resource augmentation from the non-government sector;(c) exercise greater fiscal discipline; and (d) make prudent investment choices at the secondaryand tertiary levels. An important objective of this project is to support this process. Duringappraisal, agreement was reached with GRZ that the budget would be protected from decline.During negotiations, agreement was reached with GRZ that the share of MOE budget would beno less than 15 percent of the total GRZ budget by 1995; and that out of this, at least 40 percentwould be spent on primary education. It was also agreed that for the intervening years, the MOEwould receive not less than 13.8 percent of the toal Government budget in 1993 and 14.4 percentof the same in 1994. Data on educational expenditures is given in Annex l(b).

2.14 Learning and Teaching Materials: The availability and proper use of textbooksand other learning materials is the single most effective school input, especially when their costsare compared to their benefits. Primary schools suffer from a critical shortage of essentialtextbooks, writing materials, supplementary learning materials, and general teaching and learningresources. The situation would be even more critical were it not for the involvement ofFINNIDA, SIDA, the EC and the ODA in the production and supply of learning materials. Buta severe shortage of core items and supplementary materials persists. The pupil/textbook ratio fora sample of schools in Lusaka, Kitwe and Ndola in January 1992 was 8:1 in mathematics, 5:1 inEnglish, 20:1 in social studies and about 50:1 in Zambian languages. The shortage of learningmaterials in schools is attributable to the small and declining financial allocations for educationalmaterials, the inadequate local production of such materials, the lack of secure storage facilitiesfor existing materials, and the difficulty in having available materials distributed to schools,especially in the rural areas. As discussed in paras. 3.5 - 3.9, this project would support theprovision of about 5.3 million primary textbooks, supplementary readers and teachers' guides, aswell as basic items of teaching equipment.

2.15 Regular secondary schools suffer from considerable shortages of textbooks andlearning materials, but the pupil/textbook ratios are more favorable than in primary schools. For

2/ As of May 1, 1992, this was raised to K1,500 per term (K4,500 per year).

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instance, in 1987 pupil/textbook ratios of 3:1; 1:1; 4:1; and 2:1 were found for Grade 8 English,mathematics, science and geography, respectively. The greater availability of books in secondaryschools is due to their greater durability, their less intensive use, better management procedures,more secure storage, a more generous allocation of resources, more targeted donor involvement,and greater parental participation in book provision. Science apparatus and consumables are invery short supply, and in many schools students never actually handle these materials until theirfinal examinations. ODA will, in a parallel program, support the procurement of sciencematerials and textbooks to secondary schools, while FINNIDA, through the Zambia EducationMaterials Project (ZEMP), supports the development and production of secondary schooltextbooks.

2.16 The Learning Environment: The decline in the quality of physical facilities hasbeen more precipitous than the decline in overall enrollments. The 55 percent increase in primaryschool expansion that occurred between 1975-85 was made possible by more intensive use ofexisting facilities-through double, triple and quadruple teaching sessions, through allowing classsize to grow increasingly larger, and through the addition of some classrooms by communities.While multiple-session teaching and excessively large classes placed a severe strain on physicalfacilities, virtually no funds were spent on the maintenance of primary schools. The result is thatthe physical enviromment in a typical Zambian primary school is hostile to learning. Classroomsare bare dilapidated shells; furniture is scarce or almost totally absent; and chalkboards aredamaged or have lost so much color that they can scarcely be usec for meaningful teaching.

2.17 Sanitation facilities have not been expanded to cater to the increased numbers (mainlybecause communities support extension or rehabilitation of these facilities less readily than they doclassroom constructs5n). As a result, there are many schools without hand-washing facilities andwhich have missing, blocked or over-used toilets, which constitute a serious health hazard. Everyyear, several schoo's in the peri-urban areas are closed during the rainy season as a quarantinemeasure due to outbreaks of cholera in the local communities. In 1991, about 104 primaryschools were closed in the main urban areas for a duration of one to three months. Outbreaks ofcholera, which is now endemic in Zambia. have affected particularly the provinces of Lusaka andCopperbelt. In 1991, there were more than 12,000 cases, with a 7.9 percent case fatality rate. Inaddition, other environment-related illnesses such as dysentery, resistant strains of malaria andscabies are responsible for widespread absenteeism and low concentration on school work,especially in the peri-urban areas. In addition to the rehabilitation of physical facilities, thisproject would support a major study on environmentally related illnesses in schools, the terms ofreference of which are given in Annex 8. Findings from this study would be used to develop acomprehensive school health program and to strengthen linkages between ongoing healthprograms and the school.

2.18 There are about 20,000 classrooms for the 1.5 million primary school pupils, andabout one half of them are in major need of repair. Many classrooms crowd 80-100 students intoa room designed for 40-50; in addition, some large schools operate three or four sessions a day.The result is that a single classroom may be used on an almost uninterrupted basis for more thanten hours a day by three shifts, each with 80 or more children. The entire primary system hasabout 160,000 two-seater desks for an enrollment of 1.5 million children. In many schools,pupils bring a brick or a sack to sit on; in others, pupils will not be registered until they bringtheir own seat or desk. Few schools have safe stores, and even fewer have staff rooms or officesfor senior teachers. Facilities that are constructed or rehabilitated under this project will beprovided with furniture and storage facilities.

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2.19 Hour of Intruction: The official academic year for Grades 1-7 averages 784 hours(630 in Grades 1-4 and 990 in Grades 5-7) as compared to an average academic year for low-income countries of 870 hours. These hours are further shortened by high teacher absenteeism,the periodic closures during the rains when some classrooms become urusable, unscheduledclosings because of cholera and the need to fit triple and quadruple sessions into the hours ofdaylight. The provision of an extra 1,000 classrooms under this project would help to reduce thetriple and quadruple shifts and increase the teacher/pupil contact time.

2.20 The physical deterioration has been made worse by vandalism and teft, which affectalmost all schools, especially in urban and peri-urban areas. Communities have tried to improvethe security of schools by providing costly wall-fences, burglar bars for windows and heavy locksfor doors; but in spite of these measures schools remain vulnerable and continue to experiencelarge losses: doors, window panes, electrical and plumbing fittings, toilet bowls, furnishings andother items that are potentially marketable or useful are stripped from schools, particularly in themore densely populated urban areas. Government has initiated a major campaign to increasecommunity awareness of their role in school ownership and maintenance. In a parallel program,FINNIDA will establish a primary school-based preventive maintenance program and develop amanual for school maintenance. This project would reinforce this effort through the establishmentof a school maintenance fund at the rehabilitated schools. Increased community participation isexpected to engender a sense of ownership of new and rehabilitated schools and, thereby, reducethe incidence of theft.

2.21 The physical condition of many secondary schools has deteriorated to a considerableextent, but in somewhat more than half of them the deterioration has been arrested by themaintenance program initiated under IBRD Third Education Loan and co-financed by NORAD.After IDA suspended disbursements to Zambia in 1987, NORAD maintained its support to theprogram under a bilateral agreement.

2.22 Examinations: In Zambia, like elsewhere in the developing world, examinations arethe most important determinant of what is actually taught. Their importance lies in the fact thatthey are perceived as determining life chances because of the close link between examinations,certification and economic opportunities-an analysis of one cohort from Grade 1 to 12 (Figure2.3, p. 15) indicates that of those who enter Grade 1, only 11 percent of the boys and 3.8 percentof the girls complete grade 12. Teachers teach to the examination rather than to the curriculum.Unless examination questions reinforce the goals of education and test knowledge that isimportant, they could derail the learliing process, especially when other quality-reinforcing inputs,such as school supervision, are weak. Until adequate resources are available to the educationsector to provide for more direct quality improvement inputs, examinations can be used as aneffective lever for positively influencing the learning process. In order to do this effectively.examinations must test important and relevant knowledge and reinforce positive teaching stylesthat promote reasoning and problem-solving skills. The Examinations Council of Zambia (ECZ)in its present state has neither the technical nor the managerial capacity to play this role. Thisproject would support the strengthening of the ECZ in order to make it a tool for qualitativerenewal. It would support improvements in examinations' quality so that examinations become areliable and valid measure of achievement; strengthen technical skills of staff; strengthen itsresearch, development and analysis capacity; establish a feedback information system to schools;improve the efficiency of its administrative and technical operations; and establish competencytesting in Grade 4.

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2.23 Problems of examination management and administration have lately begun toimpinge on education quality. For the past four years, the processing of examination results hasbeen delayed for over three months, with the result that Grades 8 and 10 classes lost more thanone teaching term (in 1990 these classes did not start until June, six months late). While thesedelays reflect underlying management and administrative problems at the ECZ, the specific causeis that the ECZ processes examinations under severe constraints-it depends on computers at theUNZA and at the Ministry of Finance. Such an arrangement has implications for the security ofexaminations and for the control that the ECZ can have on the machine time. The success ofinterventions proposed under the examinations component depends on the availability of adequateexamination and data processing facilities at the ECZ. This project would support theprocurement of a computer to help alleviate these logistical problems.

2.24 Competencv Testing: For many years to come, primary education will be terminalfor the majority of pupils. It is important, therefore, to ensure that it provide minimum specifiedlevels of competence in reading, writing and numeracy of social and economic value to thelearner. An important step towards attaining this objective is the definition of basic competenciesfor each grade, which will help teachers identify problems and take remedial measures early on inthe learning process. At the moment, the system has no way of monitoring levels of achievementuntil Grade 7, by which time it is too late to take remedial measures. This project will supportthe introduction of a basic competency test at Grade 4.

2.25 Teachers: The acid test of the majority of innovations and reforms designed toimprove education is whether they can be effectively integrated by the teacher into the learningprocess in order to promote the desired change. Since teachers are a critical variable indetermining what actually happens in the classroom and since they are also the most expensiveitem on the budget (their salaries absorb 32 percent of the total public budget and about 97percent of the primary education recurrent budget), their management is a critical lever forrealizing savings an" for revitalizing the sector. There are several issues related to teachers-therelevance of their training, the adequacy of incentives given to them, their working environment,their deployment and utilization, and policy issues such as teaching norms and posting regulations.As can be seen from Annex 1(c), there are distortions associated with policies governing teacherdeployment. The preponderance of female teachers in the urban areas is as a result of the policythat guarantees employment to teachers when their spouses are transferred. The policy leads toover-staffing in urban areas. Such issues will be dealt with in the public sector managementreview project.

2.26 Improvements in the working environment that this project would help to bring will,in the meantime, improve teachers' morale in addition to specific interventions affecting teachersas discussed below. This project does not address all these issues because (a) avaiiable dataindicate that there is a sufficient number of trained teachers in the system, although the content oftheir training does need to be improved; (b) other donors (ODA, SIDA and UNESCO/UNDP) aresupporting in-service teacher training programs that have been closely coordinated with thisproject; (c) IlDA is undertaking a public sector management review, which will address issues ofincentives and efficiency in the public service sector as a whole, of which teachers comprise about35 percent; and (d) policies relating to teachers are currently poorly coordinated, and a betterunderstanding of the issues needs to be developed befbre major reforms are undertaken.

2.27 This project would support (a) a major study on teacher training, deployment andutilization that should provide an analytical framework for guiding policy decisions (see Annex 8);(b) improvements in teacher management through the establishment of an effective system for

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maintaining teachers' records under the NESIS project discussed (see para 2.42); and (c)orientation courses to familiarize teachers with new textbooks.

Female Partidpation:

......... When one takes into account all of its benefits, educating girls quite possibly yields a higher rate of returnthan any other investmnent available in the developing world. Consider its benefits.

Most obviously, there is the direct effect of increased female education on the wages of female workers.The evidence is that returns in the form (if higher wages are fairly shailar for men and women. As a roughestimation, wages increase by more than 10 to 20 percent for each additional year of schooling. In parts of theworld like South Asia and Africa, where literacy and school enrollment rates are low, the returns to educationare particularly high. Returns of this magnitude are impressive by the standard of other available investments,but they are just the beginning of the benefits from increasing female education. In part because of what womendo with the extra income they esam, in part because of the extra leverage it affords them within the family, andin part because of the direct effects of being more knowledgeable and aware, female education has an enormousimpact on health practices including adoption of family planning, an impact that...is large enough to justifyincreased educational outlays even if there were no direct pecuniary benefits. While the evidence is thatincreasing schooling of boys and girls is similar in its wage impact, it is clear that educating girls is much moreeffective in generating social benefits.

Educating women yields high returns in terms of healthier children.. .There is overwhelming evidence thatmothers channel much more of their income to expenditures on children than their husbands do. But this is onlyone of the channels through which education improves health. It also increases the wilingness to seek medicalcare and improves sanitation practices..Educated women also choose to have fewer children. Econometricstudies within individual countries looking at the effects of education on fertility find that an extra year of femaleschooling reduces female fertility by approximately 5 to 10 percent.. .There is a final group of beneficiaries ofinvestments in female education-the women themselves ... By increasing knowledge about health care practicesand reducing the average pregnancies of these women, female education significantly reduces the risk ofmernal mo;tality.

There is then an overwhelming case for increased investment in the education of girls. How can this best bedone? The first component of any effort to raise female enrolment ratew must be policies that promoteeconomic growth and poverty alleviation...Providing schooling that responds to culturl and practical concems isalso essential. Female enrollment is heavily dependent upon schools not being too far away, upon the provisionof appropriate sanitation facilities, and upon the hiring of female teachers. This, of course, is facilitated byraising female enrollment rates. Flexible hours and the provision of care for younger siblings can also behelpful in some cases....

Excerpt from 'Investing in AU the People' by Lawrence H. Summers, Vice President andChief Economist, The World Bank

Figure 2.2: Women and Education

2.28 The strong synergism between female education and several development outcomes(see Figure 2.2) makes it imperative to look beyond the obvious causes of the lower participationof girls in education and to develop more gender-targeted interventions. Girls enroll in almost thesame numbers as boys in Grade 1, but the proportion of girls begins to fall after Grade 4, to theextent that by Grade 7 there are five girls for every six boys; at the secondary level, the ratio isone girl for every two boys; while at the universities, female students comprise one to every fourmale students. Girls' raw scores in all the national examinations are consistently lower than thosefor boys, in every subject and in every province. This occurs even in subjects such as Englishlanguage, history, religious studies and biology, where in other countries girls show an advantage.

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2.29 To a certain degree, the gender gap reflects a sociological phenomenon, since theprocedures for advancement through the education system do not discriminate against girls. Infact, for selection to secondary school, the MOE uses a lower cut-off point for girls in order toincrease their secondary school enrollments. Secondly, female teachers are well represented inprimary schools. As can be seen from Annex l(c), female teachers comprise about 45 percent ofthe teaching force, with high concentrations in Lusaka, 65 percent, and the Copperbelt, 58percent. Analysis of patterns of female participation in education and in the labor force,however, indicates that there are causes that are more amenable to change within the educationsystem, for example: (a) because of the decline in quality and quantity of physical facilities inschools, girls who are unable to enter Grade 1 until they are nine are more likely than boys to beunable to complete secondary school as they become mature women. In addition, because of thelack of privacy and shortage of water, girls miss school during menstruation, the cumulat,veeffect of which is poorer performance; (b) language and illustrations in textbooks and examinationquestions reveal gender biases the perpetuate the gap; and (c) because of the dearth of women inmanagerial positions in the education sector (and other sectors) girls have few role models toemulate. Out of 200 senior education officers currently in post, for example, only 17 are women.Partly because there are so few women with the necessary science and mathematics training andpartly because of logistical constraints, a special training course for Zambia Mathematics andScience Education Project trained only 20 women out of 200 teachers in 1988.

2.30 In addition to the general improvements that this project would support in access andquality which would improve the participation rates of girls, it would also (a) incorporate gendertraining into all the training courses; (b) address logistical constraints that reduce the participationof women in training courses including duration and lucation of courses; (c) support mcdificationsin the design of sanitary facilities in schools to ensure increased privacy for girls; (d) providecriteria to the Curriculum Development Center (CDC) and ECZ for measuring gender sensitivityin books and examination questions as summarized in Annex 12; and (e) support a major study ongender issues in education, which will in turn provide the basis for monitoring gender impact inthis and related projects.

2.31 Basic Schools: Basic schools are those that enroll students for what is supposed to bea continuous cycle from Grade 1 to Grade 9. They are a comparatively new form of institutionthat started in 1982 partly as a result of the proposals in the 1978 Education Reform document,which recommended universal basic education for nine years. There are several reasons whybasic schools are an important variable in determining the success of education renewal strategiesthat are being undertaken. The first is that basic schools are expanding at the expense of the restof the education system. They are currently the fastest growing sub-sector of the educationsystem, and energies and resources that should go towards strengthening the educationalfoundations are being diverted to basic schools. The best teachers are moved from Grades 1-7 toteach in Grades 8-9, and community efforts are concentrated on providing more basic schoolplaces by constructing classrooms. Secondly, as discussed below, basic schools createmanagement and pedagogical problems because of their poor fit in the education structure.

2.32 In January 1983 there were only three basic schools; by April 1992 the figure hadgrown to 379. These schools grow not by the establishment of new Grades 1-9 facilities but bycommunity provision of additional classrooms for Grades 8 and 9 or by the reduction of theprimary intake so that facilities can be released for Grades 8 and 9. Admission to basic Grade 8classes in 1991 numbered 29,540, or 16.2 percent of those who sat for the secondary selectionexamination. For the first time, the 1991 entrants to basic Grade 8 classes constituted a largernumber than those admitted to conventional secondary schools.

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2.33 Basic schools have been opened largely in the rural areas where greater socialcohesiveness facilitated such community efforts, where the needs for expansions at the priinarylevel were less, and where entry to a secondary class (Grade 8) was regarded as the firstnecessary step out of rural poverty. The result is that basic schools are spread unevenly acrossthe country. Northern, Eastern and Southern Provinces have the largest number of basic schools.There are almost none in Lusaka and very few in the Copperbelt. This has created national andregional imbalances in access to Grade 8, a development all the more inequitable because basicschool quality indicators are poor-their student intake is weaker, they are staffed largely byprimary school teachers, they are deficient in learning resources, and they have sub-optimalphysical facilities.

2.34 Structurally, basic schools belong neither to primary nor to secondary 'chools, andthis has far-reaching implications for teacher training and deployment, for examinations and forcurriculum development. Because the goal of nine years' universal education has yet to beattained, the system has remained in transition for over a decade, with the result that two partlyoverlapping systems now co-exist. Any plan for the expansion of secondary facilities must paycareful attention to the implications that basic schools have for education financing, thecurriculum, examinations, and teacher training and deployment. The attainment of qualityuniversal primary education is the GRZ's primary goal, but it is a goal that could easily becompromised if resources were diverteu in erder to sustain the current pace of expansion in basicschools. This project would support a major review of basic schools and provide a policyframework for coordinated expansion of secondary education. The terms of reference for thisstudy are given in Annex 8.

2.35 Tertiary Education: The universities have fared better relative to other sub-sectorsof education, partly because intra-sectoral resource allocations were in their favor and partlybecause the largest volume of external aid went to the universities. In 1987, 37 percent of aid toeducation went to the universities. The situation, however, remains difficult: staff morale is lowand retention poor; and resources are inadequate for maintaining facilities, for purchasingeducational supplies, and for keeping libraries up-to-date. The universities could address some ofthese issues by a more rational deployment and utilization of non-academic staff and byestablishing more effective management structures. A broader issue that has not beensystematically addressed is how, within a context of diminishing resources, tertiary education canbe made more responsive to the economic needs and how the training of middle- and high-levelmanpower can be re-oriented to respond to this need. This project makes provision for a majorpolicy study on the financing and management of tertiary education, which will pay specificattention to both cost-recovery and the possibility of introducing incentives to encourage theparticipation of private sector in post-seondary education.

Access to Education

2.36 In purely quantitative terms, Zambia's education system has shown remarkableresilience, although it is resilience achieved at a cost to quality. The primary school grossenrollment ratio is about 88 percent, and the transition rate to secondary school is about 27percent. High primary school enrollments have increased social demand for secondary education,hence the pressure to expand basic schools and the implied tensions in resource allocation asdiscussed in paras. 2.31 - 2.34 above.

2.37 Strategies adopted since 1975 led to a significant increase in the enrollment rate,which rose to an all-time high of 96.1 percent in 1985. Throughout this period, apart from 13

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new schools that were built in Lusaka as a result of savings made in the IlDA-financed EducationCredit IV, investment in primary school expansion was limited to rural community self-helpefforts. In the absence of major investments, the strategy of maximum use of facilities reached itslimits around 1985. About the same time community interest in providing for primary educatioiawaned. To some extent, this was because of economic difficulties, but to a greater extent it wasbecause of the deflection of interest to providing for basic Grade 8 and 9 classes. Since thepopulation maintained its high rate of growth, the inevitable outcome has been a decline in theoverall enrollment rate since 1985.

2.38 In the rural areas ZAMBIA EDUCATION, 19 7 8 - 19 8 9access to Grade 1 is virtually PROGRESSION OF ONE COHORTassured, with the possibleexception of Eastern Province oo Thousands

(where access is constrained by 80.031 -----------------------

cultural factors and by the \influence of civil strife in the .neighboring Mozambique), but 40 ......... ,,.,.,.,.,................,.,._ .l

there is an access constraint at 20 .....,...

the Grade 5 level. In 1989, out I , , , E X , NE Tof a total of 3,458 primary 8RAE T THRDEE FOUR FIVE 61X SEVENEIGHT NINE TEN ELEVEDWEWEschools, 501 had only Grades1-4. Between 1986-1989, the -O7a-1ss

number of pupils who were -DarS +GIRLS

unable to continue to Grade 5 Souice: MOE SlateK "rll", .h92rob Is 101 W one cohortl through neahincreased from 16,200 to grade over the perlod 1sra-1989

18,400. Several donor agencies(SIDA, NORAD, AfDB, OPEC Flgure 23: School Progressionand FINNIDA) have pledgedsupport for the upgrading ofmost of these schools during the coming five years. Many will be converted into multi-gradeschools, but where the population density justifies it, some will be expanded into regular single-or multiple-stream primary schools. This project complements these efforts by improving accessto urban exeas, as discussed below.

2.39 In urban areas, particularly in the large peri-urban areas of Lusaka, Kitwe and Ndola,rapid population growth and rural-urban migration have put such pressure on school facilities thateven with excessively large classes and multiple sessions more than 20 percent of 7-year-oldchildren cannot be admitted to Grade 1. In Lusaka, there was room in Grade 1 for 71 percent ofthe 7-year-old children in 1985 but for only 48.5 percent in 1991. Those who enter school in theurban areas can proceed thereafter through the entire primary cycle, albeit in grossly overcrowdedclassrooms and with a teaching day that is shortened to allow for triple and quadruple sessions.But even within the urban areas problems of access differ. The majority of urban schools are inlong-established residential areas. The result is that children from many high-density newsettlements in urban and peri-urban areas have fewer chances to gain admission to Grade 1. Ifthey do, they often must travel long distances to attend. Since these children come mainly fromlow-income families, the present imbalance in the diatribution and location of schools effectivelydiscriminates against poor families in educational provision. Most of the new schools andextensions to be supported under this project would be in these poor peri-urban areas.

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Management. Planning and .Pafcy Issues

2.40 The effective delivery of public educational services depends to a large extent on thesuitability of the management structures operating in the sector, the efficiency of procedures thatare used, and the competence of managerial staff. The MOE faces many basic weaknesses In itsmanagement and planning capability, which undermine its effectiveness as a pacesetter andcoordinator of change and renewal in education. The main problems are the great financialconstraints that the system is working under, which limit the scope of the administrative andlogistical structures to cope with a fast growing sector; the evolving character of GRZ deliverymechanisms towards greater decentralization and democratization; the increasing complexity anddiversity of education providers; a weak capacity for planning and policy analysis; and aninadequate supply of managers with the requisite skills and training. Interventions have beenselected in this project which will help to remove crucial bottlenecks in the management systemand at the same time lay the foundation for sustained capacity in management and planning aselaborated below. As part of the public sector management review, reorganization oz the MOEwill be undertaken. Government would prepare by Sepbemter 30. 1995 a draft plan for therevision of the management structure of the MOE.

2.41 Policy Planning and Analysis: Comprehensive information about a system is at theheart of good management and is also a vital ingredient in establishing the context for theevaluation of alternative policies and strategies. At present, MOE lacks comprehensive, reliableand up-to-date data, and such data as are available remain unanalyzed and often unutilized exceptin the most elementary level. There are no structures in place to provide senior officers withinformation for formulating policies, or for identifying and anticipating problems and settingpriorides. In addition, there is no single central source of information on education in Zambia,and much of the analysis that is done remains poorly disseminated. Most of the sectoral analysishas been conducted outside MOE, usually by donor agencies. The result is that donors often havebetter analytic insights into the education system than MOE itself. A consequence of this is thatthe education development program is almost entirely donor-driven. As the publication of thedocument Focus on Learning has proven, there is strong local capability in Zambia, which, ifwell managed and resourced, can provide insightful analysis of the sector. In order to strengthenpolicy planning and analysis, this project would support: (a) the strengthening of the MOEPlanning Unit; (b) several policy sti;dies; and (c) the setting up of an MOE documentation centerto provide a central information repository for GRZ and donor-supported documents, studies andreports.

2.42 Management of Information: The absence of essential and up-to-date informationand its efficient flow through the system severely handicaps MOE in responding to the challengeof working with a diminished resource base or in fully utilizing the great potential in neweducation providers such as NGOs and the private sector. Teaghers' recogds, in particular, arepoorly kept, and data on teachers are unreliable and incomplete and cannot be used as an inputinto staffing, deployment and personnel management. In addition, teachers spend long hoursaway from their schools following up on administration matters, such as salaries, that arebottlenecked by the poor flow of information from the center to the schools. In collaborationwith support from SIDA and UNESCO through the National Education Statistical Information

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Systems (NESIS)I/, this project would support the establishment of a management informationsystem for the MOE and establish an effective system for maintaining teachers' records.

