Pfwument of

The World Bank

FOR OFFICIAL USE ONLY

CJZ 1-7:3 arReport No. 6931-ET

STAFF APPRAISAL REPORT

ETHIOPIA

SEVENTH EDUCATION PROJECT

December 8, 1987

Population and Human ResourceEastern Africa Department

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

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CURRENCY EQUIVALENTS

Currency Unit = BIRRUS $1.00 = BIkR 2.054US $0.4868 = BIRR 1.00

GLOSSARY OF TERMS

AAU - Addis Ababa UniversityADF - African Development FundAPC - Awraja Pedagogical CentersAU - Asmara UniversityAUA - Alemaya University of AgricultureAWRA.A - An administ-ative unit made up of several weredasCDE - Construction Design EnterpriseCHE - Commission for Higher EducationDAE - Department of Adult EducationDVM - Doctor of Veterinary MedicineEEC European Economic CommunityEMPDA - Educational Materials Production & Distribution AgencyESCLE - Ethiopia School Leaving Certificate ExaminationGDP - Gross Domestic ProductGNP - Gross National ProductGOE - Government of EthiopiaHSS - Higher Secondary SchoolsICB - International Competitive BiddingIDA - International Development AssociationJCA - Junior College of AgricultureLCB - Local Competitive BiddingLSS - T7ower Secondary SchoolsMLSI - Medium|/,arge Scale IndustryMOA - Ministry of AgricultureMOF - Ministry of FinanceMOE - Ministry of EducationNCDC - National Curriculum Developmaent CenterONCCP - Office of the National Committee for Central PlanningOPEC - Organization of Petroleum Exporting CountriesPMO - Project Management OfficePPF - Project Preparation FacilityPTC - Professional Training CenterRCEF - Rural Community Education FacilitiesRRC - Relief and Rehabilitation CommissionSCMS - School Construction and Maintenance ServiceSIDA - Swedish International Development AgencySOE - Statements of ExpenditureSPPF - Special Project Preparation FacilityTTI - Teacher Training InstituteTYPP - Ten Years Perspective PlanUNESCO - United Nations Educational, Scientific & Cultural

OrganizationUNFPA - United Nations Fund for Population ActivitiesUNICEF - United Nations Children's FundUSAID - United States Agency for International DevelopmentWEREDA - An administrative unit; several wereda constitute an

awraja

GOVERNMENT OF ETHIOPIAFISCAL YEAR: July 8 - July 7

FOR OMCIAL USE ONLY

ETHIOPnA

SEVENTH EDUCATION PROJECT

STAFF APPRAISAL REPORT

TABLE OF CONTENTS

Page No.

CREDIT AND PROJECT SUMMARY ........ .............................. (i)

BASIC DATA ........ ..,e.,* .. ..*. **...****.**,**4000*

I. DEVELOPMENT AND HUMAN RESOURCES NEEDS .........................a O.. 1

- Socio-Economic Setting i......... ......................... i- Human Resources Development Objectives ................... 5

II. THE EDUCATION SECTOR ***5*********.**.**************e** 5

- Overview ... e.e.g. ** 5- Prevailing Conditions 6- Education and Training for Employment .................... 7- Educational Quality ...................,.................. 8- Female Participation in Education ........................ 10- Management and Administration ............................ 11- Education Costs and Financing ............................ 11- The Role of the Bank ..,......................... 13- Role of Donor Agencies in the Education Sector .... 14.... 14- Summary Sector and Lending Strategy and

Project Rationale ......................... 14

III. THE PROJECT *..........................................e 15

OBJECTIVES AND SUMMARY DESCRIPTION *....ee..e.e.ee......e. 15

- Manpower Development ... 15- Quality and Equity Improvement ......... 16- Institutional Development ................................ 16- Pre-Inves.ment Studies and Pilot Activities ... . 16

- MANPOWER DEVELOPMENT ... 16

- Agricultural Education ............ ceo.. *.cc.c ... 16- Engineering Education 20- Post-graduate Programs 21- Short Cycle Post-graduate Programs .o...........o..... 21- Teacher Training ......... ,........................... 22

This document ha a sticteddistdbution and may be used by recipients only in the perfomneof theit offici dute. Its contents mAy not otherwie be dibed without World Onk autboriation.

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Page No.

- QUALITY AND EQUITY IMPROVEMENT

- General Education Quality ............................. 23- Higher Education Quality *........................... 25- Equity: Pasic Education Facilities .................. 26

- INSTITUTIONAL DEVELOPMENT

- Ministry of Education ...., ........................... 26- Commission for Higher Education ....................... 27

- PRE-INVESTMENT STUDIES AND PILOT ACTIVITIES .......00...0. 27

- OTHER MATTERS

- Summary of Technical Assistance Activities ............ 27- Environmental Impact .****... ... **.... 28

IV. PROJECT COST AND FINANCIAL PLAN ..................... 29

- Project Cost ... ****....ee*************e**............ 29- Financial Plan ........* ............ .................. 31

V. PROJECT IMPLEMENTATION, PROCUREMENT, DISBURSEMENTAND ADITING ............................................ 32

- Implementation e.g............. .................... 32- Procurement ***.**.*...........,...................... 34- Disbursement e.ggeg..g...g.eg,..g...g..e.....g..gg 36- Auditing *geeegeegeegegege.e.eee....g..e..ggg...e.ee.. 37

VI. BENEFITS AND RISKS ............. ............................. 37

- Benefits ... 37- Risks ..................................... 37

VII. AGREEMENTS REACHED AND RECOMMENDATIONS .................... * 38

ANNEXES gegggeeegggggggggggggge.. 41

ANNEXES

Annex I - Tables and Charts

Table 1. Comparative Education IndicatorsTable 2. Historical Summary of Provision of General EducationTable 3. Historical Summary of Provision of Higher EducationTable 4. List of Post Secondary Education InstitutionsTable 5. Summary of Femal Participation in EducationTable 6. Distribution of Government Education Recurrent ExpendituresTable 7. Comparison of Total Government Budgets with Education BudgetsTable 8. Estimates of Forestry Professional Offtcers Requirements

Chart 1. Structure of the Formal Education SystemChart 2. Relation of Formal Education, Non-Formal Education and EmploymentChart 3. Education PyramidChart 4. Ministry of Education - Organization ChartChart 5. Commission for Higher-Education Organization Chart

Annex II - Criteria for School Selection

Annex III - Summary of Technical Assistance

Annex IV - Project Cost and Schedules

Table 1. Project Cost SummaryTable 2. Summary AccountsTable 3. Summary Account by Project ComponentTable 4. Implementation ScheduleTable 5. Schedule of Disbursement

Annex V Key Indicators for Educational Objectives Monitoring

Annex VI - Letter of Intent

Annex VII - Selected Documents and.Data Available in Project Files

MAP IBRD No. 20664

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ETHIOPIA

SEVENTH EDUCATION PROJECT

Credit and Project Summary

Borrower: People's Democratic Republic of Ethiopia (PDRE)

Amount: SDR 53.0 million (US$70.0 million equivalent)

Beneficiaries: Ministry of Education, Commission for Higher Education

Terms: Standard

Project The proposed project will support the Government educationalObjectives strategy which consists first, in addressing the criticaland shortages of qualified manpower representing a striousIi-cription: obstacle to the implementation of socio-economic development

programs; second, in redressing quality and equityshortcomings of the education system, and third, inimproving the management and administration of the system.Consistent with the PDRE strategy, the proposed project willimprove middle and higher level manpower training inagriculture, forestry, engineering, accounting and teachettraining; improve the quality of general education throughprovision of improved instructional practices andeducational materials to secondary schools; improve equityby providing basic education facilities to particularlyneedy locations; and strengthen planning and managerialcapabilities of the system.

Risks: Based on past experience with education projects inEthiopia, the risks are expected to be minimal. Some risksof delays exist for the project component in Asmara, butsuch risks should be reduced by the PDRE's committment toincrease educational opportunities in the Noithern region.Also, lack of thorough preparation by Government mightjeopardize or delay the success of the short-cycleprograms. Accordingly, the Association would review andcomment on the detailed plans for the courses, prior totheir initiation.

(it)

Estimated Project Costs:

Local Foreign Total---- US$ million---

Component:

A. Manpower Development 18.1 25.8 43.9B. Quality and Equity 13.1 17.0 30.1C. Institutional Development 0.4 1.2 1.6D. Professional Services 2.1 0.9 3.0E. Preinvestment Studies/ 2.3 1.0 3.3

Pilot ActivitiesF. Project Administration 0.2 0.1 0.3

Total Base Cost (A - E) 36.2 46.0 82.2

Total contingencies 6.7 6.3 13.0

TOTAL PROJECT COST 1/ 42.9 52.3 95.2

Financial Plan:

Government 25.2 - 25.2IDA 17.7 52.3 70.0

TOTAL 42.9 52.3 95.2

Estimated Credit Disbursements:

IDA FY- -US- Million- - -=-:

1988 1989 1990 1991 1992 1993 1994 1995

Annual 1.60 5.30 14.00 17.20 14.00 9.90 5.50 2.50Cumulative 1*60 6.90 20.90 38.10 52.10 62.00 67.50 70.00

Rate of Return: Not applicableSAR No. 6931-ET, December 8, 1987

1/ Including taxes and duties estimated at US$9M9 million.

ETHIOPIA

SEVENTH EDUCATION PROJECT

STAFF APPRAISAL REPORT

BASIC DATA - 1985/86

GENERAL - 1985

Area 1.2 million km2Population 43.0 million- Rural 38.3 million (89%)- Urban 4.7 million (11%)

Population Growth Rate 2.9% p.a.

Adult Literacy Rate* 39X

Per Capita Income US$110

EDUCATION (1986/87)

Gov't Schools All Schools

Enrollment in Primary Schools 2,456,280 2,729,207(Grades 1-6)

- as a percentage of the 7-12 age group 33.8X 37.1%

Enrollment in Lower Secondary Schools 386,320 424,527(Grades 7-8)

- as percentage of the 13-14 age group 1706% 19.4X

Enrollment in Higher Secondary Schools 319,438 325,957(Grades 9-12)

- as a percentage of the 15-18 age group 8.0% 8.1%

Academic Year September - July

EDUCATION FINANCE (1985/86)

Government Expenditure on Education as a Percentage of GDP 3.62

Government Expenditure on Education as a Percentage ofTotal Government Expenditure 9.5%

Recurrent Education Expenditure as a Percentage ofTotal Government Recurrent Expenditure 14.3%

- of which Ministry of Education 12.2%- of which Higher Education 2.2%

Capital Education Expenditure as a Percentage ofTotal Government Capital Expenditure 3.4%

Estrmat-e based in- part on number of certificates awarded by the NationalLiteracy Campaign.

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ETHIOPIA

SEVENTH EDUCATION PROJECT

STAFF APPRAISAL REPORIt

I. DEVELOPMENT AND HUMAN RESOURCES NEEDS

Socio-Economic Setting

1.01 General. Ethiopia, with a population of about 43 million in1985, is the most populous country in Sub-Saharan Africa after Nigeria.With an estimated GNP per capita of around $110 (1984) it is one of thepoorest and, in terms of social indicators, one of the least developedcountries in the world. Agriculture accounts for about 50% of GDP, 90% ofexports and 85% of employment. The country is endowed with fertile landand mineral deposits. While the potential for large-scale exploitation ofminerals remains to be determined, the country's main potential at presentis in agriculture, despite the drought-pronenese of certain areas.However, vast distances, rugged terrain, and wide variations in topographypose major obstacles to internal transportation, Government administration,and economic development in general. The economy remains hampered by itsweak infrastructure (notably roads), low productivity in agriculture, heavydependency on one export commodity (coffee), a small industrial base, andshortages of skilled manpower.

1.02 The backbone of agriculture is small farmers who have user'srights to plots of 1 to 2 ha., and employing largely traditional productiontechniques, cultivate about 96% of the crop area, and produce 90-94% of thecereals, pulses and oil seeds. They produce also about 98% of the coffeefor export and raise about 70% of the cattle. The rest of the productionoriginates in state farms and cooperatives. Inadequacy of research,training, extension and other support services is one of the major factorscontributing to the low productivity and slow growth of agticulture.

1.03 Manufacturing accounts for slightly over 10% of GDP and about 7%of the labor force. Medium and large-scale industry (MLSI), almostentirely state-owned, contributes about two-thirds of the sectoral outputbut only 12% to 15% of the sector's employment. Agriculture-basedindustries (food, textiles, leather, and wood products) constitute, interms of output, about 60% of the MLSI and 80% of the small industry.MLSI, concentrated mainly in the provinces of Shewa (main city Addis Ababa)and Eritrea (main city Asmara), has been particularly affected by thedeparture of many qualified professionals following the revolution andnationalization of the main industries.

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1.04 Population and Manpower. The first population census was carriedout in Ethiopia in May 1984. The results of this enumeration indicatedthat previous estimates fell short of actual population by as much as 8million - 42 million were counted as compared with a previously estimatedpopulation of 34 million. This, combined with a newly estimated populationgrowth of 2.9% per year, has aggravated the concern regarding the country'scapacity to: feed the population; provide necessary energy without furtherdegradation of the environment; create the required employmentopportunities; and supply adequate social services in education, health,housing, water supply and sanitation. These social services are essentialfor raising the prevailing low living standards of the Ethiopian people andfor building the human capital on which future socio-economic developmentwill have to rely.

1.05 The labor force in Ethiopia is estimated at about 16.6 million,of whom about 14 million work in agriculture. Of this latter group, thebulk is constituted by small independent farmers and family workers. Ofthe labor force in industry, roughly estimated at about one million, onlyabout 150,000 are employed in formal manufacturing industries of varioussizes. The remaining industrial employment is dominated by small familybusinesses of a handicraft nature. During the past decade, Ethiopia madesignificant progress in raising the literacy rate of the adult populationfrom 10 to about 60% through the expansion of basic education and theliteracy campaigns undertaken by the Government in the country's mainlanguages. At the same time, severe shortages of skilled manpowerprevail.

1.06 Compared to many Sub-Saharan African countries, Ethiopia has hada well-educated bureaucracy from pre-revolution times. There were oncealso a large number of expatriates in business and in the educationsysteu. Some of the highly-qualified and experienced Ethiopian manpowerand most of the expatriates in business have left the coutitry after therevolution. A fairly rapid locali ation of teaching posts substantiallyreduced the number of expatriates in the education system. Although manyqualified Ethiopians remained in the country, and positions vacated byexpatriates have been filled by promotion or training of less experiencednationals who manage the economy and the education system with reasonableefficiency, a quality gap has not yet been filled. Also, despite a fairlyrapid growth of the higher education system, and some special trainingprograms, training of new professional and managerial staff to replacethose depleted and to meet the needs of the country's growing economicactivity has not been adequate.

1.07 According to a manpower survey undertaken in 1983, the estimatednumber of professional, technical and managerial employees in the publicand private sector has been about 100,000. Over 95% of this is in the

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public sector, which is responsible not only for decision-making at themacro-economic level but also for the management and technical operation ofan increasingly large number of public enterprises, for carrying outtechnical research, and for the provision of a number of socio-economicservices such as education and extension services to the population atlarge. The stock of high-level manpower is being replenished annually byabout 4,000 degree or diploma graduates produced by the Ethiopian educationsystem and around 600 returning Ethiopians graduating from foreignuniversities. This gross annual addition is only marginally larger thanthe normal yearly loss (of about 2Z) through attrition, so that the netincreases are inadequate to eliminate the requirements backlog and to meetthe demands of an expanding economy. According to the 1983 manpowersurvey, even with modest economie growth the additional annual demand infuture would be much larger then the annual output of university degree ordiploma holders.

1.08 Any estimate of the precise magnitudes of shortages of varioustypes of higher-level manpower based on such labor market data as unfilledvacancies is not possible in Ethiopia, because high level manpower iscentrally allocated. Requests for all new recruitment/requirement ofgraduates (diploma or degree holders) are submitted each year by theGovernment ministries and other public entities to the Office of theNational Committee for Central Planning (ONCCP), which allocates inresponse to these requests all diploma and degree students graduating inthe year from post-secondary institutions. Although data on unfilledvacancies of budgeted positions are not available, data on the annualstaffing demands submitted to the ONCCP by public entities in recent years,and the ONCCP response in meeting these demands from graduates ofpost-secondary institutions, provide an indication of prevailing shortagesin the various fields of specialization. The requirements andavailabilities of high-level manpower are shown in the table below. Itshould be noted t'ht the demand/request may be distorted downward becausethe entities are already informed regarding the number of graduates thatwill be available for placement for each discipline. On the other hand,their demands may be inflated with expectations that actual allocationwould be larger if demand is higher. On balance, these data indicateserious shortages of skilled manpower, partly because the needs of theprivate sector are not reflected in them.

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Major Shortfalls in the Annual Supply of High Level Manpowerin the Public Sector

Average 1981/82- 1985/861984/85

Level and Discipline Demand Supply Short Demand Supply Shortfall fall(% of (Z ofdemand) demand)

Degree Level --

Agriculture 1/ 337 184 45 396 211 47Engineering & Geology 402 117 71 604 162 73Adm. & Mngt. 241 86 64 255 135 47Accounting 393 90 77 437 119 73Economics 186 88 53 195 107 45Statistics 88 53 40 127 51 60

Diploma Level

Agriculture 1/ 860 656 24 856 664 22Engineering27 341 220 35 453 175 61Commerce (Acct.& Secret.) 915 304 67 932 413 55

Total (Degree and Diploma) 3763 1798 52 4055 2037 50

Source: ONCCP

1/ Excludes forestry, animal health and animal husbandry.'7/ Data relate to 1981/82-1983/84 and 1984/85.

1.09 The data of the ONCCP mentioned above, notwithstanding theirdeficiencies, indicate that the education institutions, on average in thelast five years, have been able to meet only about one-half of the demand.The most serious and persistent shortages seem to be concentrated in thefields of engineering, accounting and other commercial studies. Thepercentage short-fall in agriculture is high at the degree level andrelatively low at the diploma level, though in total numbers it is stillhigh. Economics, S*tnistics and Administration and Management show quitelarge shortfalls. On the other hand, disciplines such as forestry, wherethe shortfall is e;tremely serious due to the lack of degree level trainingin the country and to the smallness of the existing diploma level program,are not included in the ONCCP data. Furthermore, in many fields such asagriculture, there is need for improving the quality of the training andskills of the graduates.

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Human Resources Development Objectives

1.10 The main Government objectives in the development of humanresources include: (a) eradication of illiteracy; (b) improvement of thequality of general education and training at all levels, regarding contentand delivery process; and (c) production of high-level manpower in quantityand quality consistent with the identified requirements of the nationaleconomy, both for its operation and for conducting necessary research anddisseminating results. Undoubtedly, these objectives are mutuallydependent; e.g., the quality of high level manpower will depend verystrongly on the quality of education received since the lower le"vels. Thisin turn will depend to a great extent on the proficiency of teachers andinstructors at each level, themselves part of high level manpower.

1.11 The Government's estimated demands fot high level manpower inspecific fields are based on requirements originating in approveddevelopment projects and programs in the various sectors. Thus, foragricultu,e, the needs are substantial and diversified. The sector'sportfolio consists of 186 projects of which 63 relate to crop production,55 to livestock, 30 to conservation and natural resources, 28 toagricultural research and the rest to settlements and farmer training.Regarding industry, the development of large-scale manufacturing units, theGovernment initiatives to encourage the development of small scaleindustry, and the expected positive effects that the agriculture programswould have on agro-industries, require a substantial increase in theprovision of e;.gineers. In addition, most other economic sectors(construction, transportation, energy, etc.), for which important projectsand programs are included in the Government's development plans, alsorequire the services of engineers. Furthermore, all sectors requiremanagers, accountants and economists who are in short supply. Finally, forsome specific skills, the deficiencies of the graduates are of aqualit..tive nature, and improvement programs are needed to resolve them.In sum, the Government's success in formulating and administeringeconomic development policies, in preparing and implementing majorinvestment programs, in operating efficiently a large number of publicenterprises and agencies, and in effectively augmenting agriculture growththrough research, training and extension will depend crucially upon theavailability of adequate numbers of competent professional, technical andmanagerial staff.

II. THE EDUCATION SECTOR

Overview

2.01 The Government is committed to continued development ofeducational services at all levels, ranging from an extensive program ofadult education and skill training through to higher education andpost-graduate studies to meet manpower needs for economic development.Enrollments in primary, lower secondary and higher secondary schools grewby 185S, 257% and 260%, respectively In the 12 years from 1973/74 to1985/86 (Annex I, Table 2). Great efforts have been made toward providing

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education at these levels equitably throughout the country. Peasant andurban dwellers associations have been mobilized to assist in theorganization, provision and operation of many aspects of education andtraining. Despite many achievements, however, enrollment ratios remainamong the lowest in the Sub-Saharan Africa regior., with that for primaryeducation standing at some 37% of the eligible age group in 1986/87.

2.02 Post-secondary education and training, which are essential todeveloping professional and technical manpower, have also expandedmarkedly. In 1986/87, 5,400 were enrolled in diploma programs and some11,300 in degree courses (Annex I, Table 3). Here also, the enrollmentratio is low, at about 0.5% of the corresponding age group. Theappropriateness and distribution of the fields of study available is also amatter of concern (para. 2.14).

