Restricted AG FU N D/522/SOM/lO FINNIDN508ISOMIlO Terminal Report

SOMALIA i

Development of Women’s Education in Somalia

Project Findings and Recommendations

Sei ,d (AGF

L FMR/ED/SP0/9 IN D/FINNIDA)

121 7

United Nations Educational, Arab Gulf Programme Finnish Scientific and for the United Nations Trust Fund Cultural Organization Development Organizations Programme

Paris, 1990

S O M A L I A

DEVELOPMENT OF WOMEN'S EDUCATION IN SOMALIA

Project Findings and Recommendations

Report prepared for the Government of the Somali Democratic Republic by the United Nations Educational, Scientific and Cultural Organization (Unesco) acting as Executing Agency for the Arab Gulf Programme for the United Nations Development Organizations (AGFUND) and for the Finnish Trust Fund Programme (FINNIDA)

United Nations Educat iona 1, Scientific and Cultural Organization

Arab Gulf Progranme for the United Nations Programme Development Organizations

Finnish Trust Fund

AGFUND/522/SOM/10 FINNIDA/508/SOM/10 FMR/ED / SPO/ go/ 2 17 (AGFUND /FINNIDA) 5 June 1990 0. Unesco 1990 Printed in France

i

TABLE OF CONTENTS

Pases

ii SUMMARY

I. BACKGROUND 1

11. PROJECT IMPLEMENTATION 2

Strengthening of the Headquarters of the Women's Education .Department 2

(a) Training of personnel 2

(b) Development of curriculum and teaching/learning materials

(c) Equipment

111. DECENTRALIZATION

Hargeisa Regional Training Centre for Family Life Education 5

Baidoa Regional Training Centre for Family Life Education 6

Kismayo Regional Training Centre for Family Life Education

IV . V.

PROJECT REORIENTATION

CO-OPERATION WITH OTHER NATIONAL AND INTERNATIONAL ORGANIZATIONS AND AGENCIES 9

10 VI. CONCLUSIONS AND RECOMMENDATIONS

ANNEXES

ANNEX I : Unesco Experts and Consultants

ANNEX I1 : Study Visits Abroad and Fellowships

13,

12

ANNEX I11 : Major Items of Equipment provided by Unesco, AGFUND and FINNIDA 13

ANNEX IV : Utilization of AGFUND and FINNIDA contributions 16

ii

SUMMARY

In 1983, the Government of the Democratic Republic of Somalia undertook to further develop the human and material resources as well as the training capacity of the Women's Education Department - now the Institute of Women's Education - which was and is responsible for non- formal education of women throughout the country. The four major objectives were: 0 Improvement of human and material resources of the Women's

Education Department in Mogadishu.

Education in Baidoa to serve Bay Region.

Education in Hargeisa to serve the North-Western Region.

Education in Kismayo to serve Lower Juba Region.

0 Creation of a Regional Teacher Training Centre for Family Life

Creation of a Regional Teacher Training Centre for Family Life

Creation of a Regional Teacher Training Centre for Family Life

e

0

AGFUND and FINNIDA supported the programme by contributing US$ 600,000 and US$ 250,000 respectively. Unesco provided technical assistance and acted as Executing Agency, first of project "Development of Women's Education in Somalia", which was followed by "Functional Literacy and Civic Education for Women in Somalia", now being implemented.

The project succeeded in achieving its global objectives as a result of the expert and consultant services provided, the training programmes organized through study visits abroad, international fellowships as well as training courses and seminars held in Somalia, the provision of equipment, and the creation of the three Regional Teacher Training Centres.

The project also received support from other Development Agencies having activities in Somalia, such as UNDP, UNICEF, IEO, FAO, USAID. *

Achievements such as increase of the capacity to train teachers, development of more adequate teaching/learning materials, strengthening of the network of the Institute of Women's Education, led to the development and implementation of an "Outreach Programmevr which focused on the education and training of women at grass root level.

The results obtained constitute a good basis for wider and I

deeper action in favour of both literate and neo-literate women in the perspective of life-long and civic education. In this spirit, a civic education component should be introduced into the outreach programme, similar to the one being developed in the "Functional Literacy and Civic Education for Women in Somalia" project, mentioned above.