2.43 The Ingtort is the most important agency for monitoring and promotingeducation quality and for ensuring effective development and maintenance of professional andacademic standards in schools. In Zambia, school supervision and inspection are inadequatebecause Inspectors lack logistical support, are too few, and are poorly trained. In 1990,inspectors were able to visit no more than about 20 percent of the primary schools and about 12percent of the secondary schools. In the last four years, no course has been mounted for trainingnewly appointed inspectors. Some of the more obvious manifestations of qualitative decline, suchas the deterioration of facilities and teacher absenteeism, could have been highlighted if schoolinspection had been more effective. In order to reinforce and synergize the training to be given tohead teachers, this project would support the training of inspectors and provide logistical supportto the inspectorate (para. 3.23). In addition. Government would by August 31. 1993:

(a) prepare and implement an action plan to improve the efficiency and objectivity of theInspectorate in monitoring education standards; and

(b) introduce a separate line item in the MOE budget to flnance the activities of theinspectorate.

2.44 Education oMfcers both at MOE headquarters and at the field level, are poorlytrained for their role-they may participate in an induction seminar or receive some informaltraining, but almost all of them take on new responsibilities without any systematic, substantivepreparation. Recently, the education officers' need for such preparation and training has becomeall the greater, since it is GRZ policy to devolve more responsibility to the districts and to set upstructures that will effectively decentralize decision-making and administrative routines. Thisproject would support the training of key education personnel.

2.45 The head teacher has increasingly become catalytic to qualitative renewal, given theresource-poor teaching environment, the transitional situation when more responsibilities arebeing devolved from the center to the periphery, and the necessity for strengthening therelationship between the community and private providers of education services. Few individualsreceive the training needed to help them become effective academic and administrative heads oftheir institutions. Appointment as a school head is based largely on seniority and not ondemonstrated management skills. Apart from the possibility of participation in a short seminar,the new head receives litte preparation for the role as manager and professional leader. This lackof preparation is ali the more serious in that an appointment as a school head is effectively for theremainder of the individual's teaching career. This project would expand and supportimprovements in the in-service training of school heads. In addition, in order to increasemotivation for training, the Government would. no later than May 31. 1995. make completion ofa head teachers' training course a condition of their appointment.

2/ NESIS is coordinated by the World Bank as part of the Donors to African Education (DAE)initiative. It aims to assist African countries in strengthening their national capabilities for building andmaintaining effective statistical information systems. SIDA is the lead agency for NESIS and UNESCOthe executing agency. Zambia is one of three countries in the first phase of implementation of theprogram.

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Pluralism In Educationai Provision

2.46 In 1964, the chief providers and mmnagers of aducation were voluntary agencies andlocal authorities, but after independence GRZ adopted a centralizec. system of control whicheffectively replaced these other providers. The rationale was that non-government provision ofeducation would lead to the entrenchment of privileges for the wealthy and to the marginalizationof the poor. Currently, out of 3500 primary schools, only 44 are privately owned, while only 47out of 430 secondary schcols are privately owned and another 35 are grant-aided. The currentcrisis of resources, the steady decentralization of GRZ functions, and the liberalization of theeconomy make this ai opportune moment to craate an environment for greater participation of thenon-government sector. It is also expected that greater community and/or local authorityinvolvement in the management and maintenance of schools will reduce the incidence ofvandalism and theP The project would support this initiative using the private sector to deliverbooks and construct new classrooms, and having communities manage the rehabilitation ofschools. The two policy studies, financing of education and community participation ineducation, would examine how greater pluralism in the provision, management and financing ofeducation could be promoted (Annex 8).

D. Government Strategy for Education

2.47 Since independence, GRZ strategy for education has been characterized by strongtension between political aspirations for education democratization on the one hand and financialrealities which translated into much slower education expansion on the other. As the nationalrevenue base declined, the gap between GRZ goals for education and what was financially feasiblegrew wider.

2.48 Immediately after independence, education expansion was rapid and broad-based.Buoyed by a booming economy and the need to urgently meet trained manpower needs, secondaryeducation grew at an annual average of 27 percent between 1964-69. One of the goals of theFirst National Development Plan (1966-70) was that at least 75 percent of all eligible primaryschool children would be in school by 1970. The pace and scale of expansion soon becameunsustainable, at the same time as new concerns relating to education relevance began to emerge.In the Second National Development Plan (1972-1976), Government conducted a full-scaleevaluation of the education system in order to identify strategies that would make education morerelevant and responsive to national needs. Published in the Education Reform Proposal in 1978,the results became, and have remained, the blueprint for the development of education in Zambia.The report was prepared before the full impact of economic decline and population growth hadbeen realized and does not, therefore, sufficiently address the financial dimensions of the reformproposals. The most serious ramification of this, and one that has bedeviled the sector up to now,is the proposal that Government would provide nine years of free and universal basic education.

2.49 The goal of the Third National Development Plan (1979-83) was to implement theReform Proposals, but the economic situation had worsened so much by that time that anyexpansion of the sector was achieved through more extensive use of facilities and by progressivereduction in non-salary inputs into the sector. By the Fourth National Development Plan (1989-93) (an interim plan straddled the third and fourth plan), Government had acknowledged the needto fundamentally revise education strategies and aspirations. This plan is significandy differentfrom the others in its modest goals and recognition of fiscal constraints. The main goal foreducation is to arrest the continued decline of the education system and to broaden access toquality education within available resources. Strategic measures include: (a) redirecting a largershare of public resources to education and increasing educational expenditures to primary

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education; (b) creating an enabling environment for non-governmental participation in educationdelivery; (c) prudent expansion of secondary and tertiary eduwcation; and (d) phased elimination ofsubsidies in post-primary education. The new Government has retained this priority and, inaddition, has committed itself to directitg resources to the rehabilitation of existing physicalstructures and improvement In education quality at all levels through the provision of learningmaterials and increased school maintenance funds.

E. Bank Groug Support

2.50 Between 1969 and 1987, the Bank Group support to the education sector in Zambiaamounted to US$79.7 million4/ spread over five projects. The first four were IBRD loans andthe fifth an IDA credit, which was suspended as part of the general suspension of disbursementsto Zambia in May 1987. The first two projects supported Government's efforts to alleviate acuteshortages of trained high- and middle-level manpower in the immediate post-independence era andsupported expansion and improvement of secondary, technical, university, and teacher education.The Third and Fourth Education Projects supported farmer and health training, adult education,and the improvement of curriculum development, educational research, and school broadcasting inresponse to the need to make education more relevant to natioial and economic needs. The FifthEducation Project supported the implementation of the 1978 Education Reform Proposal throughthe construction of junior secondary schools, which would expand access to nine years of basiceducation. The proposed project would be the first IDA education project in Zambia since 1987.

2.51 LA== of Exerenc: Zambia's project implementation experience has beendifficult. All the projects, with the exception of the first one, closed at least one year behindschedule; the first project, which involved 70 institutions, was considered to have been too largeto manage effectively; the third project underwent major amendments to reflect changingGovernment strategy for farmer training; and the fifth project disbursed only 38 percent of theIDA allocation, partly because implementation was slowed down by a lack of counterpart fundsand partly because of the general suspension of disbursements to Zambia in May 1987.

2.52 These problems were caused by a fast-evolving economic situation which created ahostile implementation environment: Government was unable to provide sufficient counterpartfunds, and education strategies very quickly became financially unsustainable. These circum-stances are, hopefully, unlikely to be replicated in the same scale or in a similar combination. Atthe same time, there are pertinent lessons which this project has taken into account, namely, theneed to keep projects simple and well focused because of the weak implementation capacity; theimportance of strong donor coordination; the need to strengthen project management, especially inprocurement and accounting; and the need to make adequate arrangements for the availability ofGovernment counterpart funds in a timely manner. One concern addressed by this project is thatwhatever implementation capacity was developed through previous projects was not sufficientlyintegrated into the mainstream of the education ministry. During negotiations, it was agreed thatby May 31. 1994. the Government will furnish to -DA an action plan (including a time-table).acceptable to IDA for the reorgmanion of the ibonsilities of ZEPIU in relation to MOE. andthereafter implement such action plan according to the timetable (para. 4.20).

2.53 Linkages with other IDA Drojects: This project is developed in the context of theadjustment program supported by IDA, which has several direct implications for education.

A/ Includes two grants provided by NORAD and administred by the Bank: US$11.0 millionequivalent under the Third Education Project and US$6.1 million under the Fifth Education project.

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These include various fiscal austerity measures, even as recurrent departmental charges areincreased; increased privatization and removal of subsidies; and the redirecting of more resourcesto the social sectors. The fiscal targets set in the Project conform to the proposals in the PolicyFramework Paper (PFP). The project is also closely linked to the Social Recovery Project,through which the rehabilitation of schools will be undertaken. The Public Sector ManagementReview will have direct implications on education personnel as measures to develop a slimmer,more efficient public service are instituted, while the proposed health bad nutrition project willtake up some of the issues to be highlighted in the health education policy study.

F. The Role of Donors

2.54 The crisis in education financing has been somewhat mitigated by broad-rangingsupport from various donor agencies. Donor support to the education sector averaged about$14.5 million per year during the 1980s, the equivalent of 14 percent of total public expenditureon education. In the earlier part of the 1980s much of this aid was directed to secondary schoolsand the university, but more recentiy primary schools began to receive an increasing share.Donor support to education declined between 1987 and 1991 because donors were disenchantedwith Government's ambivalent commitment to economic reform. Starting in November 1991,however, the new Government has received strong support from the international community.Donor involvement by on-going or proposed project areas is discussed in greater detail in Annex11.

2.55 As is clear from Annex 11, there is an unusually large number of donors involved ineducation in Zambia, making the issue of coordination critical in order to minimize the risk ofoverstretching Government's implementation capacity and to avoid duplication of efforts. It isespecially critical to coordinate donor inputs into school construction and rehabilitation because somany donors are involved and because building designs and standards of earlier projects are nolonger sustainable. Government is in the process of preparing the strategy for educationdevelopment, which should ine dig set the agenda for donor support to the sector.

2.56 Donor Coordination and C-_ingncin.g The importance of donor coordination hasbeen taken into account at each step during project preparation. Project design is aimed atmaximizing the integration of activities, reinforcing ongoing donor efforts, mobilizing andcoordinating resources to the sector, and/or filling the gaps in the support program. As a result,(a) co-financing is expected from the Dutch Government for the training of head teacuers, forgender training, and for financing three of the policy studies; (b) parallel financing is expectedfrom ODA for the training of inspectors and for the in-service teachers' program (INSEI), forfinancing three of the policy studies, and for the supply of some of the supplementary readersidendfied in the project; (c) SIDA and UNESCO, under a parallel financing program, willsupport the proposed improvements in the data management system and the establishment ofTeachers' Records as part of the NESIS program; (d) FINNIDA will support four externaltechnical assistance (TA) posts for the learning materials component (advisors in book production,publishing and distribution) and will support the technical program adviser in charge ofrehabilitation and construction. In addition, FINNIDA will support the establishment of aprimary school preventive maintenance program; (e) NORAD will support the external TA postfor procurement officer for the ZEPIU; and (t) UNICEF, in collaboration with WHO, willsupport the study on health education in schools and follow-up activities related to healtheducation. To ensure that the high level of coordination developed during project preparation willbe maintained throughout implementation, co-financiers will participate in the annual reviews andin the mid-term project review.

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m. TMEZPQ.EI

A. frJect Origin

3.1 The proposed project would be the first IDA operation in the education sector since1987, when the Government suspended the IMF/Bank-supported adjustment program. The FifthEducation Project, which was under implementation at that time, was suspended as part of thegeneral suspension of disbursements to Zambia and closed soon after. Background work for thisproject began in late 1990, inspired by the Basic Education For All conference in Thailand inMarch 1990, which encouraged the Government to focus more directly on primary education. Inmid-1991, Government set up a team to articulate a strategy for the development of education inZambia. Their report, Focus on Learning: Strategies for the Development of School Education InZambia, which was endorsed at a policy seminar in February 1992, has been used as the principalguide to project design and content. During negotiations, the Government agreed that it wouldformally adopt this strategy document no later than May 31, 1993. The preparation of thisstrategy document was paid for by funds from a Project Preparation Facility (PPF) for thisproject, as was a report on school mapping. The team that prepared the strategy report has beenheavily involved in the preparation of this project together with GRZ counterpart teams, whoworked closely with members of the preparation missions. In addition, several donors, namelySIDA, ODA, UNESCO, WHO, UNICEF, the Netherlands Government and FINNIDA, havebeen involved in project preparation and have provided staff resources for project identificationand appraisal. All missions have held extensive briefing and de-briefing sessions with the donorsinvolved in the education sector in Zambia.

B. Poect Obiecfives and Descrintion

3.2 The project would support Government in its efforts to reverse the continueddeterioration of the education system and to sustain education revitalization in a context of severefiscal austerity. Specific project objectives are:

(a) to arrest further decline in education quality by supporting a series of interventions thatwill enhance education quality;

(b) to improve access to primary education through the rehabilitation and construction ofphysical facilities; and

(c) to increase the capacity of the education sector to manage an increasingly complex sectorwithin a context of greatly circumscribed resources through the strengthening of educationmanagement and planning and through improvements in the MOE capacity for policyformulation and analysis;

The project would ensure that the gains made through the project are sustained byraising the level of resources avaiable to the education sector through increased allocation fromthe public budget and through strengthening mechanisms for greater participation of the non-government sector.

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3.3 Project Descripfton: The project has three interrelated compononts. The firstfocuses on qualitative renewal and would support the provision of learning and teaching materialsand improvements in examination quality and management. The second component consists ofrehabilitation and construction of physical facilities in primary schools, which would increaseaccess and improve the education environment. The third is a planning and managementcomponent which would strengthen professional and administrative support to teachers and toschools; support the establishment of an information management system including a system formaintaining teachers' records; and undertake a series of policy studies that are essential toplanning further development of the sector. Project conditionality would ensure increasedbudgetary allocation to education, while project implementation would buttress Governmentefforts to involve the non-government sector in education delivery. Given the immense gapbetween the needed investments in the sector and the resources available, the proposedinterventions were selected on the basis of their catalytic impact on education revitalization.Individually and in concert, the interventions discussed below remove crucial bottlenecks and/oraddress emergency needs and at the same time lay the foundation for long-term improvements inthe sector. In addition, the project (a) pulls together most of the donor activities in the sector intoan integrated program of support; (b) makes targeted interventions to improve the level andquality of girls' participation in education; and (c) highlights major environmental health problemsin schools.

C. Project Components

Education Ouality Improvements (US$11.9 million)f/

3.4 While all the interventions proposed in this project would enhance education quality,this heading covers: (a) the supply and distribution of instructional and learning materials; and(b) improvements in the quality and management of examinations.

3.5 Instructional Materials: An ongoing joint FINNIDA/SIDA program (ZEMP) hasestablished a comprehensive system for the development and distribution of textbooks, teachers'guides and exercise books. Through parallel financing, ODA is supporting the development of anew primary English course and the supply of supplementary readers for lower primary classes.Also, through parallel financing the EC has provided resources for the direct purchase of sciencebooks and dictionaries for lower primary classes and for the development of new materials andthe orientation workshops for these materials. Basic science items and blackboard instruments arebeing developed with UNESCO/UNDP support but in quantities that will not meet essentialrequirements for several years.

3.6 This project has been designed in cooperation with these donor activities, andagreement has been reached that it would complement their interventions in the following ways:The project would (a) provide for the immediate printing/reprinting of tides while ZEMP- andODA-supported manuscript development is underway; (b) assume responsibility for the printingand distribution costs of some titles included in the original ZEMP m schedule, thereby freeingZEMP resources for other materials-related activities and for TA support; (c) produce textbooksand teachers' guides in areas not addressed by other donors; (d) provide to all primary schools amini-library and a basic teaching kit while certain local production is being developed; and (e)provide essential reference materials and other books to the primary teacher training colleges.

S/ Base costs for each component are given in parentheses.

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The coordination with the various donors would be such that to a large extent they wouldundertake the development costs of manuscripts and the TA costs relating to management,production and distribution, while this project would concentrate its resources on the printing,purchase and actual distribution of books and materials.

3.7 This would enable the project to provide the following to the approximately 3,500primary schools in the country:

(a) a sufficient number of textbooks which, along with provisions from the Government andother donors, would ensure a pupil:book ratio of 2:1 by 1997. The project would provideapproximately 4,000,000 textbooks, of which 600,000 would be reprints of earlier series,240,000 would be new manuscripts for immediate production, 2,800,000 would be newmanuscripts to be developed under this and the ZEMP projects, and 500,000 would belater reprints of the new manuscripts;

(b) teachers' guides and syllabi to all teachers in core and selected non-core subjects. Theproject would provide 665,000 teachers' guides, of which 240,000 would be reprints ofold series, 30,000 would be new manuscripts for immediate production, and 395,000would be new manuscripts to be developed under this and the ZEMP projects. Inaddition, 150,000 copies of syllabi would be printed;

(c) a teaching kit comprising wall charts, maps, globes, reference materials and blackboardinstruments; and

(d) mini-libraries consisting of a total of 528,500 reference books, supplementary readers andbooks for primary schools and a total of 11,000 copies of the same for teacher trainingcolleges. On average, each school would receive approximately 150 books and eachteacher training college an average of 1,000 books.

Details regarding the items proposed for financing are provided in Annex 7. Gender-sensitivity criteria would be applied to all new materials developed under this project as outlinedin Annex 12.

3.8 Book Publishing Policy: The CDC has initiated activities for the development of abook publishing policy. The project would support this work aimed at examining issues ofcurriculum design, guidelines for manuscript development and approval, selection of titles,development costs including possibilities for royalties, locus of responsibility for distribution andsales, level of Government involvement, and sustainable financing of learning materials includingcost recovery measures, review of the publishing industry to determine the professional andtechnical capacity to produce educational books in the numbers required and to deliver thesebooks to each school, as well as the industry's training and investment needs, particularly as theyrelate to educational materials. This activity would draw on experience from the proposed ODA-supported book loan scheme that will be implemented parallel to this project. During projectmid-term review, Government would present proposals for sustainable development and supply oflearing materials to IDA for review and discussion.

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3.9 The project would support teachers' orientation semina to introduce teachers tonew textbooks developed under this project. This will include one national seminar per year to beattended by regional inspectors and coordinators and two teachers per district; and 55 districtseminars over five years, to be attended by a participant from each zone as well as the regionalinspectors and coordinators.

3.10 E.amination Refo: The objective of this sub-component is to improve the qualityof examinations and the management of the ECZ as a lever to improve the quality of the learningprocess. The project would: (a) strengthen the ECZ professional expertisb in order to buildcapacity for examination reform and reinvigoration; (b) improve the management of ECZ in orderto increase the capacity of the institution to manage change and growth of the education system;(c) establish an examination feedback system to schools in order to use the leverage ofexaminations to positively influence the learning process; (d) support the development ofcompetency tests for diagnostic use in schools at the Grade 4 level in order to detect learningachievement problems at an early point; and (e) make provision for examination and dataprocessing facilities in order to reduce processing delays an, to improve capacity for research andanalysis. Given the poorer performance of girls on all subjects, examination setters would betrained to take gender issues into account. The rationale for these interventions is given in paras.2.22 2.24.

3.11 The project would support improvements in the quality of examinations through:

(a) three-month training programs in education assessment for ten officers in ECZ; two one-year courses in education testing/research;

(b) localization of the Grade 12 Examination. This was completed in 1988, but papers arestdll being set and printed in England. The project would support training workshops forquestion-paper setters for the Grade 12 exaniination in the ten most commonlyadministered subjects in order to finalize the localization process; and

(c) examinations feedback. Starting in the third year of the project, a system would beestablished for collecting, analyzing and disseminating examination informatio: to schools.The Examination Specialist (para. 3.14(a)) would guide this process.

3.12 The project would also support improvements in the managemt andadministatioln of examinations through:

(a) the financing of short management training courses for senior managers;

(b) the financing of three-month attachments of the Records and Print Officers to a suitableforeign examining authority;

(c) the establishment of a reference library at ECZ; and

(d) improvements in the security of examinations. The project would support limited physicalmodifications to the ECZ building in order to improve the security of examinations. Thiswill be done after GRZ has reallocated all other departments unrelated to examinations toother buildings and released the building to ECZ. As a condition for rdit effectivenessGovernment would release the Examination Council building f' the sole use of ECZ.

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3.13 ComoQ.lpeknteng: The project would support the development of a basiccompetency test to be used for diagnostic purposes in numeracy and reading and writing (Englishand mother tongue). These would be set by ECZ in collaboration with CDC and marked byteachers according to marking schemes developed at ECZ. The Examination Specialist would beresponsible for the development of these tests and for familiarizing the Inspectorate and CDC withtheir use.

3.14 In order to facilitate implementation of the above, the project would finance teiehncalMistan as follows:

(a) TA Examination Specialist to co-ordinate the examinations reform process, to work withSubject Specialists, and to organize and manage the item writers' workshops;

(b) TA in management, 12 months to assist the management team of the ECZ in streamliningthe organization of ECZ in order to respond to the needs of the sector in an efficient andtimely manner;

(c) one external TA in computer management for 36 months to install and establish a viablecomputer and examination data management system, supported by one local TA to traindata-entry and analysis staff;

(d) TA in record-keeping, to work with an ECZ-appointed Records Officer to develop andimplement a secure record-keeping system and to improve documentation.

3.15 The project would also support the ECZ with eguiument as follows:

(a) a computer with sufficient capacity to handle the processing and data analysis needs of theECZ;

(b) personal computers and software, and other peripherals for the preparation of theexamination newsletter;

(c) three vehicles; and

(d) a line-printer.

Rehabilitation and Construction (US$ 13.7 million)

3.16 The project would support rehabilitation and extension of existing school facilities andthe construction of a limited number of new schools and provide furniture and equipment for thenew facilities. The credit would finance school inputs and infrastructure rehabilitation with minoreffects on the environment. The credit would also finance the construction of 20 new schools forwhich sites have been set aside as part of the urban planning process and the supportinginfrastructure already put in place. Government has a well-established national buildingconstruction and water and sanitation installation code which is environmentally sensitive andwhich responds to the Bank's environmental concerns. The selection and appraisal criteria forinclusion of schools to be rehabilitated includes environmental concerns. The provision of waterand sanitation facilities and the proposed UNICEF-WHO health education sub-component wouldreduce the risk of diarrhea diseases and have positive effects on the environment.

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3.17 The activities under this sub-component would:

(a) increase the number of new primary school classrooms by 1,000;

(b) reduce walking distances by improving the geographical distribution of school places inperi-urban areas;

(c) reduce incidence of school closures due to cholera in schools by improving water andsanitation facilities and by strengthening hygiene education; and

(d) improve education quality by reducing the number of students in each class to 50 or lessand by increasing the number of hours of instruction through the elimination of triple andquadruple shifts. Improvements and modification of sanitation facilities to respond to thespecial needs of mature adolescent girls would be given special attention. For bothrehabilitation and new construction, guidance would be given to Building Officers whichwould include environmental considerations.

3.18 Rehabilitation and Extension of Ehysical Fadiliftes: Rehabilitation and extension ofphysical facilities would be done in the three most populous peri-urban areas, namely Lusaka,Ndola and Kitwe. The criteria for selecting schools for rehabilitation would be that they havetriple or quadruple shifts and/or they have had to be closed because of cholera in the locality. Anestimated 20 existing schools would be rehabilitated, and another 20 would be extended.Rehabilitation would concentrate on securing school buildings, improving water and sanitationfacilities, and providing basic general repairs, with the criterion that the costs not exceed 25percent of the cost of replacing the facility. Extensions would be tailored to the individualschool's needs; on average seven classrooms would be added to each school. The project wouldprovide furniture to all rehabilitated and extended schools. This sub-component would beimplemented through the Social Recovery Project Unit (SRPU) in order to utilize experience thatIDA has gained working with communities in school rehabilitation (see Annex 10). Appraisalcriteria for such schools include environmental concerns. As part of the rehabilitation program incholera-effected areas, UNICEF and WHO would co-finance a program on hygiene education inschools.

3.19 Construction of New Schools: The project would finance the construction andfurnishing of a total of 20 new primary schools in low-income peri-urban areas of Lusaka (9),Ndola (6) and Kitwe (5).6i Each school would consist of about 35 classrooms, four multi-purpose blocks, one office/resource room block, one male and one female ablution blocks and onestaff house. The project would provide furniture to all new schools. The provision of water,either by connection to the council supply or by sinking a bore-hole or well, would form part ofthe works for each school. Sita for school construction were identified during the school-mapping exercise. New designs for standard primary school buildings, emphasizing the optimaluse of local materials and alternative construction methods for acceptable, low-cost structures,have been commissioned by the African Development Bank. Upon approval of such designs by

E/ These three areas have been selected because of the compelling education-quality concerns discussed inparas. 2.16-2.21 and because access problems in the rural areas are being addressed by other donors in parallelprogsms.

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the Government and IDA they would be accepted as the new standard for classroom construction.The submission of a school design acceptable to IDA would be a condition of credit effectiveness.

3.20 , Maintefnam: One of the most effective ways of ensuring project sustainabiity is byestablishing an effective preventive maintenance program and one that will involve the schoolcommunity. All the schools that would benefit from this project would contribute to a schoolmaintenance fund, to be managed by the PTAs. Under a parallel program, FINNIDA wouldsupport the establishment of a primary school preventive maintenance program, which would beclosely coordinated with this project and which would provide the necessary technical expertiseand provide guidance to PTAs on the use of the maintenance fund.

Planning and Management (US$8.1 million)

3.21 This component consists of support to MOE in three areas: (a) training of educationmanagers and provision of logistical support to them; (b) improvements in MOE informationsystem; and (c) major policy studies. Each of these sub-components is described below.

3.22 Manaemnent Traninin5: The aim of this sub-component is to strengthenadministrative and professional competence of head teachers, education officers and inspectors sothat they can provide effective leadership during a period of major transition, namely economicadjustment and decentralization. Training courses would include budgeting, education policy, andadministration, as well as specific task-related topics. Training for head teachers would beconducted at the 10 provincial teacher-training colleges (ITCs) and the National In-ServiceTraining College (NISTCOL), while that of the inspectors and education officers would beconducted at the University of Zambia (UNZA) and managed by the Department of EducationAdministration and Policy Studies (UNZA/EAPS). The School of Education (UNZA) will seekapproval from the University Senate to provide successful candidates with a formally recognizedcertificate. Limited external training and study tours would also be provided for educationmanagers, with responsibility at the center and at the provincial level. In addition, gender-sensitivity training would be included as a core topic in all training courses. To prepare gender-sensitivity trainers for the project, the project would provide preparation costs including somelocal and regional study visits. In addition, priority wvould be given to female officers in thetraining outlined below, while the strengthening of the data base would include genderdisaggregation. The rationale for the proposed interventions is discussed in Chapter 2.