Prevailing Conditions

2.03 Government Policies for Education. The overall policy of theGovernment for the development of the education and training systemcombines expansion of opportunities for basic education with emphasis onspecialized training at higher levels in response to manpower requirementsfor national development. The ultimate objective is to provide forimprovement of the quality cf life for the mass of population, a goal whichwill require several generations to achieve. Toward that end, the Ten YearPerspective Plan (TYPP) provides for steps toward: (a) eventual eradicationof illiteracy and encouragement in the use of literacy skills; (b)introduction of a more practical orientation to general education for bothsexes; (c) democratization of access to schooling, with primary facilitiesthrough grade 6 (and eventually grade 8) available to all, lower secondaryschools (LSS) through grade 10 in each wereda, and higher secondary schools(HSS) in each awraja; (d) increased use of community resources in providingand supporting educational services; (e) equitable distribution of accessto technical/vocational education, with facilities in each administrativeregion; (f) enrollment at each level and in each type of education, beyondthe basic education guaranteed to all, suitable to neet manpowerrequirements and to supply entrants to higher levels; (g) redirection ofhigher education so It can better provide trained manpower in accordancewith assessed national needs, develop quality in teaching and research,improve equity of educational opportunities and achieve more efficient useof scarce resources; (h) strengthened management of the education system atall levels through better collection and use of information, enhancedanalytical capabilities, and staff tievelopment; and (i) reduction of theexclusive dependence of higher education on public funds for itsfinancing. These goals have been discussed with Bank staff on a continuingbasis and have been found acceptable. The issues relating to cost,finance, quality and management have come into greater focus largely as aresult of Ethiopia's economic situation and are being dealt with graduallyIn the context of its overall development plans. Though prospects forachievement of the early educational targets of the TYPP were disrupted bythe recent drought, and were made more difficult to achieve because the

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1984 population census revealed a much larger population than previouslyestimated, the stated goals of the TYPP remain unchanged. Even if thosegoals cannot be fully achieved within the originally envisaged time frame,however, they remain a clear indicatioat of the valid directions which havebeen established for development of the education system,

2.04 Structure of the Education System. Formal schooling comprises asix grade primary cycle (standard ages 7 through 12), four grades of LSS(standard ages 13 through 16) and two grades of HSS (standard ages 17 and18) (Annex I, Charts 1 and 2). (This 6-4-2 structure, which is now underdevelopment, evolves from an earlier 6-2-4 system. A longer rangeobjective, which is dependent on the outcome of curriculum revision, is tomove to an 8-2-2 structure. The tables of Annex I reflect the oldstructure). Teacher training is provided by Teacher Training Institutes(TTI) for primary school teachers, by various specialized institutions forLSS teachers, and by degree-granting programs in the universities andelsewhere for HSS teachers. A small number of technical and vocationalschools, enrolling some 6,000 students, exist at secondary level as well.

2.05 At the post-secondary level, diplomas are granted after two orthree years of study, depending on the course, and degrees following fouror more years. The priorities of higher education are to providepost-secondary training in development-relevant fields, to establish asound basis for scientific studies, and to train teachers for the educationsystem. In addition to the traditional range of arts, technical andprofessional courses at Addis Ababa University (AAU), Asmara University(AU) and Alemaya University of Agriculture (AUA), there is a variety ofspecialized faculties, institutes and junior colleges (Annex I, Table 4).In addition to those enrolled in regular higher education programs,after-hours extension programs in 1986/87 provided training for about 6,000diploma candidates and 3,600 degree candidates. And the EthiopianManagement Institute provided in-service management training for Governmentemployees. The integration of the various parts of the education system isshown in Annex I, Chart 1-2. Finally, some 13,800 have gone abroad tostudy, not less than 50% under Government sponsorship. Only about 600 ofthose return annually with degrees, howev,er. Of diploma students pursuingregular day courses in Ethiopia, about 70% follow technical courses. Ofdegree students, about 60% are from technical studies.

Education and Training for Employment

2.06 Specialized training to support the ne-p of economic developmentis concentrated at the post-secondary level. Though explicit estimates ofthe need for persons thus trained are being made, the assessment of theserequirements are still largely on an informal basis (paras. 1.05-1.08).Fortunately, the needs are sufficiently pronounced that such an approach,for the moment, provides a compelling indication of need in certainfields. Areas thus identified include agriculture, engineering,management, accounting, health services and secondary school teaching. Thefirst two of these receive explicit attention below, since they are theprincipal focus of the proposed project.

2.07 Agriculture Education. At the diploma level, the junior collegesof agriculture (JCA) at Ambo, Jimma and Awassa provide training of middlelevel technicians in two-year dilloma courses. The Debre Zeit Institute ofAnimal Health Assistants trains animal health workers, and the ForestryResources Institute at Wondo Genet, forest rangers. At the degree level,AUA offers a BSc in agriculture and runs a small post-graduate program.The Faculty of Veterinary Medicine, established at Debre Zeit using IDAFifth Education Project resources, has recently begun to operate a six-yearDVM course. AU, founded in 1958 as a private institution, became aGovernment university in 1965. In 1980, with Italian assistance, AUstarted a research department which is gradually developing to cater forresearch and training in arid zone agriculture.

2.08 Engineering and Technology Education. There exists no reliablecensus of engineering manpower in Ethiopia, but the number being producedannually at degree level is about 300. With the addition of some tens ofgraduates who return yearly from abroad, the total stock of engineersprobably does not exceed two thousand. The Faculty of Technology at AAUJhas departments of civil, mechanical, electrical and chemical engineering,plus architecture and town planning, all offering five-year programs.There is also a department of building technology which gives a three-yeardiploma course. The department of agricultural engineering at AUA has afour-year degree program. Furthermore, the Municipal Technical College atAddis Ababa offers a three-year diploma, as does the Bahir Dar PolytechnicInstitute. Finally, the Institute of Water Technology at Arba Minch willproduce technicians from certificate through degree level.

Educational Quality

2.09 The Ethiopian education system is basically well balanced,managed, equitable, low cost, and efficient. However, various measuresreveal the decline in operational conditions which has accompanied itsrapid expansion. Classrooms at all levels are in many cases crowded andoften poorly furnished, equipped, lit or maintained. Makeshift facilitiesbuilt by local communities are sometimes used pending the construction of aschool under Government sponsorship. A broad look at the quality ofeducation was recently taken in a nationwide study carried out by a selectteam of Ethiopian educators, reviewing the critical factors which have hadadverse effect. These were grouped in the study under the major areas ofcurriculum and instructional methods, logistics, evaluation andadministration, the last item including management and support services.

2.10 Curriculum and Instructional Methods. The preparation of newcurricula and instructional materials is an ongoing and well-programmedprocess. It will continue for some time to come, as materials for allsubject areas and levels of primary and secondary education are written,tested, revised and produced for general use. These materials are triedout in 70 "experimental schools" prior to their revision and production forgeneral use. Workshops and seminars are held to introduce the newmaterials and to obtain feedback from their potential users. Financialassistance to these activities is being provided through ongoing IDAeducation projects. The testing of materials for primary schools is now

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nearing completion, and it will be done next for LSS curricula. Theimprovement of instructional practice is also being supported throughexpanded school inspection services, and by travelling teams ofinstructional specialists at the secondary level. Further in-serviceteacher training and development of instructional aids, together withadaptation of curricula to local conditionss, also takes place at thedistrict level through the Awraja Pedagogical Centers (APC), which havereceived support through past IDA education projects. Particularlynoteworthy is the attention being given to themes such as the environment,health and family life education and the practical, hands-on aspects ofeducation. In sum substantial progress has been made in the curriculumarea, but the long term program requires continued effort.

2.11 Logistics. This area of attention comprises principally teachersand material inputs. The provision of professionally qualified teachers insufficient numbers is a continuing challenge, particularly for the HSS.Completers of HSS are trained for one year at the TTIs to become primaryschool teachers. Primary school teachers continue to be in short supply,and the Ministry of Education (MOE) intends eventually to have one TTI ineach administrative region. The provision of teachers for secondaryeducation, and for teacher training itself, makes a heavy demand on higherlevel teacher training facilities in the universities. The needs aregenerally satisfied in quantitative terms, but problems of quality andsuitable professional orientation remain. To supplement pre-servicetraining at all levels, the upgrading of teachers is done by a variety ofin-service workshops and seminars. This is an area of continuing needwhich, like many others, is severly limited by overall resourceconatraints.

2.12 The Government is striving to provide material inputs insufficient quantities and of adequate quality to meet the needs of theeducation system. This is the responsibility of the Educational MaterialsProduction and Distribution Agency (EMPDA), an autonomous agency of theMinistry of Educatior. (MOE). Textbooks are written at the NationalCurriculum Development Center (NCDC), edited, designed, illustrated andproduced in trial form by the EMPDA, tested in experimental schools (parao2.10), revised by the NCDC, and finally produced for general use by theEMPDA. The BMPDA is, in addition, responsible for the production of schoolfurniture and primary school science equipment, for the procurement ofequipment purchased for primary and secondary education, for themaintenance of school equipment, and for delivery of materials to theschools. The EMPDA is a well managed and highly pr-ductive agency.

2.13 Evaluation. Objective information regarding academic achievementis provided by nationwide examinations given after grades 6, 8, and 12(Annex I, Chart 1). The last of these is the Ethiopian School LeavingCertificate Examination (ESCLE), which serves both for certificationof successful HSS completion and as a screening instrument for entrance tohigher education. Its effectiveness for each of these roles is in need ofimprovement.

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2.14 Higher Education. The sources of quality deficiencies inpost-secondary education are similar in nature to those of primary andsecondary education, namely facilities, equipment, instructional materialsand staff. Higher education libraries are in a particularly rundown state,in terms both of physical facilities and collections. The qciality ofhigher education is, furthermore, dependent on the quality of preparationof the entering students. For that reason, improvement of higher educationis intimately linked with the steps taken to upgrade quality in thesecondary and the primary schools. The relevance of higher educationcourses is also a matter for concern. In order to reduce production ofgraduates in fields where supply exceeds demand and prospects foremployment are therefore ldw, intake to the universities of students inpsychology, sociology, political science and international relations wascut by 30% in 1986/87. A further cut of about 25% is expected next year.

Female Participation in Education

2.15 In primary schools, 39Z of those enrolled in 1986/87 were girls,up from 32% twelve years earlier (Annex I, Table 5). (In Addis Ababa, theenrollment of girls at the primary level has reached a full 50%.) Theproportion of girls in LSS also grew from 32% to 39% in the same period,and that in HSS from 26% to 39%, Female enrollments fall off sharply,however, to about 16% and 10% respectively, in TTIs and higher education.As to teaching, about 25% of primary school teachers are women, but thepercentage is down to some 11% in secondary education and in primaryteacher training. The eagerness of women to achieve education is, on theother hand, demonstrated in a number of ways: 73% of literacy campaigncomplerers have been women; female enrollment in university extensionprograms is above 30%; female participation in primary school teachingexceeds their percentage enrollment in TTIs by almost 10% (24.8% comparedto 15.8% in 1986/87). The educational activities of women are, therefore,in large part a result of self-generated demand. The Government is,meanwhile, concerned to expand educational opportunities for females.Criteria for admission to TTIs are being modified to encourage femalecandidates. Technical and vocational schooling opportunities are likewiseto be increased. The HOE is concerned to increase the number and role ofwomen employees at both the center and the regions, and will promotegreater female participation in teaching. The Commission for HigherEducation (CHE) likewise intends to increase women's participation inhigher education by reducing barriers to entry and enrollment, modifyingthe higher education environment, by providing counseling and careerinformation services, and by expanding selected academic programs, interalia. Women in development programs across Government will be coordinatedin the future by ONCCP with UNICEF support.

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Management and Administration

2.16 All aspects of operation of the education system at the primary&nd secondary levels, including technical/vocational and adult education,are the responsibility of the MOE (Annex I, Chart 4). Consistent advancehas been made over more than a decade in strengthening various aspects ofmanagement and administration. Considerable investment, with substantialsupport from past and ongoing IDA education projects, has been applied tothe development of institutions and procedures for effective management.The MOE has been strengthened in its inspectorate, research and curriculumdevelopment capacity, planning and statistics capability, ProjectManagement Office (PMO), EMPDA and School Construction and MaintenanceService (SCMS). A Professional Training Center (PTC) has been set up tocater for training of all professional staff in the education sector.Decentralization is being carried out through the regional educationoffices, the regionalization of teacher training, and the APCs. In spiteof these advances, administrative costs as a proportion of total budgetsfortunately have remained relatively low in the context of significantincreases in the enrollment. Local community mobilization is theresponsibilities of the peasants' associations and of the Kabeles (urbandwellers associations) in the urban areas. Literacy programs are under theNational Literacy Campaign Coordinating Committee.

2.17 Responsibility for coordination, management and development ifpost-secondary education rests with the CHE, which is governed by a HigherEducation Council, chaired by the Minister of Education (Annex I, Chart5). The CHE is still in the process of developing the capabilities neededto carry out its varied and complex responsibilities, though substantialadvances have been made in the past few years, including steps to upgradeits policy making capabilities using an SPPF granted in 1986 and supportfrom the Sixth Education Project. Two Bank staff members also arepresently seconded to the CHE to assist in its development.

Education Costs and Financing

2.18 The cost of operating the education system is primarily theresponsibility of the Government, though community resources areincreasingly used to support primary education, skill training and literacyprograms, and to some extent secondary education. Most of thesecontributions are made in kind, though cash is generated through productiveuse of the lands which Government assigns to schools and through theestablishment of fee-charging evening courses at the higher levels. Feesfor university-level library services are contemplated. Modest fees arecharged for the loan of general education textbooks, and the production oftextbooks for purchase will be facilitated by the proposed project. Theshare of education recurrent expenditures in the Gcvernment's recurrentbudget achieved 19% in the mid-1970s but rapidly declined to about 12% bythe end of the decade. It has now recovered to almost 15%, but stillremains low in the regional context. Expenditures in real terms, however,have not kept pace with inflation, and consequently unit costs are now

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among the lowest in the region, in particular for higher education (AnnexI, Table 6). This has in part been the result of keeping teachers'salaries frozen for extended periods of time and/or providing salaryincrements below inflation rates. For example, monthly salaries above Birr285 were frozen between 1975/76 and 1981/82, while the cost of living indexmore than doubled between those years. In subsequent years, there has beensome salary increase relaxation and inflation has abated. This hasarrested the purchasing power loss of wages, but has not yet allowed forrecovery to the mid-1970s levels.

2.19 While actual recurrent expenditures in education have closelyapproximated the budgeted amounts shown in Tables 6 and 7 of Annex I,actual capital expenditures have fallen far short of budgetary projections,e.g., in the period 1983/84-1985/86 they were almost 30% below the budget.Actual capital expenditures in education since the baginning of the currentdecade have averaged about 4.5% of total actual capital expenditures.

2.20 Ethiopia's current Three-Year Development Plan (1986/87-1988/89)allocates about Birr 200 million to investments in the education sector.This amount represents a mere 2.3% of total development expenditures forthe period and is clearly inadequate when seea in the light of the wide gapbetween supply and demand for education services. The Plan allocates Birr150 million to general education for the construction of 1,300 primaryschools and eight junior secondary schools, with assistance to adulteducation and educational support services, About Birr 74 million areearmarked for ongoing project components, the completion of which isexpected during the Plan period. Seven of these components are beingassisted by an IDA Project. The Plan also allocates Birr 46 million tohigher education, the bulk of which is for ongoing components includingteacher's colleges and libraries. Five of the components are also beingassisted by IDA.

2.21 With regard to future education sector investment and expenditureprograms, the Government and the Bank Group intend to continue theirexisting dialogue in order to ensure, among other things, that adequateprovision of funds is made to strengthen educational quality and quantity.Concerning recurrent financing, given the relatively high student/teacherratio and lower-than-average unit costs as compared to most Sub-SaharanAfrican countries, opportunities to increase efficiency through costreduction within the existing budget appear to be rather limited, thoughthe Government will continue to encourage contribution in kind from parentsand communities. The Government would also need to make adequatebudgetary provisions in order to meet the growing demand for educationalservices resulting from the high population growth.

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The Role of the Bank

2.22 IDA Education Projects. The Association has provided support todevelopment of education through assistance to six education projects inEthiopia. The First Education Project (Credit 84-ET for US$ 7.2 million),signed in 1966 and completed in 1972, assisted in the expansion ofsecondary, technical and teacher education, and in the diversification ofcurricula at various levels. The Second Education Project (Credit 243-ETfor US$9.5 million), signed in 1971 and completed in 1979, helped teacherand agricultural education, with iaodest expansion of secondary education toimprove geographical distribution and quality. The Third Education Project(Credit 417-ET for US$10.0 million), signed in 1973 and completed in 1980,provided assistance to rural education, science facilities at AAU, andproduction of textbooks and instructional materials. The Fourth EducationProject (Credit 553-ET for US$23.0 million), signed in 1975 and completedin 1981, assisted expansion of basic and nonformal education, training ofspecialized rural development personnel, and the consolidation of socialscience facilities at AAU. The Fifth Education Project (Credit 1141-ET forSDR 28.2 million, or US$35 million equivalent), signed in 1981 andcompleted in 1986, provided for basic and secondary education facilities,improved quality and relevance of education, and the trainirg of higherlevel manpower in veterinary medicine. Overall, IDA's contribution to thedevelopment of Ethiopia's education system has been quite positive and itsphysical realization can be observed across the whole country and at alllevels of education.

2.23 The Sixth Education Project (Credit 1520-0-ET for SDR 67.3million, or US$ 70.0 million equivalent) was signed in December 1984. TheProject continues earlier efforts to improve quality and equity in theeducation system and to expand educational opportunities, particularly atthe primary and secondary levels and in teacher training. The Projecttherefore includes: (a) a direct education component aimed at expanding thecapacity, effectiveness and geographical equity of primary and lowersecondary schools, together with the training of teachers for those schoolsand diploma level commercial studies; (b) improvement of the quality ofeducational services through curriculum development, staff training andsupervision, and mass media applications; and (c) the strengthening ofsupport services essential to efficient operation of the education system.

2.24 Lessons Learned. Experience in implementation of past IDAsupported education projects serves to guide the design and implementationof later projects. Principal among these lessons are: (a) the importanceof combining the supply of new facilities with support to educationalquality, particularly through related teacher training and the provision ofinstructional materials; (b) the essential role of an effective system ofbuilding and equipment maintenance; (c) the need to design projects with

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flexibility in the details of implementation, in order to respondeffectively to contingencies as they arise; (d) the essential role ofmanagement of the education system and the need to support its developmenton a continuing basis; (e) the importance of thorough project preparationand strong project implementation; and (f) the difficulties inimplementation and supervision of multifaceted projects requiring thecooperation of several implementing agencies. All of these points havebeen taken into consideration while designing the proposed project.

Role of Donor Agencies in the Education Sector

2.25 The Association has provided major assistance to development ofthe education system in Ethiopia eince the First Education Project in1966. Other donors, notably UNDP and the UN specialized agencies (e.g.,UNICEF, UNFPA, UNESCO), the African Development Fund (ADF), theOrganization of Petroleum Exporting Countries (OPEC), the SwedishInternational Development Agency (SIDA), the USSR, the German DemocraticRepublic, Federal Republic of Germany, the United Kingdom, Italy, and theEuropean Economic Community (EEC) also continue to provide substantialassistance. The Planning and External Relations Services of the MOE, andthe CHE, coordinate donor assistance for the education sector, incollaboration with the Ministry of Finance, ONCCP, and the newly createdoffice of the National Committee for Foreign Economic Relations. Thiscoordination builds on the interests and strengths of the various donoragencies. IDA support to education has interfaced with the activities ofother donors particularly in primary school and APC construction,curriculum development and the provision of technical assistance in areasof mutual interest.

Summary Sector and Lending Strategy and Project Rationale

2.26 Relative to most African countries, especially those with a lowper capita income, Ethiopia has a well managed, balanced, relevant,equitable, low-cost, and efficient education system. This favourablesituation is the product of Government's competency, administrativecontinuity, prudent management and of IDA's support for the quantitativeand qualitative expansion of the system over the last 20 years includingadvice through sector work, beginning with the first such sector review in1972.

2.27 The formal education system, however, is reaching only a smallpercentage of the population and does not meet present and foreseeablemanpower requirements for professional and sub-professional manpower, foragriculture, engineering and management. IDA is therefore focusing itssupport for the system in the following areas: its expansion primarily tomeet manpower needs; the promotion of equity (at the basic education level)and quality objectives; and development of institutional capabilities.Each successive project has emphasized a particular area: the SixthEducation Project dealt with primary and secondary education; this Seventh

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Education Project would deal mostly with higher education, whileconsolidating areas covered under various earlier projects. Futureprojects should continue to address the needs for sxpansion at all levels,though it is desirable that project design should be close to that of asector investment project, reinforced by policy conditionality asappropriate.

2.28 Regarding policy issues, while Bank group lending to othercountries is starting to address fundamental systemic problems, many suchproblems are already being satisfactorily addressed by Ethiopia'sGovernment. For instance, the country has succeeded until now to avoid arunaway expansion of its higher education enrollments despite a policy ofguaranteed entry of graduates into the civil service, because it has beenable to adjust the intake of students into higher education to reasonableforecasts of demand. Another example is cost-recovery, concerning whichGovernment has explored and implemented a number of measures - includingcommunity contributions to the construction of primary schools, fees fortextbooks, and fees for evening and extension courses - while at the sametime pursuing equity concerns. Thus, IDA needs only to supportintroduction of marginal improvements to education policies and to theinstitutional and financial management of the system. The proposed projectwould accomplish this by financing mutually reinforcing project componentseach with a policy or institutional content.

1II. THE PROJECT

OBJECTIVES AND SUMMARY DESCRIPTION

3.01 The Ethiopian economy suffers from shortages of qualifiedmanpower in part because of low enrollment ratios and the deterioration ofsome educational institutions. In addition, access to basic education isstill not available to all children. At the same time, administrativecapacity has often been lower than a fast growing education system wouldhave required. Consequently, the proposed project would support theGovernment's policy (para 2.03) with regard to manpower development,quality and equity improvement, and institutional development.

Manpower Development

This group of components includes: (a) strengthening anddevelopment of agricultural education by establishment of a Faculty ofForestry Resources, strengthening of post-graduate programs and assistanceto overall improvement at AUA (paras. 3.03-3.10), developing of aDepartment of Arid Zone Agriculture at Asmara University, (para. 3.06),and, at diploma level, improvements to Ambo and Jimma JCAs (paras.3.08-3.09); (b) development of engineering education by establishing twoengineering departments at AU (para. 3.11); (c) assistance to the overallimprovement of AU through provision of common teaching facilities and

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living accommodations (para. 3.11), mainly for the additional intake in thetwo new programs; (d) strengthening existing post-graduate programs andestablishing accounting and management post-graduate programs at AAU(para. 3.12); (e) support to short cycle post-graduate programs, aninnovative experimental method of post-graduate ed,cation (para. 3.13); and(f) development of teacher training thtouglh strengtheniing both degree andnon-degree teacher education (paras. 3.14 - 3.16), and by upgradingunqualified teachers (para. 3.17).