* UNDP - United Nations Development Programme UNICEF - United Nations Children's Fund ILO - International Labour Organization FAO - Food and Agriculture Organization USAID - United States Agency for International Development

5 2 2/ S OM/ 1 0

5 0 8/ SOM/ 10 } Development of Women's Education in Somalia

Terminal Report I

I. BACKGROUND

1. Very few women in rural areas of Somalia have had access to formal education. While general education is more available for rural girls, a very high percentage of them drop out after 2 or 3 years of primary education. The Somali Government considers that provision of opportunities for the latter group to continue their education through a non-formal education network would help them to improve their quality of life, through the acquisition of literacy skills and knowledge of health, nutrition, home management, etc.

2. It was- in 'this spirit that the Ministry of Education established the Women's Education Service (W.E.S.) in 1974, as a parallel action to the introduction of the Somali script and the launching of a large literacy campaign. The W.E.S., which later became the Women's Education Department (W.E.D.) , has grown considerably. In 1983, the W.E.D. had under its authority 82 Family Life Education Centres throughout the country, staffed by over 600 teachers and supervisors.

3. The Government of Somalia wishes to further develop the W.E.D. in order to expand its education and training capacity, particularly for the benefit of rural women. This is based on the strengthening of the W.E.D. Head Office in Mogadishu, and the establishment of W.E.D. Regional Offices in certain areas where there are problems of communication.

4. The project "Development of Women I s Education in Somalia (508/SOM/lO - 522/SOM/lO) was planned to support the Government's wish as expressed in paragraph 3 above. .I

5. Initially, three partners were involved in this project, namely :

- the Government of Somalia as beneficiary; - the Arab Gulf Programme for the United Nations Development

Organizations (AGFUND) as donor, who agreed to provide a financial contribution of US$ 600,000 (see Annex IV for utilization of AGFUNDIs contribution); and

- the United Nations Educational, Scientific and Cultural Organization (Unesco), as Executing Agency.

6. In 1985, the Finnish Trust Fund Programme (FINNIDA) became another partner of this joint project by providing a financial contribution of US$ 250,000. This is identified under code 508/SOM/lO (see Annex IV for utilization of FINNIDA funds).

7. Prior to the project implementation, pre-service and in-service training programmes for Teachers of Family Life Education were organized only in Mogadishu with a limited capacity of intake of trainees.

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8. The Family Life Education Centres organize a 4-year family life course for girls and women. Those who have successfully completed the course are offered opportunities to proceed to the one-year family life teacher training course in Mogadishu.

'

11. . . PROJECT IMPLEMENTATION

9. Plan of Operation wei-e signed in 1983. and Unesco was signed in 1985.

The Project Agreement between AGFUND and Unesco and the Project The Agreement between FINNIDA

10. In October 1983, the Unesco Field Programme Officer responsible for the project visited Somalia to have consultations about the implementation of the project. Discussions were held about the establishment of the institutional infrastructure, the designation of the Project National Co-ordinator, the review of the activities scheduled in the Workplan (Annex I of the Plan of Operation) and the Job Description for the Adviser in Non-Formal Education.

11. In the updated Workplan it was foreseen that project activities would start in January 1984. But these were delayed because the Adviser for Non-Formal Education, who also assumed the responsibility of Chief Technical Adviser, did not arrive in Mogadishu until July 1984.

Strensthenina of the Headwarters of the Women's Education DeDartment

12. The Director of the W.E.D. was appointed as the National Project Co-ordinator and the W.E.D. served as the project's Headquarters. The National Project Co-ordinator and the Chief Technical Adviser, who left Somalia in June 1985, co-operated to improve the capacities and resources of the W.E.D. according to the project I s objectives. The Consultant in Development of Non-Formal Education for Women, who was assigned to the project from February to April 1985, also co-operated.

la. The strengthening of the W.E.D. was based on 3 components, namely:

- the training of personnel; - the development of the curriculum and teacher-learning t

materials; and

- the provision of necessary equipment. Trainins of Personnel

14. The staff development and training programmes aimed at:

- providing senior staff with technical knowledge and skills in management and planning of the project;

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- upgrading the competence of teacher educators to improve the training of familylifeteachers and field community workers;

- equipping field workers with communication skills to improve their contacts with women in villages; and

- organizing a number of staff meeting s t o promote discussions, self-evaluation, exchange of information, and to decide on changes and/or adjustments to be introduced for the benefit of the project.