3.23 The project would finance:

(a) the training of a total of 4,000 head teachers and 22 college tutors. In addition, by theend of the project, a pool of expert trainers would be available to provide effectivetraining beyond the life of the project. The project would cover the costs of training andprovide local technical assistance in the form of four expert-trainers for each province andexternal technical assistance for designing and setting up suitable courses and formonitoring and evaluation. This sub-component will be co-financed by the NetherlandsGovernment;

(b) training of inspectors and other education officers. The proposed training program wouldconsist of a three-month course for both inspectors and education officers to be conductedat UNZA and run by the Department For Educational Administration and Policy Studies(UNZA/EAPS). The course would have an intake of 40 participants (20 inspectors and

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20 education officers) and would be held once a year. Priority for entrance into the firstyear's course would be given to those who have not yet received formal training;thereafter, Provincial Education Officers would nominate candidates from their provincesin consultation with MOE Headquarters. The project would cover the costs of thetraining including the costs of local and external technical assistance. Parallel financingfrom ODA would cover some of the costs of this training; and

(c) logistical and institutional support. The project would supply UNZA School of Educationwith reprographic facilities and some relevant journals and books; nine 26-seaterminibuses for TTCs to supplement those provided through the SHAPE program; and theInspectorate with at least one vehicle for each province and two for the MOE headquarters(a total of 11). Additional vehicles for district inspectors would also be provided. Thetransport needs for the Inspectorate and for field officers are estimated at about 76vehicles, a number beyond the resource scope of this project. It is expected, however,that under a parallel donor-assisted program, more vehicles would be made available forthe Inspectorate.

(d) gender-sensitivity training. The project would cover the costs of study tours and trainingfor the trainers as well as costs of gender-sensitivity training for all courses.

3.24 Management of nformation: Three sub-components are grouped under thisheading, namely, the improvement of the MOE database, establishment and maintenance of aneffective system of teachers' records, and the establishment of an education documentation centerin the MOE.

3.25 The project would finance:

(a) IData base. The project would help improve the MOE database as an essential tool inpolicy development and planning. SIDA will finance a large share of this sub-component.

(b) Teachers' records. Under this sub-component a system would be developed forcollecting, processing, utilizing and maintaining teachers' records as a basis for increasingefficiency and swiftness in the management of teachers. The project would build upongroundwork laid by the Commonwealth Secretariat through their regional advisoryprogram in improving school and teachers' management. The project would cover thecosts of fellowships for study tours/attachments to relevant institutions, computerization ofthe records and TA. This sub-omponent would be co-financed by SIDA andimplemented under the UNESCO-executed NESIS program.

(c) Documentation Center. The project would collaborate with UNESCO to support thecreation of a documentation center, which would be a repository for important data anddocuments relevant to the education sector. Limited extensions to the MOE headquartersbuilding would be supported by the project to house this center and the teachers' records.

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3.26 Policy Stuldim: The project would support 10 major studies to support planning andpolicy analysis In the following areas: (a) the management of education; (b) strategies to increaseaccess to secondary education and the impact of basic schools; (c) financing of education;(d) teacher training and utilization; (e) gender issues in education; (f) primary and secondaryschool curriculum; (g) cholera and environmental health issues in schools; (h) the development oftertiary education; (i) community participation; and 0) out-of-school youth. These would beoperational studies that would provide Government with comprehensive information, strategicplans, and alternative models and options for development in these areas. Findings from thestudies would form the basis for developing plans and policies in the education sector. Inparticular, by contributing to a greater understanding of the sector and its workings, and byaccumulating a wide range of data, they would form the basis for future investnent in theeducation sector by the Bank and other donors. The documentation developed during the studieswould also serve as a valuable source of materials for the training of educational managers,planners and analysts. Several donors would co-finance the studies as follows: the DutchGovernment (financing, out-of-school youth and commuzdty participation); ODA (teachers,management and tertiary education); SIDA (gender); and UNICEF (cholera and environmentalhealth in schools). During negotiations. Government agreed to finalize four of these studies (oneducation financing. management. teachers and gender) no later than September 30. 1995.Details of the proposed studies are given in Annex 8.

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IV. PROIJECT COSTS. FINANCING, MAAEENT AND IMPLEMENTATION

A. ProJect Costs and Finantn,

4.1 The total cost of the project would be about US$42.8 million, including local taxes,duties and service charges. The main components are: (a) provision of instructional materialsand improvements in quality and management of examinations; (b) rehabilitation and constructionof primary school facilities; (c) management improvements through training of head teachers andeducation managers, and improvements in the handling of education information; and (d) policystudies. The foreign exchange component of the project is estimated at US$27.9 million or 65percent of the total project costs, including contingencies. Detailed costs are presented in Annex2 and are summarized in Tables 4.1 and 4.2 below.

TABLE 4.1: Project Cost SLinIv bv Prolect CanentCtUS 0008)

TotatX Base

Lora forefn I1ai FEL C4st

A. IMPROVEMENTS IN QUALITY1. Instructional Materials 898 8,055 8,954 90 252. Examination Inputs 562 2,423 2,986 81 8

B. REHABILITATION & CONSTRUCTION 7,122 6,616 13,738 48 38

C. PLANNING AND MANAGEMENT1. Head-teacher Training 705 340 1,044 33 32. Inspectors' Course 335 272 608 45 23. Institutional Support 453 3.469 3,922 88 114. Teachers$ Records 177 599 776 77 25. Information Management 21 87 1O8 81 06. Major Studies 650 975 1.625 60 5

0. PROJECT MANAGEMENT 1,515 681 2,196 31 6

TOTAL BASELINE COSTS 12.43 0351 35-95 6PHYSICAL CONTINGENCIES 13031 23328 -6 J9PRICE CONTINGENCIES 1,409 2,095 3,505 60 10

TOTAL PROJECT COSTS 14.879 2Z.910 42&LZ8 65 112

4.2 Basis of Cost Estimates: The project base costs are in May 1992 prices (as verifiedat appraisal), calculated in US dollars and converted at the prevailing rate of K195 to US$1.Civil works costs for rehabilitation are based on priced bills of quantities as listed undercomparable contracts by the Zambia Education Project Implementation Unit (ZEPIU) and by theSRPU. The square meter rate set for new construction of primary schools is US$180, based onan average of costs calculated by external consultants (who have recently compiled costinformation in Zambia) and by the Ministry of Works and Supplies (MWS). The square meterrate of $45 for rehabilitation project was similarly set; both rates are comparable to those used inconstruction projects in the SADCC region. The community contribution to the construction andrehabilitation component is costed at 10 parcent of total project costs. Service connections areestimated to be 5 percent and furniture 10 percent of the costs of new facilities. Furniture forrehabilitated facilities are estimated to be 40 percent of the cost of rehabilitation. Equipment costestimates are based on recent purchases under the SRP, under other donor-financed projectsimplemented under ZEPIU, and from estimates from IDA missions. TA and fellowship costs arebased on prevailing prices internationally and nationally for such services. Costs for workshopsand travel are based on standard Government allowances. The main components of fozeijgtraining are: (a) the costs for attaching Record and Print Officers of the Examination Council to

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suitable foreign examination authorities (para. 3.12(b)); (b) external training and study tours foreducation managers at provincial and national level (para. 3.22); and (c) the costs of fellowshipsand attachments to relevant foreign Institutions of managers of the teachers' records system (para.3.25(b)). Past experience, among others of UNESCO, has shown that giving local staff exposureto international best practice is a cost effective way to build up skills for education sectormanagement. Foreign technical assistance, the alternative to such foreign training, costsUS$12,000 per month, whereas an attachement to a foreign institution costs US$4,000 per personfor a three-month period. Although the foreign component of training is high, it is comparable tothat of similar IDA projects in other countries. Training costs are estimated on the basis of: (a)the prevalent prices for scholarships, nationally and internationally; and (b) standard Govermentallowances for the people to be trained.

TABLE 4.2: COST SUMMARY BY SUMMARY ACCOUNT(US$ OOOs)

xTOTAL

mASLocal Fareign Total F.E. COSTS

1. INVESTMENT COSTSA. CIVIL WORKS 5,943. 5,179 11,122 47 31B. EQUIPMENT AND MATERIALS 12 1,165 1,177 100 3C. DESKS AND OTHER FURNITURE 761 761 1,521 50 4D. BOOKS 659 7,958 8,617 92 24E. TECHNICAL ASSISTANCE

1. INTERNATIONAL 700 2,800 3,500 80 102. LOCAL 531 0 531 0 1

F. VEHICLES 0 1,867 1,867 100 5G. STUDIES ° SURVEYS 566 1,051 1,616 65 4H. TRAINING

1. EXTERNAL 0 717 717 100 22. LOCAL 53 13 66 20 0

I. WORKSHOPS/PANELS 863 497 1,360 37 4

TOTAL INVESTMENT COSTS 10,087 22,007 32.093 69 89

11. RECURRENT COSTSA. LOCAL SALARIES AND ALLOWANCES 1,306 0 1,306 0 4B. OPERATIONS & MAINTENANCE

1. VEHICLE O&H 321 1,286 1,607 80 42. BUILDING O&M 75 225 300 75 1

C. OFFICE/ADMIN SUPPORT 650 0 650 0 2

TOTAL RECURRENT COSTS 2,352 1,511 3,863 39 11

TOTAL BASELINE LOST$ 1.439 23.518 35.956 5 0Physical Contingencies 1,03t 2,296 3-,S328 69Prfco Contingencies 1,409 2,095 3,505 60 10

TOTAL PROJECT COSTS 14.879 27.910 42789 6 112

4.3 ContingUenc AlMowances: Project costs include contingency allowances forunforeseen physical additions (US$3.3 million or 9 percent of base costs). These are computed asfbllows: (a) 10 percent of the estimated costs of civil works, furniture, equipment, vehicles,supplies and materials; and (b) 5 percent of the costs of technical assistance, training, workshops,studies and fellowships. Price contingencies based on IDA inflation projections are estimated tobe US$3.5 million or 10 percent of project costs.

4.4 Foreign Exchang, Compnet: The foreign exchange component for eachsummary account category is indicated in Table 4.2 above. These are based on direct andindirect cost estimates of civil works and on the assumption that all of the equipment, vehicles and

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furniture and up to 80 percent of the inputs for other categories would be imported. The foreignexchange component of this project, excluding contingencies, is estimated to be 65 percent ofproject costs.

4.5 Re -uiLnt Costs: The Project would support recurrent local salaries and operationsand maintenance. The total estimated recurrent costs during the project period would be US$3.9million, which would be approximately US$780,000 per year. It is estimated that the additionalrecurrent cost outlays resulting from this project would continue at a similar level after projectcompletion. This level would be equivalent to about 1 percent of the Government's 1991 budget.Given the Government's commitment to increasing the allocation to education during the next fiveyears, the recurrent cost implications would not put undue stress on the budget.

4.6 Proiect Fnanndng: Of the total project cost of US$42.8 million, Government wouldfinance US$5.9 million (including US$697,000 financed by local communities), US$32 millionwould be provided by the proposed IDA credit, and US$5.0 million is expected to be financed byparallel and co-financiers. Thus, 87 percent of the total project costs would be financed by IDAand donor s gencies, and the balance (13 percent) would be borne by GRZ and local communities(see Table 4.3).

Table 4.3: Enane= hlan(US$ Ooos)

GRZ ANDIDA COMMUNrTIS COPINAN TOTAL

I. IVESTMENT COSTSA. Civil Works 11,606 1,854 0 13,460B. Equipment & Materials 1,133 0 309 1,442C. Desks and other Funiture 1,864 0 0 1,864D. Books 10,281 246 0 10,527B. Technical Assistance

1. Intermational 2,650 0 1,362 4,0122. Local 563 0 54 617

P. Vehicles 2,058 0 0 2,0580. Studies & Surveys 364 0 1,250 1,616H. Training

1. International 255 0 543 7982. Local 55 0 1 56

1. Workshops/Panels 366 0 1,250 1,616

TOTAL INVESTMENT COSTS 31.193 Z0 mg 38.258

B. INCREMENTAL OPERATING COSTSA. Local Salaries 0 1,591 0 1,591B. Operations & Maintenance 461 1,874 0 2,335C. Project Management 303 303 0 606

TOTALINQRBMENTALOPERATING COSTS 763 am 0 4.531

TOTAL PROJECT COSTS 31.956 5.868 42.782

Note: These cost include contingencies, both physical and price.

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B. Procurmmt

Table 4.4: Procurement Arrgjangul(US$ Million)

Procurement Method

PoEliemet El=l CI} &LX .F-A-7 lad

A. Civil Works - New Schoolsand ECZ/MOE upgrading 5.6 1.7 0.3' 1.6 9.1

(5.6)* (1.7) (0.3) (-.-) (7.6)

B. Rehabilitation and Extension of Schools

(1) Civil Works -.- 1.8 0.2w 0.2 2.2(1.8) (0.2) (.-) (2.0)

(2) Construction Materials 1.0 0.2 0.8w' 0.2 2.2(1.0) (0.2) (0.8) (-.-) (2.0)

C. Education Materials 6.8 3.4 -.- 0.3 10.5(6.8) (3.4) (.) -- )(10.2)

D. Equipment, Furniture & Vehicles 3.0 1.8 0.1 0.3 5.2(3.0) (1.8) (.) -- )(4.8)

E. Technical Assistance & Studies -.- -.- 5.1 0.1 5.2* ) (~--) (3.4) ( . .4)

F. Training & Workshops -.- -.- 1.6 1.9 3.6i.) (-.-) (0.7) (-.-) (0.7)

G. PPF . . 0.2 -.- 0.2.(-.-) (0.2) (-.) (0.2)

H. Incremental Operating Costs -.- -.- 1.0 3.8 4.7{.a~~ -a L l o? 1;{L

TOTAL 16.4 8.9 9.3 8.3 42.8(16.4) (8.9) (6.6) (-.) (31.9)

* Figuma in parntses indicate DA financg. So meaition discrpanie am due to ounding.

'Not Association Financed,' includes recurt coats, truning, woekhop and inind cmmuny contri for sehorehab d cttion an eteniow na foned out of the proceeds of thid credit. Most recum et codt an finand by thoGoverment, whilo taiing and worshops ar finaneed by co-financier under parallcl co-financing armangAmea.

bl Includes fore. account upgrding of secwity of ECZ and MOE buildigg.

c/ Pwdent shomppig for conuction maeials, small value equipment and pecial labor servies on tho basis of thequotations.

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4.7 The procurement arrangements for the project are outlined in Table 4.4 and described indetail in the following paragraphs. In general, procurement of works, goods and services financed byother donors under parallel financing arrangements would be undertaken in accordance withprocedures prescribed by these agencies and therefore reflected in the "N.A.F." column. The N.A.F.column also includes recurrent costs, training and workshops financed by Government. The schoolrehabilitation and expansion sub-component is still undefined for procurement purposes, as the exactmix of sub-projects according to contract size and works specification to be financed through theSRPU would be identified according to the demand from communities and NGOs; therefore, thebreakdowns within Category B are tentative and based on the experience of the SRPU (para. 4.8 (c)).

4.8 Procurement of Civil Works: Contracts for the construction and rehabilitation of thephysical facilities financed under the IDA credit would be awarded in accordance with the followingprocedures:

(a) lntemnational Competitive Bidding (ICB).would be applied for all civil works contractsestimated to cost US$250,000 and above, procured in accordance with the Bank's "Guidelinesfor Procurement Under IBRD Loans and IDA Credits" (May, 1992). Domestic civil workscontractors would receive a preferential margin of 7.5 percent in bid evaluation overcompeting bids from foreign bidders, following IDA guidelines.

(b) Competitive Bidding Advertised Lally (LCB) would be applied for c.vil works estimatedto cost less than US$250,000 equivalent. As for new schools (Category A) it is expected thatabout 20 contracts of about US$90,000 would be procured under LCB; such small contractsare unlikely to be of interest to foreign bidders. For primary school rehabilitation andextension, which would be scattered geographically and spread out over time, the estimatedaverage contract size is about US$50,000 and thus also unlikely to be of interest to foreignbidders. During negotiations assurances were given that LCB procedures would follow localadvertising, public bid opening, clearly state evaluation criteria for comparison of bids, andprovide for awards to the lowest evaluated bidders. During appraisal, it was ascertained thata sufficient number of local contractors would be interested in participating in the LCBtenders to ensure adequate competition. As is usual, any interested foreign bidders eligibleunder IDA Guidelines would not be precluded from participating in the tenders. The firstLCB documents would be reviewed by IDA prior to their release to bidders.

(c) School Extension and Rehabilitation. This component (Category B in Table 4.4) isunidentified for procurement purposes as the exact mix of sub-projeb s to be financed wouldbe determined on the basis of appraisals by the SRPU of proposals from PTAs and NGOs.The distribution within Category B is an estimate based on past SRPU experience. Schoolextensions and rehabilitation would be implemented either by contractors (under the rulesspecified in para 4.8 (b)) or by communities according to criteria agreed upon under the IDA-financed SRP (Annex 10). To ensure sustainability of the rehabilitated infrastructure throughsufficient attenticn to maintenance, communities must be fully committed to their school. Toassure this commitment, the Project would support communities' implementation of some ofthe school rehabilitation work. Such works would be undertaken using self-help procedureswhere the PITA would provide the unskilled labor and purchase the materials for therehabilitation at a fair and reasonable price under the procurement rules for purchase of goodsand services. The SRPU would assist with bulk purchases of materials where such purchaseswould improve the cost-efficiency and logistics. The Project would also pay for skilled laborobtained through local shopping arrangements satisfactory to IDA ("Other" column under B

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(1) in Table 4.4. Such activities would be limited to works, with an estimated cost ofUS$30,000 or less per contract. The implementing agency for this component, the SRPU,has positive experience with such procurement and is assisting communities with similaractivities under the IDA-financed Social Recovery Project. The SRPU's strict financialcontrols and assistance with bulk procurement of materials for civil works has assured goodquality of work at a reasonable price. Regular technical audits by independent agencies wouldevaluate this procedure, and the procedure along with all procurement procedures is subject toreview under the mid-project review (para. 4.30).

(d) Force Account. Small rehabilitation works to improve the security of the ECZ and MOEbuildings would be performed under force account procedures using the labor of the BuildingSection of the Ministry. The Building Section has suostantial experience in this field and is acost-effective provider of such services. Furthermore, as there is concern over the securityof the examination papers and teachers' records, IDA has agreed to let the MOE use its ownpre-screened work-force for such activities. Finally, these works must be carried out withoutdisrupting existing operations, and the Building Section's crews are experienced in similaractivities. IDA financing of force account will not exceed an aggregate amount ofUS$300,000.

4.9 Procurement of Goods: To the extent possible, bid packagas for the procurement ofequipment, vehicles, furniture and materials required under the project would be grouped intohomogeneous packages in quantities that would achieve economies of scale and timely and efficientdelivery (and installation). Procurement of goods would be undertaken as follows:

(a) International Competitive Bidding procedures in accordance with IDA ProcurementGuidelines would be applied for bid packages estimated to cost more than US$100,000equivalent. In comparison to bids for goods to be procured through ICB, domesticmanufacturers, with a minimum of 20 percent domestic value added of the ex-factory costs,would be allowed a preferential margin of 15 percent, or the existing customs duty, whicheveris lower, over the c.i.f. prices of competing imports. A large share of learning materials andtextbooks are expected to be procured using this method.

(b) Local Competitive Bidding procedures would be employed for bid packages belowUS$100,000 but above US$40,000, up to a total aggregate amount of US$5.4 million, asoutlined in para. 4.8 (b). Such procedures would be applied for the smaller print-runs ofeducation materials (syllabuses and teachers' guides) and furniture for schools, both of whichare estimated to have small-sized contracts and to be so widely distributed geographically asnot to be of interest to foreign bidders.

(c) Prudent ShopngnE procedures would be applied in the procurement of goods estimated tocost below US$40,000 equivalent per package up to a total aggregate amount of US$0.8million equivalent. Price quotations for the required items would be obtained from at leastthree independent suppliers.

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4.10 Other l unt: Consultants' services would be procured in accordance withprinciples and procedures acceptable to the Bank on the basis of the "Guidelines for the Use ofConsultants by World Bank Borrowers and by the World Bank as Executing Agency.' Other items,including incremental recurrent cost items, travel/per diems, salary costs and workshops/trainingwould be procured using regular Govermnent procedures.

4.11 IDA Review of Bid Packages and Contract Awards: Bidding documents for the Projectwould be based on IDA's Sample Bidding Documents. At neggtiatin arogriat proctacking system and reporting requirements were agreed upon (para. 6.3(b)). Bidding packages forcivil works and goods valued at over US$100,000 equivalent would be subject to IDA's prior reviewof procurement documentation, resulting in a coverage of about 70 percent of the total estimated valueof such contracts. Such a low percentage is justified in view of the standard nature of the manyscattered contracts, and takes into consideration the increased work-load involved in reviewing morecontracts. Smaller packages would be subject to random post-award review by IDA. Such reviewsare expected to cover about half of the rest of the estimated contract value. Terms of reference, shortlists, curricula vitae and draft contracts for consultants would be reviewed by IDA prior toappointment of consultants.

4.12 Project Implementer's Procurement Experience: ZEPIU and SRPU both haveexperience with IDA procurement guidelines. The SRPU is implementing the Social RecoveryProject in a fully satisfactory manner, and ZEPIU has implemented projects for the Bank in the pastand no problems have been encountered during its implementation of the PPF. NORAD is providingtechnical assistance to ZEPIU on procurement. This will be supplemented by one local consultantand training financed under the Project. SRPU is receiving assistance from the EC and IDA underthe Social Recovery Project. Training will be provided to the project procurement officer, and anIDA procurement expert will participate in the project launch and mid-term review workshops. Withthis support the appraisal mission has confirmed the agencies' ability to carry out procurement asdescribed above.

C. DisbursnpnU

4.13 The Project would be disbursed over a period of about six years, and disbursementswould be made in accordance with Table 4.5. The disbursement of 100 percent against rehabilitationcosts financed by the SRPU is equivalent to disbursing 80 percent of project cost, as communitiescontribute 20 percent on average. A disbursement profile is given in Annex 3. The projecteddisbursement schedule for the Project is about one year faster than the average profile for pastprojects in Zambia. This is justifiable, as past projects have been implemented in an unfavorablemacroeconomic situation including sustained periods of suspension of disbursement by the BankGroup.

4.14 All disbursements from the IDA credit account would be fully documented, exceptexpenditures for (a) contracts and purchase orders for goods and services or overseas trainingprograms valued at less that US$50,000 equivalent; (b) local training programs; (c) self-help schoolrehabilitation; and (d) incremental operating costs for which disbursements would be made againstcertified statements of expenditure (SOE). Documentation would be retained by the MOE and SRPUfor review by Bank supervision missions and project auditors.

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Table 4.5: Dhsburseunntlu Catgories(US$ million)

IDA Percentage of ExpenditureDisbursement Catego Alloation to be Financed2'

1. Civil Works

(a) New Schools 7.0 100% of foreign and 90% of local

(O) Rehabilitation and Extensionof existing schools (SRPU) 2.0 100%

2. Construction Materials for I (b) 2.5 100%

3. Education Materials 8.9 100%

4. Furniture, Vehicles, Equipment 3.5 100%

5. Consultant Services, Trainingand Studies 3.7 100%

6. Incremental Operating Costs'

(a) of MOE 0.9 100%(b) of the SRPU 0.1 100%

7. Project Preparation Adviance 0.2 Amount due

8. Unallocated 3.2

4.15 S:cal A To facilitate timely project implementation, the Government wouldestablish, maintain and operate, under terms and conditions satisfactory to IDA, two special accountsin commercial banks acceptable to IDA. The first special account would be managed and operated bythe SRPU, which would be the executing agency for the extension and rehabilitation of physicalfacilities (Categories l(b), 2 and 6(b) of the disbursement schedule), while the second account wouldbe managed by the MOE, the executing agency for all other components. IDA would make an initialdeposit of US$0.4 million to the SRPU Account and US$2.0 million to the MOE Account. TheSpecial Accounts would be replenished on the basis of evidence acceptable to IDA of eligibledisbursements made. Withdrawal applications would be submitted monthly and would be supportedby full documentation except for items eligible for disbursement on the basis of certified Statements ofExpenditures (SOEs).

4.16 Retroactive Finandig: Withdrawals in an aggregate amount not exceeding US$1.0million will be made for expenditures incurred before the date of the credit agreement but after April26, 1992. Such retroactive financing is considered necessary by the Government in order to facilitatethe putting in place of central and regional offices and staff to ensure the speedy execution of theproject, especially of the physical facilities and learning materials components.

Z/ Net of taxes

I/ Includes office supplies, fuel and travel.

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4.17 Project Account: To ensure that the funds contributed by the Government to the projectare available in a consistent and timely manner, Government would establish a Project Account withan initial deposit of K50,000,000 (K50 million) to be replenished on a quarterly basis. Iestablishment of the Account would be a condition of credit effectiveness.

D. Prolet Managament and imnlementation

4.18 The responsibility for oversight of the implementation of the project rests with a ProjectSteering Committee, chaired by the DPS (TA) of the MOE, consisting of the Director of the ExamsCouncil, the Director of Planning, the Chairman of the Zambia Education Materials CoordinationCouncil (ZEMCC), the Chief Inspector of Schools, the Director CDC, the Assistant Secretary forTechnical Cooperation, an UNZA representative, and the Director of ZEPIU as Executive Secretary(Figure 4. 1).