Quality and Equity Improvement

Components are: (a) improvement of general education qualitythrough provision of improved instructional methods, educacional materialsand practical training equipment to secondary schools (paras. 3.18-3.22);(b) improvement of higher education quality by means of augmented libraryresources to post-secondary education and improved examination services;and (c) provision of basic education facilities to particularly needylocations (para. 3.25, and Annex II, Table 2).

Institutional Development

Assistance to improve the planning, administration and projectimplementation capability of the MOE and the CHE (paras. 3.26-3.28).

Pre-Investment Studies and Pilot Activities.

Assistance to conduct studies in selected areas and to carry outpilot activities as appropriate (para. 3.29).

MANPOWER DEVELOPMENT

Agricultural Education

3.02 The Alemaya University of Agriculture (AUA). The AUA was foundedin 1953 as the ollege of Agriculture, under a GOE-USAID agreement. It islocated on a 440 ha site, 25 km from Harar and 40 km from Dire Dawa.Designed for a total enrollment of about 500 in a three-year program ingeneral agriculture, AUA has a present enrollment of about 1,600 studentswho, after the first two common years, select one of the followingspecialties for the next two years: agricultural economics, agriculturalengineering, animal sciences, or plant sciences, all leading to a B.Sc.degree. Facilities and equipment are grossly inadequate given the highenrollment increase with no parallel expansion of the campus. The largestlaboratory can accommodate 48 but has equipment for only 24 workplaces.Students do not receive adequate practical training and have littleopportunity to develop communication skills. It is also necessary toestablish/maintain a permanent consultative process to ensure the relevanceof agriculture education to user needs, in particular regarding researchand extension services. The high student numbers make it difficult for

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staff to cope effectively with examinations. As a result, the overallstandard of agricultural graduates appears to have deteriorated in recentyears. CHE has undertaken a review of the overall status of AUA to studymeasures to improve the curriculum, including the practical training ofstudents to take place both within and outside the University. However, itis also essential to limit further expansion of the enrollment by relatingstudent intake to manpower demand as estimated by ONCCP as agreed byGovernment duding negotiations (Chapter 7), and to improve both theinfrastructure and the teaching facilities. At the same time, theGovernment has decided to develop a new Faculty of Forestry Resources,graduating about 25 students annually through a four year course, andexpand the post-graduate program at AUA.

3.03 The Faculty of Forestry Resources at AUA is fully justified onmanpower grounds (para 1.09) (Annex 1, Table 8), and because of thecritic&l need to solve the serious deforestation problem in the country.The objective is to produce graduates who are strong in agriculture and inforest management, rather than in industry-oriented forestry. The projectprovides classroom, laboratory, and workshop facilities, staff and officesancillary buildings. Laboratory, workshop, field equipmenit and technicalassistance are also provided. Although the new Faculty will have anindependent identity, the teaching program will be closely integrated withthat of the Faculty of Agriculture, with the first two years being commonto both courses. Therefore investment cost for facilities and equipmentwill be low, and recurrent costs for personnel will also be contained.

3.04 During the last decade, a considerable number of Ethiopianswent overseas for post-graduate programs in areas of recognized need fordevelopment of the nation's economy, including agriculture. Unfortunately,many of those overseas students never returned home, leaving serious gapsin the planned manpower placements of the Government. AUA at presentadmits about 35 undergraduate students a year to M.Sc. programs in variousspecializations. Given the general situation of the campus and the lowquality of the undergraduate programs (para. 3.02), the project will assista limited expansion of the post-graduate programs, up to a maximum intakeo- 50 students a year who will represent about 10% of the annualundergraduate leavers and will be admitted to the following disciplines:

M.Sc. Candidates(P.S.)

Agricultural Economics and Marketing 10Animal Production 6Agronomy 6Plant Protection 10Horticulture 6Agricultural Engineering 6Soil Science 6

Total 50

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The project includes educationaL and common physical facilities, equipmentand technical assistance. It also provides a guest house for visitingprofessors and student dormitory accommodation.

3.05 Overall Improvement of AUA. Many of the present facilitiesof AUA are inadequate, especially for teaching the first two common yearswith such large class sizes (para.3.02). Strengthening of undergraduatefacilities is also a prerequisite for developing new programs (forestry)and for developing a sound base to the post-graduate program. The proposedproject includes construction and equipping of lecture theatres andlaboratories, thereby releasing several existing rooms which, afterrenovation, will provide space for post-graduate programs. The projectalso provides staff housing and student (including female students)dormitory accommodation.

3.06 Arid Zone Agriculture. The University of Asmara (AU) wasfounded in 1935 s a private institution, and was later chartered as aGovernment university. At present, it has about 1,750 regular and 1,650extension students enrolled in diploma or degree courses in threefaculties: Science, Social Sciences, and Language Studies. Asmara is thesecond largest city of Ethiopia, capital of Eritrea, located in the aridand semi-arid northeastern region of the country, once a major exporter ofagricultural products. Peasant agriculture prevails in Eritrea, aselsewhere in the country. Cereals are mostly cultivated but productivityis low because of climatic conditions. To address this situation, theGovernment has decided to undertake research and training related to aridagriculture, for which, in recent years, ASl has started a research unitwith assistance from the Italian Government. The proposed project willassist to establish a department of arid zone agriculture at the Faculty ofSciences. It will enroll about 160 students (about 10% female students),40 per year in a 4 year B.Sc. course. The curriculum of the first year andpart of the second will be in common with existing courses in the Facultyof Science, which will limit investment and operational costs for the new.department. It is planned that the Department will initially carry outteaching and basic research in land management, soil and waterconservation, crops, forage and range resources. Experienced teaching andresearch specialists are provided to assist in developing the newDepartment. The project also provides communal and academic facilities tobe shared with engineering students, specialized equipment, and staffoffice Accommodation. A field station will be developed on an existing 300ha Government farm about 34 km from Asmara.

3.07 Ambo and Jimma Junior Colleges of Ariculture. Diploma levelagricultural education is conducted in JCA at Ambo, Jimma, and Awassa, thelast also offering specialized courses in the second year. Ambo and JimmaJCA are administered by the CHE. They offer a general agriculture courseof two years duration to HSS leavers with ESLCE and passes in sciences,mathematics and English. Diploma holders in general agriculture areemployed mostly by the Ministry of Agriculture (MOA) as polyvalent field

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extension agents. Other users are: the Relief and RehabilitationCommission (RRC), the Ministry of State Farms, the Ministry of Coffee andTea, and the Institute of Agricultural Research. The following table showsthe estimated requirements/supply of diploma level agriculturalists:

1984/85 1993/94 1984-1994

Demand 2,013 1,989 20,536Supply 821 1,055 9,416Shortfall 1,192 934 11,120% of Shortfall 59% 47% 54%

Source: ONCCP - 1983

3.08 Ambo JCA is located close to Ambo city in Shoa administrativeregion, some- 177-m west of Addis Ababa. In this area of high agriculturalpotential, traditional cereal crops predominate, though in selected smallerareas irrigated crops of tomatoes, peppers, onions, beets and greens aregrown. The nearby Guder Valley is the center of an expanding grapeproduction area. As is common throughout Ethiopia, the area also supportsa large population of cattle, sheep, goats and donkeys. The college wasestablished in 1931 but has suffered from frequent administration changes,from MOA to MOE to CHE with resulting breaks in institutional developmentand financial support. The age of physical facilities ranges between 7 and55 years, and all require from slight to major repairs. Site work is alsorequired. In addition, some specialized facilities, e.g., laboratories andlibrary, are inadequate to serve existing needs. Equipment is generallylacking or in short supply. Library stocks are minimal, and texts ingeneral are old. Farm machinery is in poor condition, and most need to bereplaced. The total enrollment of Ambo JCA has averaged 200 students inrecent years. The proposed project will fully rehabilitate physicalfacilities, and provide new facilities, equipment vehicles and farmmachinery. An increased intake up to 150 is suggested, which wouldincrease the present output by 50 per year. This appears to be justifiedby the manpower requirements estimates, as shown in the above table.

3.09 Jimma JCA is located in Jimma city, capital of Kaffaadministrative region, about 335 km southwest of Addis Ababa, a heavyrainfall area of natural forest with coffee (Arabica) in its lowerundercover. Coffee is therefore the major crop, although cereals,horticultural crops and livestock are also produced. Jimma JCA wasestablished in 1952 under a GOE-USAID agreement as an agriculturaltechnical school fo.^ grade 8 completers. In 1968, it was put tinder MOAadministration, as the Jimma Institute of Agriculture, which began a newtraining program for grade 12 leavers. Since 1977, the institute has beenadministered by the CHE under its present name. As a result of thesechanges, the college has received no capital investment allocation duringthe past 10 years. Dormitories, academic facilities, common spaces and

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cafeteria are overcrowded. Though not as old as those of Ambo JCA,buildings have suffered heavily from lack of maintenance. Laboratoryequipment is poor, and in some cases it is missing altogether. Farmequipment is old and needs replacement. Library books are of very poorquality, 90% being out of date and worn out. The project will assist torehabilitate existing and to develop new facilities, and supply equipmentand farm machinery. The college has a capacity of 400. No increase instudent enrollment is proposed.

3.10 A national panel set up to revise the curriculum of the JCAsproduced a new curriculum in May 1986, incorporating inputs from CHE, MOA,,nd MOE. This curriculum should provide better training of agriculturalfield officers, with a balanced proportion of theory, laboratory and fieldwork. The new curriculum will come into operation with the 1988 intake ofstudents, and the project provides technical assistance to assist staff tofurther adjust the new curriculum as necessary, and to develop their newteaching programs. In addition, the project will provide new andrehabilitate old physical facilities, equipment and furniture.

Engineering Education

3.11 Asmara University. The TYPP estimates that during the planperiod about 3,000 new jobs for degree-level engineers will be created. Atpresent, there is an acute shortage of engivieting manpower (para. 1.03),especially in civil, mechanical, and industrial engineering, which would bevery difficult to reduce with the present training capability. Addis AbabaUniversity is the principal institution training degree-level engineers,with an annual output of about 150 graduates in civil, mechanical andelectric engineering and architecture. In addition, every year about 15specialists graduate in town planning from the Municipal Technical College.Government has decided to increase engineer training capacity by developingnew facilities at Asmara University. This decision is justified onregional grounds (explorations carried out so far show that northernEthiopia has the most important potential for mineral exploitation, andAsmara has an easy access to the sea), as well as on economic grounds (notless than 30% of the country's industries are located in the northeasternpart). The proposed project will assist AU co establish two departments,mechanical engineering and industrial engineering, and to upgrade theexisting program in geology. These three tecnnical departments, togetherwith the proposed department of Arid Zone Agriculture, will be establishedunder the existing Faculty of Science, which the Government has decided torename the Faculty of Science and Technology. The project providesspecialist services to assit in developing the new engineering programs.The two new engineering programs will have an intake of 30 students eachand a duration of five years, for a maximum total enrollment of 300. Thestrengthened department of geology will have an intake of 20 students and aduration of 4 years, with a maximum total enrollment of 80 students. Inaddition to providing fully equipped specialized laboratories, a lecturetheater, dormitories and staff housing, the project will assist in thoroughimprovement of the Faculty of Science and Technology through the provisionof common teaching facilities and living accommodations.

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Engineering students will also share facilities, equipment and teacherswith all first year students in the various science disciplines thereforelimiting both investment and recurrent costs. In addition, the academicfacilities, as projected, will allow for establishment of two three-yearstreams based on the diploma program successfully conducted at AAU, fordiploma level engineers in the mechanical and industrial fields, with anintake of 30 each and a maximum additional enrollment of 180 students.Therefore, the proposed facilities, equipment and staff will be utilizedefficiently by training scarce specialized manpower at little additionalcost.

Post-graduate Programs

3.12 AAU has a number of well established post-graduate programs.However, given the serious shortage of high level scientists and managerswhich exists in the country, it is recognized that those programs needupgrading and expansion. At present, AAU produces annually approximately40 post-graduates of whom nearly 80% are in natural sciences, 15% inengineering, and a little over 10% in economics and planning. The projectwill assist in: (a) strengthening ongoing programs through provision ofstaff housing, renovation of equipment, introduction of computercapability, and technical assistance; (b) establishing new high levelaccounting and management programs for about 30 post-graduate students ayear, through provision of equipment, textbooks, and technical assistance;and (c) developing short cycle post-graduate studies in various disciplines(see below).

Short Cycle Post-graduate Programs

3.13 In some subject areas there is no need for a continuing annualsupply of personnel at the post-graduate level, though a smaller number ofsuch individuals is nevertheless urgently required. Such fields includemanpower planning, regional planning, economic policy and planning,management, and health administration. It is preferable to meet theimmediate need for these specialists by means of training within Ethiopiarather than by overseas fellowships. The proposed project, therefore,supports an innovative experimental program under the CHE for ad hocprovision of masters level courses at AAU and AUA by training two cohortsof 12 persons each. The universities will provide most of the staff andthe bulk of physical facilities. The project provides instructionalmaterials, some equipment, and technical assistance both for program designand to augment the instructional staff. Such short cycle courses will becarried out in six fields, yet to be selected from those listed above,inter alia. The Government will give special attention to the monitoringand evaluation of these programs, in preparation for use of the concept inother fields and at other levels, if successful. The Association willreview and comment on the detailed plans for the courses, prior to theirinitiation and including plans for monitoring and evaluation (ChapterVII).

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Teacher Training

3.14 Degree Level. Some 85% of teaching posts in the HSS call fortraining at the degree level, and the annual requirement for new teachersis about 600. These are provided primarily by graduates from subject areaprograms at AAU and AU. Though all such students are required to take 18credits of pedagogical courses, they are not initially enrolled with theintention to go into teaching, nor are they usually vocationally sooriented. Practical teaching experience is almost totally neglected _ntheir training, and subject presentation methodology is inadequatelytreated. Follow-up evaluation of those who enter teaching often indicatespoor professional performance, though the quantitative supply of suchteachers is sufficient. The proposed project will address this qualitativemanpower development problem by providing facilities and equipment at AAUand AU to enhance their existing capabilities for professional training offuture teachers of physical science and mathematics, in connection withoverall Government initiatives to revise and reform its degree levelteacher training program. Similar capacity development in other subjectareas would be expected at a later time, after experience has been gainedfrom the proposed project.

3.15 The project thus provides physical facilities, furniture andequipment for resource, demonstration and practice rooms to supportimproved professional preparation in physical sciences, under a revisedprogram of teacher training which puts increased emphasis on commitment tothe teaching profession by those students who enter this program. TheGovernment, through the Universities, at the same time will take necessarysteps to make teacher training more effective by: (a) bringing all teachertraining degree candidates and facilities under the Faculty of Education inthe case of AAU; (b) specifically enrolling candidates for teachertraining; (c) emphasizing subject matter pedagogy; and (d) providingpractical teaching experience. In addition, and in cooperation with theuniversities and the MOE, the CHE will carry out a comprehensive study ofdegree level teacher training under the existing SPPF. The AAU will,meanwhile, set up a working committee to integrate teacher trainingpractice with the needs of the MOE for secondary school teachers(Annex VI).

3.16 Non-Degree Level. There are presently some 17,500 uncertifiedteachers serving in the primary schools, or about 35% of that teachingforce. The existing TTIs have a capacity to give formal in-servicetraining to 5,700 annually, which is insufficient to meet fully the demandfor new teachers, let alone to reduce the deficit which must now be filledby unqualified persons. In-service upgrading is given on a regular basisto large numbers of teachers through summer courses, but there is also aneed for more comprehensive training, to allow existing teachers to raisethemselves to full qualification.

3.17 The proposed project provides for development of a capacity togive in-service training to about 1,500 teachers annually, usingcorrespondence, mass media and limited face-to-face instruction. A programto this end will be developed by the Department of Adult Education (DAE).

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Modest expansion of physical facilities will be provided at six TTIs. Massmedia capabilities will also be strengthened, and material and operationalsupport is provided to assist the DAE to prepare courses and put them intooperation. Such courses will have full equivalency with training in a TTI,and full certification will be granted to teacbers who successfullycomplete this in-service program (Annex VI). The additional salary cost,which of course would not be fully effective for many years, of having allprimary school teachers fully certified would add about 7.5% to primaryschool costs, 4% to total education costs or 0.6% to Government recurrentexpenditure. A workplan and proposed schedule for putting the program intooperation have been provided to and reviewed by the Association. The 1,500to be trained yearly represent only a part of the additional trainedteachers needed, but the program would serve as a base and a model forexpansion of this kind of in-service training. The project, in addition,provides for the upgrading of 1,500 teachers in a three-year summer courseat six TTIs, and for supplementary support to the ongoing bilateral programto upgrade a total of 280 teachers of technical/vocational subjects at thesecondary level.

QUALITY AND EQUITY IMPROVEMENT

General Education Quality

3.18 Instructional Quality Support. The need to improve theoperational conditions of classroom instruction (para. 2.09) is addressedin the proposed project by attention to curriculum development for the LSS,instructional methods improvement in the HSS, and strengthening of schoolinspection services for primary schools and LSS. The ongoing MOE programfor curriculum development has been supported by past IDA educationprojects and has now reached grades 7 and 8. One present need is to findthe most efficient way to implement the new curriculum in practical subjectareas. To that end, science study provisions and low-budget practicalworkshops will be set up at 28 experimental schools (para. 2.10). The aimis to find a way to provide for generalization of the new curriculum at acost less than that required for conventional laboratories and workshops.Operational costs are also provided to carry out curriculum research andevaluation, to expand the role of the APCs, and to support training in useof the new curricula. The Government intends to assure the success andcontinuation of this program by guaranteeing to supply adequate consumablesupplies to the experimental school science rooms and workshops (Annex VI),as well as to continue the curriculum development program as appropriatebeyond the life of the proposed project.

3.19 ' Instructional methods improvement is already taking place at theHSS through visiting teams of expert teachers from selected "focalschools', who seek ways to use available resources better, provide adviceand give seminars and workshops with the object of disseminating theirfindings to other schools. The proposed project supports this program of"pedagogical animation" through provision of materials, training andoperational support, aimed at strengthening and preparing it for moregeneral application. School inspection services will also be strengthened

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through the training of an additional 200 inspectors, to includepedagogical animation techniques, and through more frequent field visits bythe existing inspection staff. Support to these additional operationalcosts, including salaries for the new inspectors, will be phased out overthe life of the proposed project, as the Government takes them over on aregular basis (Annex VI).

3.20 Instructional Materials Provision. The proposed project willexpand the capacity of the education system to meet the need forinstructional materials (para 2.12) through establishment of a fund tosupport the production of textbooks for sale through provision of materialsand equipment; and a warehouse for educational equipment storage at theEMPDA. In the decade ending in 1985, almost 40 million books with 231titles were produced and distributed for formal education. In 1986/87,this production expanded to 6 million books annually, 2 million of themprinted by the EMPDA itself and 4 million by other Government presses.Most of these books are provided on a nominal loan-fee basis for studentuse. The MOB now seeks to initiate the sale of books through establishmentof a fund to facilitate the production and distribution of books to be soldto the general public through appropriate channels, including the officialGovernment book sales agency. The fund would form a self-sustainingfinancial base to purchase equipment and materials for the provision ofbooks for sale, the money received therefrom being recycled to the fund.The books would be sold at a small profit, to allow gradual expansion ofthe fund. Book production costs would be kept under regular review. TheGovernment has given evidence that satisfactory legal and organizationalprovisions have been made for establishment of a special account underEMPDA for the book production fund, and presented satisfactory informationregarding the terms and procedures for its operation. The special accountwill be in operation by June 30, 1988 (Chapter 7).

3.21 The warehouse that the EMPDA presently uses as a base fordistribution of educational equipment and materials consists of a number ofrooms in an HSS, the rest of which is simultaneously operating as aschool. It is crowded, inadequate and inappropriate for its present use.The proposed project provides for construction and equipping of a newwarehouse for school equipment at the site of the new EMPDA headquartersnow being built under the Sixth Education Project. Storage of books andinstructional materials will continue at the present site. Office spaceand furnishings for some 45 warehouse staff will also be provided at thenew facilities.

3.22 Equipment and Furnishing for Secondary Schools. Only about 12%of secondary school completers are able to continue to higher education.Of the others, some opt for technical training through practical courses inthe final two years of HSS (though these students may also sit for thehigher education entrance examination if they wish). About 30% of HSSstudents choose the practical stream, which gives them a basis ofexperience for possible productive work in their local environment. Manyof the HSS are, however, unable to offer practical courses effectively, forlack of tools and equipment. The proposed project, therefore, providesequipment and tools for practical courses at about 34 HSS, as well as

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science equipment and furniture for those same schools. The lists of itemsto be provided take into account the technical level appropriate to thepost-schooling environment of the graduates, so that the provision ismainly for hand tools and simple equipment. Criteria for selection of theHSS to receive equipment have been agreed and are included in Annex IITable 1. The Government will provide sufficient consumable supplies forthe effective use of the laboratories and workshops.

Higher Education Quality

3.23 Libraries. A well stocked and up-to-date library is anessential part of any institution of higher learning, as much so as areclassrooms or laboratories. It is necessary to instructional quality and akey link between the international intellectual community and theindividual institution. With one exception, the level of library servicesin Ethiopian higher education institutions is far below the standardsgenerally expected for developing countries. The library of MU is in asomewhat better situation, though its collection is rapidly becomingoutdated. Lack of adequate collections, substandard technical services,absence of reader services, and scarcity of properly trained personnel haveall contributed to this problem in Ethiopia. Because of the great need toimprove library collections, it has been decided to begin rehabilitation ofhigher education libraries by substantially increasing the number ofavailable books and documents, together with limited improvements tophysical facilities and staffing. The proposed project, therefore,provides books and a very limited amount of equipment for librarydevelopment in about nine higher education institutions, together with somesupporting fellowships and specialist services. The Government expects todefray a small part of the cost of library services by collecting nominalfees for library use by evening extension students.

3.24 Examinations Development. The ESCLE (para. 2.13) is at presentthe only nationally standardized examination given in Ethiopia at thislevel. Its administration has now reached the level of 255 examinationcenters, 80 of them in Addis Ababa and 175 elsewhere in the country. Theexamination is given in March of each year, and the results are publishedin August, and these are used in selection of September entrants to highereducation institutions, The work is do2e by the four permanent staff ofthe ESCLE office and numerous part-time employees hired for the occasion.This process, which has been in place for a number of years withoutsubstantial alteration, requires rehabilitation of its physical equipment,expansion of its human resources, and reform of its conceptual bases. Theproposed project, based on Government expectations to overhaul its nationalexamination system thoroughly in the medium term, provides equipment andtechnical assistance to make immediate improvements in the operationaleffectiveness of the ESCLE. A consultancy report on examinationsdevelopment has been prepared under the Sixth Education Project, and theGovernment intends to use that report as a basis for the development ofimproved examinations services in the longer term.

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!2uity: Basic Education Facilities

3.25 Even though universal primary education is an eventual goal, itlies far in the future (para 2.03). At the same time, the Governmentrecognizes the need to provide basic education services for those whoseformal schooling has been incomplete or nonexistent. In the rnral context,where the need is least well served, the eventual objective is to provide"rural community education facilities" (RCEF) at the village level. These,for the most part, are being built with community participation, thoughpast IDA projects and other donors have given substantial assistancethrough building materials, construction equipment, technical assistanceand actual construction in remote and economically backward areas.Presently some 500 primary schools are being built annually, which coversenrollment increases arising from population growth plus a small increasein the enrollment ratio. The proposed project assists the provision ofabout 100 RCEFs in especially deprived areas (see criteria in Annex II,Table 2), each consisting of a primary school plus a classroom and aworkshop for adult education. Positive steps toward full participation ofboth sexes are being taken through community action and through orientationof the curriculum to facilitate equal opportunities. Skills training forwomen will be provided through the adult education facilities as well.Provision of teacher living accommodations will facilitate the placement offemale teachers in these schools in the special circumstances of theseremote locations.

INSTITUTIONAL DEVELOPMENT

Ministry of Education

3.26 Management Improvement. During the past two decades, theAssociation has worked with the MOE in the execution of six educationprojects (paras. 2.21, 2.22). During that time, the managementcapabilities of the MOE (para. 2.15) have developed markedly, in large partthrough support from those projects. The proposed project would continueco assist improvements 'n those capabilities through provision ofequipment, specialist services, fellowships and local training, accordingto an established plan, to four offices of the MOE. These are: thePlanning and External Relations Services, for which training and computersystem development support, inter alia, have been provided in past IDAProjects; the Project Management Office, which has received training andspecialist services to develop its ability to execute IDA and otherdonor-funded projects; the Management and Training Services, for whichestablishment of the PTC was supported in the Sixth Education Project; andthe SCMS, which nss been assisted by the provision of equipment andtechnical assistance. Past support to all of these agencies has provedproductive, and the proposed project seeks to enhance further theircapabilities.

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Commission for Higher Education

3.27 Policy and Management Capabilities. The CHE controls the threeuniversities--Addis Ababa, Asmara, Alemaya, and most Junior colleges.Though the CHE has developed considerable experience in recent years, itsplanning and management capabilities are constrained by lack of a permanentcore of professional staff. The proposed project provides assistance todevelop and strengthen those capabilities through three distinct butinterrelated sub-components: (a) policy development; (b) staff development;and (c) management information system. The first will support a centralunit for analysis of higher education, design of flternative policies,assessment of their administrative and managerial implications, anddefinition of implementation measures. The second will support a staffdevelopment plan to improve the management capacities of the CHE, thecolleges and the universities, and upgrade laboratory and technical staff.These two sub-components include training and technical assistance invarious forms. The third sub-component will assist in developing the datacollection and processing capability of the Commission, through provisionof computers and related staff training.

3.28 Project Development Capabilities. The Project also assists CHEto improve its project preparation and implementation capability, throughprovision of architectural and engineering skills.

PRE-INVESTHENT STUDIES AND PILOT ACTIVITIES

3.29 The project finances studies in selected fields leading to pilotactivities to be defined in accordance with the indications provided by thestudies. Such studies and activites could include: (i) preparation for theuse of modern information technology in the future development of highereducation libraries; (ii) upgrading and expansion of the capacity to usestandardized examinations as a tool for control of education system qualityand effectiveness; (iii) further development of the capabilities formanagement and policy analysis at the Ministry and at the Commission forHigher Education; (iv) establishment of a more effective system formaintenance of the physical property of higher education institutions; (v)development and upgrading of accounting (including training) and auditingservices in Ethiopia; (vi) testing of rural health training programs formedical students through the Department of Community Health at AAU; and(vii) the more effective integration of the education and training system(and other government and non-government agencies) in preparing for theparticipation of women in development.

OTHER MATTERS

Summary of Technical Assistance Activities

3.30 Specialist Services. The project provides about 976 staff-months(Annex III) of specialist s'.vices, as follows: (a) about 194 staff-monthsfor AUA, for developing a forestry program (108) and for post-graduatestudies (86); (b) about 288 staff-months to develop the engineering

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program, and about 108 staff-months to develop the arid zone agriculturecourse at AU; (c) about 24 staff-months to develop degree teacher-training,and about 132 staff-months to assist developing AAU post-graduate programs;(d) about 12 staff-months for an expert in agricultural curriculumdevelopment and teacher training to be shared by Ambo and Jimma JCA; (e)about 24 staff-months for library experts; (f) about 108 staff-months ofvarious experts, to be utilized ir. the short-cycle graduate programs; (g)about 18 staff-months for the ESCLE; and (h) about 44 staff-months toassist institutional development of MOE (24) and of CHE (20). Satisfactoryterms of reference (for individuals, groups of specialists, or whole workunits) were prepared, on the basis of outlines provided by IDA, for allspecialists and submitted to the Association for review. The duties of thespecialists include training of local counterparts. The Association alsoreceived a staff development plan for Alemaya and Asmara Universities.

3.31 Fellowships to be provided under the project, for a total ofabout 1965 student-months, include: (a) about 219 student-months for staffdevelopment of the new Faculty of Forestry Resources, and about 900student-months to train research specialists for the post-graduate program,AUA; (b) about 540 student-months for AU, including staff development forthe engineering (288), the arid zone agriculture (216) programs, and degreeteacher-training (12); (c) about 12 student-months to assist develop stafffor teacher training programs, AAU; (d) about 72 student-months for staffdevelopment for various post-graduate programs at AAU; (e) about 96student-months of librarian training; (f) about 60 student-months for theESCLE; (g) about 48 student-months for institution development, MOE; and(h) about 42 student-months for CHE, to train various staff in disciplinesrelated to higher education planning, and administration. Curriculum vitaeand courses of study of fellowship recipients, including proposed traininginstitutions, are subject to Bank Group review. The scheduling offellowships will be such as to allow at least one year of overlap in thefield with specialists provided under the project, as appropriate. Detailsof the fellowship program for the first year of implementation were madeavailable to IDA. In the planning of technical assistance, preference willbe given to twinning arrangements with suitable institutions, to cover bothspecialist services and fellowships (Annex VI).

Environmental Impact

3.32 No negative eiiironmental impact is expected as a result of theptoposed project. Graduates from the Faculty of Forestry Resources shouldcontribute, in the long run, to alleviate the serious deforestation problemby, inter alia, educating farmers to develop fuel wood plantations, andpromoting social forestry concepts.

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IV. PROJECT COST AND FINANCIAL PLAN

ProJect Cost

4.01 The total cost of the project is estimated at US$95.2 millionequivalent, including custom duties and taxes estimated at about US$9.9milliono The estimated costs and foreign exchange components are given inAnnex IV, Tables 1-2-3, and are summarized as follows:

Z ofBirr (million) US$ (million) f-tse

Project Component Local Foreign Total Local Foreign Total Cost

A. MANPOWER DEVELOPMENT

1. Alemaya University 13.9 17.6 31.5 6.7 8.6 15.3 192. Asmara University 13.8 21.0 34.8 6.7 10.2 16.9 213. Ambo J.C.A. 3.7 4.2 7.9 1.8 2.0 3.8 44. Jimma J.C.A. 2.5 2.6 5.1 1.3 1.3 2.6 35. Post-graduate Prog. 1.2 4.3 5.5 0.6 2.1 2.7 36. Teachers Training 2.1 3.3 5.4 1.0 1.6 2.6 3

Subtotal A 37.2 33h 90.2 T8.1 25.8 43.9 33'

B. QUALITY AND EQUITY

1. General Education 9.8 12.6 22.4 4.8 6.1 10.9 132. Higher Education 2.2 10.8 13.0 1.0 5.3 6.3 83. Basic Educ. Fac. 15.1 11.4 26.5 7.3 5.6 12.9 16

Subtotal B 27.1 34.8 T1.9 1T 30.1 17

C. INSTITUTIONAL DEVELOPMENT

1. Man. Improvement MOE 0.5 1.2 1.7 0.2 0.6 0.8 12. Man. Improvement CHE 0.2 0.6 0.8 0.1 0.3 0.4 03. Project Dev. CHE 0.3 0.5 0.8 0.1 0.3 0.4 1

Subtotal C 1.0 2.3 3.3 0.4 1.2 1.6 2

D. PROFESSIONAL SERVICES 4.3 1.8 6.1 2.1 0.9 3.0 4

E. PRE-INVESTMENT STUDIES,PILOT ACTIVITIES 4.7 2.0 6.7 2.3 1.0 3.3 4

F. PROJECT ADMINISTRATION 0.5 0.1 0.6 0.2 0.1 0.3 0

Base Cost (Nov. 1987) 74.8 94.0 168.8 36.2 46.0 82.2 100

G. CONTINGENCIES

1. Physical (6X) 5.3 5.0 10.3 2.6 2.4 5.02. Price Increase (9X) 8.5 8.0 16.5 4.1 3.9 8.0

Subtotal G 13.8 13.0 26.8 ]62 17 13.0

TOTAL PROJECT COST 88.6 107.0 195.6 42.9 52.3 95.2of which Taxes (20.3) - - (20.3) (9.9) -- (9.9)

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4.02 Cost estimates for civil works, furniture, equipment and vehicleshave been derived from contracts awarded for similar works and items in theSixth Education Project and other Government development projects. Theproposed schedules of accommodation are functional, austere and appropriatefor the proposed project objectives. The unit cost of construction variesfrom about US$200 equivalent per square meter in Addis Ababa for basiceducational facilities to about US$480 equivalent per square meter for thefacilities of Asmara University. These unit costs are amongst the lowestin comparison with similar institutions financed in other Bank Groupeducation projects in Eastern Africa. Furniture and equipment will be of atype appropriate to accomplish the educational objectives at the project.Fellowships, including cost of travel, tuition and boarding are estimatedat US$2,200 per trainee month.

4.03 Duties and Taxes. In accordance with Government regulations,three types of duties and taxes are levied on goods and services: excisetax, transaction tax and municipality tax. The Government supplements thebudget of its various agencies by the amount of taxation, which isestimated at about US$9.9 million equivalent or about 10% of total projectcost.

4.04 Contingency Allowances. For physical contingencies, 10% has beenadded to the base cost of civil works and professional services, and 5% tothe base cost of furniture, equipment and instructional material. Pricecontingencies have been calculated by applying to the base cost plusphysical contingencies, the following percentage rates of price escalationin accordance with the implementation schedule.

Calendar Year 1987 1988 1989 1990 1991 1992 1993 1994

Local (%) 0.0 3.0 3.0 3.0 4.0 4.0 4.0 4.0Foreign (%) 3.0 1.0 1.0 1.0 3.5 3.5 3.5 3.5

These annual rates have been reviewed by Bank Group Staff and have beenfound satisfactory. The total price increase is estimated at about 9% ofthe base cost plus physical contingencies.

4.05 Foreign Exchange Component. The foreign exchange component hasbeen calculated as follows: (a) civil works 40%; (b) locally manufacturedfurniture 60%; (c) directly imported building construction material,furniture, equipment and vehicles 90%; (d) equipment manufactured locally60%; (e) instructional material directly imported 90%; (f) instructionalmaterial locally manufactured 60%; (g) technical assistance 80%; (h)fellowships/training 60%; (i) professional services and pre-investmentstudies/pilot activities 30%; and (j) operational cost and projectadministration 20%. Including contingencies, the foreign exchange

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component is estimated at US$52.3 million equivalent or about 55% of thetotal project cost (or 61% net of taxes). This high foreign exchangecomponent is basically the result of the country's relatively low level of

economic development leading to a high proportion of imported equipment,construction materials, as well as to the important portion of technicalassistance, and fellowships abroad.

Financial Plan

4.06 The total project cost of US$95.2 million equivalent would befinanced with a credit of SDR million 53.0 (US$,70.0 million equivalent) asfollows:

US$ MillionCategory Government IDA TOTA

1. Civil Works 11.9 24.4 36.32. Furniture 0.7 2.6 3.33. Equipment 1.0 10.8 11.84. Instructional Material 0.7 5.8 6.55. Vehicles 0.1 1.1 1.26. Technical Assistance 0.9 7.0 7.97. Fellowship/Training 2.7 4.2 6.98. Professional Services 1.2 1.8 3.09. Operational Cost 0.8 0.9 1.710. Pre-Investment Studies/

Pilot Activities 1.3 2.0 3.311. Project Administration 0.1 0.2 0.312. Contingencies 3.8 9.2 13.0

TOTAL 25.2 70.0 95.2(of which Taxes) 9.9 - 9.9

4.07 The Credit would finance about 74% of the total cost of theproject, including taxes and about 78% of the total costs excluding taxes.The Government would provide US$25.2 million equivalent, equal to about 26%of the total cost of the project, including all taxes. The Credit wouldcover all foreign exchange cost (US$52.3 million) and about 54% of the

local currency cost net of taxes.

4.08 Assuming that the Government recurrent budget will grow at about2% per year in real terms, and that the share of education remains at about15%, recurrent expenditures generated by the project (which will representthe bulk of investment in education in the next few years) when in fulloperation (1995/96), would account for about three quarters of the annualincrease of the education budget. Furthermore, as a result of the project,most of the assisted institutions are expected to improve the financialefficiency of their operations, with consecuent unit cost reductions.

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V. PROJECT IMPLEMENTATION, PROCUREMENT, DISBURSEMENT AND AUDITING

Imlementation

5.01 Schedule. The project will be implemented over a period of sixyears and one half, including six months for completion of payments andwithdrawals from the Credit proceeds (Annex IV, Table 4). The project isscheduled to be completed by March 31, 1994 with a Closing Date ofSeptember 30, 19S4. The implementation schedule is realistic and takesinto account the experience of previous IDA assisted education projects.While disbursements under the Sixth Education Project are low, they areexpected to rapidly accelerate now that major contracts have been awarded.Futhermore, the Sixth Education Project focused on primary and secondaryeducation, while the proposed project deals substantially also with highereducation. Both projects therefore are complementary and the launching ofthe latter does not depend on completion of the former.

5.02 Administration. The Project Management Office (PM0) will beresponsible for overall coordination of the project. It will provide thelinkage between the Government and the Association and will coordinate thetechnical aspects of implementation of the components to be administered bythe MOE and by the CHE. To avoid possible overextension of the PM1'scapacity and to ensure adequate implementation resources and manpower, theGovernment, at negotiations, provided assurances that the PM0 would, at alltimes, receive the necessary financial support and manpower resources,andthat the qualifications of appointees as project manager, coordinator,chief engineer and accountant of the PYO would be acceptable to theAssociation. Included in the project are technical assistance specialists,to support, inter alia, its administration. Detailed allocation ofresponsibilities between PM0 of the MOE and CHE have been provided to IDA.

5.03 Project Preparation Facility (PPF). To further advance projectpreparation, a PPF in the amount of US$582,000 equivalent has been approvedby the Association for architectural consultant aervices for the design ofthe institutions included in the project. Work under the PPF is underprogress.

5.04 Reporting and Evaluation. Semi-annual progress reports onimplementation will be submitted to the Bank Group by the PM0 each Decemberand June following Credit effectiveness. The format will be that mutuallyagreed upon for the Sixth Education Project and will be modified as deemednecessary during implementation of the project.

5.05 The Government, through the PMO, will (a) provide to theAssociation for comments by April 30 of each year during execution of theproject, a proposed work plan and estimated financial requirements of the

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project for the following fiscal year; (b) advance funds as required toSCMS and EMPDA; and (c) submit each year thereafter, an annual reportindicating actual work completed as compared with the plan (Chapter 7).The annual reports of PMO will be the subject of consultations between IDAand the Government in the course of project implementation.

5.06 The PMO will prepare and send to the Association for comments,within six months from the Closing Date, a completion report assessingattainment of project objectives, project implementation and initialoperation, its final cost and the benefits derived, the performance of theGovernment, the Association and other agencies involved, and thesignificant lessons learned. Indicators of the progress of projectimplementation are given in Annex V.

5.07 Maintenance. Maintenance of primary schools is a communityreponsibility. Some of the proceeds of selling produce from school landsis used for this, as well as othc,r local funds. The maintenance ofsecondary school facilities is the responsibility of local communities andof the Government through SCMS, and that of educational equipment is theresponsibility of the EMPDA. Government will also study ways to improveits maintenance system for higher education; funds are provided in theProject to carry out this task, and to train staff in maintenancepractices.

5.08 Professional Services (Architectural/Engineering/EquipmentProcurement). Consulting firms, selected in accordance with the World BankGroup Guidelines on the basis of letters of invitation already submitted toIDA will provide comprehensive architectural and engineering services formost of the new facilities. The SCMS will provide architectural services,utilizing standard designs, including those developed under previous IDAfinanced education projects, for the primary schools and relatedfacilities. In accordance with standard Government procedures and in linewith internationally applied practices, the cost of the architecturalservices and site supervision will be negotiated as a percentage of theestimated cost of the works involved. The Director of the PMO willcoordinate and supervise the execution of those services.

5.09 Sites. Sites for the primary schools will be selected on thebasis of agreed criteria (Annex II, Table 2). Satisfactory sites for allother institutions included in the project have been selected or arealready earmarked and reserved in the case of institutions to be expanded.Because in Ethiopia land is owned by the Government, a deed of ownership isnot a prerequisite for starting construction work.

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Procurement

5.10 Procurement arrangements are summarized in the table below.

US$ MillionCategory ICB LCB Other N.A. Total

1. Civil Works 25.1 12.1 6.7 43.9(16.5) (8.2) (4.6) (29.3)

2. Furniture 2.5 0.5 0.7 3.7(2.1) (0.3) (0.4) (2.8)

3. Equipment, Instruc- 21.1 0.7 0.2 - 22.0tional Materials, (19.5) (0.6) (0.2) (20.3)Vehicles

4. Technical Assistance -- 8.6 8.6(7.6) (7.6)

5. Fellowship/Training - - - 7.6 7.6(4.5) (4.5)

6. Professional Services - - 3.6 -- 3.6(2.1) (2.1)

7. Operational Cost 1- -- .9 1.9(1.0) (1.0)

8. Pre-Investment Studies/ -- - 3.6 - 3.6Pilot Activities (2.2) (2.2)

9. Project Administration - - - 0.3 0.3(0.2) (0.2)

TOTAL 48.7 13.3 31.0 2.2 95.2(38.1) (9.1) (21.6) (1.2) (70.0)

Note: Figures in parentheses are the respective amounts to be financed bythe Association.

5.11 Contracts for civil works, furniture, equipment, vehicles andimported contruction materials would be awarded on the basis of

international competitive bidding in accordance with Bank Group Guidelinesfor procurement except as follows:

(a) construction of the: Post-graduate Programs, Addis AbabaUniversity in component A5; Degree Level Teacher Training, AddisAbaba and Asmara Universities and Non-Degree Level TeacherTraining all in compone-tt A6; Workshops for Experimental Schoolsin component Bl (Instructional Quality Support); and BasicEducation Facilities in component B3;

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(b) manufacture of furniture for primary schools; and

(c) furniture, equipment and construction materials contracts costingless than US$50,000 equivalent each.

Item (a). Because of the small size and scattered and remote lucations ofthe Workshop for Experimental Scitools (estimated total cost of civil worksUS$4.6 million) and Basic Education Facilities (estimated total cost ofcivil works US$14.2 million) and based on past experience, it is likelythat contractors will often not be interested in bidding for them. Incases where no responsive bids are received, these works would beconstructed by the SCMS using departmental forces (force account method)for the construction of the facilities as already done in the ongoing SixthEducation Project. In this case, PMO would negotiate contracts with SCMSand submit them to the Association for comments. The estimated amount ofCivil Works implemented through departmental forces is US$6.7 million.

Item (b). The manufacture of the simple furniture required for the primaryschools will continue to be carried out by regional furniture productionunits, as in the Sixth Education Project (estimated at US$0.7 millionincluding taxes and contingencies.) Standardized furniture designs andestablishment of the regional production units were assisted by SIDA, andare deemed the most cost-effective way to obtain the furniture required.

Item (c). Contracts for items under (c) will be awarded on the basis ofcompetitive bidding advertized locally and in accordance with localprocedures satisfactory to the Association (estimated at aggregated valueof US$0.7 million including taxes and contingencies). Items under thiscategory will be purchased off the shelves or through three price quotationshopping, in accordance with GOE regulations, are estimated at US$0.2million. Technical assistance, including any required for Pre-InvestmentStudies/Pilot Activities, and Professional Service Specialists will beselected in accordance with World Bank Group Consultant Guidelines (paras.3.30, 5.08). Fellowships and training programs will be reviewed by theAssociation.

5.12 Standardized sketch designs, draft tender documents and masterlists of construction and other materials, furniture, equipment andvehicles indicating proposed grouping and estimates of costs will bereviewed by the Association. Items will be grouped to the extentpracticable to encourage competitive bidding and to permit bulkprocurement. Review of tender evaluation documents prior to award will berequired only for contracts above US$400,000 equivalent for civil works andUS$100,000 equivalent for furniture, equipment, vehicles and constructionand other materials.

5.13 Where international competitive bidding procedures are used: (a)qualified domestic manufacturers of furniture and equipment would beallowed a preference of 15%, or the existing rate of import duties,

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whichever is lower, over the c.i.f. price of competing foreign suppliers;and (b) qualified domestic building contractors would be allowed apreferential margin of 7.5% over prices of competing foreign contractors.