4.19 A Project Coordinator would be appointed who would have overall responsibility forproject implementation and co-ordination under the general guidance of the ZEPIU Director and thesteering committee. The project would finance the following TA positions in ZEPIU: (1) ProjectCoordinator; (2) Assistant Construction Coordinator, Ndola; (3) Assistant Procurement Officer; and(4) Project Accountant, all with qualifications, terms of reference and contracts acceptable to IDA.The Project Coordinator would be in charge of the daily administration and coordination of theProject, including implementation, monitoring and reporting. The Project Coordinator and theProject Accountant would be placed in the office of the Director of ZEPIU. The AssistantProcurement Officer would report to the Chief Procurement Officer of ZEPIU, who would befinanced by NORAD until 1994. The Project Coordinator would get support for the day-to-daymanagement of the Project from the Project Implementation Team consisting of the ProjectAccountant and Procurement Officer, plus those responsible for the implementation of eachcomponent (see Figure 4.1 below for complete list). ADpointment of members of the ProjectImDlementation Team would be a condition of credit effectiveness.

4.20 To ensure the longer-run sustainability of the project interventions through capacitybuilding within the MOE, ZEPIU responsibilities, skilled staff and better systems should be takenover by the relevant line agencies in the MOE. To this effect the Government will by MayMU 31, 14furnish to IDA an action plan (including a time-table). acceptable to D)A for the reorganization of theresponsibilities of ZEPIU in relation to MOE. and thereafter implement such action plan according tothe timetable. Key areas for making the action plan acceptable to IDA would be that the plan would:(1) show a de facto reintegration of ZEPIU activities into the relevant branches of MOE2/; (2) takethe proposed new management structure of MOE (para. 2.40) into consideration; and (3) ensurecontinued smooth implementation of both Government and donor-funded investment programs. Suchan action plan needs to be coordinated and agreed upon with other donors in the sector. ZEPIU hasbeen successful in implementing several donor projects in a coordinated fashion, and it is importantfor the MOE to retain this skill.

2/ De jure, ZEPIU is already a part of the Ministry.

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|Steering Committee

Director ZEPIU

Project Coordinator

f |~~~~~~Project Implementation Team

|Deputy Director ZEPIU|

Accounts Building Section Emu Procurement

Project Ccnstruction FINNIDA ProjectAccount. Coordinator team Procur. Officer

DeputyConstructionCoordinator(Ndola)

Steering Committee:Deputy Permanent Secretary (TA), ChairDirector, ZEPIU, Executive SecretaryChief Inspector of SchoolsDirector, Planning Unit (MOE)Director, Exams Council (ECZ)Director, Curriculum Development Center (CDC)Chairman, Zambia Education Materials Coordination Committee (ZEMCC)Representative, University of Zambia (UNZA)

Proiect ImDlementation Team:Project Coordinator, ZEPIU (Team leader)Technical Programme Adviser (Construction Coor.), MOE Buildings SectionProject Coordinator, SRPUExams Component Coordinator, Exams CouncilTraining and Management Coordinator, InspectorateStudies Coordinator, UNZA Director, EMUProject Accountant, ZEPIUProcurement Specialist and Assistant Procurement Officer, ZEPIURepresentative, !.'Iniatry of Works and Supply (MWS)

Figure 4.1: Projact Management and Implementation

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4.21 The infrastructure component consists of two sub-components:

(1) The construction of new scioolh would be implemented by ZEPIU in cooperation with theMWS, using the services of the District Building Officers and District Education Officers.The works would be implemented by use of private contractors. FINNIDA would support theTechnical Programme Adviser (Construction Coordinator) within the MOE Buildings Sectionin Lusaka, and IDA would support an Assistant Construction Coordinator in ZEPIU's officein Ndola. In each of the three urban areas to be covered by the Project, the MOE wouldappoint two Building Officers to do the site inspection of the schools. To facilitate this work,the building officers would be provided with one vehicle per district.

(2) The rehabilitation and extension of schools would be managed by the SRPU using theirexisting procedures (see Annex 10 for a description). Working with the District BuildingOfficers and the relevant PTA, the SRPU would identify and appraise suitable works atschools in the three urban areas. The project would support the opening of a SRPU regionaloffice in Ndola to be placed together with the ZEPIU Assistant Construction Coordinator.The component coordinator would be the Project Coordinator of SRPU.

4.22 For the educational ntials component the coordinator would be the Director of theEMU. Under the FINNIDA-supported ZEMP project the Director would have the support ofadvisers for production, publishing, distribution, and finance and accounting. The EMU Directorwould provide technical specifications to the project coordinator for all printing, book and materialspurchases, and distribution activities. Printing and procurement would be done in accordance withIDA regulations. On receipt from printers and suppliers, books and materials would be warehousedeither with ZEPIU or ZEPH. Using the ZEMP distribution network, the Director EMU would havethe books and materials distributed to the district and zonal levels; using project funds and theSHAPE or similar network, or local contractors, the Director would have these items furtherdistributed from the districts/zones to the schools.

4.23 With guidance from the ZEMCC, the Director EMU would provide terms of reference tothe project coordinator for the book development and publishing industry studies. The ProjectCoordinator would secure the services of consultants for these studies in accordance with IDAguidelines and procedures.

4.24 The Director of the ECZ would be responsible for the coerdination of the implementationof the examInalons aommon . The Project would finance a TA position in the research and testdevelopment unit, which would be responsible for implementation of the component.

4.25 The implementation of the management comgonent will be coordinated by an MOEManagement Development Coordinating Committee (MDCC), under the chairmanship of the ChiefInspector of Schools (CIS), with membership consisting of representatives of different sections ofMOE and outside institutions, with responsibility for implementing sub-components. A ComponentCoordinator will be attached to this committee. He or she will be financed under a local TA contractand report to the CIS. The Component Coordinator will work with the Manpower DevelopmentOffice, SHAPE and the UNZA School of Education for the implementation of the training activities,and with the Teachers' Information Manager, the NESIS National Team and the Teaching ServiceCommission for the improvement of the teachers' records system. The Teachers' InformationManager will also be included as a member of the NESIS National Team

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4.26 The studies component would be coordinated by UNZA, using the services of localresearch networks and local and foreign personnel, as appropriate. In consultation with MOE andwith participating donors, UNZA would provide specifications to the Project Coordinator on themodalities for conducting studies. The Project Coordinator would secure consultants for IDA-fundedstudies in accordance with IDA guidelines and procedures, and for other studies in accordance withregular Government (or financing donor agency) procedures.

4.27 After credit effectiveness a launch workshop would be held including all implementingagencies, to facilitate a successful start to the project. Every year during implementation a workshopwould be held to review progress under the project, prepare detailed work-plans for the followingtwelve months and revise the overall implementation schedule. Such workshops would coincide withIDA supervision missions. A full supervision schedule is presented in Annex 5.

4.28 Project implementation is expected to take five years beginning November 1992. TheProject would be completed by December 31, 1997 and would close by June 30, 1998. Theimplementation schedule is given in Annex 4.

4.29 Capadty for Imnlementation: With the TA support outlined above the institutionsinvolved would be able to implement the Project in a satisfactory manner. The Project is designed tobe integrated into ongoing Government donor-sponsored programs and will, therefore, be able tobuild on other capacity building initiatives. The coordinating agency (ZEPIU) has substantialexperience from managing past Bank-Group projects and past and ongoing donor projects. Under theproject, plans would be developed for the re-integration of ZEPIU into MOE, where the expertisewould be beneficial to the strengthening of the MOE. SRPU is implementing the IDA-financed SocialRecovery Project very well and would be able to handle the difficult infrastructure rehabilitationcomponent based on its ongoing activities in this field.

E. Reporting and Monitoring

4.30 Rgertin : The Director of ZEPIU, with the assistance of the Project Coordinator,would be responsible for preparation of progres reports eve six months. Such reports must besubmitted to IDA and should include financial accounts, physical progress, evaluations of consultantservices and other TA, progress under procurement and disbursement, a summary of monitoringactivities and measures taken to implement the findings of monitoring, and a work plan for thecoming six months. These reports would form the basis for an annual review of implementation byIDA and the co-financiers (para. 4.27). No later than October 31, 1995 or when half of the creditfunds have been committed, whichever comes first, a mid-prolect review would be held andagreement reached on possible restructuring of groject components. including possible revision bprocurement procedures: and detailed implementation plans for the last half of the Project. TheGovernment would also provide a final reWort on implementation experience and ProWect outcom=within six months of the Project's closing date.

4.31 Monitoring: The regular reporting would be used for monitoring of administrativerecords. Progress at the annual and midterm implementation reviews would be judged according tothe following administrative indicators in comparison with work programs, as well as the performanceindicators given in Annex 6:

(a) Number of books and other learning materials printed, produced and distributed and resultingchanges in pupil/book ratios in project intervention areas;

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(1) Number of classrooms rehabilitated or constructed and resi -x.g increase in access;

(c) Number of hours of instruction per grade per year in expanded and rehabilitated schools(para. 2.19);

(d) Number and gender distribution of students benefitting from a) and b);

(e) Number and gender distribution of head teachers, inspectors and education officers trained;

(f) Number of managers in ECZ trained, time spent processing each exam, compared with pastperformance;

(g) Amount of TA provided and detailed evaluation of same by local counterparts

(h) Purchase and evaluation of computers and other equipment.

A preliminary survey would be carried out at the beginning of the project to establish baseline data onthe performance of schools as a basis for making comparisons at later stages of the project. At mid-project review, the results of the studies and surveys described below would be summarized. Thestudies and the summary would be discussed with a wide audience including PIAs, G;overnment,donors and the private sector at an Implementation workshop.

4.32 . Several of the studies to be financed under the Project would provide information on theimpact of project interventions. For example, the study on gender issues (Annex 8) would provideinputs to the monitoring of the gender-specific impact of project interventions.

4.33 A beneficiary assessment will be carried out as the principal external monitoring tool(Annex 13). This assessment would help gain an appreciation of beneficiaries' perceptions of boththe more general aspects of education and specific issues relating to school attendance-particularlygirls' attendance-and the provision of education services. In this way, the assessment aims todetermine parents' attitudes towards issues related to the utiliqy f learning, and the correspondingvalue attached to school attendanc. On a more specific level, the study would assess families'impressions of the immediate learning environment, including school facilities, teachers, learningmaterials, etc. The study also aims to assess with greater exactitude the strengths and weaknesses oflocal government, NGOs and community organizationis, as expressed by community members. Theultimate objective of the assessment would be to ascertain what concrete new policies or actions couldbe established to improve access to, effectiveness of, and participation in education provision bycommunities and households. By way of feedback to project managers, information elicited throughthe assessment would be directly integrated into the planning and implementation process such that theservices and facilities provided correspond to and are informed by beneficiaries' concerns andpreferences.

4.34 The principal methodology employed will be conversational interviewing. Focus groupinterviews, case studies and participant observation will also be utilized. The research will beundertaken by a team affiliated with the Rural Development Studies Bureau at UNZA, under thecoordination of the Bureau's Director. The Bureau is presently carrying out the beneficiaryassessment under the IDA-financed SRP, and the education assessment will be built into this ongoingstudy. The assessment will be carried out in the urban areas of Lusaka, Kitwe and Ndola and would

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consist of two phases. The first phase, lasting six weeks, will have a double function: on the onehand, it will serve as a baseline study to establish pre-existing conditions, levels of awareness, socialand economic indicators, enrollment rates, etc. It will also assess the likely benefits, as articulated bythe communities, of primary school construction/rehabilitation projects for which the sites, serving thecommunities in question, have been pre-selected. In this vein, recommendations could be presentedsuggesting modifications of aspects of the projects so as to increase their effectiveness. The firstphase is planned to coincide with the Project being declared effective. The second phase would seras a monitoring exercise and will be comprised of the follow-up assessments in the second, third,fourth and fifth years of the project, determining the changes associated with the project, as perceivedby the beneficiaries.

4.35 Using the 1991 "Social Dimensions of Adjustment Survey" as a baseline, a subsequentseries of monitoring surveys to be carried out by the Central Statistical Office (CSO) are underdiscussion. Such surveys would allow monitoring of national and regional changes in quantitativeterms. The school mapping exercise would provide baseline information on the status of schools andwould be followed up with periodic surveys to monitor the availability of education inputs.

F. Accounts and Audits

4.36 The Government would maintain separate accounts for the project. Project accounincluding the Special Accounts. would be audited annually in accordance with the March 1982 Bank:GUideling for Financial Renorting and Auditing of Prjects Financed by the World Bank." Audit ofSOEs would be included in the annual audits, the reports for which would be furnished to IDA withinsix months of the end of each Government fiscal year. Over the past 2-3 years, Government hassubmitted audit reports to IDA in a timely manner for most projects; some problems have beenapparent, mainly wish regard to the accounting and audit of SOEs. To help address these problems,the project-financed accountant would, as part of his/her duties, oversee project financial managementand would be specifically designated to maintain project accounts. If necessary, appropriate trainingin IDA procedures would be financed under the Project. In addition, the project would include fundsto contract a specialized private firm to carry out the annual audits under the supervision of theAuditor General. Appointment of an auditor to perform these audits would be a condition for credit,efeciv,eness.

G. Status of Credit Preparation

4.37 Based on recommendations of the identification mission for the Project, during whichstrong concern was expressed about the dispersion of the functions of the education sector intoseparate ministries, GRZ took decisive action in January 1992 and merged these ministries, putting allformal education from primary through tertiary and teacher training under one ministry (MOE). Inmid-1991, Government set up a team to develop a strategy for the development of education inZambia. Their report, Focus on Learning, Strategiesfor the Development of School Education inZambia, has been used as the principal guide to Project design and content. A draft of this reportwas discussed in a seminar for senior policy-makers in February 1992. The discussions led to theendorsement of the report's findings by GRZ. The process of formally adopting the document'srecommendations as the official strategy for education development is ongoing.

4.38 The Govermnent also commissioned a school mapping study, focusing on the three majorurban areas. The teams that prepared this report and the "Focus on Learning" report have beenheavily involved in the preparation of this Project. In addition, several donors, namely, ODA, SIDA,

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FINN1DA, the Netherlands Government, UNICEF and WHO, have been involved in Projectpreparation and have provided staff resources for project identification. All the preparation missionshave held extensive briefing and de-briefing sessions with the donors involved in the education sectorin Zanbia.

4.39 Speciflcally, the following steps had been tken which made the Project ready fornegotiations:

(a) If for most of the new schools were identified through the school mapping exercise andhave been set aside by Government. Other schools to be rehabilitated would be identified asper criteria described in Chapter III.

(b) Building Designs ad Standards. AfD;3 has commissioned a firm of architects to preparenew building designs that would use local materials and be more financially sustainable - adraft is currently under review. As a condition of effectiveness, Government would submitfinalized designs satisfactory to IDA.

(c) Technical Assistance. The technical assistance and training requirements of the project havebeen identified and are listed in Annex 9. Terms of reference for long term spec.alists havealso been drafted (Annex 9).

(d) Education Materials. The exact titles and number of copies needed of each title have beenidentified and agreed, upon by all parties involved (Annex 7).

(e) Imolementation Te_am. Key members of the implementation team are already in place,including the Directors of EMU and ZEPIU. ZEPIU has been closely involved in thepreparation of the Project and has experience in managing other World Bank Group funds.

V. BENEFIFS AND RISKS

5.1 Prlect Beneft: The benefits of the project would be long-term improvements inhuman capital through improved access to better quality education. The immediate beneficiaries ofthe project would be about 1.5 million primary school pupils and about 5,000 education managers.Learning achievements would be boosted through the provision of about 5.3 million textbooks,teachers' guides and basic teaching materials. The reduction of triple and quadruple shifts and thereduction in class size through rehabilitation and construction of physical facilities would improve thelearning environment. Through gradual elimination of the bottlenecks at the Examinations Council,delays in start-up of secondary school classes would be eliminated. The examinations system wouldbe streamlined and made appropriate for monitoring progress of both individual schools and theglobal reform program. Management at the individual school level would be improved by training ofhead-teachers and education officers and strengthening of their support system through improvementsat the. inspectorate. In addition, the project would:

(a) support the economic recovery process both because it would strengthen the human resourcebas2 that would catalyze economic growth and because it is a powerful socio-politicalinstrument for maintaining popular support for the adjustment program;

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(b) provide inputs that would stem further erosion of the sector and start a process of sectoralpolicy reform that would help the sector become self-sustaining; and

(c) strengthen local capacity for research and analysis, through the studies component.

5.2 Environmental Impact: The project finances school inputs and infrastructurerehabilitation with minor effects on the environment. The project will also finance the construction of20 new schools for which sites have been set aside and the supporting infrastructure already put inplace. The selection and appraisal criteria for inclusion of schools to be rehabilitated includesenvironmental concerns. The provision of water and sanitation facilities and the health education sub-component would have positive effects on the environment.

5.3 Gender-SRecifig iMDlact: Even though enrollment rates have remained relativelyconstant between the genders, girls have suffered disproportionately from the precipitous drop inaccess and quality. This can be seen from the higher rate of progression and better examinationresults for boys. It is expected that the improvements in access and quality that would be broughtabout by this project would also have a greater effect on girls' education, with all the related benefitsthat this would have. The project addresses gender-specific concerns by (a) supporting improvementsin the sanitary facilities to take into account the special needs of mature, adolescent girls; (b) gendersensitivity training for education managers; (c) introducing gender appraisal criteria in thedevelopment of textbooks and the setting of examination questions. In addition, the Project wouldsupport a specific study on gender issues in education.

5.4 Poverty Dimension: The project would contribute to poverty alleviation in various ways.The construction of new schools in low-income peri-urban areas of Lusaka, Kitwe and Ndola wouldincrease educational provision for children from poor families and would reduce the need for suchchildren to travel long distances in search of school admission. Sin^e schools in poor urban areassuffer more than those in better-off areas in terms of overcrowding and of triple/quadruple sessionsand in terms of closures because of cholera in the community, considerable benefits will accrue to thepoorer sectors by targeting extension and rehabilitation work for schools with multiple sessions and/orschools that have been closed due to cholera in the community. Providing educational materials,strengthening the administrative and professional competence of school heads, and facilitating regularand meaningful interactions between inspectors and schools have potential for effecting significantquality improvements in schools in rural and poor urban areas. In addition, the project wouldreinforce other ongoing efforts to alleviate poverty, particularly through the employment possibilitiesfor unskilled labor in poor urban locations while school construction, rehabilitation or extension isunderway. In a broader perspective, the project would bring long-term benefits in human capital thatwould contribute to economic development and a reduction in overall poverty levels.

5.5 Er ject Risks: There are two main risks associated with this project. The first is thatGovernment would allocate insufficient resources to primary education either because of adeterioration in the macro-economic situation or because resources are diverted to post-primaryeducation. This risk is minimnied by (a) the conditionality attached to the Project; and (b) thediversification of the revenue base of government in the cour-e of adjustment. The second risk isdelayed project implementation due to weak implementation capacity. This risk is minimized by (a)management training for core implementation agencies; (b) targeted technical assistance for theimplementation of them; (c) the relative simplicity of the Project; and (d) substantial donorinvolvement in the Project, which would provide more broad-based implementation support.

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5.6 Proect Sustainablt. The impact of the project as described above are likely to besustaineJ1 for the following reasons:

(a) Increased funding for education is more likely than in the past because (a) the revenue base ofthe Government is broadened by the adjustment program; and (b) Government is establishinga core expenditure program of which education is a part. In addition, the agreed increases inGovernment budgets far outstrip the additional costs implied by the maintenance of project-supported infrastructure, equipment and vehicles.

(b) Each school affected by the infrastructure component would create a maintenance fund whichwould be held at each school and whose operation would be monitored and strengthened by anongoing FINNIDA-sponsored program. Communities, through PTAs will develop"ownership' of the educatioJ system through their involvement, especially in theinfrastructure sub-component. The quality and intensity of such involvement and the basis forcontinued parental support would be monitored by the beneficiary assessment. Necessaryadjustments to project implementation and scope would be made based on the assessment'sfindings.

(c) The development and implementation of the NAt3nal Book Policy would ensure thesustainability of the educational materials component.

(d) Capacity will be built in ZEPIU, several Departments of MOE and in ECZ to ensure thesustainability of institutional development efforts. The training program for educationmanagers will help bWild a stock of human capital essential for sustaining qualityimprovements at school level. All Project components will be implemented by existingagencies and thus will provide important on-the-job training for key personnel. ZEPIU'sresponsibilities will be re-organized to ensure that vital experiences gained there are integratedinto the running of MOE (para. 4.20).

5.7 The main 'k to sustainability would be another break in relations between the donorcommunity and Zambia because of faltering efforts on the adjustment program. The main risk of thishappening is the political sustainability of the program. This Project, the IDA-financed SocialRecovery Project, and other social improvement programs, help minimize this risk by improving thesituation for poor groups negatively affected by the economic crisis and possible short-run negativeconsequences of the adjustment program.

47-

VI. AQRWM=, ASSURANCES AM I 1O1ENDATIONS

6.1 During negotiations, assurances and agreements obtained from Government duringappraisal on the following issues were confirmed:

(a) financing arrangements for the project including Government and donor contribution (para.4.6);

(b) establishment of a satisfactory implementation structure and the staffing of ZEPIU (para.4.18-4.19);

(c) ensure the support to the Director of EMU from the FINNIDA-financed support team (para.4.22);

6.2 The following condition for credit negotiations was successfully mt:

(a) that the Government has agreed to gradually increase the budget of the Ministry of Educationto at least 15 percent of total government expenditures by 1995 and has guaranteed that notless than 40 percent of the education budget would go to primary education. It was alsoagreed that for the intervening years, the Ministry of Education would receive not less than13.8 percent c. the total Government budget in 1993 and 14.4 percent of the same in 1994(para. 2.13).

6.3 During negotiations Government agreement was confirmed on:

(a) LCB procedures acceptable to IDA (para. 4.8(b));

(b) an acceptable procurement tracking and reporting system (para 4.30); and

(c) the following conditions of credit effectiveness:

(1) release of the Examinations Council Building for the sole use of the ECZ (para. 3.12);

(2) submission of approved affordable school building design acceptable to Government andIDA (para. 3.19);

(3) appointment of key members of the Project Implementation Team (para. 4.20) and ofconsultants necessary to assist the Project Implementation Team, including an accountant,a procurement specialist, and an auditing firm (para. 4.36); and

(4) establish a Project Account for GRZ contribution to project costs and depositK50,000,000 (50 million) in the account as an initial deposit which GRZ will replenish ora quarterly basis (para. 4.17).

(d) the following dad covena:

(1) the Government to develop and adopt the strategy document acceptable to the Associationfor the development of p:imary and secondary school education no later than May 31,1993 (para. 3.1);

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(2) the Government to take measures necessary to improve the efficiency and objectivity ofthe inspectorate no later than August 31, 1993 (para. 2.43);

(3) by May 31, 1994 furnish to IDA an action plan (including a time-table), acceptable toIDA for the reorganization of the responsibilities of ZEPIU in relation to MOE, andthereafter implement such action plan according to the timetable (paras. 2.52 and 4.20);

(4) no later than September 30, 1995 so that the following could be discussed during the mid-term review, the Government would (i) furnish to IDA a draft plan to revise themanagement structure of the MOE (para. 2.40); (ii) finalize four of the policy studies -education financing, management, teachers and gender (para. 3.26); and (iii) furnish toIDA a draft book development policy for the provision and development of learningmaterials (para. 3.8); and

(5) the Government to make training of head-teachers a condition of their appointment nolater than May 31, 1995 (para. 2.45).

6.4 Agreement was reached with the Government on the following reoing ruent(para. 4.30):

(a) the Director of ZEPIU, with the assistance of the Project Coordinator, would be responsiblefor preparation of progress reports every six months. Such reports must be submitted to IDAand should include financial accounts, physical progress, evaluations of consultant servicesand other TA, progress under procurement and disbursement, a summary of monitoringactivities and measures taken to implement the findings of monitoring, and a work plan forthe coming six months;

(b) together with IDA and co-financiers, GRZ would perform an annual review ofimplementation;

(c) no later than October 31, 1995 or when half of the credit funds have been committed,whichever comes first, a mid-project review would be held and agreement reached on possibleadjustments of project components and detailed implementation plans for the last half of theProject; and

(d) within six months of the Project's closing date, a final report on implementation experienceand Project outcome.

6.5 Regarding audits, agreement was reached with the Government on submission of anannual audit performed by an independent auditor under the supervision of the Auditor General inaccordance with IDA guidelines no later than six months after the end of each Government fiscal year(para. 4.36).

Aa ](a) ;nlnnPage 1 of 6

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P-RIMARY SCHOOL ENROLLZMET AS PERCENTAGEOF SCHOOL-AGED POPULAION

Grade 1 Enrollments as Percentage of 7-year-old Population

Province 12X 195 99

Lusaka 64.1 71.2 55.7Copperbelt 78.3 108.8 79.9Central 91.9 102.8 100.8Northern 105.2 129.6 106.0Western 96.4 105.1 113.7Eastern 88.0 88.3 83.5Luapula 96.1 83.4 107.7Northwestern 97.4 106.7 122.3Southern 101.2 102.6 97.2

ZAMBIA 88.4 105.3 89.7

Total Primary Enrollmonts as Percentage of 7-13 year-ld Population

i980 imu1985

Lusaka 81.6 87.7 74.7Copperbelt 86.3 103.5 93.0Central 92.2 108.1 105.6Northern 87.9 105.1 86.9Western 92.6 96.0 94.4Eastern 77.8 78.7 83.2Luapula 84.9 94.1 87.1Northwestern 83.6 111.7 104.1Southern 99.0 100.5 96.0

ZAMBIA 87.3 96.3 88.4

A4nnex lfa)-NnObS#Page 2 of 6

-50-

GORLS AS A PERCENTAGE OF SCHOOL ENROLLMENTS

1280 1985 122M 1987 1289PRIMARY SCHOOL

Grade 1 49.3 49.2 49.2 49.5 49.2 49.7Grade 5 46.1 47.1 47.0 47.1 47.6 47.9Grade 7 40.6 41.8 42.2 42.8 43.2 45.1

Grades 1-7 46.8 47.1 47.2 47.4 47.6 48.2

SECONDARY SCHOOL

Grade 8 37.8 41.8 38.5 38.8 35.7 41.2Grade 12 28.0 33.6 32.9 30.8 34.4 33.9

Grades 8-12 35.1 36.6 38.0 36.7 37.3 38.7

Annex l(a) ErllmentsPage 3 of 6

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EDUCATION INDICATORS IN SOME MAJOR TOWNS. 1991

Gross GrossPopulation Enrollment Admission Admission

TOWN I y.Q. 7-13 y.o. Ur,.l Gr.1-7 Rat -B=

Lusaka Urban 34,443 192,008 16,704 128,647 48.5 67.0

Kitwo 12,070 73,106 10,210 79,794 84.6 109.1

Ndola Urban 12,921 77,620 8,705 64,048 67.4 82.5

Kabwe 5,716 35,131 5,022 34,776 87.9 98.9

Luanshya 5,411 32,260 4,215 32,931 77.9 102.1

Kalalushi 3,265 34,455 2,068 15,090 63.3 43.8

Chingola 6,556 40,285 5,186 36,108 79.1 89.6

Chilalabombwe 3,078 31,170 2,005 13,195 65.1 42.3

Mufulia 6,113 39,009 5,404 35,977 88.4 92.2

Source: Kaluba et al. Urban Primary School Development: School Mapping, Jan. 1992.