Disbursement

5.14 Disbursement will be on the basis of:

(a) 100% of foreign expenditures and 60% of local expendituresfor civil works under (1) contract, and (2) force account;

(b) 100% of foreign expenditures and 60% of local expendituresfor construction material, furniture, equipment,instructional materials and vehicles;

(c) 60% of local expenditures for services of consultants andspecialists domiciled in Ethiopia, 100% of foreignexpenditures and 60% of local expenditures for services ofother consultants;

(d) 100% of foreign expenditures and 60% of local expendituresfor training and fellowships, and preinvestmentstudies/pilot activities;

(e) 60% of local expenditures for incremental operating costsand project administration; and

(f) 100% of withdrawn PPF funds*

5.15 All disbursements will be fully documented except for itemscosting less than US$50,000 where certified statements of expenditures(SOEs) will be used. SOEs will be certified by the PMO Manager andsupporting documentation retained by the PMO and made available forscrutiny during the course of project supervision missions. Based uponexperience in previous IDA Credits, the PMO has satisfactory institutionalcapacity to use and manage SOEs.

5.16 The project will be completed over a period of six and a halfyears. The typical disbursement profile for Ethiopia is nine years. Theprevious four IDA education projects were completed in an average of aboutsix and one-half years. The ongoing Sixth IDA Education Project hasexperienced some delays, but recently is gaining momentum and is expectedto be completed on schedule in five years, barring unforeseencircumstances. Because of the experience developed in the past projectsand the degree of preparation of this project, a six and a half yeardisbursement profile is considered adequate.

5.17 Special Account. A foreign exchange Special Account of US$3.0million funded by IDA will be established in the National Bank ofEthiopia. To the extent possible, IDA share of all payments will be madethrough the Special Account except for any exceptioially large item which

- 37 -

will be handled under IDA regular procedures. The Borrower shall submitreplenishment requests on a monthly basis or whenever the Special Accountis diminished by one-third, whichever comes first. The Government willmake available its contribution, as the case may be, for items to befinanced out of the Special Account at the same time as withdrawals aremade from the Special Account.

Auditing

5.18 Auditing will be required on a yearly basis for expendituresrelated to the project with particular attention and including separateopinions for: (a) expenditures reimbursed against statements ofexpenditures; and (b) the administration cf the Special Account. Auditingwill be performed by the Government's Audit Service Corporation or otherindependent auditors appointed in consultation with, and acceptable to theAssociation. Annual audits will be provi4ed to the Association within ninemonths after the end of each fiscal year of the Government.

VI. BENEFITS AND RISKS

Benefits

6.01 The proposed project supports the Government's long-term plansfor education system development, and its components were chosen inconsultation with ONCCP and with the agreement of MOF. First of all, itaims to reduce critical skilled manpower shortages existing in fields suchas agriculture, engineering, accounting, teaching, etc. Secondly, itcontributes to continued improvements in the quality and equity of thegeneral education system by: (a) assisting in curriculum development and invarious didactic improvements; and (b) providing about 100 basic educationfacilities which would benefit about 35,000 children of the primary schoolage group, and an estimated 10,000 adults annually. Thirdly, it assists inthe institutional improvement of the education system, through improvementof the planning, managerial, and administration capabilities of the CHE andMOE.

6.02 While providing the above benefits, the project will, inaddition, initiate certain innovative activities aimed at improving theeffectiveness and efficiency of educational practiceo These include, interalia, experimental ad hoc masters degree courses (para. 3.13), teachertraining by distance education (para. 3.17), intensified encouragement ofimproved instructional practice (para. 3.18, 3.19), a fund for theself-sustaining production of school books for sale (para. 3.20), and thefirst steps toward an improved examination system (para. 3.24). Governmenthas confirmed in a letter of intent (Annex VI) its commitment to achievingthese educational improvements.

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Risks

6.03 No major risks are anticipated for the proposed project. Pastexperience with implementation of education projects has been generallygood. The Government has been advised that implementation of the proposedproject should rest with the existing, and well tested, Project ManagementOffice (PMO) under MOE, which would be suitably strengthened (para. 5.02)anld would work collaboratively with the project implementation unit of theCHE. No unusual implementation problems are therefore foreseen. At thesame time, Government, in requesting this project, has borne in mind theneed to keep recurrent costs to a minimum, thus promoting sustainability ofproject institutions. Some matters for concern might, however, exist inthe following areas.

6.04 Asmara University. The particular location of that universitymight cause delays in the implementation of this component. However,Government's commitment to increase educational opportunities in theNorthern region should encourage the successful implementation of theproject.

6.05 Short-cycle Programs. Lack of thorough preparations by theGovernment, in specifying institutional and financial responsibilities,instructional materials, facilities, personnel, curricula, and operationalplans might jeopardize or delay the success of this experimentalcomponent. Accordingly, the Association will review and comment on thedetailed plans for these courses, prior to their initiation.

6.06 The proposed project is many-faceted, in that it providesbalanced and comprehensive support to several aspects of the Government'stotal program for education. As such, it is an instrument in support ofthe country's overall policies for education system development. Theresultant incremental demands on management are considerable, butEthiopia's past performance in managing projects of this nature indicatesthat implementation risks will be minimal.

VI1. AGREEhZNTS REACHED AND RECOMMENDATION

7.01 During negotiations, the PDRE and the As.;ociation agreed on thefollowing:

(a) confirmation that the intake to AUA will be in accordance withmanpower demand estimates (para. 3.02);

39 -

(b) submission to the Association for review and comment of detailedplans for the short cycle graduate courses, including those plansfor their monitoring and evaluation (par&. 3.13);

(c) establishment by June 30, 1988 of the fund for book production,with satisfactory procedures for its operation (para. 3.20);and

(d) provisions for presentation and discussion of workplans and forsubmission of annual reports on project execution (para. 5.05).

7.02 Subject to the above provisions, the proposed project constitutesa suitable basis for an IDA Credit of SDR 53.0 million (US$70 millionequivalent) to the People's Democratic Republic of Ethiopia.

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Antwx ICOWVARATIVE ECATION INDICATORS Tabl I

Table I of 2October 7. 1987

SXPENDImti EDUCATIO CUMION TCUEI01 520ll020 UtCUI23UI A1.RL T E 1F1O NTS cm P033SION

ON? 114 A WSmRUT gXPsNDITuI8ss Lnu2Y PUIIUY 7U16Y m3I3t tnMAY PATS 110 SECONDARY SE4NAR HIGlllBAsg POP. cAnTA PeMCUT Q7P TOTAL. (NUAL AL TgD TOt DATE D120LL. SCW3L b TUDNS ucnATIoN PmRMY VD EOLL. STUDDTS mOLL.TMAS 1IL.. (US4) 008 TO GOVERNMENT 71 SEC a (1) RATIO CICA PQ AS PERCENT 8ECONDA RATIO U RPATIO

(1979) (1979) oATIoN EXPSIIITus (O) (1976) (I) (2) TACRER GPICAPITA (2) (S) TSAC3R (I)

(1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (11) (12) (13) (14)

DEVELOPgI COJNTRIESAUSTRALIA To 14.6b 86i0 6.3' 14.6 8 - 103' 100 21 - 99 73 is 20.90CANADA 31 23.7b 9 6 5 0 b 7.78 18.5'? 30*t 34? 138? t 9b 1061 100 21 19.9*8 100 92' 18 22.60'GERMAN? P.R. 79 61.2 12,200 4.6 9.9* - 99b 898 1008 - - 100 94' - 12.108NglTUERLAIDS 79 14.0 10 490 7.9 5.1 20 35 25 g9bl 96 95 18 15.3 99 82 13 12.40

sW ZuALAM bO 3 .2 b 6,001b 5.S5, 13.4 37 31 28 99b 100 100 24 11.6 100 82 Is 25.80eswam 79 8.3 12,250 9.0 18.2 31 10 10 99b 99' 100 I8 19.9 100 79X 1087 36.5041

EASTERN AFRICA301A4A 83 1 . 0 b 9206 6.0 22.0 41 34 22 40 100 77 32 10.0 40 20 21 1.80B21060 81 4.2 235 2. 8 bw 19.0 43 28 27 25 29' 35 37 20.2 12 3' 137 3.00C00M)"S 84 0.4b 34S 3.8" 28.0 49 29 22 49 76 40 39 - 45 36 28 0.60DJIBOUTI 84 0.4 480 3.0 11.9 73 26 ... 1o 42 66 40 6R.O 40 1o 19 0.60MSHIOPIA 85 43.0 11o 3.6P 9.5 53 28 17 39 37 308 63 37.0 938 14 44 0.50

113YA 82 17.4b 420b 5 gib 20.1b 65 16 11 44b 113 s5 36 14.4 35 18 26 -1SOTRD 82 1.4b 435b 5.5 16.9 38 32 26 53b 116x 41 48 9.e 46 21 21 1.30MADAGASCAR 77 8.5 330 4.a8 24.0 53 28 19 0o 946t 33 sb 8.o 38 14 23 3 .obyMALANI 81 6.lb 230b 3.5 11.4 38 14 25 25b 62 23 65 5.8 12 4 21 0.40360111t1S 83 1.0b 1,170b 4.3 14.0 46 36 7 gob 93 72 23 3.o 1oo SO 22 1.00WAA 83 5.9b 27ob 3.6 27.4 71 16 13 37b 65 30 40 16.0 9 5 16 0.40SEYCHELLES 79 0.6 1,770 5.9 22.48 348 338 10 -25 - - . -SONALIA 81 4.5 280 1.5 10.5 50b 44b 6b Sob 22b gob 29b 9.0b 8ob 12b 22 1.00SU50 8o 19.2b Mob 3.0 - 66 39 ... 32 51" 68 34 1.4 44 16 16 ...SWAZILAJD 83 0.7b 940b 3s4b 20.4 51 34 15 65b 93 so 33 11.0 se 29 IS 3.00TANZANIA so 18.5 260 5.9 17.7 47 10 16 79b 9gb 87 43 11.0 job 3 208 0.30U(AIDA so 17 6b 300b - 16.1I 2 3 b 37b 20b u. 54s 61 34 - l7 5 23 0.60lAIRS 81 29.8b 210b 7.1 26.4 - - 10 54b 76 25 30 21.0 40 18 28 2.00

ZAMBIA sO 5.7b 566b 4.59 13.1 48 ?3 22 44b 95 so 48 12.9 19 16 22 1.soIJUAME at1 7.7b 7006b 5. 19.5 62 32 6 44b 90 55 39 20.0 85 15 23 o.so

WESTERN AFRICA81231 79 3.4b 320b 6 .5 35.0 43 21 5 1lb 42 30 46 14.0 30 11 43 1.00yBURKINA 83 6.S 210b 2.lw 21.7 43 29 28 9 16 25 57 24.3 16 3 24 0.0304ER00N 84 10.0 8106 3. 1P - 33 38 28 20 89 45b 50 - - 23 28 2.70C.A.&. 86 2.6b 260b 3.8a7 24.787 49 16 24 - 79 65 6587 18 - 18 67 1.40*?04D 76 4.4 120 2.4b6y 21.7b - _s _ YS - 77 - - 3' 21 0.20CONGO 78 1.5 670 9.0tmy 27.7? - -_- - - - 56b6 - 30 - 43b7 4.00'?SQUAT. GIS1A 85 0.3b 270b 2.8 3.8 47 24 ... 20b 13 1o 80 5.2 40 25 t178 -GAON 77 0.6 3.420 3.7by s.47 -_- ; _ 46b - - - 19b 2.so0rGAMBIA 77 0.6 20 3.3M" 6.56 46 25 64 ob 40b6 90 27b6 44,.7 40 12bxy 17 -0*A1 76 11.3 400 4.07 15.56b - 71y - 27b6 - - 36tX7 21 -c1uts 79 5.3 290P 4.6sP - 258 288 2 20 34 36 38 20.08P 85 16 29 7.008WOBY COAST 83 9.3b 720 7.3 42.8 51 40 9 35?Y 72 79 37 29.0 49 22XX 30 1.88LIBERIA e0 1.9 520 4.6 19.6 43 23 24 30 52 32 33 20.0 76 22 20 2.90MALI 81 7.0b 190 4.28 21.78 38 21 11 10 20 60 44 15.7 66 1 11 0.90s.MAUTANA 78 1.6b 320b 5.5 16.9 33 43 25 17b 32 60 44 52.0 30 9 25 0.373N10S 84 5.2 300 2.8 21.0 40 25 20 14 25 20 36 41.0 37 6 28 0.501 10811 83 "3 . 6 b 760b 7.4y 16.0 - 13 36 93 70 36 19.5 41 23 30 2.00SENEGAL 84 6.4 38o 5.0b 24.0 466 35b 396 28 52 S9 46 26.0 198 16' 24 2.208,Sin"R LUON 77 3.4 250 4.0b 16.0b - - 13b 37' - 35 25.0b 84 15' 22 0.067bTOO 78 2.4 400 6.S" 26.5q 308 28' 21' 18 74 40 54bY 38.0 52 326b1 48b 1.60b7

_5T1N AMERICA AND TE CAIGEUTIIIA 78 27.3 2,210 2.7 10.9 43' 31' 188 93b 89 52 17 - 87 31 8 23.003446 79 0.2 2 77o 5.7 19.1 36 36 11 93b 99 97 24 - 97 75 19 -B3R310 78 0.2 2.680 S. P" 22.1' 43' 31' 16' 9b loo1 99 27Y 19.98 99' 787 207 -bOLIVIA 8o 5.4 550 4.187 30.58 - - - 63 747 - 207 - - is3 - 12.60BRAZIL 79 116.5 1,770 3.8 6.2 51 - 14 76 738Y - 237 4,.5b 618 I7 14'Y 12.62bC0611. 76 10.9 13,90 3.2b7 13.0b - - - _ 19bx_ 346b - - 55bxr 20br 11.90brCOL 03A 80 26.76 1.1 06 3.3 25.0 35 20 20 81b 78 36 32 6.6 - 47 20 10.01'?COS RICA 80 2.2b 1,80ob 8.4 31.1 40 27 33 90 93 77 33 s.5 77 40 27 14.00cuu 78 9.8 - 8.0 11.0 - - - 96 112b61 se 18b7 - 91 716x7 15 19.02b6D00 nc REP. 80 5.3 1.030 2.9 13.0 39 21 22 68b 8s 31 S9 3.2 94 30 33 16.005C0o01 80 8.4b 1.110 6.0P 36.7 45 31 16 81 L05 - 36 12.6 86 47 16 29.00E,SALVADOR 77 4.4 640 3.4b6 23.16b 64 8 27 62 82617 32 39 - 41 26b17 27by 7.90b6GUTMSA 7e 6.8 1.010 1.7'r 12.6b -_ - - 69bxy - 35b7 - 69 13t6b 197b Sa,0o0WYAN1 76 0.8 630 8.1b7 13.867 -_ _ 99buy - 32b7 - - 598x7 - 3.007bO4AI1 SO s.ob 230 3.4' 7.987 65 9 6 23b so 20 41 19.0 62' 48 27 0.808080136 78 3.6 520 3.5by 14.3by 62' 150 19 60 8967 30' 416by 12.e8 688 21x' 19 6.007JANIC 8e 2.1 1.110 6.5 1s.7 37 43 20 90 98 98 40 2.3 95 81 22 8.00MICO s0 65.3 1,88O 4.7 17.0' 463915 92 98 53 44 9.5 86 S6 17 10.30NICABIOU 78 2.6b 610b 3.0bw 14.0b - - - 90b 83bx 24 37b - - 26bx Sob -

r41331i 78 1.8b 1.550b 5.sbui 21.86y 428 IS& 13 82b 95b7 - 2567 11.6 85' 50ob 217b 20.40b6RAUA4 79 3.0 1I140 1.4A 14.2 42 17 20 84 83 32 28 3.1' 76 22 12 0.70

PFRa 8o 16.6 1'000 3.6 14.3 53 15 19 80 83 S6 39 9.8 89 39 22 14.401"*D SD 6103. 77 1.1 3,910 4.8b6 8.8b6 48 32 20 95 99 91 30 10.5? 49 62 24 -

USWVU 78 2.9 2.500 2.5 9.4b - - - 94 105bx - 24b - -6bx - 17.8087VEIIUUIA 78 14.4 3,440 5.1Y 18.9b - - - 82 106b6 - 28 - - 3811 17 21.107

- 41 -

CUMASATIVE EDUCTION tNDICATORtS Annex I

October 7, 3987 P)g,' ofQ 2

EXPENDITURE EDUCATION COMEPLETION RECURRENTON3 EDUCATION RECIInRT ADULT RATS POR MIT1 MO8T PROGNENSION

GNP PEi AS PERCENT EXPENDITURES LITERACY PRIBARY PRIMARY PRIMARY PRIMARY itATE PROW SECODARY SECONDARY HIIONEKBASE POP. CAPITA PERCET CUP TOTAL DINIRA ALLOCATED TO: RATE ENOLL. SCOOL STUDET EDUCATION PRIMARY 10 ENROLL. STUDENT EN1ROLL.YEAR MILLS. (US$) DEVOTED TO GOVERNM(ENT Pitt SE RI (E) RATIO CYCLE PER AS PERCEN SECONDAY RATIO PER RATIO

(1979) (1919) EIDUCATION EXPENDITUR (2) (1976) (E) (2 IRACiE ONPCAPIltA (I) (6) TEACIE MI

(3) (2) (3) (4) (5) (6) (7) CE, (9) 010) (33) (12) (31) (34)

EAST ASIA AND THE PACIFICLIIINA 83 j~~~,025.0 b 330b 3.1 7.1 38 40 22 77b 62 25 6.0 65 35 37 e,8O

INDONESIA $I 110,36 520 2.1 9.) 70 24 6 526 9o 61 57 11.0 74 27 26 1.70KORELA 82 39.3b 3, 636b ?:lv 20.8 34 34 31 96 9 98 43 19.0 go 84 18 23.10KMALYSIA 84 35.2b I,870b 6.1 36.7 398 431 Igw y0b elx 97 26 11.SW~ 69 72 22 4.06PAPUA N.C. 83 3.0' 820 5.4 19.0 60 17 22 - 60 738 Ila 15.0 35 13xs 272 3.00P3313,IPPINES 79 48.36 6906 2*3V 14.0 64 36 - l 5b 84 65 31 7.1 89 S5 36 23,00SINGAPORE 80 2.4 420 2.7 6.7 39 40 16 63 92 62 33 8.8 96 55 22 8.00SOLOKON ISL. 82 O.2b G4o 6.6pw 19 .0h 41 34 20 is 78 80 27 30. 5 40 20 lN 2.):3T33ALA33 61 49. 0b 6006 3.4 20.3 9 14k t0 e6b 101 68 23 9. 3' 44 46 38a 4.fy)VAN3UATU 86 0,1b - 8.3 23.5 61 27 4 33 115 60 24 11.0 25 20 16 2.0')

S0OUTH ASIAANGLADESH 79 97,36 90 3.3 3p 0.187 31 17 20 226 631 -- 53 3.6A 14 2) 1.43

BIWUAN 80 3,2 80 3.6 31.0 ---- - 10 12 - - ---

INDIA 77 659.6 210 2.97 9,917 - - - 36 791 - 41 - 282 R. 3087NEPAL 62 15 . 0b 150b 1.4 - - ---- 19 70 - 36 - 23 2 3 1. 70APAKISTAN3 82 87.36 380b 2.0 7.0 38 20 24 22 s0 4 1 30 5.9 56 2 1 33` 3.00

ATONAIIISTA23 77 15.5 - 1.7 3.7 47 19 Is 12 3j67 69 -ib 62 a 2267 1.007ALGERIA 79 18.3 1,770 3.81 32.3 348 268 214 35 83V 45' 37 7.0? $55 29Y 26 3.707EGYPT 82 43.3' 650' 4.68 7.9 338 358 26' 44 751 $Oa 348 9.8' 83' 458 398 37.00GREECE 76 9.3 4,140 ,.6W 10.66 37 26 21 - 9767 - 296 6,2? - 7962 2767 17.80b7IRAN 79 36.9 - 5.787 14.187 - -- - 50 10382 3 28 - - 4482 2481 4.903yIRAQ 79 32.6 2.710 4.307 6.90y .- - - - 1007 - 28 - 4$ay 29' 9.5087IRElAND 81 3.6b 4 4S0 6.387 13.887 - - - 98 93 94 29 - 9at8 14 31.00305DM 63 2.2b 1.420b 4,98 10.2 19 44 le 706 928 85 32 35.3I - 690 38 8.90LEBANN 79 2.) - - 18.6 6EN --7 - 961 - 39 - - 4619 - 27.8O'7tWEOCCD 84 21.86 blob 6.07 12.9 38 43 19 35 57' 9 33 15.1I - 14 38 8.9OfoIA a5 1.2b6 6,4966 3.2 12.7" - -- 3667 7141 65' 298 - 90 I1a 348 ..PORTUGAL 86 to 2b 3*970b 4.6 31.5 s0 26 33 I S 125 70 16 16.9 66 33 36 6.00R0931tA 78 22.3 2,1Ook 3.9by 6.21 - - - 98 106b2 - 236 - 9684b% 226 30.460b7SPAIN 76 37.0 4 '20 2.17 36.81 - - - - gby - 296 - 6767 - 24.lob;SYRIA 78 8.6 1 4.4P 10.3 39 25 26 58 8767y 80 35b 66 4367 216 32.60TUNISIA 79 6.4 3 7.OP 19.0 42 39 36 626 108' so 39b 32.8 30 38' 30 6.00TUREET 83 47.5 t,.,O 3.3 36.2 50 22 24 736 130 77 31 6.0 55 26 13 8.00YEME A.R. 84 9.3b 5306 7.99 37.7 60 20 13 214 55 28 53 27.6 80 9 20 3.90VW"E P.0.6. 82 2.06 420b 7.6 9.7 62' 14' 68 33 63 34 is 22.0' 46 17 20 2.50

SUMMAY FOR DVELOMPI CO3J3TIEs:Nouber ofCutries 84 93 70 69 67 e1 92 66 95 65 75 91 88 65

Range. (1.4- (3.7- (23- (8- (5- (8- (32- (12- (17- (3.4- (30- (1- (8- (0.03-30.0) 54.5) 94) 46) 33) 99) 139 9) 77) 67.0) 100) 84) 46) 29.0)

Qu8rtiles. Uipper: 5.6 21.7 51 3.6 22 81 98 60 43 20 87 47 26 33.0Wined3n 4.0 16.3 43 28 19 53 83 61 35 33 65 26 22 3.7

Levers 3.0 35.0 36 23 13 25 60 35 28 9 40 14 19 3.0

Quartile Deviation: 1.3 5.4 6.5 7.5 4.5 28.0 39.0 22.5 7.0 5.6 23.5 16.5 3.5 5.0

Kean: 4.4 37.0 462818S 53 76 59 36 16 62 31 23 6.9

Standard Devlation: 3.9 8.7 12 10o 7 29 27 24 It 33 27 23 7 7.4

Sodium: 4.0 16.0 43 28 19 53 83 61 55 13 65 26 22 5.7

SYMBOLS: POOTHOTES- DATM INI3EVAUALAiZ A - DATUJN PRIOR ID BASE TEAR S * MNISTRY 0f EDUCATION (NOR) ONLY

M. ACISTUDE NIL OR IIEOIGIRLE B - DATUM MUN RECEN TI3 MN BS WMA T - MUl AND STATE OMNVNIRE ONLYI DATUM QUESTORAIL N * CURREN PRICES V * P1383l1 EXPENITURE ONLY

* NLDESw PAiRT-TNME SmTUDT 8 * UET IIRLLIR RATIO I - INCLNUD Om1-AGE STUDNTP1 - GROSS ENROLLMNT RATIO T - UESOD SOURCES

SOURCES: Columns I and 2: World Bank Atlme or education sector field eissions.Colume, 3 to 34: World SAnk Education sector miasions Government eourcee

ftdlor the Uneaco Statistical Teerbook.

Compaative Eucation Date are useful in th* fealuation of vericus educwtion sa"teaf sad malysis of relative stage" ofeducational development between various countries. However, on the baste of the present data. crossenationa cempsrieonebould be epproached with gratt caution. Date pnoneeted in the abve teble SAve to'. collected lArgely by Sank uteatonfrom governmen sources; the remainder arm staff estimates or data from Uneaco. Efforts hame been mand to etandardimadefinitions and, within limits, to check the sccutacy of the data. Ne"vethelesa, such detenwe still imperfect Inseveral respects and ths RSnk to working to improve them progreseively an the occasionk of its operational vork. In theuae of these deta, the following; qualifications should he kept int mind:

(3) 'Education' as defined In the table includes all aducatio m ad training, both formal VnW nap-fomal.

(2) Priunary' eductmion refers to education akt the first level, and seacoodary- education refers to all educationat the secondary level regardleas of type (e.g..* general. technical, agricultural).

(5) .Litsrscy rstea (Col. 6) sre often obtained from country cenagee. In Many couttrie they ame onlapproimatttonsaend it to doubtful that any uniform definition of 'litevtete 318 bea follovwe consistently.

(4) 'Public sxpenditure in education' (cols. 4 mud 5) ref er to all capital and recurrent eupenditurem devoted toeducAtion by public and qesel-publit agmncies.

(5) 'Enrollmen rattioe' (cole. 7. 12 mad 14) refer to school "ear ad are the percentage of eUgSible childr*nefYollsd fui:l-tice in the apptwpiate schooil. public snA Privets by level. TeI u aeoften subject to a wIdemargin of error Go the developing coontries owing to variations Go tim accirecy of besit data (i.e.,age-pecific population and enrollmente). Enrollmen figures frequently are higher then the oumbe ofstudents ectually In school. Over-aged students nay be included in thenm figures and can inlateaf the ration,

ErlOPIASEVETI EDUCATION PROJECT

HISTORICAL SUMHARY OF PROVISION OF GENERAL EDUCATION

1970/71 1974/75 1978/79 1980,81 1982(83 1984185 198586 1986/87

PRIMARY LEVEL

Schools 2,297 3,166 49798 5,822 6,582 7,392 7,900 8,414Enrollment 1/ 655,427 959,822 1,377,703 2,130,716 2,511,050 2,408,065 2,448,778 2,729,2072 Female 31.4Z 32.02 32.11 34.92 36.82 38.7Z 39.12 38.62Teachers 13,514 20,851 29,079 33,222 42,347 47,791 50,922 55,021Students/Teacher 48 46 i 47 64 59 50 48 50

LOWER SECONDARY

Schools 342 507 650 787 816 909 964 1,001Enrollment 2/ 73,121 124,584 160,877 209,401 278,057 320,191 363,132 424,5272 Female 26.6X 31.52 36.22 35.6Z 35.4% 38.12 39.12 39.54XTeachers 2,167 3,708 3,864 4,819 6,007 6,907 7,315 8,438Students/Teacher 34 34 42 43 46 46 50 50

HIGHER SECONDARY

Schools 95 125 157 180 200 227 245 261Enrollment 3/ 53,236 69,213 163,910 216,876 257,095 282,015 292,385 325,957Z Female 21.02 26.12 35.81 35.52 35.82 37.8% 38.9Z 38.7XTeachers 1,937 2,528 3,770 5,143 6,563 7,616 7,903 8,617Students/Teacher 27 25 43 42 39 37 37 38

TEACIIER TRAININGINSTITUTES

Enrollment N.A. N.A. 1,626 4,785 5,986 5,700 5,694 4,200

1/ Government and non-Government schools of which Government schools were 902 in 1986/872/ Government and non-Government schools of which Government schools were 912 In 1986/873/ Government and non-Government schools of which Government schools were 982 in 1986/87

Sotirce: Ministry of Education !II

ETHIOPiASEVENTH EDUCATION PROJECT

HISTORICAL SUWMARY OF PROVISION OF HIGHER EDUCATION 1/

REGULAR PROGRAMS

Diploma Level Degree Level - Post-Graduate

Students X Female Graduates Students X Female Graduates Students 2 Female Graduates

1981/82 N.A. N.A. 2,158 N.A. N.A. 1,758 N.A N.A. 68

1982/83 5,441 16.8X 2,126 10,494 10.32 1,468 231 6.5X 59

1983/84 5,473 15.3 2,477 10,303 8.8 1,633 223 4.0 67

1984/85 5,821 16.4 2,246 10,994 9.0 1,540 274 5.5 61

1985/86 5,866 15.0 2,371 11,780 8.4 1,899 279 7.5 50

i986187 5,422 11.7 N.A. 11,277 8.0 N.A. 327 7.0 N.A.

EXTENSION PROGRAMS

l981182 N-A. N.A. 1,454 NSA. N.A. 131 - - -

1982/83 N.A. N.A. 1,494 N.A. N.A. 152 - - -

1983/84 9,150 39.1X 2,178 1,867 20.7Z 116 - - -

1984/85 7,317 33.9 1,300 3,414 23.0 226 - - -

1985/86 6,053 37.3 1,352 3,427 22.8 140 - -

t486/87 5,981 37.6 NSA. 3,610 21.8 N.A* - -

1/ InstitutLorn dependent on Commission for Higher Education only.

N.A. denotes not available in the data provided.

Source: Commission for hligher Education

Ir x:

- 44 -

ETHIOPIASEVENTH £=W= PROJECTLIST OF POST SECOADARY EDUCATION INSTITUTIONS Annex I

UNIVERSITIES

Addis Ababa UniversityAsmara UniversityAlemaya University of Agriculture

COLLEGES AND INSTITUTES

Agriculture

- Ambo Junior College of Agriculture (CHE)- Jimma Junior College of Agriculture (CHE)- Awassa Junior College of Agriculture (AAU)- Debreteit Faculty of Veterinary Medicine (AAU)- Debrezeit Institute of Animal Health Assistants (CHE)- Wondo Genet Forestry Institute (Ministry of Agriculture)Technology

- Bahir Dar Polytechnic Institute (CUE)- Addis Ababa Municipal College (Addis Ababa City Council)- Arbaminch Institute of Water Technology (Wiater Resources Commission)Teacher Trainin

- Bahir Dar Teachers College (AAU)- Kotebe College of Teacher Education (CHE)- Nazreth Productive Technology Teacher Training College (CHE)Health

- Gondar College of Medical Sciences (AAU)- Jimma Institute of Medical Science (Ministry of Health)Commerce

- Junior College of Commerce (CHE)

Notes:-

(CHE) denotes institutions directly under the Commission for Higher Education(AMU) denotes institutions directly under Addis Ababa UniversityAll post-secondary education institutions are either directly or indirectly underthe CHE.

Source: Commission for Higher Education.

mIOPIASEVENTH WDUCATIOU PROJECT

SUWMARY OF FEMA.E PARTICIPATION IN EDUCATION(Percent)

1970/71 1974/75 1978/79 1980/81 1982/83 1984/85 1985/86 1986/87

Enrollments

Primary Schools 31.41 32.01 32.1 34.91 36.81 38.71 39.11 38.61

Lower Secondary 26.6 31.5 36.2 35.6 35.4 38.1 39.1 39.4

Higher Secondary 21.0 26.1 35.8 35.5 35.8 37.8 38.9 38.7

Teacher Training Institutes NA.A N.A. N.A kA. WA. N.A. N.A. 15.8

Higiher-Diploma N.A. N.A. I N.A. N.A. 16.8 16.4 15.0 11.7

Higher-Degree N.A. N.A. NA. N.A. 10.3 9.0 8.4 8.0

lliglier-Post-graduate N.A. N.AN N.A*N.A. 6.5 5.5 7.5 7.0

Higher Extension-Diploma N.A. N.A. N.A. N.A. N.A. 33.9 37.3 37.6

Hliglier Extension-Degree N.A. N.A. N.A. N.A. N.A. 23.0 22.8 21.8

Teachers

Primary Schools 12.41 14.6% 18.31 21.91 23.61 24.71 25.61 24.81

Lower Secondary 12.0 9.4 10.9 9.4 10.3 11.4 10.2 11.0

Higher Secondary 17.2 13.7 9.1 10.7 11.3 11.5 12.0' 10.8

Teacher Training Institutes N.A. N.A. N.A. N.A. N.A. N.A. N.A. 11.5

Sources: Ministry of Education and Commission for HIgher Education.

U11

4

ETHIOPIASEVE#( EDUCATION PROJECT

DISTRIBUTION OF GOVERNMENT RECURRENT EDUCATION EXPENDITURES(Total costs In thousands of Birr, per student costs In Birr)

1970/71 1974/75 1978/79 1980/81 1982/83 1984/85 1985/86 1986/87

Primary Schools V 33,389 46,969 77,819 92,126 132,187 163,977 179,076 197,538Budget per Stud,ent 71 63 73 51 60 77 82 81

Lower Secondary 1/ 1,913 22,636 29,939 29,653 34,177 38,526 42,028 46,780Budget per Stu3ent 30 2/ 213 218 159 138 133 128 121

lligbler Secondary 11 12,885 23,127 31,846 27,687 40,877 46,748 48,364 50,963Budget per Student 266 s 379 199 131 162 169 169 160

Primary Teacher Training 2,529 5,098 4,063 5,675 6,463 6,436 6,349 6,497Budget per Student N.A. N.A. 2,499 1,186 1,080 1,129 1,115 1,547

Technical/Vocational Schools 3/ 3,442 4,037 4,012 2,817 3,354 3,714 4,010 4,358Adult Educatlon 706 1,328 4,561 8,327 8,465 8,276 8,286 8,388Administration 3,515 6,134 7,130 6,443 6,605 6,693 6,975 8,277Other 2,813 1,300 4,147 5,676 7,414 7,170 .5,696 5,659

General Education Recurrent 619193 110,629 163,516 178,405 239,542 281,540 300,785 328,459Percent Personnel Emoluments N.A. 892 872 842 872 892 90Z 912

General Education Capital 5,631 19,299 51,562 48,954 75,852 46,753 50,500 53,135Percent Loan 6 Aid N.A. 552 82X 58S 73X 75Z 76X 722

Higher Education 13,814 21,789 32,112 42,099 50,687 50,860 53,102 55,351Budget per Student 5! N.A. N.A* N.A. N.A. 3,135 2,976 2,963 3,251

l) Government schools only.2) Unreliable data from year when LSS were first becoming established.3) Typical per student cost Is about B 900.4) 'Ot1ter' includes special education, training subsidies, overseas scholarships, special projects, inter alas.5) Based on total highier education recurrent budget and regular enrollments at all levels, but not extension courses,

and tclerefore somewhat overstated.

Sources: Ministry of Educattoni and Commission for Higher Education.

*1q

EXHOPIASEVENTH EWGCATON P r

a( ARISON OF TUrAL a sERMT MxErS WTI ELUATION BUDGE 1/

(Prices in thousands of Birr)

1970/71 1974/75 1978/79 1980/81 1982/83 1984/85 1985/86 1986/87

Gross Domestic Product 4,710,400 5,524,500 N.A. 8,742,000 9,637,800 10,880,100 11,630,800 N.A.

Gkrmrnnent Total Budget 648,133 918,800 2,118,822 2,678,500 3,325,173 2/ 3,983,015 4,.)8,400 5,256,5612/

GkvrnImEnt Recurrent Budget 516,232 672,913 1,513,235 1,741,154 2,043,50B 2,419,263 2,466,882 2,598,640

Goverruent Capital Budget 131,901 245,887 605,587 937,346 1,281,655 1,563,752 1,931,518 2,657,922

Educration Total Budget 81,276 158,285 247,490 277,4742/ 376,344 391,761 419,5782/ 451,045

General Education Pecurrent 61,193 110,629 163,516 178,405- 239,542 281,540 300,785 328,459Gezr$al Eduwattio Capital 5,631 19,299 51,562 48,954 75,852 46,753 50,500 53,135

Higber Mixuc:ion Reurrent 13,814 21,789 32,112 42,099 50,687 50,860 53,102 55,351HigWhr Education Capital 638 6,568 3C0/ 8,017 10,263 12,6C8 15,192 14,100

Educaltion as % of Govt. Uipt 12.5% 17.2% 11.7% 10.4% 11.3% 9.8% 9.5% 8.t% -A

Gen. Ed.L Riemrent, % Govt. Rec. 11.9 16.4 10.8 10.3 11.7 11.6 12.2 1246

" " Capital,% Cap. 4.3 7.9 8.5 5.2 5.9 3.0 2.6 2.0

tgh Ed.Le Rwrent, Z " Rec. 2.7 3.2 2.1 2.4 2.5 2.1 2.2 2.1

" Capital, % " Cap. 0.5 2.7 0.1 0.9 0.8 0.8 0.8 0.5

Edn^tion as % of GDP 1.72 2.9Z N.A. 3.2% 3.9% 3.6% 3.6% N.A.

1) Goverment budmts. Actual G'vermnmeeir mourdies differ fron tuese. Ibtal education eerditres also inc1ixp substaMtial

cammity contribtios, quatificatimn of wtLdh is unvailiables. These are not incldilx in the above.

2) Official figures db rct add correctly in these cases.3) Eitber an amxious year or an error In publisled statistics. 1977/78 eqenditure w a B11.515 million, 1979/80 e diture was

B10.588 mulltion

Source: Miristry of Education.

- 48 -

Annex ITable 8

ETHIOPIA

SEVENTH EDUCATION PROJECT

Estimates of Forestry Professional Officers Requirements

1987 1993 1998Management Target Staff Target Staff Target StaffCategory area Requirement area Requirement area Requirement

(ha) (ha) (ha)

Plant at ions0-5 years 50,000 36 195,000 139 250,000 179

Plantationsover 5 years 250,000 42 300,000 50 495,000 83

Managed NaturalForest 150,000 5 540,000 18 750,000 25

Industrial Wood:TimberFirewood 3 5 10Charcoal

Extension andCommunity Forest 25 125 146

AncillaryActivities 17 51 66

TOTAL 128 388 509

Source: Calculations derived from TYPP and Ethiopia Forestry Project, SAR

ETHIOPIAStructure of the Formal Education System Ufiversities

Technology |^- Programs

Key:

o State Examinations Ag tal P S

* Certificate

Diploma Jior Col of CommerceX Degree Comprehensive Schools

(Being Phased Out)

| Technical I1I 12 ~31~ 1 Teacther Tra-ing Programs

1 = ~~~~~~~~~~~~~~~A(c¢adetmicsX

Primary Schools Lower Secondary LevelrtsPrimary Teacher Trann insietutions

Hgtw Seondary{

Post-Secondary Level7 8 9 10 11 12 13 14 15 16 17 18 20 21 22 Starxard

I I I I I I I I I I I rAges

Notes t To be phased out. Tx2. To be Introduced. 19

caic/w31260-3

ETHIOPIARelation of Formal Education,

Non-Formal Education and Employment

Univer4ities

A~~~~~~~

Formal Education *Secondary=

= >1 -~~~~~~~~~~~~~~o aticonal_ Secondary

Programs

Post t _ I ExtensionUsteracy | . I I I Classes

C~~~ontinrdng Education SpecializedBasic I & Night Classes Courses &

Literacy VocationalTrab*V

Pre-School

Day _ __ NON-FORMAL EDUCATION Key:Care DELIVERY SYSTEMS: O

Literacy Centers. Output to EmploymentCommunity Readng Rooms.Evening Class Centers. 0 Stab ExamhationsCorrespondence Education.Radio Education * Cert1cate

DiplomaDegree

c0alw31260-4

ETHIOPIAEducation Enrollment Pyramid - 1985

TOTAL POPULATIONENROLLMENT STANDARD AGE

STANDARD MALES FEMALES IN GRADEGRADE AGE MALE FEMALE

12 18 27 15 41 386 367

1 1 17 36 22 58 413 383

10 16 46 27 72 45 409

9 15 75 120 480 I41

8 14 92 63 155 515 473

7 13 129 79 208 650 505

6 t2 X 1601E W2 108 l 268 584 540 @

5 t t 173 /// 108 282 618 578

4 tO | t91 12S 0 . ---0 l 311 649 618

3 9 134 346 679 656

2 a 2 158 407 707 691

7 |507 //m//z/////,////////m/m//// 328 |836 732 723(THOUSANDS)

800 700 600 600 400 300 200 100 0 100 200 300 400 500 600 700 800(THOUSANDS)

Notes.- Government & non-government primary & general secondary enrollments are used.- Enrollments may fail to tally because of rounding.

ETHIOPIAMinistry of Education - Organization Chart

O ffice of L __ Commission forthe Minister i Higher Education

Ethiopian National i lnttmal AuditAgency for UNESCO Ser

CI SVice-Minister

Legal Education MaterialsSegarvi Production &Service Distribution Agency

Planning &f ~~~~~~~~~~~~~~~~~~~External Relations

Department _ Servicesof Inspection Department of

_ Administrative

Department of SeTvicesEducationalMass Media |

School Construction 1.0

& MaintenancePublic Relations Services

Services _ _ ~~~~~~~~~Management &7 Z ~~~~~TrairngnS Services

Project Management Department ofOffice Curriculum

Department of Department of Department ofFormal Education Adult Education Teacher Education

National [ Teachers &Examinations Vocational *

Board * J [_Education Council

Regional Education Offices

Awraja Education Offices* Note Special Offices coopeating Scs c 120 >|

with other agencies 1 a

ETHIOPIACommission for Higher Education

Organization Chart

Council for|Higher Education

Agricultural Sciences 1,~~~~~~~fc ~Commissioner

Pedagogical Sciences Office of the Commissioner

Science & Technology. l~~~~~~~~Deputy

Social Sciences Commissioner

Natural Sciences_PublicRelvton

Health Sciences Services

Chief Coordmator for Chief Coordinator for Chie Coordinator for Chief CoordinatorPlanning & Management Educational Material External Relations & Aaei farProduction & Distribution Scholarships Aaei far

Coordinator. _ CooCoordinato.Coordnator. Coordinator.Planning & _Educational Facilities _ Agricultural Coordinator,

Management j Preparation | External Relations Education Pedagogy

Coordinator. I CooCoordinat. Coordnator. 1 Coordinator. 1 Coordinator.Budgetary Preparation Teacingiaterals. ITechnology & IContinuingAglocation Evaluation Preparngateions Scholarships SceeEdatoEdain

& Controls Preparaion_____cejEucatio Eductio

Coordinator. Coordinator. ICoordinator. 1orintr.CoriatrManagement & Educationai 1 Administration of oHeath Education Student RegistratonrFinancial Audit Material Purchase Scholarship Students e E S R&. Placementraio

Coordinator. Coordinator, 1 Coordinator,Statistics & Social Science Research &Information Education J Publication

cak/w31260-2 1|

ac \

C=\u

141.~~~~~~~

- 54 -

Annex II

ETHIOPIA

SEVENTH EDUCATION PROJECT

Criteria for Selecting Higher Secondary Schools to be Equipped

1. Schools which received incomplete equipment under previous IDAprojects will receive first priority. The Government will provide a listof these schools to the Association.

2. Next preference will be given to schools which are functioning asHSS but which have no or inadequate equipment, as identified by thepedagogical animation teams during their field work.

3. Conditions which will thus be taken into consideration are:

(a) Schools which are totally unequipped;

(b) Schools equipped under previous projects at which the equipmentis now expended;

(C) Schools which are not suitably equipped for the use of thepresent curricula; and

(4) Schools which have been upgraded from LSS to HSS.

E1MIUIA

SVa ENCU ERS

-Sdimhzl of TeabdmiaI MsIstam2

ar a~~~Ta

SFEI:UQIMOR M- ,s ' 89 ' ' 91 't2 ' 93 ' 94

h-1

pfe. of SLIwlastl±r 24lammer if 1mz scoI 121Urer in Widlife It g 61.ebz in Foat M a 12

*.cwe 2n iuval sodollD 12lactom In rotwt _4wsuratun 12

erbx in Um dmc 121tawat in Flsda t Zdkiu&kg 6tauer iz n Favtry fLnmerig 12

Ar-A-2; _ataadat

coi' Sall ientla (a) 12Senior Soil Scelst (b) 6Sad-r Agriclastal rin (a) 12S110 APriciltusil ftimer (b) 6Sador Aptaaliral Fuoist (Hlirtg) 6<_, Ap ial EmMat 6SMr Fleat Sdai it(Av=nwu) 6 jSendor Kant Stist Cbtlteutuem ) 6Seor Plat SLert1st (Rant ftitectim) 6Sesdr A11nal SdJet (a) 6Sadar kisel Sciseist (b) 6Sorttlim 1advdd8 (a) 4SoprintediTg tadudda (b) 4

A-4; Aid Zan A e

lecture in ApZa 24lectuer In Arid Zom Sois & WM= Ygt. i8lacuer In FoT e ad _ie II, 18tmtser In Fnm Ils t 18Lactwer in Agpo-rmstry 12letiger In %81 s*-odoy & teasion 18

A-5: p. of 3gizdzu

Pntofr af tMniml Tn8mezUg 36Sailor 1xirer/prof. of ti. s*nmeriic 36 1 _Prdefm -of tnl_mral Wm 36-Suito laiue/Ptif. of Tid. ftmern 36_Nvem of Gww36Sudo tectue/Prof. of GaI' 36StVerietudin Tdadcim (Meartrf &S.) 36S91enlting TWad%mi (ibdi. & bd. BE.) 36

A-77 A-8; X;r

APicultuiral &Wuat SpedIaiST 12

AIIU - E

VW.k4w Pi ( tizl 2 i)

2 1v Onsnm r 12MM&ntrilkl Bre 12movU ai giust 12 _ __ _ __ _

Ekoes 1260

APcoXti (2418) 18is

tMgE (2Kl8) Its _ _ 18

Total AA) - P.G. 132

A-10: Short C - 1d8 m-

nm% r Plamitf 18Riac 1Vri- th1Wgeat Specalist 18ipieolture 6 al towioga Specalist 18bteriatimul tretizW Specialist 18 iR IC 9 liCT Pamluii Specialist is

A-ll; Drr

AM

i2dstry Sp List 6R:BIc Sp -iait 6Uiokey S1uiatt 6-

1tSI tca Specialist 6

AU

PedegWia Specialist - 4z6 e 6 -

6 =6 _

B4; LUbrax

Llb-y Sdealist (a) 12blaary Specialt (b) 12

B--5; bm 02wt.