Annex I(a) Enrlhnen-52- Page 4 of 6

GROWTH RA OF PRIMARY SCHQO= ENROLLMENT

1980198 1985-1990 1980-1220

Grade 1 6.33 0.91 3.58

Grade 5 5.56 2.07 3.80

Grades 1-4 5.00 1.44 3.22

Grades 5-7 5.80 1.78 3.77

Grades 1-7 5.30 1.58 3.43

53- Page S of 6

RVATE SCHOLS

PRIMARY SCHOOLS

No. of Private Enrollments Priv. Sch. Enroll-Schools in Grades 1-7 ment as % of Total

Primary Enrollment

1980 18 5,820 0.61981 23 7,132 0.71982 23 7,301 0.71983 27 8,329 0.71984 29 7,761 0.61985 37 8,157 0.61986 42 11,493 0.81987 38 9,356 0.71988 n.a. 11,679 0.81989 n.a. 13,400 0.9

SECONDARY SCHOOLS

No. of Private Enrollments Priv. Sch. Enroll-Schools in Grades 8-12 ment as % of Total

Secondary Enrollment

1980 13 2,968 3.11981 18 4,172 4.21982 27 6,542 6.21983 39 8,573 7.41984 36 9,288 7.4198S 39 8,314 6.31986 n/a n/a n/a1987 n/a 8,691 6.21988 47 8,197 5.1

-54- Am lfgi EaroLmePage 6 f 6

ZAMBIA 1989/90GRADE/GENDER DISTRIBUTION

GRADE =1 MALES 1989/90 FEMALES 1989/90HIGHER EDUCATION

TWELVEELEVEN

TEN -NINE

EIGHTSEVEN

SIX .:,FIVE

FOUR -THREETOV3 uT i> :.-: .-- ... ........

ONE.....

180 100 50 0 so 100 150THOUSANDS

Souroes MOE Stats/Kelly, 1991/2Primary data ore from 1990Scoondary date are from 1909

ZAMBIA 1980GRADE/GENDER DISTRIBUTION

GRADE MALES 1980 FEMALES 1980

HIGHER EDUCATION -TWELVEELEVEN

TENNINE

EIGHTSEVEN

SiXFIVE

FOURTHREE

TWOONE

150 100 60 0 60 100 160THOUSANDS

Sources MOE Stats/Kelly, 1991/2

Annex llb) sedue-55-Page I of S

no=_CEvINNDItUR ON EDUCAION AS A PICRENTAGE OF GNPeAS A PERCENTAGE OE 1atA PUBLC EXPENDITIo

AND PER ME1s1BEI OE THE PPLTO

As percentageAs percentage of total public Per Membbr of Population

of ONE pennditure 1285 Kwacha 1295 Do11a

1980 4.5 7.7 50.8 18.71981 4.5 10.9 54.1 20.01982 6.5 12.9 69.4 25.61983 5.7 15.2 60.3 22.21984 5.5 16.8 54.6 20.21985 4.6 13.4 43.6 16.11986 4.1 8.0 34.6 12.81987 3.3 9.8 29.8 10.71988 2.8 8.7 24.9 9.21989 2.4 10.5 21.0 7.81990 2.5 8.4 22.2 8.2

1970-74 5.4 11.6 72.7 26.81975-79 5.8 12.5 72.0 26.61980-84 5.3 12.0 57.9 21.41985-89 3.4 9.0 30.2 11.2

Source: Financial Reports, 1970-80Monthly Digest of Statistics, Various Issues

-56- ~~~~Annex l6k) lgeend&-56- Page 2 of 5

JEREN IN PUtUC UICRETEYEDTRE PER PIRIMAY SvDN

Exnendi Exendlture n Exenditure asCurrent K hwacha Percent of

GNP per capita

1975 39.2 116.6 12.71980 52.4 82.2 10.51981 58.7 83.0 10.21982 79.5 109.1 14.71983 81.5 96.1 12.91984 80.5 80.5 11.31985 88.6 61.9 9.41986 109.4 41.7 7.21987 135.7 33.8 5.61988 192.7 30.6 5.61989 279.1 20.9 4.11990 510.0 19.6 3.91991* 1,284.7 27.5 5.6

*meviaed budget

Annex Ifb) Epnhe-57- Page 3 of 5

PUBLIC EXPENDITURE ON EDUCATION

T -alPuft Pubic ErL Public E. Public Exp. Pic ExWExped Qon Eduatin onEducation on Edgatign onEducatin

(in millions of current Kwacha) (in millions of as Percent of as Pen1984 Kwacha) TotalPubL. Exp. af

1981 1,386.7 150.1 212.3 10.8 4.4

1982 1,595.8 214.8 294.6 13.5 6.6

1983 1,476.4 224.9 265.2 15.2 5.7

1984 1,484.6 249.2 249.2 16.8 5.5

1985 2,184.3 293.3 204.8 13.4 4.6

1986 5,382.9 433.1 165.1 8.0 4.1

1987 5,867.8 602.8 150.1 10.3 3.4

1988 8,359.4 723.5 114.9 8.7 2.8

1989 12,376.5 1,302.4 97.7 10.57 2.1

1990 31,381.6 2,646.2 102.2 8.4 2.6

1991* 50,131.3y 6,497.0 139.0 13.0 3.6

1992** 90,212.3 12,952.1 14.4 -

1981-85 1,226.1 13.8 5.3

1987-91 590.0 9.8 2.9

revised budget* budget

Annex 1(2) ffcre-58- Page 4 ofs

1981 - 1991 (On constant 1985 Kwacha)

Primary Secondary Technical & Teacher UniversityYeaK Edugaln 13duatlon Voc. Educ. Eductn Education

1981 124 643 4,151 2,136 14,0441982 158 820 5,033 3,506 19,7831983 137 739 4,389 2,102 14,3421984 114 543 3,757 2,112 12,9461985 89 403 3,340 1,396 10,9911986 64 345 3,256 1,656 8,6971987 51 312 2,719 1,261 8,5541988 50 249 2,883 1,261 3,5181989 35 258 2,790 1,372 5,512i990 35 215 2,676 1,858 4,2231991* 23 103 2,475 973 3,101

1981-1990 Average 86 453 3450 1,717 10,261

1981 - 1991 (in constant 1985 US dollars)

Primary Secondary Technical & Teacher UniversityYear Educaion Educatio Voc. Educ. Education Educatign

1981 46 237 1,532 788 5,1821982 58 302 1,857 1,294 7,3001983 S0 273 1,620 776 5,2921984 42 200 1,387 779 4,7771985 33 149 1,232 515 4,0561986 24 127 1,202 611 3,2091987 19 152 1,003 465 3,1571988 18 92 1,064 465 1,2981989 13 95 1,030 506 2,0341990 13 79 988 686 1,5581991* 9 38 913 359 1,144

1981-1990 Average 32 167 1,291 634 3786

* Estimated

Annex It)) ff=ndftulx

Page 5 of 5

EXPENDITURE PER STUDENT AT JUGEIER LEVELSAS A RATIO OF PER PRIMARY SCHOOL PUPIL EXPENDITURE

Secondary Technical & Teacher UniversityEducation Voc. Educ. Education Education

1981 5.2 33.6 17.3 113.61982 5.2 31.9 22.2 125.51983 S.4 32.1 15.4 104.91984 4.8 33.0 18.5 113.61985 4.5 37.4 15.7 123.21986 5.4 50.9 25.9 136.01987 6.1 53.0 24.6 166.71988 5.0 57.5 25.2 70.21989 7.3 78.7 38.7 155.61990 6.1 75.4 52.4 119.01991* 4.4 106.2 41.7 133.1

1981-1990 Average 5.3 40.8 20.0 119.7

* Estimated

Annex ftc) Teacher,-60- Page 1 of 4

flMMEREF UZI=

PRIMARY SCHOOLSPercentage

Trained Untrained Ttal llnained

1980 17,365 3,807 21,172 18.01981 18,288 3,600 21,888 16.41982 10,734 3,697 23,431 15.81983 20,170 4,319 25,089 17.21984 23,281 4,270 27,551 15.51985 23,389 3,913 27,302 14.31986 26,627 2,254 28,181 7.81987 27,838 2,696 30,534 8.81988 29,306 3,042 32,348 9.41989 29,683 3,697 33,380 11.11990 29,950 5,241 35,191 14.9

SECONDARY SCHOOLS

ambian MNot-Zambian Total GrandNon- Non- Non-

Graduate Graduate Graduate Graduate Graduate Graduate tWal

1980 334 2,162 1,462 246 1,796 2,508 4,3041981 428 2,649 1,339 234 1,767 2,883 4,6501982 504 2,776 1,101 220 1,605 2,997 4,6021983 658 3,063 884 167 1,542 3,230 4,7721984 826 3,529 737 151 1,56Z 3,480 5,0431985 869 3,732 741 162 1,610 3,894 5,5041986 924 3,785 668 122 1,592 3,907 5,4991987 948 4,242 569 97 1,517 4,335 5,8521988 153 4,225 417 91 1,470 4,316 5,7861989 989 3,486 580 121 1,569 3,607 5,176

-61- Annex lfc) TearsPage 2 of4

D-EVELEPMENr OF THESAARY OE A PRIMAR1r TEACE

AMUal Sal=Z* in Agmal Salar S-la as MUitiplCu=rn KWaCha in 1284 KWaCha Of IDer CaPita GNP

1981 3,288 4,651 5.7

1985 4,992 3,486 5.3

1987, March 5,232 1,302 2.2

1987, May 6,390 1,590 2.7

1987, Oct. 6,402 1,593 2.7

1988 10,572 1,681 3.1

1989, July 15,864 1,190 2.2

1990, Jan. 18,864 728 Lt;

1990, June 34,896 1,347 2.9

1991, Jan. 39,312 841 n.a

1991, Aug. 78,624 1,683 n.a

Mhe data give the starting salary of a two-year trained primaryteacher with full secondary education.

-62- Annax lfc) TIacPage 3 of 4

0I:D& SUPPLY OF ERIMAR TECHER1992-2002

Trained Teachers Attrition Number of Output from Total No. No. ofin Post from at Ongoing Training of Trained Teachers

Year Previous Year 3 Percent Teachers Colleges Teachers Needed

1992 32,320 970 31,350 1850 33,200 31,939

1993 33,200 996 32,204 1850 34,054 32,851

1994 34,054 1022 33,032 1850 34,882 34,093

1995 34,882 1046 33,836 2150k 35,986 35,400

1996 35,986 1080 34,906 2450b 37,356 36,965

1997 37,356 1121 36,235 2800W 39,035 38,798

1998 39,035 1171 37,864 2800 40,664 40,639

1999 40,664 1220 39,444 3 1 50d 42,594 43,217

2000 42,594 1278 41,316 3150 44,466 45,564

2001 44,466 1334 43,132 3500 46,632 47,875

2002 46,632 1399 45,233 3500 48,733 50,099

a: expanded output in 1995 from half the existing colleges

b: expanded output in 1996 from remaining colleges

c: output of 350 graduates from new college as from 1997

d: output of 350 graduates from second new college as from 1999

e: output of 350 graduates from third new college as from 2001

-63-

Page 4 of 4

PRIlMARlY SCHOL STAFFING X& GENDER 198

DISTRICT/ ZAMUDAN NON ZAMDIANPROVINCE

ThA!IN 1 R _RA_ IBURD TOTAL % F

M F M F M F M F

(>qppodbelt 2373 3649 478 350 _ 6850 58.3

Kabwo 1680 1333 353 231 6 16 _ 8 3627 43.S

Luaka 1239 2236 37 57 23 102 1 11 3706 64.9

Southemn 2229 1752 118 143 4 5 2 4253 44.6

LapUIA 1638 S92 210 162 _ _ _ _ 2602 28.9

Nodhmrn 2284 1019 196 203 5 2 1 1 3711 33.0

Eastorn 2190 1104 130 163 S 4 _ _ 3596 3S.3

N. Waern 1184 453 283 129 9 1 4 2 2065 28.3

Western 1SS0 994 165 176 - 2 1 2888 40.6

Zambia 16367 13132 1970 1614 S2 132 9 22 33298 44.7

SOURCE: Compiled from MOE statistics

-64- Anne lfd) BoobPage I of I

PLUPLaEXrB0 RATIOS

Primary Schools. Janua 192

Las K Ndola

Mathematics 8 8 8English 5 5 5Social Studies 20 13 26Zambian Language 24 19 57

Scondar Schools. May 1987

English 3.2Mathematics 1.0Science 3.5Geography 2.0

Source: Primary Schools - Kaluba et al., 1992Secondary Schools - Kelly, Education in a Declining Economy, 1991

Ame 2: Detid Poe Cosl,Page 1 of 8

ZAIEIAEDUCATION REHABILITATION PROJECT

Project Cost Smary

KIUCRA USS X Total............................... ...--.---.-----------.------ X Foreign Base

Local Foreign Total Local foreign lotal Exchange Costs

A. UANAGENENT DEVELOPNET1. NEADtEACHER MTAINING 137418 66207 203625 705 340 1044 33 32. INSPECTORS' COWSE 65418 53100 118517 335 272 608 4S 23. INSTITUTIONL SVPPCRT 88425 676422 764847 453 3469 3922 88 114. TEACHERS' RECORDS 34560 116815 151375 171 599 776 77 25. INFOWkTION l NANM_ t 4031 1694 20975 21 87 108 81 06. MAJOR STDIES 126750 190125 316875 650 975 1625 60 5

S-Tlotal 456601 1119613 1576214 2342 5742 8083 71 22B. REHRB & CONSTRUCtION 1388712 1290198 2678910 7122 6616 13738 48 38C. IPROVENMTS IN OJALITY

1. INSTRUCTIONAL MATERIALS 175204 1570817 1746020 898 8055 8954 90 252. EXANINATION INUS 109623 472567 582190 562 2423 2986 81 8

Sub-Total 284827 2043384 2328210 1461 10479 11940 88 330. PROJECT NIUIGENENT 295425 132795 428220 1515 681 2196 31 6

Total BASELINE tCSTS 2425565 4585989 7011554 12439 2351a 35957 65 100Physical Contirng fes 201096 7T793 6480 1031 2296 3328 69 9Price ContingenCes 2942702 4792880 7735582 1409 2095 3505 60 10

Total PROJECTS COSTS 5569363 98266U 15396026 14879 2790 428 65 119

................................................ .............. =............................................................................

Vatuus Scaled "-I 1000.0- 9/15/1992 14016

I.

Anex 2: DledPdP CstPage 2 f 8

ZANIUAEDUCATION RENADILITATION PAOJECT

Project Caqoonents by Year

Base Costs Totat. ... ......................... .. ........ ................ ..... ......... . ..........

1993 1994 1995 1996 1997 KUMOLf USS

A. NANAGENENT DEVELOPNENT1. NEADlEACHER TRAINING 55779 36961 36961 36961 36961 203625 10442. INSPECTORS' COURSE 35291 20806 20806 20806 20806 118517 6083. INSTIIUTIRAI. SUPPRT 253362 251755 133195 63268 63268 76847 39224. TEACHERS' RECORDS 42775 19080 67240 19330 2950 151375 776S. INFORMATION NAJAGYENET 450 17859 1766 450 450 20975 1086. AJOR STUDIES 4875 297375 4875 4875 4875 316875 1625

Sth-totsl 392532 643836 264844 145691 129311 1576214 8083B. RENAl & CONSTRUCTION 176670 559260 699660 639210 604110 2678910 13738C. IMPROVEMENTS IN QUALITY

1. INSTRUzCTIONAL HATERIALS 404196 979514 129402 189111 43797 1746020 89542. EXANINATION INPUTS 186?39 120784 91620 144386 38462 58219t 2986

.............. ..................................................................

Sut-total 591135 1100298 221022 333497 82259 2328210 119400. PROJECT PMAAGEMENT 101985 98085 76050 76050 76050 428220 2196

... ........... ...... ... .... ......................................

Total BASELINE COSTS 1262321 2401479 1261576 1194448 891730 7011554 35957Physical Contingencies 124225 240488 104444 107641 72092 648890 3328Price Contingencies 450628 2262184 1662703 1863512 1496555 7735582 3505~~~~. .................. ....................................... ....... .............. . ........... ....

Total PROJECT COSTS 18371?4 4904151 3028723 3165600 2460377 15396026 42789

Taxes 0 0 0 0 0 0 0Foreign Exceange 1371651 3724873 1741590 1822003 1166545 9826662 27910

Values Scaled by 1000.0 9/15I19A2 14:17

Awaex 2. Deaed Projed- CDfPage 3 of 8

ZANBIAEDUtCAtON RE0ABILITATION PROJECT

ProJects Cocponents by Year

Totals Including Contingencies Totals Inctuding ContingenciesKXAC0A 119.... ........................................................... ...................................................................... ............................................................................ _

1993 1994 1995 1996 197 Total 1993 1994 1995 1996 1997 TotalA. MAUOGEIENT DEVELOPNET

1. HEADTEACHER TRAINING 79435 74601 89107 97707 102592 643441 313 218 227 235 244 12382. INSPECTORS, COURSE 49826 41541 49618 54407 57127 252519 197 122 126 131 136 7113. INSTITUTIONAL SUWPORT 361058 ' 495761 317097 169196 177656 1520769 1425 1451 807 408 423 45134. TEACHERS' RECORDS 61644 37601 162436 49703 8284 319667 243 110 413 120 20 9065. INFORMATION KUUMENT 639 35139 4280 1173 1232 42463 3 103 11 3 3 1226. MAJOR STUDIES 71JS 580055 11890 13037 13689 625776 28 1697 30 31 33 1820................................................................... ........................ ............. ......................................................................................................Sut-Total 559707 1264698 634428 385223 360580 3204636 2209 3701 1614 928 859 9310B. RE0AB 2 CONSTRUCTION 251644 1115986 1667623 1670582 1657790 6363625 993 3266 4243 4024 3947 16473C. INPROVENEOITS IN AtLITY

1. INSTRUCTIONAL MATERIALS 615894 2090957 329945 528726 128572 3694093 2430 6119 839 1273 306 109682. EXAMINATION INPUTS 265097 237572 215182 382005 104417 1204273 1046 695 547 920 249 3457.. ............... .............................................. ..... ...... ...... ......... ............. ..................................................Sth-Total 880990 2328529 545127 910730 232989 4898366 3476 6814 1387 2194 555 14426D. PROJECT MANAGIMENT 144832 194938 181544 199066 209019 929399 571 570 462 479 498 2561.................................... ........................................................................................................ ...................................................................Total PROJECTS COSTS 1837174 4904151 3028723 3165600 2460377 15396026 7249 14351 7706 7624 5858 42789.........................................................................................................................

........ ..................................................................................................... Values Sealed by 1000.0 9115/1992 14s17

!.

An= 2: Detaied &-Oe CoaPage 4 of8

ZAJIAEDUCATION REHWBILITATION PROJECT

KUACIA

Suwzry Accmts by Yea'

Base Costs Foreign Exchange............0................... ....................................................... ......................

1993 199. 1995 1996 1997 Total X AcotI. INVESThENT COSTS...................

A. CIVIL Ou1KS1. CIVIL OURKS - SC0QOLS 150150 465550 5830S0 446550 460200 2125500 46 9839702. OTHER CIVIL MRKS 43290 . 0 0 0 0 43290 60 25974Sub-total 193440 485550 583050 446550 460200 2168790 47 1009944B. EW IPENT 50944 8726 48945 97695 195 206505 100 206505C. DESKS AND OTHER FURNITURE 1950 17750 64350 128700 83850 296600 50 1a83m0D. NATERIALS (NON-BOOK) 9354 3353 3353 3413 3413 i2885 90 20597E. BOOKS 382083 966127 115040 181233 35919 1680403 92 1551814F. TECUNICAL ASSISTANCE1. INTERNATIONAL 162630 180960 138840 11115kW 88920 6S250D 80 5460002. LOCAL 20551 20551 21601 20431 20431 103566 0 0Sfrtotat 183181 201511 160441 131581 109351 786066 69 546000 1G. VEHICLES 153465 167700 42900 0 0 364065 100 364065H. STUDIES a SURVETS 6100 300550 8050 250 250 315200 65 2048J0t. TRAINING1. EXTERNAL 35880 68172 35802 0 0 139854 100 1398542. LOCAL 3116 2929 2732 2030 2030 12837 20 2567Sub total 38996 71101 38534 2030 2030 152691 93 142421J. IORIKSOPSIPAIELS 135584 34321 35764 30889 2es49 265107 3? 9686................... ...................................... _.......... ......................................................... .......... _Total INVESTUEiW COSTS 1155097 2256690 1100427 1022341 723757 6258312 69 4291422

It. RECIMIT COSTS.. _.................

K. LOCAL SALARIES 51181 51307 51286 50544 50310 254627 0 0L. OPERATION I AINTEUCE1. VEHICLE OL 30693 64233 72813 12813 72813 313365 80 2506922. WHOLESNG 0LN 0 3900 11700 23400 19500 58500 75 43875Sirtotat 30693 68133 84513 96213 92313 371865 79 29456?N. OFFICE SIWIPOtT/JANIN 25350 25350 25350 25350 25350 126750 0 0

) ........ ................. __............................ .............. .............................. Total RECIRRElT COStS 10722 144790 161149 1217 16973 753242 39 294567... i; ........ .......... .................................... . . _..... ._............Total BSELINE COSTS 1262321 240¶479 1261576 1194448 891730 7011554 65 4585989Physicat Contingenfe 124225 240486 104444 107641 72092 648890 69 T7793Price Contingencles 450628 2262184 1662703 1863512 1496555 7735582 62 4792880...................... ............................................ , ... .... .... ...... ......... ........ Total PROJECT CSTS 1837174 4904151 3028723 3165600 2460377 15396026 64 98266

TaxM" 0 0 0 0 0 0 0 0foreign Exchnge 1371651 372473 1741590 182203 1166545 9826662 100 9826662.................... ........................................ .......................................1Vrlue Sc ted by 1000.0 9d151Am U14:1

Per 5 of 8

ZNUIADU4ATIOU RENSILITATION PROJECT'

Su_r, Accousts by Year

Totalr Including ContIrigacIes Totals IncludIng ContingenciesVIACUA uS,............ ...................... D................................. ............................................................................. ............ ........................... .1993 1994 15 1996 1997 Total 13 1994 1995 1996 1 199 Total

1. INVESTENIT COSTS....................

A. CIVIL WOS1. CIVIL IDS - SC0O0LS 213670 96900 139686 1167063 1262874 5002393 844 2635 3536 2811 3007 130332. OTER CIVIL WORKS 63095 0 0 0 0 63095 249 0 0 0 a 249...................................................................

............................................................................................................................................Sit-Total 276965 968900 1389686 116706 1262874 5065488 1093 2835 3536 2811 3007 13282B. EWIPNENT 74457 17518 119372 261265 548 473460 294 52 304 629 1 1280C. DESKS AND OTHER FURNITURE 29 34n 153377 336359 230100 758236 12 104 390 810 54 1864D. PATERIALS (UM-BOOK) 13634 6846 8177 9127 9583 47366 54 20 21 22 23 139E. BOOKS 582173 2062131 293137 506652 105395 3549489 2297 6035 746 1220 251 10549F. TECHNICAL ASSISTANCE

1. INTERNATIONAL 226259 353788 324523 285158 239832 1429560 893 1035 826 687 571 40122. LOCAL 28753 40282 50559 52452 55074 227120 113 118 129 126 131 617......................................... . .........................................................

_ ..................................................... ..... ........ ........................................................Sub-TotaL 255012 394070 375082 337610 29490D 1656681 1006 1153 954 813 702 4629

B. VEHICLES 214335 327401 99873 0 0 641609 846 b8 254 0 0 208 R. STIDIES A SUERES 9262 587239 20470 638 670 618279 37 1718 52 2 2 1810 o1. TRAINING1. EXTERAL 49918 132871 83349 0 0 266138 197 369 .212 0 0 7982. LOCAL 4335 5709 6360 5182 5441 27027 17 17 16 12 13 75...................................................................

............................................................................................................... .................... ..........................Sib-Total 54253 138580 89709 5182 5441 293166 214 406 228 12 13 873

J. WICRKSNOPS/PANELS 197614 70079 87225 82606 80166 517690 780 205 222 199 191 1597Total INVESTEINT COSTS 1680677 4608492 2636108 2706502 1989683 13621462 6632 13486 6707 6519 4737 38081

It. RECtRRENT COSTS

A. LOCAL SALARIES 75042 105386 125828 135986 142128 584370 296 308 320 328 338 1591S. OPERATION & NAINTEUNACE1. VEHICLE OEN 44701 131000 1M98 194519 204245 751864 176 383 451 469 486 19662. BUILDING ON 0 7782 27887 61156 53512 150337 0 23 71 147 127 368.................... .........................................................

....................................................... ..... ........ ..... .......... .................................Sth-Total 4701 138782 205285 255675 257757 902201 176 406 522 616 614 2334

C. OFFICE SUPPORTIADNIN 36754 51490 61502 67438 70810 287993 145 151 156 162 169 783| ~~~................................................................ ... .....................................................................................................