Ekudt1m Spediast 12Ccper App1catitm Spialit 6 _

ITC-1; hIt. Det. - ME

aps ttimu C etiadtimk Ssdalist 24

C-2; I=t. DMt. - QE

H4r 'ducation Flicy Speciatst 8 - _Hzvmr IbDela t Sdlpealist 4 _

Ibngnt Syats Spedalist 4 -

Yacrvl nbSpecalst 4 -

(o lOrL 976

- ittil asisttaze (B. 520,100) allncat4 to 10E for local trda&g saff.- MAittonl Ista1 (S. 56G,000) allocated to ClE for trajidrg of ergiari

and srd1tactura staff in tattes related to proje± dvelopsmet.

- 56 -Antiex IV

ETHIOFIA Table ISEYERIN E0UCTION P6O£CT

fROJECT COST SUNHRY

(a1la NIllion) (MI Nillion) I TotalZ Foreign ase

Local Foreti Tol Lcal Foreign Totl Ewha Costs

A. HffPO1R DEVE5HENT

1. Almova UnImVrSity

FIault,. lotoe.rv kesourCes 1,7 3.6 5.3 0.9 1,8 2.6 67 3Post-Graduate Proada 3*4 5.4 8-. 1-7 2.6 4.3 61 5Overall loPrOVei-t 8.7 8.6 17.4 4-3 4.2 8a5 so 10

Sub-Total AleOava Univers'tv 13.9 17.6 31.5 4.8 8.6 15.3 56 192. kara tNiversaiwt FaCUltv of SCienCe and Th.hnolofv

Arid Zone Agricultute 3.1 3.2 8.3 1.5 2.5 4.0 62 5'eaattent of Esdasr.e*nr. 4.7 9.9 14.5 2.3 4.8 7.1 68 9

Stronathenirn of FacultV Sctence aNd tWhO1s.L 6.0 6.0 12.0 2.9 2.9 5.8 50 7

Sub-Total hoara Universitw Fraculty ot S0-1n.e NW TeCyhlO0gh 13.8 23.0 34.8 6.7 10.2 16.9 60 213. b.lor Col led of Adriculture

AbOD J.L.A. 3.7 4.2 7.9 1.8 2.0 3.0 53 5Jima J.C.A. 2.5 2.6 5.1 1.2 1.3 2.5 51 3

Sub-Total Junior CollegI of AgrCUulture 6,2 6.7 12.9 3.0 3.3 6.3 52 84. Post-Oradou PrOgrae

Addis Ababa IilversitY 0.8 2.2 3.0 0.4 11 1.5 74 2Sort Cycle ProArea 0.5 2.1 2.5 0.2 1.0 1.2 el I

Sub-Total Post-Graduato Progtra 1.2 4.3 5.5 0.6 2.1 2.7 78 35. Teacher Training

Degree Level. Addis #ba UItiverSty 0.4 0.9 1.3 0.2 0.4 Ob 66 1Degre Level Ata Uivrsit 0.3 0.6 1.0 0.2 0.3 0.5 65 1in-Deoree Lewel 1.3 1t8 3.1 0.6 0.9 1.5 58 2

Sub-lotal Teactr TraininA 2.1 31. 5,4 1.0 1.6 2.6 61 3

ub-Total INOER KD ENlt 37D2 52.9 90.1 19.1 25.8 a.8 59 53B. O.ITY AND EQUITY

1. 6eneral Education

Instructioral Oalitv Support 5.1 5.4 10.7 2.5 2.7 5.2 52 6'rstucttonal Katerial Provisr 3.3 l t o.7 5.0 1.6 0.1 2.4 34 3I condaro School ECutrwnt 1.4 5.3 6.7 0.7 2.6 3.3 79 4

-Total Gental Education 9,8 12.6 2.4 4.0 6.1 10.9. 5 132. Higher Education

Libraries Delorent 1.9 100 11.9 0.9 4.9 5.8 e4 7Exaination velant 0.2 0.0 1.1 0.1 0.4 0.5 77 1

S-Totai HUi2r Cducation 2.2 10.8 13.0 1. 5.3 6.J 83 t3. tasic EUcation fcilities 5.1 11.4 26.5 7.3 5.6 12.9 4 16

6-Tata! MLITIT ID A EITUM 27.0 34.9 61.9 U12 17.0 30. 56 37C. IsliiUtIlO EWLOPIENT

1 nao t lIwrovent

Hanastrv ot Education 0,e 1.2 1.7 0.2 0.6 0.0 n IConsision of Highet Eduration 0.2 0.6 0. 0.1 0.3 0.4 75 0Projects Develoraet C.HE. 3.3 C5 0.8 0.1 0.3 0.4 65 0

5t-otal Nowno t Jtarovsnt 1.0 2.4 3*3 0.5 1.2 1.6 71 2

Sub-Total IISTITUTII I DELOPI(NIT t.0 2.4 3.3 0.5 1.2 1.6 71 2D. PRtESSIIIL SEINICEs 4.3 I.E 6.1 2.1 0.9 3.0 30 4E. PIE-IST1IIt STUDIES/PILOT ACTIVITIES 4.7 2.0 6h7 2.3 1.0 3.3 30 4Fs PROJECT ANNIIS ItON 0.5 0.t 0.6 0.2 0.1 0.3 20 0

total MSCIII COSTS 74.6 4.1 1.7 N 6.3 45. 122 56 ltPImical Continenclms 3.3 5.0 IO.3 2.6 2.4 1.0 48 6Price C4ntnsencin 8.5 804 16.5 4.1 3.9 0.0 4t 10

Total PRDOECT W515 *4 107.1 195.5 43.0 52.1 95.2 55 116,SW== m19 s -- 15 3

Kovmbhr 19. 1987 I5'* .

- 57 -

Annex IVTable 2

ETHIOPIASn EDCATInoN PmECT

SUNDRY ACCIS COST SIMilARY

(IRR llillion) (US million) Z Total--------- ------- Z Foreign Base

Local Foreign Total Local Foreign Total Exchage Costs

I. INVESTHENT COSTS

As CIVIL MORKS

Site Horks 5.3 3.6 8.9 2.6 1.7 4.3 40 5Acadeaic I Communal 27.9 18.6 46,5 136 to1 22.6 40 28Boarding 7.3 4.9 12.2 3.6 2.4 5.9 40 7Housing 4.1 2.7 6.9 2.0 1.3 3.3 40 4

Sub-Total CIVIL MS 44.7 29.9 74.5 21.1 145 36.3 40 44B. FURNITURE

Academic S Boarding 2.0 3.0 5.0 1.0 1.5 2.4 60 3hording 0.5 0.7 1.2 0.2 0.3 0.6 60 1Housing 0.2 0.3 0.6 0.1 0.2 0.3 to 0

Sub-Total FURNITURE 2.7 4.0 6.7 1.3 2.0 3.3 60 4C. EQUIPNENT 3.6 20.6 24.2 t.8 10.0 11.8 85 14D. INSTRUCTIONA MATERIAL 2.0 11.3 13.3 1.0 5.5 65 85 8E. VEHICLES 0.4 2.2 2.6 0.2 1.1 1.2 85 eF. TECHNICAL ASSISTANCE 3.3 13.0 16*3 1. 6.3 7.9 80 toS. FELLONSHIPS/TRAINING 5.7 8.6 14.3 2? 4.2 7.0 60H. PROFESSIONAL SERVICES 4.3 1.e .S t .S 3.0 A 4I. OPERATIONAL COST 2.8 0.7 3.5 t ' '3 1.7 .;J. PRE-INVESTW STUDIES/PILOT ACTIVITIES 4.7 2.0 . ' t 3.3 7' 4

K. PRIJECT AD$INISTRATION 0.5 0.l A I ' t .:7i

Total ASELINE M0MTS 74.6 94. 16^ , " .3 4r ( 82. 6 10Phbsie.1 Contingencies 52 .' . . t. h I ' 2.1 2.4 5*0 48 6Price Continmekes 8.5 9.0 16.5 4.1 3.9 8.0 49 10

Total ROJET COSTS 88.4 107.1 195,5 43.0 52.1 95,.2 55 116=:::=: sss- :a --: 3a ar2 p-:-:- :C:=:- _:-:wr

o_ 1_ , 1_-7 __ 1_- - _ _ -_ _ ___ _- - - --- - -------

NoBvedwr 19t 1987 15:46

wOrOn KVuiW

-~~~~~~~~~~~~~~~~~ 58 -- --- ----- ---

Aimor Ib.ivunjtv. Facltih ot ktnc endAlma. hivusitv Tedwlole .must CollUen of I,ade, Tr,mnj

-------- -- agvriculture Post-Oraduatt P,o,gr-Fsuttv Sttetg udnr rd ----------------- ---- imee trievel. Degtee Lto

Forst.v Powt-bradate bovll Atid Z2 keattamet t Ftaulth sciene Jam Addis Abab Shot C.cle Adi u As urahaunC PrS,s tLw nt Agriculture Ersinwrird ad Tb dtlou. Ao J.C.A. J.C.A. Univeristv Progra Universit, UniwrulwS nmS fl SS-rSS* : " US S*O flSflSfl *:S. .:~t:. t..f:; .zrnc:,. tt_-~ ,2::t:

0. nWRfwT COSTS

6. COlITS 036

8it1 2ED&. I640 302.0 1W64.0 537.0 657.0 1.485,0 MO30 386.0 24.4 - 13.0 44keadie I Ctumal io9.0 832.0 3645.0 2,331.0 3283.O 10.0 1696.0 2N370.0 - 410.0 311Oot - 1.184.0 31M.0 - * 513.0 10954.0 16.0 -Hoi4ou- - 3.864.0 355.0 - 40810 1$202.0 mo.0 240.

P~~~~~~~~~~~~~~~~~~~~~~~ __._--- _--__----- -- --- -------- ......... .. ... ---- . ....

IahTotl CIVIl dS 0.257,0 2r318.0 02.988,0 3.223.0 3940.0 892.0 5.345.0 3.711.0 264.0 443.0 33'9. FRldlUIE

ka e I floodinl 7900 95.0 44-0 052.0 367.0 209.0 159.0 148.0 - 35.0 21labrdni - MO27.0 3.O - - m.0 107.0 13.0 --IbminO - - 31000 29.0 - 29.0 113.0 63.5 19.0

s.h-Tou nlUE 79.0 m.0 1.150.0 1810 367.0 .0 379.0 224.0 t9-O - 35.0 74C. El09D2 7990 911.0 3W01.0 0408.0 3.2.0 24284.0 1.771.0 978.0 130.0 69.0 65.0 1D. IUIWTlwlm 1TERIUM - - - - - - - * 596.0E. WmoES 309.0 339.0 176.0 378.0 21.0 - 49.0 49.0 - 90.0 297,0 91F. lIEIL. l8s3ST 1,5450 1.20.0 - 1.80.0 4.920.0 204.5 - 2.244.0 1,770.0 3M,O 3m6. 0Ul.lW I f050,0 3.736.0 - 1#109.0 10478,0 00.0 - 346.0 77.0 7nH. PRWE CIST - -=- - - - ' ' -1- OwTIn tiWSJ. FiE-AD13WT hIOlESfPtWeT AVmTh E8 - - - - -K. PRUECT 631S11671R\8II-

Tatal 1ll5m8121 on11 5.339° 8.764.0 17P3U40 8,254.0 141VA.0 11,967.0 7058.0 5.062.0 34003.0 2.525.0 1316.0 f99otal NaE cmTS 5.339.0 0.765.0 27,364.0 0254.0 14,549.0 11.967.0 700.O $5062.0 3.003.0 2.525.0 0.3)6.0 99M

FPhitdl Cav.rlirn I69.6 2B8l. 10.5M 407.3 603.5 1.044,0 642.0 43t.2 33.9 33.3 49.3 37PriCO CeWinie 447.4 749.0 IUO.4 769.8 IIRB.6 10436.1 710.0 466.9 222.2 216.1 121A4 04

total 9S0.ECT cTm 5.95060 M.8OM3. 20.483.? 9431,1 067312.1 14447.0 9218.0 5,960.1 1.259.0 2,774.4 I0486.7 0t.l----flt ---h-A -- lStUlplflt ------. Tfltflfflfl ,nr, -h tr S --,Z.s -.- ... pr: -trl1 ---. = r,nrn,

Tam 5. 881.6 219.0.7 947.2 1.669,9 1.54.? I00.99 t51,6 24.2 262.4 151.7 101Tr,i,in fC.g 3.962.6 N5.M1 10.013.3 52.1129 114200.5 7065.6 480.0 2.98.7 2M4023 2,257.0 566.1 '16

21ort 19, 1987 15:43

Ane IVTable 3

- - TI MO EWuIIY MttiIlUTlI L IEWEU

Guwal EOeatiu bg .t _a on gb t-- a w, Educrtinn Phwlui

Instet.wttul 8,Ora -dariWc Cosiin et of P Fff-IWE8IEMt ContutuifsDegree b tructotnal NAtal SCImXD Libatie Exnieation Edcation N1inisttv Highr D0v.nt nU 3 ITuJSlinPLot PORETvii hulitw Surort Proision Emuint Dcalovt Dv loA Facilitin Educatio Edatim C.t-.E. ml5 XTITE 41 JS lTI Totali I b

4'.o 217.0 333.0 - - 2.510.0 -1- - - - 914.0 10.0 91.4--720.0 4,121.0 2.325,0 - 21,49.0 - _ 4641.0 10.0 4t65. 4

- -' - - - - ~ * - - - - 12.1990 10.0 11219.9- , _ * - - - - - - 61.0 10.0 686.1

767.0 4,338.0 2'458.0 - - 23.VB7.0 - - - - 74,409.0 10.0 7,485.8

86.0 215.0 79.0 lISi4.0 - 1.273.0 79.0 - -. - 4964.0 5.0 24B.2_ *-* - - - - - 1.171.0 5.0 59.6

= --. . - - - * - 564.0 5.0 0 2.2

86.0 215,0 79.0 I164.0 - - 1273. 29.0 - - - - 66990 5.0 m.0148.0 309.0 190.0 5,170.0 828.0 420.0 1.252-0 187.0 225.0 - - 24.192.0 5.0 19209.6

- 2.227.0 - - 10.212.0 - - 262.0 - - - - - £3,297.0 5.0 664.916-.0 - - 102.0 - 120.9 - 175.0 - - - 21566*0 0.0 0.0

- - 386.0 273-0 - 360.0 145.0 - - - - 16.252,0 0.0 0.01,906.0 24169.0 - - 451.0 274.0 - 26.0 245.0 660.0 - - 14,304.0 0.0 0.0

* - - - - - - - - 6.142.0 - - 6.142.0 10.0 614.2-I436.0 2.070.0 - - - - -- 315"d.0 0.0 0.0

* * - -- 67001.0 - 6700.0 0.0 0.0- =- - - - - - - - - - 600.0 600.0 0.0 0.0

3069.0 10,694.0 4,997.0 6#734.0 11.877.0 1.089.0 266512.0 1.640 915.0 935.0 6.142.0 6.700.0 640.0 168v?46.0 6.1 00272.43069.0 10,694.0 4o997.0 6,734.0 11,977.0 ItO1 .0 26,512.0 1,484.0 B15.0 935.0 6,142.0 6,700.0 600.0 168 46.0 6.1 1N02724

80.4 571.4 279.2 336.7 552.0 21.0 2,525.0 23.9 11.3 - 6U4.2 - - 10o272.4 0.0 0.0321.0 1.158.2 470.9 451.3 782.B 104.4 3.072.l 1639 78.7 92.5 619.9 724.3 66.6 16457.9 59 973.6

., . . ............ -----.--. I.... . , ... .I- ------ - -- - -----. - -- - .. .. ,__._. - --- --

3.470.4 ,4.3.6 So 5 747.1 7.522.0 132,11.0 1214.4 32#109.1 1,871.8 905.0 917.5 7.376.0 7,4243 666.6 195M2..3 5.8 114246.0.. :-~~ ,,g:SS'-'; tttt-tt:tt S::t.t &t:'..SGgttII ttZt:tt=tt tftttflu:g tttt=St: flt~Stt .:rtssflts: #fl.rtflflt. tflf.tfaf,.nr.nsaD =t,. s-G=. t_:;: szt--

299s. W3X.4 582.7 988,1 1,fl0.4 M32.4 3.238.4 182.6 84.0 79.5 737M6 519.7 66.7 70358.1 6.0 0.214.5l.9M9.0 6 42M 1930.9 5455.0 11,081.4 938.0 13M603.7 1.35'.0 680.1 593.9 ,1185.6 2.188.1 130.6 107115.^ S.0 5.362.9

IOIOA

~11v

- 59 -

Annex IVTable 4

ETHIOPIA

SEVENTH EDUCATION PROJECT

IMPLEMENTATION SCHEDULE Of PHYSICAL FACILITIES

FY (July l-June 30) 1988 1989 1990 1991 1992 1993 1994 1995

Calendar Year 1987 1988 1989 1990 1991 1992 19 193 1994

A. MANPOWER DEVELOPMENT

1. ALFMAYA UNIVERSITYCivil Works 00 0000t## -=0t#^ XXXXXX XXXXXXXX XXXXVVVV VVVVFutnitore-Equipment 00000 0######n U-.XXX XXXXXXXX XXXVVVVV VW

2. ASMARA UNIVERSITYCivil Works 0000 00#0ttt## ------ =-XXXXXX XXXXXXXX XXXXXXXX XXVVVVVV VVFurniture-Equilpment 000000Jt0 #O#Of f -- -u---XX XXXXXXXX XXXIOCXX VVVVVVV

3. AMSO I.C.A.Civil Works 000000 o0#### ...... XX XXXXXXXX XXXXXXXX XXVVVVVV VVFurniiture-Equipment 00 0000###t ### -n .SXXXX XXXXXXXX VVVVVVVV

4. JIMMA J.C.A.Civil Works 000000 00##9## ..... X XXXXXXXX XXXXXXXX XXVVVVVV VVFurniture-Equipment 00 00000000oo # .....-... XXXX XXXXXXXX VVVVVVVV

5. POST-ORADUATE PROGRAMCivil Works 0000 ###### -- OXXOX XIXXXXXX VVVVVVVVFurititure-Equipment s#O- o-nXX x XXXXX VYVVYVY

6. TFACHdiS TKAININGCivtl Works 00 000000## *###rn.a--XXXXXX XXXXXXVV VVVVVVFurnittutre-Equi pment 00 00000000 ##D...... XYXXXXXX XXX XXXX VVVVVVVV

13. *Ql1ALITY AND FQUITY

. GFNFRAL FDUCATIONCivil Wotrs 0000 0000#01# #m. XXXXXXXX XXXXVVVV VVVFtir l ture-Equipment 0000000f 1111-.. XXXXXX XXXXXXVV VVVVVV

2. Hlt;na FMIICATIONEqnilpmetit 00 00000t0J #O--..D..go SXXXXXXX XXXXXXXX XVVVVVVV

3. BASIC Fl)IUCATIONCivil Works 0000 001#1111 m-= ... XXXXXXXX XXXXXXXX XXXXXXXX XXVVVVVV VVFuirnttusre-Fqoitpment 0(J00 00001#### 1#3 XXXXXXXX XXXXXXXX XXXXXXXX XXVVVVVV VW

C. TNSTITIJiTONALDEVELOPMENT

I* MANAGEMENT IMPROVEMENTMOE 0000 0001#1- ----XXXX XXXXVVVV VVVV

2* MANAGEMENT IMPROVEMENTCHF. 00 0000#### "---=XX XXXXXXVV VVVVVV

1. 000 Sites selection, preparation of list; ### Design, bid docutments; -- Tender, award; XXX Constzuction,manufacture, delivery; VVV Maintenance.

2. Symbols 00, I#, -, XX, VV represent a quarter.

3. Credit effectiveness: April 1, 1988,

- 60 - Table 5

ETHIOPIA VII

SEVENTH EDUCATION PROJECT

SCHEDULE OF DISBURSEMENT(in US$ Thousand)

Quarters Disbursement Accumulated Undisbureed

1 1/ 1,600 1,600 68,4002 800 2,400 67,6003 800 3,200 66,8004 1,600 4,800 65,2005 2,100 6,900 63,1006 2,600 9,500 60,5007 3,200 12,700 57,3008 4,100 16,800 53,2009 4,100 20,900 49,10010 4,300 25,200 44,80011 4,300 29,500 40,50012 4,500 34,000 36,00013 4,100 38,100 31,90014 4,000 42,100 27,90015 3,500 45,600 24,40016 3,500 49,100 20,90017 3,000 52,100 17,90018 3,000 55,100 14,90019 2,500 57,600 12,40020 2,400 60,000 10,00021 2,000 62,000 8,00022 1,800 63,800 6,20023 1,000 64,800 5,20024 1,200 66,000 4,00025 1,500 67,500 2,50026 2,500 70,000 -

17 From Credit effectiveness.

ETHIOPIA

SEVENTH EDUCATION PROJECT

KEY INDICATORS FOR EDUCATIONAL OBJECTIVES MONITORING

I. Alemays University of Agriculture (AUA)

a. Faculty of Forestry Resources

SPECIFIC OBJECTIVE HOW MEASURED WHEN MEASURED BASELINE DATA

1. Enrol 25 students p.a. in Enrolment and output At start of academic 1986/87. No enrolment of

B.Sc. Forestry program in data. year 1988/89 and B.Sc. Forestry students.

the Faculty of Forestry annually.