......... ............................. ..................Total RECURRENT COSTS 156497 295659 392615 459099 47094 1774564 618 865 999 1106 1121 470Total PROJECT COSTS 1837174 4904151 3028723 3165600 2460377 15396026 749 1451 7706 7624 5858 42769

Values Scaled by 1000.0 9/15/1992 14sl7

Pee 6 of 8

EDIETION RIE8LITATIO PROJECTmry Acommt by Project Cqnent

nwam

INFOMATIEADTE6ACU INSTITUTI ON REIMA A INSTRMCTI PO

ER INSPECTOR alu TEACHERS' ANAGIEN NAJOR CONSTRUCT ORAL EXAMINATI PAIIOIENTRAINING St COUS SUPPORT RECORDS T STWIES IOa MATERIALS ON INTS T

1. INVESTNT COSTS.................

A. CIVIL VORKS1. CIVILI RKS - SCNOLS 0 0 0 0 0 0 2125500 0 0 02. OTHER CIVIL WMORKS 0 0 0 29250 0 0 0 0 14040 0

Sd-total 0 0 0 29250 0 0 2125500 0 14040 0B. EQUIPNIENT 0 0 877 48750 877 0 0 3120 152880 0C. DESIS AID OTHER FURNITLRE 0 0 0 0 200 0 294450 1950 0 0D. MTERIALS NONR-800K) 1025 250 7915 3000 750 0 0 0 9945 0E. WOKS 0 0 0 0 3607 0 0 1674845 1950 0F. TECHNICAL SSISTACE1. INTERNATIONAL 53820 42120 0 35100 14040 0 93600 0 280020 1638002. LOCAL 8556 8775 0 630 0 0 24375 0 3510 57720

Subtotal 62376 50895 0 35730 14040 0 iii 0 283530 221520G. VENICLES 0 S850 315900 0 0 0 23400 3315 1S600 0H. STIIES & SmEYS 0 0 0 0 1250 292500 0 21450 0 01. TRAINING1. EXTERL 0 1170 75114 19695 0 0 0 0 43875 02. LOCAL 3227 7070 0 200 0 0 0 0 2340 0

...............................................................................................................

SIb-total 322r 6240 75114 19895 0 0 0 0 46215 0J. 1DRKSUOPS/PANEtS 107915 30325 97500 0 0 0 0 0 20592 8m

Total INVESTIEIT COSTS 174543 95560 497307 136625 20725 292500 2561325 1704680 S44752 230295

It. RECUUT COSTS...................

A. LOCAL SALARIES 29081 T73s 0 s5 250 14625 8m 38025 12088 139425S. OPERATION & AINUTENANCE1. VEHICLE GIN 0 5850 267540 0 0 0 21060 3315 15600 02. BUILDI1OUIN 0 0 0 0 0 0 58500 0 0 0

Sib-total 0 5850 267540 0 0 0 79560 3315 15600 0C. OFFICE SUPPCRTADNIN 0 9750 0 9750 0 9750 29250 0 9750 58500

.............................................................. ............................................................................................ *v^

Tqtul REOUIENT COSTS 29081 22957 267540 147so 50 24375 117585 41340 37438 197925

Total BASELINE COSTS 203625 118517 764847 151375 20975 316875 2678910 1746020 s52190 428220Ph"ical Contirgencles 17082 8602 56934 12356 1333 17062 200918 261903 40952 31746Price CcIng emles 222734 125399 698989 155936 20155 291839 3483796 1686170 581131 469433

Total PIOJkCT COSTS 443441 252519 152069 319667 42463 62s776 6363625 3694093 1204273 929399

Taxes 0 0 0 0 0 0 0 0 0 0F6reIpn Exe_ . 134840 106869 1340632 250217 34301 370565 3035495 3305334 978439 269970

Values Scled by 1000.0 9/15SM992 14s11

Ama k DAiedPose 7qf8

ZFJIANWATIOu EIEAILITATION PROJECT

Smmrwy Account by Project Caqmanunt

Pbyaical PriceContingsnfes Continencfes

, . . . . .. . . . .... . . .

Total Amount AmJ t

1. INVESTh' cuSTS....................

A. CIVIL WS1. CIVIL WORKS - SCHOOLS 2125500 7 159412 128 27174802. OTHER CIVIL WORKS 43290 10 4329 36 15476

. . .. .............. .. _......_. _........... ...................... .... _. .Sub-totel 2168790 6 163741 126 2732956B. EQUIPUENT 206505 10 20806 119 246148C. DESKS AND OTHER FURNITURE 296600 8 22396 148 439239D. MATERIALS (NON-BOOK) 22885 10 2289 97 22193E. BOOKS 1680403 1S 251783 96 1617304F. TECHNICAL ASSISTANCE1. INTERNATIONAL 682500 5 36465 104 7105952. LOCAL 103566 6 5788 114 117766

..................... ;;;;;; .................. ..................... ............. ............. ....... Sub-totel 786066 5 42253 105 8283620. VEHICLES 364065 5 19120 71 2s5424H. STWIES 4 SURVEYS 315200 6 17905 90 2851741. TRAINING

1. EXTERIAL 139854 5 6993 85 1192922. LOCAL 12837 5 642 106 13549.......................... ........................................... _........ ........................ .

Sb-total 152691 5 7635 8T 132840J. WORKSHOPS/PANELS 265107 10 26511 85 226072.........................................................

Total INVESTNENT COSTS 12 9 574438 108 678871

II. REC0RENIT COSTS...................

A. LOCAL SALARIES 254627 11 M45 119 302599B. OPERATION A AINITENANCE1. VEHICLE OIN 313365 10 30976 130 4075232. WUINDIIG 08 58500 7 4387 149 87449

............... ..........................................

Sub-totat 371865 10 35363 133 494972C. OFFICE SUPPORT/ADIIIN 126750 9 11944 118 149299

.........................................................

Total RECURENT COSTS 753242 10 74452 126 946870

Total BASELINE COSTS 7011554 9 648890 110 7735582Phtysfcal Contingencies 648890Prfe Contingmncfes m3552 8 639411

. ~~~~~~~~~~.........................................................Total PROJECT COSTS 15396026 8 1288300 50 7735582

Taxse 0 0 0ForeI Exchnge 9826662 9 864487

.. .... ..................... ...... .......................................1.............V lues 1t4ed bV lO0D.0 9/15/199 14:16

ZMIAWWATIOI tEIUBILITATION PROJECT

Stmry AcotS Cast Suamry

MC#A UM I Total...... z;; ...................... ..........................- I Foreign as* Local foreign Total Local Forein Total Ehdug Costs

t. INESTIIET COSTS...................

A. CIVIL VOS1. CIVIL w1B - SCNOOLS 1141530 963970 2125500 5854 5046 10900 46 302. OTIERCIVILIVOS 17316 25974 43290 89 133 222 60 1

Sub-Total 115K846 1009944 216870 5943 5179 11122 47 310. EWIPNIET 0 206505 206505 0 1059 1059 100 3C. DESKS AM OTHER FUMITURE 148300 148300 296600 761 761 1521 50 4D. MATERIALS (M-H11OOK) 2289 20597 22885 12 106 117 90 0E. 9ROKS 128589 1551814 1680403 659 7958 8617 92 24F. TECHNICAL ASSISTANCE1. INTERHATICIAL 136500 546000 682S00 700 2800 3500 80 102. LOCAL 103566 0 103566 531 0 531 0 1

Sub-Total 240066 546000 786066 1231 Z2O8 4031 69 11VEHICLES 0 364065 364065 0 1867 1867 100 5e.. STUDIES & SURVEYS 110320 204880 315200 566 1051 1616 65 4I. TRAINING1. EfXTERNAL 0 139854 139854 0 717 717 100 22. LOCAL 10270 2567 12837 53 13 66 20 0....................................... _i .......... ..... ---------------.. ........ ............... __._... ..--- _....--------_-..---_-_

Sub-Total 10270 142421 152691 53 730 783 93 2J. VORKSNOPS/PANELS 168211 96896 265107 863 497 1360 37 4Total INVESTNENT COSTS 1966890 4291422 - 6258012 1008? 22007 32094 69 89

.. .._..... ............. _.. ........................ ................................. T......... ......................

11. RECURRENT COSTS...................

A. LOCAL SALARIES 254627 0 254621 1306 0 1306 0 4B. OPERATION A NAINTENANCE a1. VENICLE atM 62673 250692 313365 321 1286 1607 80 42. 0WILDING elN 14625 43875 58500 75 225 300 75 1Sub-Total m798 294567 37186S 396 1511 1907 79 5C. OFFICE SUVPURT/ADNIN 126750 e 126750 650 0 650 0 2Total REOJRRENT COSTS 458675 294567 753242 2352 1511 3863 39 11

....... .............. _;;; _. .......... ......... ;..... ................... ............................... ..... ------------. ----------------------Total BASELINE COSTS 2425565 4585989 7011554 12439 23518 35957 65 100Physueat Conting"ncfes 201096 47793 648890 1031 2296 3328 69 9Price ContingencIes 942702 4792880 M5562 1409 2095 3505 60 10~~~~~~~~.. ................................ ........................... ......................................... ...........Total PRWECTS COSTS 5569363 9826662 15396026 14879 27910 42789 65 119.a..sScae.... 00...........................................................................:.....1.7.......V lun Sctedby 1000.0 - 9/15/1992 14:1Y

-73-

Annex 3: Forecasts of Eoendiftre and DisbursemePage I of I

Estlma G Mment Exoenditure Proaram. 1992-1994(K Million in Constant 1984 Prices)

EXPENDITURE 1984 1991 1992 1993 1994PROGRAM Actual % Pro. Est. % Budget Eat Est. %

(K mill.) (K mill.)

Core Sectors

Agriculture 117.3 7.9 76.8 7.1 63.7 85.4 108.6 13.0

Health 112.9 7.6 77.8 7.2 90.7 102.5 110.0 13.2

Education 249.5 16.8 131.2 12.2 141.5 136.6 142.0 17.0

Transport/Communications 83.2 5.6 49.1 4.6 55.1 42.7 43.8 5.3

Energy 16.3 1.1 5.3 0.5 3.2 6.0 5.8 0.7

Sub-Total 579.2 39.0 340.2 31.6 354.3 373.2 410.2 49.1

Other Sectors 905.9 61.0 736.8 69.4 615.7 480.8 42. 0.9

TOTAL 1,485.0 100.0 1,077 100.0 970.0 854.0 835.0 100.0

Source: Zambia Public Expenditure Review, Staff and MOE Estimates, 1992.

Disbursement ScheduleUS$ million

Amount Disbursed 1.9 3.8 9.0 9.3 6.7 1.3

Cumulative Amount 1.9 5.7 14.7 24.0 30.7 32.0

Percentage of Total 6 18 46 75 96 100

An=r 4: Imolemenfafin SchedulePage I of I

199 1994 199 1996 1997 199I1 2 34: 1 234:12 3 4 12 34:1 23 4:12 34:

PUOJECT :

loord Presentat ion ICredt tlffctlvns K Project Cmlptlton 2 Credit Closing :

INPWUUuT to SILITY a Lewning Ustteaa aa aa

Reprint Existing fttwr IsI miUnUa*a:aaReprifnt NMaaa.auu-- Print Health fteluu a r- a- Print ZW nn min.aa m mu m Print Reg*sdvcrpts I nnur- Purchae Omn a n -NeW Umawript bvt-- ---print NeW .na Purchase, TIC Scoks I uuaa Teaching NaterIstea*.auuauiu. vehicle a -*

TA: CaostingTAt Exam Inwtion a --- -----------TA: iNmkIng 'Waft 7 IL12: I--------TAs Coqnufting Loealstmum =.~ru a.am.n

TrafnIing ----in. -in------2

IIPUWIUB ACU :: Oam Cusutrustlon Phase I a uunnnuu.a.uu rSm C..trsmtlmn Mlme II a u -- :

gum Coeutnaatimn Phas III aa* unn.n.ui.iu-Raw Coutnsmtim Phums IV :22a

furndiurlI hottation --------Extaulosi ---m -------- uusauauua.s Fumniture: Est.wla'm a --- ---TA --- uamnNalntuunee--------

PLANNING AI WAUAGEhT N5eadteechar Tra inrer Trg =suu

NT CaurBes Zs anm uZs mu *2 EuTA * m

inspetorsf CaursesProgran Prep. ntIsp Courses 2 2:u:3 :

Inst itut lrata Supaport 3U22U2U232322u233 uE532uZu3222Vehictes* 2323

Hanegemr t of Inforust Ion U223222Z32332333353U3UUmu2Wm23mmu2U

-75 Arnex S: Suoent4on SchedulePage I of 3

SUPERVSION S

1. Borrower's Contribution to Supervision

(a) Every six months progress reports on ths implementation of theproject would be prepared by ZEPIU. Such reports would bediscussed with IDA during the annual implementation review.

(b) By January 1993 and every year thereafter the MOE would obtain aguarantee from the Ministrn *f Finance that there has been an increasein real terms in the budget for primary education.

(c) ZEPIU would also prepare quarterly reports to the Project SteeringCommir.ee 'hat would be sent to IDA for information.

2. IDA Supervision Inputs.

Approximate Expected Activity Staff inputsDates Skill Requirements (staff-

(monthNear) weeks)

11/92 Educator, Project Launch Workshop 10Economist,Exams specialist,Education Materials Specialist,Engineer/architect,Training/management Specialist,Procurement SpecialistCo-financiers

02/93 Educator (Task Manager) Supervision 2

06/93 Educator (Task Manager), Annual Implementation Review 16Economist,Engineer/Architect},Watwr and Sanitation SpecialistCo-financiers

12/93 Educator (Task Manager) Supervision 2

-76- Annex 5: S:S,peaion SdaedidePage 2 of 3

04/94 Educator (Task Manager), Annual Implementation Review 16Economist,Exams specialist,Education Materials Specialist,Training/management Specialist,Financial Analyst orAccounting/Auditing Specialist,Engineer/ArchitechtCo-financiers

09/94 Educator (Task Manager) Supervision 2

12/94 Educator (Task Manager) Supervision 2

01/95 Educator (Task Manager), Mid-Project Review 16Economist.Exams specialist,Education Materials Specialis.,Training/management Speeialist,Financial Analyst orProcurement Specialist,Engineer/ArchitechtCo-financiers

09/95 Educator (TasK Manager) Supervision 2

04/94 Educator (Task Manager), Annual Implementation Review 16Economist,Exams specialist,Education Materials Specialist,Engineer/architect,Training/management SpecialistCo-financiers

09/94 Educator (Task Manager) Supervision 2

12/94 Educator (Task Manager) Supervision 2

04/95 Educator (Task Manager), Annual Implementation Review 12Economist,Exams specialist,Education Materials Specialist,Engineer/architect,Training/management Specialist,Financial Analyst

09/95 Educator (Task Manager) Supervision 2

-77- Annex 5: Seun SchedlePage 3 of 3

12/95 Educator (Task Manager) Supervision 2

04/96 Educator (Task Manager), Annual Implementation Review 12Economist,Exams specialist,Education Materials Specialist,Training/management Specialist,Financial Analyst orProcurement Specialist,Engineer/ArchitechtCo-financier-,

09/96 Educator (Task Manager) Supervision 2

12/96 Educator (Task Manager) Supervision 2

04/97 Educator (Task Manager), Annual Implementation Review 10Economist,Training/management Specialist,Financial Analyst,Engineer/ArchitechtCo-financiers

09/97 Educator (Task Manager), Project Completion Report 10Financial Analyst, PreparationEconomistCo-financiers

05/98 Educator (Task Manager) Discussion of PPAR findings 2

Ane 6: Pedb-w-criffe dAorPage 1 of 3

Perfonarwe h1ficamos

Output Indicator Effect Indicator

a oL-iminzMletri a Learnint Material

6 mllion new text book Textbook/pupil ratio in primary aducation:- 1/2 in Mathematics and English

665,000 teachers' guides - 1/3 in other subjects

3500 teaching kits

528,50 reference books Reduced dropout rates, especialiv of girls

Gender specificity tests of books Increased literacy/nuneracy ras

b. Examination Greater gender sensitivity in leamning materials

Universal competency testing at grade f.our b. Exi

National examinations tesbtig higher order cognitive skills Increased value of primary school education as perceived by the labormarket

10 examination officems trainedIncreased teachers' awareness of learing problems

Loalization of grade 12 examinationGreater cumTculum relevance of teaching

Examiation fedback system

Technical assistance

Annex 6: Perfomae I orsPage 2 of 3

Pefornranme Indicators

2. A jm nd Phvsieal Facilits

Oput Idicator Effect Endicator

1000 new cl m 8om in Luaka, Ndola, Kitwe Increased parifcipation ratio in the Lusaka, Ndola, Kitwe area-700 in 20 new school-300 trough exwiWn-ic and hbiiaion of old schools Inceased participation of poor sudents

lcemgnb in water md sanittiom fcilities Icased participafion of female students

School Maite Fund (10% of invested funds), maneged by PTAs Reduced school closure due to envimMental rlated ilness

Reduction of triple/quadnrple shbifs

A maximum of 50 studnts/classroom/shift in project schools

Increased involvement of parents, reduced vandalism;

Amna 6: Perforcw InatorsPage 3 f 3

3. e ot

Outpu Indicator Effect Indicator

Thining a. Training

Training of 4000 head-eachers (with prionty to women) Improved administative and professional competence of head teachers

Traning of 100 inspectors/100 education officers (with priority to Increased management posts for womenwomen)

Management and Adm. courses for ECZ. Icreased frequency of school inspection

Logistical support Increased geographical coverage of inspectionComputer for ECZThree vehicles for ECZ26 miniuses for TTC11 vehicles for the School Inspetorate

h Management Informationb,. Magagement Information

Articulated plans and targets in education policyFicing system of key education data

Improved data coliection: method, substance and qualityTeachlrs' record system

Increased capacity for analysisDocumentation Center

10 Policy studies_

4. Pkibic Ruree

Output Indicator Effed Indicator

|Ieased public spending an education, of 15 % of the total budget by Greater sustainability of the education systm.1995

Anna-81- Page ) of 6

TITLES TO BE PRODUCED 1993-1997TITLE GRADE PorT TnLES 1993 1994 1995 1996 1997 COPIESI TOTAL TOTAL

TnTLE TEXT jTACHEWSBOOK GuWE

ENGLIS 151 1 120000 120000ENGLIS" 6 T 3500KB X 16000460

ENGLIS 6 P X 120000 120000

ENGSuH a T 3 BOOKS X 16000 45000

ENGLISH 6 P X 120000 120000ENausH 7 P X t 2~~~~~~~~~~~~10000 120000

ENGLISH 7 T 3BOOKS X 15000 4OO

MATHEMATICS 5 P X 120000 120000MATHEMATICS S T X 16000 10SOSOCIAL STUDES S P X 120000 120000SOCIAL STUDIES 5 T 3 BdY.S X 16000 4SO00

SOCIAL STUDIES 6 P X 120000 120000

SOCIAL STUOIES 6 T 3 BOOKS x 16000 45UNSPECIED NEW SERIES P 4 BOOKS X X 490000 480000

UNSPECFED NEW SERIES P * BOOKS X X 60000 0000

TOTAL 30 22 10 0 4 4 1350000 120000 300000

ALREADY DEVELOPED NEW MANUSCRIPTS

SOCIAL STUDIES 3 P X 120000 120000SOCIAL STUDIES 3 T X 16000 16000SOCtAL STUDIES 4 P X 120000 1120000

SOCIAL STUDIES 4 T X 16000 10 IS

TOTAL 4 4 0 0 0 0 270000 240000 30000

MANUSCRIPTS UNDER DEVELOPMErIT OR TO BE DEVELOPEDMATHEMATICS 3 P X 120000 120000MATHEMATICS 3 T X 16000 16000

MAThEMATICS 4 P X 120000 120000

MATHEMATICS 4 T X | 1600 16400|

MATHEMATICS 5 P x 120000 120000MATHEMATICS S T X 16000 16000

MATHEMATICS 6 P x 120000 120000MATHEMATICS 6 T X 15000 15000

MATHEMATICS 7 P | 120000 120000

MATHEMATICS 7 T X 16000 16000

ENVIRONMENTAL SCIENCE S P X 120000 120000

ENVIRONMENTAL SCIENCE | T X 15000 15000ENVIRONMENTAL SCIENCE 6 P X 120000 120000

ENVIRONMENTAL SCIENCE 6 T X 150 16000

SOCIAL STUDES 5 P X 120O0 120000SOCIAL STUDIES 6 T X 16W00 16000SOCIAL STUDIES a P X 1|20f00 1 20000

SOCIAL STUDIES | T x :FOOO I5000SOCIAL STUDIES 7 P x 120000 120000

SOCIAL STUDIES 7 T x 166000 jSOO

TOTAL 20 a 2 4 4 2 1350000 1200000 160000

GRAND TOTAL 64 34 2 4 a8 2970000 264T0000 4000

-82- AnnL Page 2 of 6

TITLE PotT TITLES 1993 I$"4 |low 196o 1007 COPIESI TOTAL TOTAL

l l ~~~~ ~~~~~~~~TMT TEXT TIICHEIVS|I. l BOOK GUIDE

(d) Reprints of (b) & (c)UNSPECIFIED NEW SERIES P 400KS X X 600000 0UNSPECIIED NEW SERIES 4T J OKS xJx 60

TOTAL a BOOKS _ 4 4 -0000 -00000

(e) On Behalf of ZEMPENGLISH 3 P 3 8KG X 380000 380000ENGLIH 3 T 28BOKS K 30000 30000

ENGLISH 4 T 2 BOOKS X 300000 3000ENGLISH 4 T 2 BOOKS X sOo

ENGLISH a pT 2000KS X 30000 30000

TOTAL tS 6 5 6 1170000 1080000 00O0BOOKS

*The"s or other ptinn., as to be dOmed wIlhZEMP, but hI nuwnb ,lndt to the..

(f) Health Science ComponentHEALTH SCIENCE S T I BOOK | 1X000 16000HEALTH SCIENCE | P t BOOK | 125000 126000HEALTH SCIENCE | T I t00K X 15= 16O000HEALTH SCIENCE 7 P I BOOK | 125000 126000HEALTH SCIENCE 7 T I BOOK X 1500SM0

TOTAL I S KGO= I 2 2 20000 2600 46000

(g) Syllabus ProductionSYLLAUS IVa |o 1.7 T T10 | X |0000sub* I _TOTAL 10 6 5 150000

BOOKS

GRANDTOTALla+[b+c+ d+e+f +18 1 04 45 14 a181 01 a 4r00j 130200 815000

-83- Annex 7Page 3 of 6

PRODUCTION AND DISTRIBUTION OF BOOKSSUBJECT 0MM~OW &%MO 0PMf -rO Oman GP" aMM COUWeT. _ a C 4 6 a .

ENGLISH Subject to views of ZEMP- TEXT BOOK AP AP WB We We

- TEACHERS GUIDE RP A We We w Wwei we we- TEXT BOOK (Old) WO We- TEACHERS GUIDE (Old)

ZAMBIAN LANGUAGES

-TEXT BOOK

- TEACHERS GUIDE2eU w ZUWP mC ZE W ZMu

- TEXT BOOK (Old) ZMP u- TEACHERS GUIDE (Old) ZEMP

MATHEMATIC8

- TEXT BOOK oR RP we W O we WOPAE 3. 4 ND 6 WrED Of P- TEACHERS GUIDE RP AP we we ws we we- TEXT BOOK (Old) we p p- TEACHERS GUIDE (Old j

EMRONMENTAL SCIENCE

-TEXT BOOK3 EC EC IC EC Wd we RP GPAOE ANDVUFTED OF eW- TEACHERS GUIDE IC EC EC EC WB we _w

SOCIAL STUDIES

* TEXT BOOK we we WO WB W we- TEACHERS GUIDE .we .we we Ws we- TEXT BOOK P we we pp wve we sOA- TEACHERS GUIDE .

HOME ECONOMI

- TEXT BOOK Ws WI* TEACHERS GUIDE WB WB WI (for Health Science)

INDUSTRIAL ARTS

. TEXT BOOK

* TEACHERS GUIDE . .

RELIGION

. TEXT BOOK

. TEACHERS GUIDE

music

- TEXT BOOK

- TEACHERS GUIDE

PHYSICAi. EDUCATION

* TEACHERS GUIDE…

-84- Annex7

Page 4 of 6

CHARTS TO BE SPECIFIED BY MOEexamples

CHARTS FOR HOME ECONOMICS AND OR ENVIRONMENTAL SCIENCE

SIMPLE HYGIENE E.G. CLEANING TEETH, PROTECTING FOOD FROM FLIES ETC.FOOD GROUPS (CARBOHYDRATES, PROTEINS ETC.)DRINKING WATER (SOURCES/USE OF)DISEASES AND THEIR CONTROLTREATMENT FOR DEHYDRATION/DIARRHEAHEALTH CHARTS AND BOOKS UNICEFEXTERNAL PARTS OF THE BODYINTERNAL ORGANS OF THE BODY (DIGESTION AND RESPIRATION)SKELETONSENSE ORGANS - EYE AND EAR

CLASSIFICATION OF ANIMALSEXTERNAL AND INTERNAL FEATURES OF A FISHLIFE CYCLE OF MOSQUITO AND MALARIA CONTROLLIFE CYCLE OF A FROG OR TOADLIFE CYCLE OF A COCKROACHLIFE CYCLE OF A MOTH OR A BUTTERFLYA FOOD CHAIN

EXTERNAL FEATURES OF A PLANTGERMINATION OF SEEDSTYPES OF SEED DISPERSALFLOWERING PLANT REPRODUCTIONSOIL EROSIONCARBON CYCLENITROGEN CYCLEWATER CYCLE

SOLAR SYSTEMPHASES OF THE MOONFORMATION OF LUNAR AND SOLAR ECLIPSESSIMPLE ELECTRICAL CIRCUITS (BATTERIES, WIRES, SWITCHES AND BULBS)WATER SUPPLY SYSTEM OF A TOWN

ROAD SIGNS

CHARTS FOR MATHEMATICS

NUMBERSFRACTIONSMEASUREMENTSMULTIPLICATION TABLESCLOCK FACESTIME

CHARTS FOR LANGUAGESALPHABETCOLOURSLANGUAGE MAP

-85- Annex7Page 5 of 6

EDUCATION MATERIALSIf I I ~~~~~~~~TOTAL

ACnVM UNIT QUANTI UNT TOTAL COSTCOST C03YS.

BOOKSEMERGENCY REPRINTGREPRINTING OF TEXT BOOKS - OLD SERIES COPIES 600000 135 81000000 810000REPRINTING OF TEACHERS GUIES - OLD SERES COPIES 240000 140 33800000 338000

PRINtINO OF ALREADY DEVELOPED MANUSCRWPRINTING OF TEXT SOOKS NEW SERES COPIES 240000 135 32400000 324000PRINTING OF TEACHERS GUIDES - NEW SERES COPIES 30000 117 3510000 35100

PRINTINO OF MANUSCRIPTS TO BE DEVELOPEDPRNTING OF TEXT BOOKS - NEW SERIES COPIES 1250000 135 168750000 1687500PRINTING OF TEACHERS GUIDES - NEW SERIES COPES 200000 117 23400000 234000

REPRINTNOREPRINTING OF TEXT BOOKS - NEW SERIES COPIES 500000 135 67500000 675000REPRINTNG OF TEACHERS GUIDES- NEW SERIES COPIES 60000 117 7020000 70200

PRTING OF ITEMS FROM RUMP SCHEDULETEXTBOOKS COPIES 100000 0.75 810000TEACHERS' GUIDE COPES 90000 2.3 207000

PRINTINO OP HEALTH SCIENCE MIATERIALSTEXTBOOKS COPIES 260000 1.00 250000TEACHERS' OUtDE COPIES 45000 0.60 22600

PURCHASE OF SUPPLEMENTARY READERS. PEDAGOGICAL COPIES 10000 2000 20000000 200000METHODOLOGY AND REFERENCE WOKS FOR TTCS

OTHER MATERIALSWALL MAPS SET 3500 6130 17965000 179560GLOBES PCS 3600 2700 9450000 94500CHARTS SET 3500 4000 14000000 140000RULERS FOR CHALK BOARDS PCS 4000 450 1@00000 18000SET SQUARES FOR CHALK BOARDS PCS 16000 600 9600000 96000PROTRACTORS FOR CHALK BOARDS PCS 8000 600 4800000 48000COMPASSES FOR CHALK BOARDS PCS 8000 1000 8000000 80000

DISTRIBUTIONDISTRIBUTION THROUGH PRESENT SYSTEM 75000000 750000

-86- Annex 7Page 6 of 6

EDUCATION MATERIALSKWACHA Use

-. TTOTALACTIVITY UNIT QUANT UNIT TOTAL C08T

COST COST -

STUDIES, TECHNICAL ASSISTANCE ETC.

STUDYPUBLISHING POLICY WEEKS 26 5500000

PUBLISHING INDUSTRY WEEKS 2 55000W 5500

TECHNICAL ASSISTANCE- LOCAL STAFF (CLERICAL OFFICER: SECRETARY) MAN YEAR 6 3000000 30000

VEHICLES- PICK-UP 4WD DC WITH HARD TOP UNIT 1 1700000 1700000 17000

OFFICE FURNITURE IO.10

EQUIPMENT- COMPUTER EQUIPMENT SET 1300000 1300000 13000

- OFFICE LOT . 100000 300000 3000

TOTAL 552009000 7250350

Annex 8: Pol Studies-87- Page I of 12

POLICY STUDIES

1. FINANCING OF EDUCATION

BathoA

The over-arching problem in education in Zambia is the immense gap between minimum needs forproviding broad-based access to quality education and the resources available to meet these needs.The underlying cause of the gap is the heavy dependence of the education system on the State as themain source of education finance during a period of prolonged economic decline, coupled withexpenditure policies that diverted resources avay from the social sectors. Three main problems haveemerged, namely, (a) the decline in education expenditures has been so massive that the system canno longer be sustained at its present level of funding. In 1990, public spending on education as aproportion of the GDP was 2.5 percent, one of the lowest in the world; (b) the functional distributionof the education budget is weighted too much in favor of salaries and student welfare, crowding outquality-enhancing inputs at all levels; and (c) primary education has absorbed the main decline inexpenditures.

The inability of Government to provide sustainable financing for education has led to increasingdemands on communities and beneficiaries to pay for education services. As part of the restructuringof the economy, the role of Government in providing these services will be increasingly reduced asthat of the beneficiaries is increased. More comprehensive information is needed on how mucheducation is actually costing, how it is financed and what the money is spent on. Strategies need tobe developed for increasing community and private sector participation while protecting those who areunable to pay. The findings would help in making improvements in resource mobilization andallocation and in improving service delivery to achieve gains in access, equity and efficiency.

Sd Aeas

a. Household level survey: to determine actual levels of educational expenditures byhousehold, by child with reference to gender, and by purpose (uniforms, books, etc.)as a way of measuring parents' willingness and ability to pay for education. Thestudy will build on data currently being generated from the Priorities Survey and theBeneficiaries' Assessment under the IDA Social Recovery Project. Limits and scopefor cost recovery would be examined under this category.

b. Financing at the Institutional level: to determine how much schools of differenttypes, sizes and locations actually cost, and how they are financed; and to reviewdifferences in the way resources are utilized and allocated within institutions in theeducadon system. The survey will generate data on unit costs and on strategies forincreasing efficiency in the utilization of resources.

c. Management of resources: to examine patterns of school ownership andmanagement, and identify constraints to greater participation of the non-governmentsector and strategies for increasing it.

Page 2 of 12

d. Patterns of resource allocation: to review current budget practices at national,provincial and district levels, especially budget formulation procedures, expenditurepatterns (including inter- and intra-sectoral resource allocation at the central and locallevels), and mechanisms for monitoring the allocation; and to make recommendationsfor strengthening the budget process.

e. Resource Mobilization: to explore new sources of augmenting resources available toeducation, including greater cost recovery and increased participation by the privatesector.

f. Policy Impact: to analyze the impact of proposed strategies and existing practices onvarious sub-groups, especially the impact on both rural and urban resource-poorcommunities, and on gender.

h. Synthesis and reconunendations: to synthesize findings from the various studies,bring in international dimensions and comparators, build broad consensus on thefindings and recommendations through seminars and workshops, and publish thefindings for wider dissemination.

2. THE ORGANIZATION AND MANAGEMENT OF THE EDUCATION SECTOR

Rationale

The effective delivery of public educational services depends to a large degree on thesuitability of the management structures for the education sector, the efficiency of the proceduresemployed, and the competence of the managerial staff. The MOE faces many basic weaknesses in itsmanagement and planning capability which adversely affect its present efforts to act as the centralinstigator and coordinator of change and renewal in education. Management problems revolve aroundthe great financial constraints that the system is working under which limits the scope of theadministrative and logistical structures to cope with a fast growing sector; the evolving nature ofGovernment delivery mechanisms towards greater decentralization; the increased participation ofcommunities and the private sector in education delivery and a weak capacity for planning and policyformulation.

Study Areas

a. existing patterns of school management and ownership of educationinstitutions highlighting recent trends. This study will review the roleof churches, local authorities and the private sector in educationprovision and indicate strategies for increasing their participation.

b. decentralization of education management and its implications onfinancial autonomy at the regional and local level. This will include areview of the accounting system at the provincial level (PACO) andstrategies for strengthening it in the context of greater decentralization;

-89- _Anex 8: Pe wPage 3 of 12

control of revenue collected at the local level and incentives forrevenue generation at that level;

c. administrative relationship between the center and the periphery andhow this can be improved in order to strengthen the partnership.Areas to be studied include a review of the Education act; the role ofPTAs in key decisions affecting schools e.g. appointment of headteachers; deployment of teachers and the role of the school versus theMOE; the role of the various education personnel - PEOs, DEOs,head teachers;

d. the organizational structure, staffing and decision makingresponsibilities of professional units in MOE (inspectorate, planningunit, CDC,Examinations Council, Teachers' Service Coinmission) andmake recommendations on how they could be better harmonized andstrengthened;

e. strategies for improving performance, efficiency and morale. This willinclude a review of recruitment and deployment procedures,promotion and recommendations for training and upgrading schemesfor various education cadre;

f. budgeting and expenditure control and strategies for strengthening it;

g. identify botdenecks and constraints to effective management ofeducation and in service delivery and make recommendations forremoving them.

h. assess the level of gender-sensitivity within management levels of education includingin recruitment and promotion into higher levels.

3. STRATEGIES FOR INCREASING ACCESS TO SECONDARY EDUCATION

Rationale

The education sub-sectors are so interrelated that success in expanding access to primary education(Grades 1-7) and improving its quality will create its own pressures for increasing access to the nextlevel, whether in basic or conventional schools. A revitalized Zambian economy will also require alarger number of better qualified graduates from secondary schools. The success of the Bank'sproposed educational and economic interventions in Zambia, therefore, will almost inevitably lead tothe expansion of secondary education. Account must also be taken of GRZ's goal of nine yearsuniversal basic education. To ensure the orderly development and expansion of facilities forsecondary educatirn, strategies for increasing access, within available resources, need to be carefullyelaborated and evaluated, taking account of the various modalities for the provision of secondaryeducation. The effects on girls of both limited entry into secondary schools and of the expansion ofbasic schools would be examined.

-90- Annex 8: PoLSUdesPage 4 of 12

Sutud Area

a. With reference to existing primary, basic school and Junior secondary facilities, thestudy will prepare an action plan for the achievement of universal basic education(Grades 1-9). The plan will Incorporate provision for the necessary physical facilities,for the development and production of teaching materials, for the phasing out of thecurrent Grade 8 selection examination and its replacement by a suitable examination atthe end of Grade 9, for teacher traninAg, and for the maintenance of facilities. Theplan wIll include indicative recurrent and capital costs for the proposed developmentsand will suggest methods for the sustainable financing of the system. Taking accountof resource constraints, it will propose a time framework for the achievement ofuniversal basic education.

b. examine the cost-effectiveness of the distaace education methods currently employedin Zambia for increasing access to secondary education (correspondence programs andopen secondary schools) and make proposals for the expansion/curtailment of thesemodes and of equivalency programs for secondary education (evening classes andother modes, if any).

c. The third study component will examine the cost-effectiveness, quality and financingof private secondary schools and the feasibility (and modalities) of increasingprovision through greater involvement of the private sector.

Basic Schools

d. survey the present distribution and state of basic schools and on thebasis of the survey information review the curriculum, quality, andflnancing issues affecting these schools.

e. quantify the recurrent cost implications of existing basic schools andthe capital cost implications of bringing existing schools to acceptablestandard-.

f. analyze the outputs of basic schools in terms of academicachievement, further education, training and employment opportunitiesof graduates and determine the success of these schools in meetingcommunity aspirations.

g. analyze the equity dimensions of basic schools, in particular in relationto gender, access, geographical distribution and rural-urbandimension.

h. examine how in a period of transition basic schools and conventionalschools can co-exist and what implications of such co-existence are forcurriculum, education materials , teacher training and examinations.

-91- Annex 8.2 lacSPage 5 of 12

4. TRAINING AND UTILIZATION OF TEACHERS

Rtationale

Teachers are one of the chief determinants of classroom achievement. They are also the most costlyelement in the budget for education. Their training, deployment, effectiv, utilization, and propermanagement have far-reaching educational and budgetary implications. Their impact on the budgetfor education is such that a review is needed of policies and practices for their training, deploymentand administration. There is need also to identify options for improving their quality and increasingefficiency in their utilization. Such an investigation bec-omes all the more important since theuniversalization of primary education necessitates a large Increase in the number of teachers, whilethe extension of basic schools and secondary education requires decisions on the levels of trainingrequired and how it is to be prov;ided.

Study Areas

a. The study will propose models for the initial training of primary and secondaryteachers that matches likely needs and available resources. The models will specifywhen and how this training should take place and in what it should consist, takingaccount of any reorganization that might be required bv the universalization of nineyears of basic education. The study will pay special attention to ways in which thenumber of qualified teachers of mathematics and science can be increased. Theproposals will include indicative capital and recurrent costs.

b. The deployment of teachers - examine existing norms and their application at nationaland sub-national levels and establish the nature of the need for continued dependenceon untrained teachers. The study will investigate mechanisms for teacherappointment, deployment, transfer and promotion, and will propose options forutilizing teachers more efficiently and for forecasting future needs (in primary andsecondary schools) with greater precision. In particular, these issues would beexamined vis-a-vis female teachers at all levels of the education sector.

c. investigate the ongoing professional development and quality improvement of teachersand propose a broad plan of in-service training. The logistical, organizational andfinancial implications of this plan will be developed in some detail. The plan will alsoexamine the role and utilization of Teachers' Centres and Resource Centres inpromoting the quality and effectiveness of teachers.

d. examine factors that affect the work of teachers, paying particular attention to issuesof management, accommodation and remuneration, and make proposals forimprovements.

5. GENDER ISSUES IN EDUCATION

Rationale

Girls and women suffer from major and multiple constraints that adversely affect their access to,participation and performance in all levels of education and training. In Zambia, there exists general

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awareness of these gender disparities throughout the educational system. Various assumptions havealso been made on the causes of disparities and their implications. It is, for example, now generallyaccepted that although the provision of equal facilities for girls and boys goes a long way towardsincreasing female participation, it cannot by itself guarantee equal participation. Also, despite theGovernment's affirmative action of lowering the cut-off point of entry into secondary school for girls,gender disparities in enrollment at this level persist. No accurate assessment of its impact has beenundertaken. The lower performance by girls in all examinable subjects and in all regions is bafflingto educators, but no analysis has been carried out as to its causes. The total impact of genderdisparities on women's productivity and entry into the labor force demands sustained assessment inthe face of changing labor force demands. These and other issues constitute significant gaps inknowledge about the education process, its interaction and impact on life and on gender roles andrelationships. This study would close such gaps and identify factors and strategies for improving thesituation.

StudyAra

a. Knowledge up-date* A major survey of gender research in Zambia both published and unpublished

and a synthesis of important findings by sector will be undertaken, prior to thestart of the Project, i.e., summary of current knowledge.

* A survey of on-going gender research, terms of reference, progressional statusand expectations will also be undertaken.

* Information gained will be used for determining priorities and integrating on-going research into the study.

b. School-related Factors

* Analysis of the extent and quality of girls' participation in all levels ofeducation and their experience in the educational process including gender biasin learning materials, teaching strategies including quality of teacher/pupilinteraction (video-taped for feed-back and Teacher Training), assessmentprocedures and school management.

* Assessment of progression of females and males at different levels of theformal education system and investigation of classroom interaction in co-educational settings.

* Analysis of factors hindering the participation of girls and women invocational and professional training programs and the impact of role models.

c. Socio-Cultural and Economic Factors

* Examination of the role of girls in low income households, the allocation bygender of household resources for education and delineation of the roles. Thestudy will focus on parental and social attitudes and expectations; the impaAton girls' education of farnily size; family social, educational and economiclevels; family health status (especially in the light of the growing prevalenceof malnutrition and the impact of AIDS-related deaths on family size andcomposition); and family geographical background (rural, urban, peri-urban,remote, etc.).

-93- Annex 8 Pokicy StudiesPage 7 of 12

Assessment of the differential impacts of increased and reduced cost ofeducation-cost-sharing, subsidies-bursaries and scholarships, etc.

Survey of nature and extent of socio-cultural traditional practices (initiationrites, early marriage, etc.) that persist and are resistant to change and theirimpact on fPmale education and training.

d. Sectoral and Hierarchical Linkages

* Survey the participation of women in the labor force and the signals it sendsback to the education system.

* Analyze the impact of female education on increased incomeearning/generation, autonomy and self-reliance in decision-making.

* Examine the impact of primary education on female participation andachievement in secondary and tertiary levels and in vocational training.

Assess the adequacy of the school curricula for empowerment of gender rolesin health, agriculture, environment, participation in enmployment both formaland informal, etc.

e. Empowerment Models

Documentation of success stories-innovative strategies and illustrative case studies,positive policies, etc., and recommendations for ways in which women and girls inZambia would be empowered through education.

6. CURRICULUM REVIW

Rationale

Fundamental to the development and Jffectiveness of any educational system is a clear identificationof objectives and of the learning experences needed for the attainment ot these objectives. A re-examination of the structure and content of a school curriculum becomes necessary when, as inZambia, major chanves &, under way in the dirœtion of a more liberal, pluralistic society, access todifferent levels o. schooling is becoming more universalized, and prospects for future employmentremain poor.

Study ik

Ihe study *gill identify the attitudes, knowledge, and essential life and wommunication skills thatshould be developed during the seven years primary cycle and the nine years basic education cycle.It will also establish the learning experiences needed for the attainment of these objectives and therebywill identify the core areas of knowledge and skills acquisition that the school curriculum shouldpromote. Drawing on expertise in various parts of the country, the study will indicate how this corecan be incorporated into a curriculum adapted to local needs. -fe study will clarify the relative rolesof academic, practical and vocational subjects at all levels of school education and will examine theneed for and feasibility of specialized schools (e.g., for science, agriculture, commercial subjects). Itwill also examine the feasibility of a more divmified secondary school curriculum that would cater

-94- Annex 8: PolIcy StuesPage 8 of 12

for a more comprehensive range of student abilities and interests. Of special interest will be the closeexamination of the curriculum to eliminate all gender stereotyping and references likely to adverselyaffect girls.

7. CHOLERA AND ENVIRONMENTALLY RELATED ILLNESSES IN SCHOOLS

Rationale

Cholera has become endemic in several of Zambia's cities and major towns, with severe outbreaksoccurring especially during the annual rains. Cholera outbreaks lead to lengthy closures of schools inaffected areas and of schools where sanitary facilities preselit a health hazard. These closures aresymptomatic of a much larger health problem that reflects the poor physical environment in whichlearning takes place. Scabies, dysentery and malaria, though not as widely publicized, are in factmore serious causes of prolonged school absenteeism and drop out than cholera. And yet, schoolsshould be in the vanguard in combatting cholera, and other diarrhoeal diseases, through the educationof students and the transmission of health messages and practices to families and communities.Schools should play this role through formal health and sanitation education and through the sanitarypractices and environment that they establish.

a. quantify the extent of environmental illnesses in schools.

b. examine those schools that have been repeatedly closed during cholera outbreaks todetermine the adequacy and functioning of the toilet and water facilities, the trainingprovided to children in the proper use of these facilities, and the extent of formalhealth and sanitation education within the school curriculum. The toilet and waterfacilities available to the community from which the school draws its intake will alsobe surveyed in order to determine the correspondence between school and homefacilities. The survey of school water and sanitation systems in cholera-affectedschools will indicate, with indicative costings, where improvements or new systemsare required. The study will also examine how such improved facilities can bemaintained and the procedures needed to ensure a disease-free environment within theschool.

c. identify ways in which school children can be more actively involved in theprevention of cholera and other diarrhoeal diseases. This component will first buildup base-line information on socializing practices in the home and on home educationon the need for cleanliness in food-handling, water systems and toilet use. It willexamine how the school curriculum can complement and improve on what is learnedin the home so that children are equipped with the knowledge and trainod in thepractices that will protect them personally against contamination and will enable themto be agents for change in their homes and communities. The study will identify thetype of curriculum materials needed for this education, the training teachers mayrequire before using them, and possible incentive schemes to encourage schools toplay a more leading role in the elimination of cholera and other diarrhoeal diseases.

Anne 8: POlicy SO diesPage 9 of 12

d. examine the compensatory educational measures that need to be taken on behalf ofchildren attending schools that suffer long closures during cholera outbreaks. Thestud; will give indicative costings of such interventions as it may recommend.

8. THE DEVE LOPMENT OF MGIER EDUCATION

Rationale

Analyses of education in Zambia and proposals for development have tended to concentrate on schooldevelopment. The major educational reform exercise in 1975-77 and the more recent documentFocus on Learning dealt with school education almost to the exclusion of the post secondaryeducation. There are now two universities with a combined output of about 1 ,0Q0 graduates as wellas a wide range of tertiary level institutions. The universities absorb a significant proportion of thebudget for the sector, but in common with other educational institutions they are under-resourced.The inadequacy of resources, inefficient utilization of such resources as are available, grave internalmanagerial problems, cumbersome administrative and academic procedures, low levels of research, asmall annual output of postgraduate students, teaching staff demoralized by low levels ofremuneration, excessively many and unproductive non-teaching staff, and a discontented student bodythat has occasioned frequent university closures: all raise questions about the ability of theuniversities to produce highly trained top-quality individuals who can assume posts of responsibility ingovernment, the professions and commercial life, and to support them with quality research, adviceand consultancies. There is an urgent need for a comprehensive evaluation of the entire universitysystem in Zambia. There is also need to determine how, under existing constraints, the universitiescan be helped to deliver quality higher education, first-rate research and in-depth consultancy. Also,the twin pressures of social demand and manpower needs exert considerable pressure for the furtherexpansion of university-level education. A study is needed to determine the extent to which this isdesirable and feasible, given the climate of economic difficulties and the problems that have becomeendemic to the universities.

Study -ra

a. The study will propose strategies for improving and, as circumstances dictate,expanding or consolidating university education under current economic constraints,taking into account the academic quality of current university provision, the levels ofresearch and postgraduate work, the manpower and development needs of theeconomy and of the cultural milieu, the academic and managerial systems of the twouniversities, the effective utilization of academic and non-academic staff, and issues ofstudent participation and discipline. The study will also analyze the financing ofuniversity education, examining unit costs in relation to field of study and determiningthe public cost of producing a university graduate, and will propose strategies for thesustainable financing of university education. The studies would include examinationof incentive structures for the participation of private sector in post-secondaryeducation.

b. The study will conduct tracer studies in specified areas to determine the use universitygraduates make of their education and the relevance of such education to subsequentfields of employment.

-96- Annex 8: Pol SUiesPage 10 of 12

c. The study will investigate the feasibility of transferring to other existing institutionsresponsibility for much that is included in the first two years of undergraduate studyso that university resources can be utilized more efficiently for high-level training.This feasibility study will include an investigation of the desirability and need for apre-ur. -ersity program, particularly in mathematics and science, and/or for theextension of secondary schooling by one year for potential university entrants. Thehuman resource and cost implications of such developments will be presented as partof the feasibility study.

d. The study would review strategies for broadening the pool of middleand high level members of the labor force not just through theuniversity but also through middle level training institutions.

9. OUT-OF-SCHOOL YOUTH

Rationale

About 61 percent of the population of Zambia is under 20 years of age, in a country with one of thehighest urbanization rates in Africa. Because of a huge unmet demand for primary education, largenumbers of 7-13 year olds never get a chance to go to prinary school. Of those who do, many dropout before attaining functional literacy. The transition rate to secondary school is about 30 percent,while the absorptive capacity of the labor market for the unskilled and semi-skilled has been steadilydeclining. The result is a diverse group of out of school youth whose characteristics are notunderstood and whose needs ,re not sufficiently catered for. This study would analyze the n ture andnumber of out of school youth, review the reasons for their being out of school, identify presentpatterns of skill acquisition and work in which out-of-school youth engage, identify the opportunitiesthat exist or that could be made available for training and skill development, and makerecommendations for reducing the rate of wastage in schools.

Study Area

a. Characteristics: Different sub-groups of out of school youth would be studied. theirspecial needs identified, and strategies for meeting them developed. Major sub-groupsinclude: (a) those that are functionally illiterate because they never went to school orbecause they dropped out of school too early to attain functional literacy; (b) girlsleaving prematurely at the upper primary level; and (c) youth who remain6 orreturned to rural centers. Key issues to consider wsould include reasons for leavingschool, disaggregated by systemic factors (e.g., lack of school places orpersonal/family reasons such as pregnancy). Trends and changes in the characteristicsand needs of these groups, especially given the dramatic shifts in the economicsituation, would be explored.

b. Tracer study of a small cross-section of these youths to deepen understanding of theoptions and opportunities open to them.

C. Labor market analysis to determine the absorptive capacity of out of school youth,the suitability of their skills to the needs of the labor market, identify new and/orunder-utilized opportunities for employment. Also, analysis of skill requirement

-97- Aannex 8 POlicy SiudkePage 11 of 12

acquired by youth in relation to self-employnent and entrepreneurship, and constraintfor utilizing these opportunities.

d. Opportunities for further education and training: Alternatives to formal eduaion,lwiuding distance education and work-based training and the feasibility of expandingt' tse opportunities wil'l be explored.

e. Strategies for meeting the needs of out of school youth including strengtheninglinkages with youth programs and entrepreneurship development programs. Attentionshould be given to she present role and potential contribution by local authorities,inaustry, NGOS and community associations.

10. COMMUNITY PARTICIPATION

Rationale

In Zambia, the chief providers and managers of education at independence were voluntary agenciesand local authoritles. Concern about the marginalization of the poor and the entrenchment ofprivileges for the wealthy led to the Government adopting .t centralized system of control andmanagement of education. Recent political and economic trends in Zambia are gradually reversingthis trend, with increased participation of communities in the delivery of education; but the process isunplanned and unquantified, and, therefore, difficult to monitor. Until the major political transitionlast year, the party machinery which had strong grass-root presence linked the center with theperiphery and was an effective conduit for coordinating community participation. It Is not yet clearwhat will replace this mechanism. These are some of the issues that this study would address.

Reasons for increasing the level of community participation go beyond the need to augmentGovermnent resources. The beneficiaries who perceive themselves as being closely involved with therunning of the school respond more positively and promptly to its needs. Conversely, systems thatare highly centralized tend to create a distance between the schools and the communities, oneexplanation which is given for the high level of vandalization of schools in Zambia.

Studv Area

a. Organization and management of community partid:pation: after defining the u,rtof analysis (individual, household, community or MTAs), to assess how participation isorganized and managed and to what extent communities are consulted, involved indecisions that affict them, and given an opportunity to initiate or define the actions;and to determine stages at which communities are involved, and the individuals orinstitutions which organize them. The Beneficiary Assessment is yielding data thatwill help answer some of these question .

b. Levels and patterns of participation: to determine how much communities areactually contributing, in what aspects of educational development and in what form,and to enumerate the expenditure items (e.g., uniforms, books, construction); toquantify community contributions as a proportion of the total resources going intoeducation; and to describe variations in the nature and levels of community

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participation at different education levels as well as variations in nature and level ofparticipation across the country.