Resources of AUA.

2. Recruit Fellowship holders Enrolment, placement, Annually, beginning 1988, 1986/87. Faculty of Forestry

for training as teaching and completion of and at project completion. Resources did not exist.

staff. training program. 0

Teacher data.

3. Recruit Technical Assistance Recruitment data. 1988 onwards. 1986/87. No project TA staff

teaching staff. Completion of assign- in position.

ment reports.

4. Revise and consolidate Review of curriculum Annually and at project 1986/87. Curriculum in draft

curriculum and teaching and course teaching completion. form. No detailed teaching

programs. programs. programs.

5. Train 25 B.Sc. Forestry Output data (examina- End of each academic year 1986/87. No enrolment of

graduates p.a. tion results). beginning 1988/89 and at B.Sc. Forestry students

project completion. existed at AUA.

I. Alema8a University of Agriculture (AUA)

b. Post-graduate Program

SPECIFIC OBJECTIVE HOW MEASURED WHEN MEASURED BASELINE DATA

1. Increase total post-graduate Enrolment data. Annually and at project 1986j87. Post-graduateenrolment to 100. completion. enrolment 45.

2. Recruit Fellowship holders Enrolment, placement, Annually, beginning 1988, 1986/87. Teacher data.for training as teaching and completion of and at project completion.staff. training program.

Teacher data.

3. Recruit Technical Assistance Recruitment data. 1988 onwards. 1986/87. No project TA staffteaching staff. Completion of assign- in position.

ment reports.

4. Prepare new curricula in Soil Review of curricula 1989 and at project 1986/87. No training programsScience and Agricultural and teaching programs. completion. in Soil Science and Agricul- ;oEngineering. Revise Marketing tural Engineering at post-course in Agricultural graduate level.Economics curriculum.

5. Train 50 M.Sc. graduates p.a. Annual enrolment of End of each academic year 1986/87. Graduation data.new M.Sc. students. beginning 1988/89 and atOutput data (examina- project completion.tion results).

I. Alemaya University of Agriculture (AUA)

c. Overall Improvements of Common Facilities.

SPECIFIC OBJECTIVE HOW MEASURED WHEN MEASURED BASELINE DATA

1. Improve training quality of Output data (examina- End of each academic year 1986/87. Output data500 undergraduates annually. tion results). beginning 1988/89 and at (examination results).

project completion.

8t

.Q

II. Asmara University (AU)

a. Department of Arid-Zone Agriculture

SPECIFIC OBJECTIVE HOW MEASURED WHEN MEASURED BASELINE DATA1. Enrol 40 students p.a. in Enrolment and output At start of academic 1986/87. No previous enrol-B.Sc. Arid-Zone Agriculture data. year 1988/89 and ment of B.Sc. Arid-Zoneprogra, in the Faculty of annually. Agriculture students.Science and Technology of A.U.

2. Recruit Fellowship holders Enrolment, placement, Annually, beginning 1988, 1986/87. Department of Arid-for training as teaching and completion of and at project completion. Zone Agriculture did notstaff. training program. exist.Teacher data.

3. Recruit Technical Assistance Recruitment data. 1988 onwards. 1986/87. No project TA staffteaching staff. Completion of assign- in position.ment reports.

4. Revise and consolidate Review of curriculum Annually and at project 1986/87. Curriculum in draft >curriculum and teaching and course teaching completion. form. No detailed teachingprograms. programs. programs.5. Train 40 B.Sc. Arid-Zone Output data (examina- End of each academic year 1986/87. No enrolment ofAgriculture graduates p.a. tion results). beginning 1988/89 and at B.Sc. Arid-Zone Agriculture

project completion. students existed at A.U.

II. Asmara University (AU)

b. Departm nt of Industrial and Mechanical Engineering and Geology

SPECIFIC OBJECTIVE HOW MEASURED WHEN MEASURED BASELINE DATA

1. Enrol 140 students p.a. in the Enrolment and output At start of 1988/89 1986/87. Intake of Geologyfollowing programs: data. academic year and students. No previous enrol-B.Sc. Indust. Engineering 30 annually. ment of Engineering students.B.Sc. Mech. Engineering 30B.Sc. Geology 20Diploma in Indust. Eng. 20Diploma in Mech. Eng. 30

2. Recruit Fellowship holders for Enrolment, placement, Annually, beginning 1988, 1986/87. No project Fellow-training as teaching staff. and completion of and at project completion. ships awarded.

training program.Teacher data.

3. Recruit Technical Assistance Recruitment data. 1988 onwards. 1986/87. No project TA staffteaching staff. Completion of in position. >

assignment reports.

4. Prepare detailed curriculum Review of curriculum Annually and at project 1986/87. Curriculum inand teaching programs. and course teaching completion. cutline draft. No detailed

teaching programs.

5. Train 140 students p.a. in Output data (examina- End of each academic year 1986/87. No enrolment ofthe fields detailed in 3. tion results). beginning 1988/89 and at Engineerig students existedabove. project completion. at AU.

m mpA 4I 4

II. Asmara University (AU)

c. Faculty of Science and Technology, Common Facilities

SPECIFIC OBJECTIVE HOW MEASURED WHEN MEASURED BASELINE DATA

1. Provide training for an Enrolment and output At start of 1988/89 1986/87. Intake of Geologyadditional first year er-olment data. academic year and students. No previous enrol-of 180 students in the annually. ment of agriculture andfollowing programs: engineering students.B.Sc. Arid-Zone Agric. 40B.Sc. Indust. Engineering 30Diploma in Nech. Eng. 308.Sc. Geology 20Diploma in Indust. Eng. 30Diploma in Nech. Eng. 30

I1

III-a. Ambo Junior College of Agriculture (J.C.A.)

SPECIFIC OBJECTIVE HOW MEASURED WHEN MEASURED BASELINE DATA

1. Enrol 150 Diploma in Agricul- Enrolment and output At start of 1988/89 1986187. Enrolment approxi-ture students p.a. data. academic year and mately 100.

annually.

2. Recruit Technical Assistance Recruitment data and 1988/89 and 1989/90 1986/87. No project TA staffSpecialist (shared with Jimma completion of assign- academic year. in position.(J.C.A.) ment report.

3. Hold 4 two-week Curriculum Review of participant's After each workshop in New curriculum, due to beginDevelopment and Teaching workshop reports, draft 1988 and 19b9 and in 1988/89 academic year, hasMethodology workshops. Each teaching programs and periodically until has no detailed coursefor 10 participants, 5 each teaching materials project completion.. teaching programs nor teachingfrom Ambo and Jimma J.C.A.'s. (visual-aids and aid material.

written hand-outs).

4. Train 150 2-year Agriculture Output data (examina- End of each academic 1986/87. Potential outputDiplomates p.a. tion results). year, beginning 1988/89 approximately 100 but drop-out

and at project completion. (failure) rate up to 20%.

ol.

t4

I11-b. Jimma J'jnior College of Agriculture (J.C.A.)

SPECIFIC OBJECTIVE HOW MEASURED WHEN MEASURED BASELINE DATA

1. Enrol 200 Diploma in Agricul- Enrolment and output At start of 1988/89 1986/87. Enrolment approxi-ture students p.a. data. academic year and mately 200.

annually.

2. Recruit Technical Assistance Recruitment data and 1988/89 and 1989/90 1986/87. No project TA staffSpecialist (shared with Ambo completion of assign- academic year. in position.(J.C.A.) ment report.

3. Hold 4 two-week Curriculum Review of participant's After each workshop in New curriculum, due to beginDevelopment and Teacning workshop reports, draft 1988 and 1989 and in 1988/89 academic year, hasMethodology workshops. Each teaching programs and periodically until has no detailed coursefor 10 participants, 5 each teaching materials project completion. teaching programs nor teachingfrom Jimma and Ambo J.C.A.'s. (visual-aids and aid material.

written hand-outs).

4. Train 200 2-year Agriculture Output data (examina- End of each academic 1986/87. Potectial outputDiplomates p.a. tion results). year, beginning 1988/89 approximately 200 but drop-out

and at project completion. (failure) rate up to 20X.

0.

tow

co

IV. Post-graduate Programs - AAU

SPECIFIC OBJECTIVE HOW MEASURED WHEN MEASURED BASELINE DATA

a) Strengthening existing programs

- Reduce wastage rate of M.Sc. - Enrollment/output Annually, beginning 1987. Total enrollment wascourses in Natural Science, date. 1989. 121, output was 42.Technology and Economics/Planning, by increasing output toabout 53.

- Recruit TA experts to assist - TA implementation Annually, beginning 1987. See abovestrengthen existing post- schedule. 1989. At projectgraduate studies. Recruitment data. completion.

Periodic review ofinputs byexperts.Reduction of newp.g. %urses.

b) Establishing new p.g. programs 0

- Enroll about 30 under-graduate - Enrollment/output Annually, beginning at 1987. No M.Sc. accounting andstudents/year in M.Sc. accounting data. start of 1988/89 management courses existed.and management courses. academic year.

- Recruit TA experts to asslst, - TA implementation Start 1988. Review 1987. No TA staff inestablish and carry out M.Sc. schedule. Review annually. position.courses In accounting and inputs in newmanagement- courses.

- Recruit fellowship holders for - Enrollment, Start 1988. Review 1987. M.Sc. course inaccounting training abroad. placement dats. annually and at project accounting and management did

Completion of completion. not exist.training program,teacher data.

V. Short-Cycle Post-graduate Programs

SPECIFIC OBJECTIVE HOW MEASURED WHEN MEASURED BASELINE DATA

1. Establish up to six Course under active Semi-annually, beginning 1987. No courses inexperimental programs. development, or in 1988/89 academic year. operation.operation.

2. Provide graduate level training Fields selected and Annually, beginning 1989/ 1987. No fields selected.in selected fields. justified on manpower 90 academic year.requirements grounds.

3. Train two cohorts of 12 Course enrollment data. Semi-annually, beginning 1987. Io enrollment.persons each in tnose fields. 1989/90 academic year.

a

Iy

VI. Degree Level Teacber Training

SPECIFIC OBJECTIVE HOW MEASURED WHEN MEASURED BASELINE DATA

1. Provide training only to pre- Review student Annually, beginning 1987. All MAU and AU degreeselected students. selection procedures. 1988/89 academic year. students take pedagogy

courses.

2. Make training of AAU Review of University Annually beginnig 1988/ 1987. Faculty of Educationresponsibility of Faculty procedures. 89 academic year. responsible solely for serviceof Education. courses.

3. Emphasize subject matter Review degree teacher Annually, beginning 1987. Emphasis :.s on generalpedagogy and practical training curriculum. 1988/89 academic year. and theoretical pedagogy.teaching experience.

4. Respond more directly to MOE Effective coordination Annually, beginning . 1987. MDE feels that closerteacher needs. mechanism in place. 1988189 academic year. co6perotion in the formation

of teachers Id desirable.

-4"

_ !

VII. Non-Degree Teacher Training

SPECIFIC OBJECTIVE HOW MEASURED WHEN MEASURED BASELINE DATA

1. Reduce deficit of trained Regularly collected Annually, beginning 1987. About 35% of primaryprimary school teachers. education statistics. 1988/89 academic year. school teachers are

uncertified.

2. Establish distance education Course in operation; Semi-annually, beginning 1987. Certification course iscapability for teacher training. enrollment and couple- 1991/92 academic year. in preliminary design stage.

tion data.

3. Support existing summer Courses in operation; Annually, beginning 1988. 1987. Such courses exist.training programs. enrollment and comple- Project supports their

tion data. continuation or expansion.

I¢-.

C

VIII. Instructional Quality Support

SPECIFIC OBJECTIVE HOW MEASURED WHEN MEASURED BASELINE DATA

1. Test practical curricula at New workshops in place Semi-annually, beginning 1987. Curriculum development7th and 8th grade levels. and in full use. 1990/91 academic year. has covered six grades, and

has begun on LSS programs.

2. Expand pedagogical animation Number and quality of Semi-annually, beginning 1987. Pedagogical animationprogram. visits as revealed by 1988/89 academic year. program in operation; requires

MOE statistics and strengthening.reports.

3. Expand and improve school Number and quality of Semi-annually, beginning 1987. School inspectioninspection services. visits as revealed by 1989/90 academic year. program in operation; requires

MOE statistics and strengthening.reports.

ws

IX<4

IX. Instructional Materials Provision

SPECIFIC OBJECTIVE HOW MEASURED WhEN MEASURED BASELINE DATA

lo Make text and other school Revolving funds in Annually beginning 1987. Books available onlybooks available for sale. operation; book sales 1988/89 school year. through loans from schools.

statistics.

2. Provide new warehouse for Warehouse In operatlon. Annually, beginning 1990. 1987. Crowded warehouseeducational materials. factlities in a secondary

school.

c

X. Equipment for Secondary Schools

SPECIFIC OBJECTIVE HOW MEASURED WHEN MEASURED BASELINE DATA

1. Provide science lab and Nuaber os schools with Annually beginning 1987. Some HSS are suitablypractical equipment to about equipment in operational 1989/90 school year. equipped, many are not.

34 HSS. use.

I1

vse

XI. Higher Education Libraries

SPECIFIC OBJECTIVE HOW MEASURED WHEN MEASURED BASELINE DATA

1. Augment book collections in Books procured and Annually, beginning 1987. Library collectionsnine higher education available for 1989/90 academic year. depleted and out-of-date.institutions. circulation.

2. Provide limited library Equipment procured and Annually, beginning 1987. Library equipmentequipment to those same in use. 1989,90 academic year. decrepit or lacking.institutions.

3. Train four librarians at Trainees returned and Annually, beginning 1987. Shortage of librariansmasters level, in library service. 1990/91 academic year. at post-degree level.

4. Upgrade library services Technical specialists Annually, beginning 1987. Library service in needthrough technical assistance. in post. 1988/89 academic year. of technical upgrading.

Io

OQa~

XII. Examinations Development

SPECIFIC OBJECTIVE HOW MEASURED WHEN MEASURED BASELINE DATA

1. Improve operational effective- Volume and promptness Annually, beginning 1987. Examinations service

ness of nationally standard- of examinations. 1989/90 academic year. operates with minimal staff

ized examinations. and equipment, mostly part-time workers.

2. F.ovide equipment to examina- Equipment procured and Annually, beginning 1987. Existing equipment is

tions service, in operation. 1989!90 academic year. decrepit and unreliable.

3. Provide training in examina- Trainees returned to Annually, beginning 1987. Examinations service

tions specialties. examinations work in 1990/91 academic year. has skeleton crew, poorly

Ethiopia. trained.

4. Provide technical assistance. Technical specialists Annually, beginning 1987. Examinations service in

in post. 1989/90 academic year. need of technical upgrading.

.10

XIII. Basic Education Facilities

SPECIFIC OBJECTIVE HOW MEASURED IWHEN MEASURED BASELINE DATA

1. Provide primary schools to 100 Schools built and in Annually, beginning 1987. About 9000 primaryselected deprived communities. use. 1989/90 academic year. schools in operation.

2. Provide accompanying adult Facilities built and Annually, beginning 1987. Adult educationeducation facilities. in use. 1989/90 academic year. facilities operating in the

well organized communities.

3. Stimulate basic education Proportion of females Annually, starting 1987. About 39% of primaryopportunities for women. in school and in adult 1988/89 school year. school enrollees are girls.

education programs.

co

XIV. Institutional Development

a. Ministry of Education

SPECIFIC OBJECTIVE HOW MEASURED WHEN MEASURED BASELINE DATA

1. Provide physical inputs to Procurement and Annually, beginning 1989. 1987. MOE in need of enhancedsupport MOE planning, manage- operational use of equipment, etc., because ofment and staff development. designated inputs. increased responsibilities.

2. Provide training to MOE staff. Trainees returned to Annually, beginning 1989. 1987. Staff training programtheir jobs. requires enhancement.

3. Provide technical assistance Technical specialists Annually, beginning 1990. 1987. Technical expertiseto selected MOE offices. in post. needed in key fields.

'IO

0Q

XIV. Commission for Higher Education

b. Policy Development and Management Capabilities; Project Development Capabilities

SPECIFIC OBJECTIVE HOW MEASURED WHEN MEASURED BASELINE DATA

- Recruit TA experts to assist - TA implementation Start 1988/89. 1987. No TA experts inin Higher Education related schedule. Review position.matters. of inputs by each

expert.

- Recruit fellowship recipients - Enrollment, Start 1988/89. 1987. No project fellowshipsto be trained abroad in placement, comr- awarded.Higher Education related pletion of train-matters. ing program and

teacher data.

- Organize Study Tours to study - Review proposed Start 1988/89. 1987. NA.overseas systems, and select program andparticipating staff. reports by

participants. a

- Organize Study Tours for 3 - Review proposed Start 1988/89. 1987. NA.registrars - recruit program andparticipants. participants

reports.

- Select one staff to be - Review proposed Start 1988/89. 1987. NA.trained in info. systems. training program

Review EvaluationReport by staff.

- Select statf to be trained - Review proposed Start 1988/89. 1987. NA.for project development/ trainingmanagemento programs.

xo0c

- 21 -

ANNEX VIPage 1 of 2

PEOPLE'S DEMOCRATIC REPUBLIC OF ETHIOPIA

(Date)

International Development Association181 H Street, N.W.Washington, D.C. 20433United States of America

Re: Seventh Education Prolect

Dear Sirs:

In connection with the proposed credit to the People's DemocraticRepublic of Ethiopia (PDRE) for the Seventh Education Project (the Project), thePDRE intends to undertake or to continue certain activities essential to thesuccessful fulfillment of its long-term policies for the development of itseducation system.

In accordance with national priorities, these activities incl.ude,but need not be limited to, the following:

(i) establishment of a working committee to integrate teachertraining programs at Addis Ababa University (MU) with the needs of theMinistry of Education for secondary school teachers;

(ii) provision, through a distance education course for primaryschool teachers, for certification fully equivalent to regular teachertraining institute completion;

(iii) provision of adequate consumable materials and supplies foreffective educational use of all workshops and laboratories which areprovided for under the Project;

(iv) inclusion in the recurrent budget of the Ministry ofEducation provision for operational costs supported under the Project, whenand as that support terminates;

(v) active pursuit of twinning arrangements with externaluniversities in carrying out the major technical assistance activitiesincluded in the Project;

(vi) establishment of mechanisms to ensure the relevance ofagricultural education to user needs, in particular regarding research andextension services;

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ANNEX VIPage 2 of 2

(vii) placement of students on temporary practical trainingassignments within or outside the formal agricultural education curriculum;

(viii) exploration of the means to generate additional resourcesfor use by particular higher education institutions, with emphasis on thosesupported under the Project; and

(ix) active exploration and development of means to improve equityof access to educational services for those in remote areas, for theeconomically disadvantaged and for women.

To the extev requlred, we may also wish to draw on the fundsto be provided under the proposed credit for pro-investment studies andpilot activities to enable PDRE to undertake, tntel aifa, the followingactivities in addition those set forth above:

(i) preparation for the use of modern informationtechnology in the future development of higher education libraries;

(ii) upgrading and expansion of the capacity to usestandardized examinations as a tool for control of education system qualityand effectiveness;-

(iLL) further development of the capabilities formanagement and policy analysis at the Ministry of Education and at theCommission for Higher Education;

(iv) establishment of a more effective system formaintenance of the physical property of higher education iustitutions;

(v) to follow up on previously identified needs,development and upgrading of accounting. including training and auditingservices in Ethiopia; and

(vi) testing of rural health training programs for medicalstudents at MAU.

Very truly yours,

PEOPLE'S DEMOCRATIC REPUBLICOF ETHIOPIA

By Authorized Representative

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ETHIOPIA

SEVENTH EDUCATION PROJECT

SELECTEP DOCUMENTS

A. Documents Related to the Education Sector

Ethiopia: An Assessment of Middle Level Manpower Requirement in theAgricultural Sector (1985 - 1995), R.J.Q. Castley, Addis AbabaUniversity, April 1986.

Retrospects and Prospects of Agricultural Research, Part I, HistoricalBackground and Future Directions, Alemaya University of Agriculture,March 1986.

Retrospects and Prospects of Agricultural Research, Part II,Developments of Research Stations, Alemaya University of Agriculture,March 1986.

'Budgeting and Finance in Higher Education in Ethiopia," draft workingpaper, Cambridge Education Consultants Ltd., December 1986.

"Education and Examinations in Ethiopia," draft working paper,Cambridge Education Consultants, October 1986

'Qualified Manpower Requirements for the Ethiopian Industrial Sector,"Comission for Higher Education, January 1987.

"Status of Higher Education in Ethiopia: An Analytical Overview,"Commission for Higher Education, November 1986.

"Summary Data on Higher Education," Commission for Higher Education,

October 1986.

"Education Statistics - Summry Tables," first draft, n.d. (November1986).

-Study of the Accounting and Auditing Services in Ethiopia," 3 Volumes,CIPPA, February 1986.

'The Current Situation of Women in Ethiopia," Eva Poluka, May 1987.

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Annex VIIPage 2 of 2

"Currsnt Machinery for the Integration of Women in Development inEthiopia," Alasebu Gebre Selassie, Addii Ababa, March 1987.

"Ethiolia, A Strategy for Assistance to Women in Development,"Stein-Erik Kruse, May 1)87*

B. Documents 3elated to the Project

Project on the Establishment of a Degree Program in Forestry atAlemaya University of Agriculture, CHE-1985.

A Proposal for Developing the Faculty of Arid Zone Agriculture atAsmara University, CHE-1985.

Annex to "A Proposal for Developing the Faculty of Arid ZoneAgriculture at Asmara University," Course Schedules and Descriptions,Asmara University, March 1986.

A Project to Establish a Graduate Program in Education, CHE-1985.

Requirement to Improve Science at Addis Ababa University LibrarySystem, CHE-1985.

Proposal on the Strengthening of the Graduate Program at Addis AbabaUniversity, CHE-1985.

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