C. Attitudes towards partidpatlon: to understand how beneficiaries of the educationsystem perceive their participation in its planning and delivery and what modificationsthey would want.

d. Costs of participation: to assess the indirect and unintended impact of participation,e.g., equity issues, disaggregated by geoder and region.

e. Synthesis and recommendations: to synthesize key findings and recommendations asdiscussed in study 1 above.

-9- s Annex - echn A ancPage I of

ZAMBIA EDUC rION fABJLOAN PROJECt

A: Examinatiom

OI) Examinations Specialist

Throughout the life of the project (1993-97), the examinations specialist will workwithin the Examinations Council of Zambia (ECZ). S/he will be responsible for thedevelopment and implementation of a program to improve the quality of examinations inZambia. In addition, the specialist will coordinate the development of basic competency teststo be used to measure learner achievement at the mid-primary stage. S/he will also beresponsible for the design and administration of short-duration training programs ineducational assessment.

The specialist will also guide and support the establishment of a feed-back system toschools so that information from examinations is disseminated to schools and to the Ministry.In particular, the specialist will design a standard format for the annual publication andanalysis of examination results.

The examinations specialist should have a post-graduate degree in education or relatedfield and extensive experience in examination systems test development and research onmeasurement techniques. This experience should have been gained either in an Africanexamining authority or an international agency which administers examinations in Africa.Experience of project administration would be an advantage.

(ii) Computer Specialist

The computer specialist wUI be expected to advise the Examinations Council on thepurchase of hardware and the development of software to meet examination processingrequirements. ir particular, the specialist wIll be expected to set up a data entry and retrievalsystem which will allevlte many of the current data processing problems.

The computer specialist will also prepare and implement plans for the phased transferof data processing activities from UNZA and the Ministry of Finance to the ExaminationsCouncil. Such plans wIll include the training of Zambian personnel for the management andoperation of the Council's computer services.

The computer speciaiist should have extensive experience covering a wide range ofhardware and software environments. S/he should have been involved in database design,preferably in an educational context. Knowledge of examination procedures would be anadvantage as would work experience gained in Africa.

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ill) Examination Management Specialist

The management specialist will be appointed for a twelve-month period. S/he will beresponsible for the preparation of a report for the Examinations Council of Zambia (ECZ),defining the responsibilities and functions of the Council. S/he will then define the key tasksand objectives of ECZ and prepare detailed plans for the reorganization of ECZ to enablethese objectives to be met with maximum efficiency.

The management specialist will also be required to prepare, after negotiation withmembers of staff, detailed job descriptions incorporating responsibilities defined under thenew organizational structure. The management specialist wIll specify a suitable managementtraining course, or courses, for ECZ managers and will arrange for at least two to be trainedduring the first year of the project.

The selected specialist should have extensive experience in organizationalmanagement, gained in a commercial and/or educational environment. Knowledge of thefunctions of an educational assessment agency is necessary. Previous involvement in projectadministration and work experience in sub-Saharan Africa is highly desirable.

Ov) Office Systems Specialist

The office systems specialist will advise the Council on the best use of itsadministrative resources, particularly in the fields of record keeping, document production andprinting/duplication. The specialist will:

* Establish a secure system for the storage and retrieval of examination recordsand statistics;

* Train a counterpart in the maintenance of a record-keeping system;* Assist in the introduction of word processing equipment into the Council and

advise on the design of standardized documentation which will increase theefficiency of the examining process;

* Assist the Council's Print Officer in establishing printing schedules and a print'progress chasing' system.

The office systems specialist should have extensive experience in the field of officemanagement. Knowledge of the administrative functions of an educational assessment agencywould be an advantage. Expertise in the fields of woird processing and print ordering wouldbe highly desirable.

B. Education Management

OI) TrainIng Co-ordinator

The Training Co-ordinator (IC) will have overall responsibility for the planning andimplementation of the Education Management and Planning component of the IDA project.

-101- ^Annex 9: .Technal AssistancePag. 3 of 6

S/he will be attached to the Manaemert Development Coordinating Committee (MDCC),chaired by the Chief Inspector of Schools, which is responsible for the coordination of alltraining and other human resource development activities within the Ministry of Education(MOE). The TC will have a counterpart under each of the sub-components: training ofeducation managers, teachers' records and management of information. Each counterpart wIllbe a representative of the relevant unit within the MOE, and all will be members of theMDCC. The TC will report to the Chief Inspector of Schools but would report to the ProjectCoordinator at ZEPIU for matters regarding IDA inputs and coordination with othercomponents.

The TC would inter alia:

* Develop work-plans for the execution of all activities under this component, inliaison with the counterpart team to be approved by the MDCC;

* Coordinate the implementation of the various activities under the work-planstogether with counterparts;

* Liaise with the Project Coordinator on issues of procurement and hiring oftechnical assistants, both local and foreign;

* Maintain close contact with the various institutions providing training and TAservices;

* Serve as Secretary of the MDCC and provide expert advice to the committee;

The person selected for this job should meet the following requirements:

* A first degree in Education or in Social Sciences at minimmum, with a biastowards management, planning and/or administration (post-graduate training inthese areas would be highly desirable);

* Experience in Government administration and/or in project implementation;

* Good communication skills and the ability to work well with others.

01) Tedcical Assistance nstitution: Training and Institutional Support

The institution will be responsible for all of the local trainin g to be provided under theIDA project; specifically, the training of headmasters, education officers and inspectors. Theinstitution will provide services in close consultation wita ine Training Coordinator in theMOE (described in the TOR above). The supervision of the planning and provision oftraining under this component rests with the MDCC in the MOE. Actual execution of theassistance will be planned and conducted jointly with the authorities in the local institutions(e.g. UNZA/School of Education and the Teacher Training Colleges (rTCs). This institution

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Page 4 of6

will work closely with the Inspectorate in the preparation of the program and the monitoringof its impact.

The specific tasks of the institution will be:

* Provide technical assistance for the preparation and execution of a program ofone-month basic courses for all prinary school head-teachers, to be given atall provincial Teacher Training Colleges (TTCs). The assistance would bedivided as follows:- overall preparation, development of training materials, and training of

trainers;- intensive participation and guidance in conducting the first course,

including a month of monitoring;three months a year (for four years) for input into the trainingprogram and for monitoring and follow-up assistance.

* Provide technical assistance for the preparation and execution of a three-monthintensive course for education officers and inspectors at intermediate levels.This course will be offered at the University of Zambia (UNZA). Theassistance would be divided as follows:- arranging (including field orientation) a high-level workshop for the

design of the course and the development of course materials;- conducting the courses, followed by field visits for monitoring and

follow-up during every year of the project;

* Provide professional back-stopping for the technical assistants TA in the fieldby identifying existing training materials, management courses, monitoringtechniques and evaluation procedures;

- Arrange 3-month advanced courses in education management andadministration for a total of 22 tutors from lTCs, who will be trained duringthe last four years of the project;

O Identify titles for a basic stock of 100 books for both the University in theareas of education management and administration, and of 30 books for eachof the 10 TTCs and NIS'TCOL.

The institution selected for these tasks should have:

* A reputable capability in training in education management and administration;* High-quality staff and/or network that can be used to provide technical

assistance;* Advanced training programs within the institution in which Zambian tutors

can participate;* Capacity to provide the required back-stopping facilities.

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(iii) Technical Assistance Institution: Teachers' Records Management

The institution wIll provide technical support in the wholesale improvement of thesystem of teachers' records and the overall management of information on teachers. This partof the project will be implemented within the context of the larger NESIS project. All TAinput will be harmonized with other TA support in the broader NESIS project.

The institution wIll:

* Assist the MOE in the design of an efficient system for the management ofteachers' records and in the preparations for the implementation of the newsystem. This will involve:- Specification of the data required;- Development of a 'unique identification number' for all teachers;- Development of an appropriate and efficient method for the

verification of all available data as well as for the collection of newdata;

- Review of the distribution of responsibilities for teacher managementand administration between key sections at national level (TeachingService Commission (TSC), Staffing, Inspectorate, etc.) and betweenthe national and local lvels in the system;

- Review of the system for circulating teachers' records, including thosesections who use teachers' files away from the main MOE building;Preparation of an interim strategy during the transition to the newsystem, with a view to computerizing the system by the end of theproject.

* Supervise the actual introduction of the new system, provide in-house trainingand on-the-job support. This will include:- Supervision of the necessary pruning, reorganization and rebinding of

files, and the reorganizing of archives;- Advising different user sections on the development of alternative

methods of circulating records;- Providing advice on improved system of collecting data on teachers as

part of the school census, an on the improved processing of such dataat different levels;

- Supervision of the reorganization of registry space at national andprovincial levels;

- Providing professional guidance to personnel officers.

* Computerize key teacher data at the national level. This will include:- Design of software, considering experiences of other countries in the

region;- Supervision of the identification and installation of the computer

system;- Provision of on-the-job training and guidance for data entry and for

the use of the system;

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Advising on linkages between the data collection and the computersystem already available in the Planning Unit.

The institution selected for these tasks must be able to perform them thoroughly andefficiently within the time period determined by the MOE. The institution should have:

* Direct practical expertise in teacher reird management, including acomputerized system;

* Staff of sufficient seniority and outside contacts as well as with adequateexperience to ensure the appropriateness and smooth implementation of theproposed system;

* Experience in developing and maintaining a teacher record managementsystem in developing countries, preferably in sub-Saharan Africa.

-105- Annex 10:f Overmens a/ the SRFPage 1 of 3

OPERATIONS OF 1i SOCIAL RECOVERY FUND

1. The Social Recovery Fund (SRF), which in this project is referred to as theSocial Recovery Project Unit (SRFU), is an agency under the National Council forDevelopment Planning (NCDP) under the office of the President. It is closely coordinatedwith the offices that manage the Government's Social Action Programme and the EuropeanCommunity's Microprojects Programme (the Microprojects Unit (MPU)). With funding fromIDA"', Norway and Sweden, the SRF identifies, appraises and finances small-scalecommunity-based projects. It also manages a study and analysis program to help improveplanning and policy making in the social sectors.

2. The SRF undertakes activities in many areas including health and nutrition,water schemes, economic infrastructure and education. Within education and training theSRF funds: (a) rehabilitation and expansion of primary and secondary schools; and (b)training in skills development.

3. The SRF has funded consumable items such as supplies or materials forrenovated health posts and schools. Such financing.is an extra incentive for successful andtimely completion of the construction phase of specific sub-projects.

4. For the purpose of screening, sub-project categories are assigned a priorityfrom one (highest priority) to four (lowest priority). Based on this priority, sub-projectproposals are selected for appraisal. Within each sub-project category the highest priority isgiven to projects that benefit women and small children. The sub-projects with highestpriority are:

- rehabilitation of health centers;- rehabilitation of childcare centers or shelters;- preventive health and nutrition programs;- equipment and inputs for rehabilitated health centers;- health and nutritional training;- community vegetable gardens;- rehabilitation of water supply systems;- expansion of water supply systems;- latrines and other simple sanitation;- rehabilitation of primary schools;- expansion of primary schools;

furniture and materials for rehabilitated primaryschools; andskills development training.

Social Recovery Project, approved June 1991, Credit 2273-ZA

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Development and Approval of Sub-projects

5. The SRF follows a project cycle based on the experience of the MPU. Thiscycle has the advantage of working through the budget process of the District Councils (DCs)and Provincial Planning Units (PPUs) without having the sub-projects delayed at either level.

6. The first step in the project cycle is outreach activities to introduce theprogram to the communities of Zambia. SRF staff holds workshops in each province invitingrepresentatives from the DCs, PPUs, and NGOs to participate. These workshops explain thepurpose of the SRF and its procedures, as well as train the community representatives in howto work with their communities to identify priorities and complete the sub-project requestform. Outreach activities are targeted to areas and sectors from which few or poor-qualityproposals are forthcoming.

7. The communities must establish a Project Committee (PC) that is responsiblefor implementing the sub-project. These committees frequently are drawn from existingwomen's groups or Parent-Teacher Associations. When the communities are ready to submitsub-projects, they initiate the project cycle by sending a completed sub-project applicationform to the DC. The form includes information on the beneficiaries, a description of the sub-project and its costs. The DC then clears the sub-project proposal, indicating its consistencywith district plans, and sends it on to the PPU. The PPU also indicates whether the proposalis consistent with the province's priorities. The PPU must also give a letter of commitmentfor any facilities requiring staffing, as the PPU manage the budget for recurrent costs inprimary health and education. The SRF has not experienced any delays in this process sincethe DCs and the PPUs meet every quarter and come under significant pressure from theircommunities if they hold up the sub-projects.

8. The cleared sub-projects are sent from the PPUs to the SRF for evaluation.At each review (by DCs and PPUs) a copy of the request is also submitted to the SRF,enabling the SRF to monitor the review process. NGOs submitting sub-projects do not haveto go through the DCs and PPUs formally. Nonetheless, they must get a letter from the PPUstating that the sub-project is consistent with provincial plans and that any extra staff that theNGOs' sub-project required will be made available. Once dhey have this, the NGOs sendtheir sub-project proposals directy to the SRF.

9. The SRF appraises sub-projects by sending a staff member for a site visit.The staff member is responsible for gathering any information not included in the requestform regarding the sub-project's impact and costs. He or she also assesses theimplementation capacity of the executing agency. An appraisal form is completed (availablein project files), which, if SRF staff clear the sub-project, is the format in which it ispresented to the Steering Committee.

10. The Steering Committee for the Project meets every quarter to review sub-project proposals. This Committee consists of the Project Coordinator, the PermanentSecretary for Economic Cooperation in the President's Office, the Director of RegionalPlanning from the National Commission for Development Planning, representatives from theplanning units of the MOH and MOE, and an NGO representative appointed by the NGOForum. The World Bank Resident Representative is a non-voting member. For sub-projects

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that are approved, a contract is signed between the PC (or NGO) and the SRF. Approvedsub-projects are sent to the SAP Coordinator for information.

11. Whenever possible the SRF holds a sub-project launch workshop in thecommunity to teach the PC to keep the accounts of the sub-project and inform it about itsother responsibilities in implementing the sub-project. After the sub-project contract issigned, an initial disbursement of 36 percent of SRF contribution to the sub-project is paidinto an account established by the PC. Later payments to the PC are made based cn workcompleted and justification of expenditures. Each disbursement request must be countersignedby the SRF staff member supervising the sub-project and the relevant DC. On average, SRFmakes four supervision visits per sub-project. Six months after sub-project completion, afollow-up visit is made to assess the impact of the sub-project.

-10)8- Annex 11: Role f Donors In Educadlon

Page 1 of 2

ROLE OF DONORS IN EDUCATION

1. Learning Materials: The Zambia Education Materials Project (ZEMP) jointlyfunded by SIDA and FINNIDA is the most comprehensive support program for production anddistribution of learning materials. Initially, the program supported the development anddistribution of secondary textbooks and the emergency reprinting of primary school titles but hasincreasingly become involved in the production of new primary school textbooks. SIDA alsosupports the production of primary school exercise books and desks. In the next three years, ODAwill spend about US$2 million on the supply of supplementary readers to primary schools. ODAhas also supported the university with books. A program funded by UNESCO and UNDPsupports the production of basic science and teaching equipment but its output is quite limitedand insufficient to meet the demand. EC has provided dictionaries and atlases to primary schools.

2. Physical facilities: For over ten years, NORAD has provided the most consistentsupport to secondary school maintenance which has also helped to strengthen building andmaintenance capacity for the ZEPIU. FINNIDA will support a primary school maintenanceprogram beginning in 1993. School rehabilitation and extension with heavy communityparticipation has been very effectively supported through the micro-projects unit supported by theEC and the IDA Social Recovery Project. As can be seen from the table below, many donors areinvolved in construction and rehabilitation of physical facilities but their support is generallydiscrete and or limited to a particular district. In the next five years OPEC and ADB have plannedlarge support programs to school construction.

3. Education Planning and Management: SIDA has provided consistent support tothe MOE planning unit which has included training, equipment and technical assistance. Throughthe planning unit and the SHAPE program, SIDA has also given support to in-service training foreducation officers, inspectors and headteachers. More recently FINNIDA has reinforced thiseffort with TA in the MOE planning unit and the building section. ODA is currently supporting areview of the management of the university, the inservice training of teachers of science andmathematics and fellowships for various cadre in the MOE. UNESCO and SIDA are in theprocess of preparing a support program for the organization, generation, analysis anddissemination of education statistics.

4. Teacher Training: CIDA supports the strengthening of primary school science,mathematics and home economics curricula in TTICs. UNDP/UNESCO supports the upgrading ofprimary school teachers in science and mathematics in order to qualify them for teaching in basicschools. ODA supports in-service programs for science and mathematics teachers.

5. Non-formal Education: UNICEF has supported various activities to promotefunctional literacy and early childhood education.

-109- jnex 11: Role of DoIwrs&j ducadlon

Page 2 of 2

Table 1: Zambia: Donor Involvement in Education

Physical Facilides Learning Planning and Teacher Technioal EcucationalEquipment Materials Management Education Assistance Research

Personnel and StaffTraining

Primary School FINNIDA, SIDA FINNIDA, SIDA SIDA SIDAOPEC, SIDA, EC UNESCO FINNIDA FINNIDAADB, EC ODA FINNIDA ODA, UNDP IDRC, NORAD

Secondary JICA, GTZ ODA, EC UNESCO ODANORAD UNESCO, UNDP

Technical JICA CIDA ODA, JICAVocational ODA Ireland

Teacher ADB, CIDA SIDA CIDA SIDA ODA SIDATraining JICA FINNIDA ODA CIDA

Universities IICA ODA Australia ODA, ECODA SIDA, JICA

France,Belgium,Netherlands

Preschool SIDA UNICEF

Literacy UNICEF FINNIDA FINNIDA

Special SIDA UNICEF FINNIDA FINNIDA SIDAEducation SIDA SIDA

-110-A,nex 12: Gender Sen,ilivit InditS

Page 1 of 2

Criteria for Appraising Gender Sensitivityin Textbooks and Examination Ouestions

The following check-list is not exhaustive and is open to adaptation to suit the analysis of any text.

a) Summary Indicators

(i) Frequency and nature/manner of appearance of characters by gender.

(ii) Named and unnamed characters, individualized or grouped.

(iii) Work/employment images.

(iv) Socio-politicai images - ownership, buying, investing, giving, sharing, receiving,etc.

(v) Family roles.

(vi) Psychological traits - courageous, docile, innovative, dynamic, simpleton,authoritative, etc.

b) Analysis Strategies

(i) Breakdown of characters by gender and number, and count frequency of mention.

(ii) Listing of number of females mentioned by name and those nameless.

(iii) Listing of gender - indicated common nouns and classification as female/male adult,female/male child.

(iv) Order of appearance by gender in terms of page of appearance and placement on pageand sentence.

(v) Listing, categorizing and counting roles of characters identified by gender.

(vi) Determining centrality of characters by in-depth analysis of relationships andprominence patterns of presentation.

(vii) Counting pictures of female/male adults and children.

(viii) Determining role models for girls as compared with boys.

-111-Annex 12: ender Sens,ldv i trS

Page 2 of 2

(ix) Noting method of presentation of characters by gender - order of presentation,autonomy/dependency, as corollary or complement, respective female/male rolesin the home, etc.

(x) Awareness of language and the way traditionally 'neutral' words are used, e.g. man,people, traders, farmers, etc., and how pronouns are used, e.g. "The farmerand her cows."

c) Proposals for improving accuracy of gender roles including affirmative portrayal tocounter/redress current imbalances.

(i) Increased use of neutral nouns and pronouns.

(ii) Deliberate allocation of positive roles for women and girls and increased reference togirls and women with due regard to first appearance, order of presentation andcentrality of character.

(iii) Increase in the number of named female characters and in the use of femiinedescriptions - headmistress, business-woman, etc. - as appropriate.

(iv) Deliberate eare in presentation of relationships between characters - balancing therole of dependency, authority and autonomy by gender.

(v) Increased portrayal of women and girls in economic and political roles.

(vi) Deliberate increase of female role models, with particular reference to femaleparticipation and achievement in science and technology, agriculture, professions andin leadership roles.

(vii) Greater emphasis on female intellectual and professional capacities.

(viii) Depiction of males in family-related capacities and increased depiction ef sharing ofdomestic roles.

-112- Annex 131. Bened(cary Assessment-Pge I of 2

Renefidar,y Assessment

1. The objective of this assessment is to gain an appreciation of beneficiaries'perceptions of both the more general aspects of education and specific issues relating to schoolattendance and the provision of education services. In this way, the assessment aims to determineparents' attitudes towards issues related to the utility of learning, and the corresponding valueattached to school attendance. On a more specific level. the study would intend to assessfamilies' impressions of the immediate learning environment, including school facilities, teachers,learning materials, etc. The study also aims to assess with greater exactitude the strengths andweaknesses of communication of local government, NGO's and community organisations, asexpressed by community members. The ultimate objective of the assessment would be toascertain what concrete new policies or actions could be established to improve access to,effectiveness of, and participation in education by communities and households. By way offeedback to project managers, information elicited through the assessment could be directlyintegrated into the planning and implementation process such that the services and facilitiesprovided correspond to and are informed by beneficiaries' concerns and preferences.

2. The principal methodology employed will be conversational interviewing and willbe carried out as described below. Focus group interviews, case studies and participantobsb'vation will also be utilized. The research will be undertaken by a team affiliated with theRurai Development Studies Bureau (RDSB) at the University of Zambia. The RDSB is presentlycarrying out the beneficiary assessment under the IDA Social Recovery Project (SRP) and theEducation assessment will be built into this ongoing study. It is envisaged that two of the existingthree research teams and six of the present nine researchers will be used. The two team leadersand four researchers took part in a ten-day induction course before the current assessment went tothe field, and by now are very familiar with both the research methodology and with the purposeand objectives of the study.

3. The assessment will be carried out in the urban areas of Lusaka, Kitwe and Ndolaand would consist of two phases. The first phase, lasting six weeks, will have a double function:on the one hand, it will serve as a baseline study to establish pre-existing conditions, levels ofawareness, social and economic indicators, enrollment rates, etc. It will also assess the likelybenefits, as e rticulated by the communities, of primary school construction/rehabilitation projectsfor which the sites, serving the communities in question, have been pre-selecied. In this vein,recommendations could be presented suggesting modifications of aspects of the projects so as toincrease their effectiveness. The first phase would coincide with the project's being declaredeffective. It is anticipated that the fieldwork will consist of two weeks in each of the towns (42person/days) and that two weeks will be required to compile an initial report. Compound areasfor interviewing will be pre-selected by the RDSB Coordinator and 10% of the areas will be"virgin' communities where no prospective projects are planned for. Random stratified samplingwill be used to select households for interviewing. The second phase will serve as a monitoringexercise and will comprise the follow-up assessments in the second, third, fourth and fifth yearsof the project, determining the changes associated with the project, as perceived by thebeneficiaries. These will again involve a six-week fieldwork exercise and a report-writing period.The second and third year follow-up studies will be integrated into the second and third phases of

-113- Annex 13: Benefclaav AssessmentPage 2 of 2

the SRP beneficiary assessment. Findings at each stage of the study will be presented inworkshops in which the relevant community, government, NGO and dc -or personnel wouldparticipate.

4. A supplementary interview guide will be prepared to assist the researchers. This* guide will highlight the areas of particular concern and will provide a loose structure for the

nature and content of the interviews. It will be divided into three sections: Section (1) will guidethe conversational interviewing of beneficiaries and will focus on household behaviour andeducation-related decision-making in the household; Section (2) will concentrate more on theeffect of education policies, the provision of services and the role of intermediary institutions onthe disposition and activities of households; Section (3) will provide a framework for participantobservation and indicate the relevant background information to be sourced from projectpersonnel. The following issues will be stressed:

* parental background: parents' educational achievements. Social composition ofarea under assessment: what are the labor market conditions?

* attitudes related to the utility of learning; the value attached to nW>ndan=,especially in connection with girls' participation. How often are girls kept awayfrom school, and for what reasons? What, if any, action does the school take?

3 repetition and dropout: when do non-enrolled children enter the labor market?Are they literate? What Grades are reached by different children in the samehousehold? Is there a pattern of seasonal absences? What are parents'impressions of essential and desireable length of schooling and the factors thatcontribute to dropout and extended absences.

- willingness and ability to pay: what is the share of education as a percentage ofthe overall household budget?

* beneficiaries' impressions of teachers, PTA, local government units. Howeffective is the communication?

o learning resources: willingness to buy textbooks, uniforms, etc.

a e beneficiaries' perceptions of sustainability issues/responsibility for maintenance ofschool. Attitudes towards theft and vandalism.

-11 4- lAnnex 14 st of Documents In the Prolect Fle

LIST OF DOCUMENTS IN TE PROJECT FILE

1. Academy for Educational Development, Assessment of the Primary and Non-formalEducation Sub-sectors in Zambia, Report to USAID/Zambia, June 1991.

2. Bethell, George, Zambia: Improving Examinations to Enhance Educational Quality,Lusaka, 1992.

3. de Messieres, Olivier, Zambia: Self-management of the Primary School Domain,Lusaka, 1991.

4. Gachukia, Edda, Zambia: Gender Issues in Education, Lusaka, May 1992.

5. Government of Zambia, Focus on Learning: Strategies for the Development ofSchool Education in Zambia, Lusaka, October 1991.

6. , Fourth National Development Plan (1989-1993)

7. Hoppers, Wim, Zambia: Educational Management and Planning Component, Lusaka,1992.

8. Jonsson, Ann, Zambia: Educational Materials, Lusaka, 1992.

9. Kaluba, Henry, Zambia: Urban Primary School Development School MappingReport, Lusaka, 1992.

10. Kiragu, Kithinji, Zambia: Background Report on Financial Issues, Lusaka, 191.

11. Phillip, Lois, Zambia: The Health Education Dimension, Lusaka, May 1992.

12. Sinke, Leo, Zambia: Report on the Physical Aspects of the Primary Education SectogRehabilitation Project, Lusaka, 1992.

13. Wright, Cream, Zambia: Report on Teacher Education, Lusaka, 1991.

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