15. including:

In line with the above aims, several activities were organized

a workshop on identification of training needs;

a training course to develop technical knowledge and management skills;

a training course to improve the teaching capabilities of the educators of teachers for family life education;

a workshop on communication skills;

sessions of discussions among staff members on selected topics i

weekly progress report sessions;

on-the-job training of curriculum developers and course writers; and

training sessions through field work and field visits.

16. Study visits abroad and regional and international fellowships were also organized as part of the training of personnel (see Annex 11).

Development of the curriculum and teachins/learnins materials

17. International and national expertise was mobilized to promote the exchange of information and experience with a view to developing suitable curriculum and teaching/learning materials corresponding to both the objectives of the project and the needs of the learners. The Chief Technical Adviser, the Consultant, the National Project Co- ordinator, staff members concerned with the W.E.D., certain curriculum developers, course writers, teachers of family life education and specialists in the subject areas concerned participated in this collective work.

I

18. The programmes for the training of teachers for family life education included 11 subject areas:

- Adult Education (180 hours) - Child Care (180 hours)

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Community Development English Language Handicraft Health Education Home Improvement Islamic Studies Nutrition Sewing Somali Language

(108 hours) (108 hours) (144 hours) (108 hours) (108 hours) (108 hours) (108 hours) (144 hours) (72 hours)

19. Three types of materials were prepared:

- materials for student teachers including self-instructional materials;

- guides for family life education teachers including techniques recommended for adult education;

I

- resource materials to assist in self-study, preparation of field work and the use of audio-visual aids.

20. The textbooks designed for trainees school concern:

for the 2-year pre-service training programme* recruited among graduate students of secondary

- nutrition: - health education; - child development (2 volumes) ; - home management; - community development; and - adult education. 21. Seven manuals were prepared dealing with the following subj ects :

- Basic Training - Training of Project Officers - Training of Supervisors - Training of Headmistresses of the Family Life Education Centres I - Training of Instructors - Utilization of audio-visual techniques and materials - Utilization of illustrations (pictures, line drawings, block pictures) in the teaching of family life education to illiterate women.

* The duration of this training programme was extended from 1 to 2 years, and the level of the candidates was raised from primary school graduates to secondary school graduates.

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22. To reinforce the knowledge acquired, supplementary readers were prepared in the following subject areas: .L.

Nutrition Day-care Organization Population Issues and Family Health Community Development Teaching Methods for Adults Planning and Management of Projects Community Work Child Care Early Child Care Mother and Child Care Recognize the Six Killer Diseases.

23. Equipment needs were identified and prioritized, and purchases were made accordingly (see Annex I11 for list of equipment provided).

111. DECENTRALIZATION

24. The purposes of the decentralization were to:

- increase the number of teacher trainees for Family Life Education;

- adapt the teacher training programmes to the specific problems and needs of the region served by each Regional Family Life Teacher Training Centre;

- reinforce the support to and the supenision of the work of family life teachers working in each region. -.

25. serve the North-West Region. rather slow at the beginning.

The first Regional Centre was to be established in Hargeisa to However, the creation of this Centre was

26. During the visit of the Unesco Field Programme Officer in November 1985, it was agreed that the services of international consultants should be used to help in the establishment and strengthening of the Regional Training Centres for Family Life Education.

Harseisa Resional Trainins Centre for Family Life Education

27. This Centre was established to serve the following regions: North-West, Awdal, Togdar, Sumag and Sool. Existing buildings were restored in order to house this Centre.

28. A Consultant in Development of Curriculum and Teaching/Learning Materials and in Training of Teachers for Family Life Education was assigned to work in this Centre from March to July 1986 in co- operation with the National Project Co-ordinator and counterparts in the region (Co-ordinator, Supervisors, Director of Training Centre, Head of Research Unit).

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29. The Consultant organized programmes and developed tools for needs assessments which were conducted in 9 selected villages (2 villages on the roadside engaged in small business; 3 villages of farmers; 2 villages engaged in both livestock rearing and farming; and 2 villages engaged in livestock rearing). These assessments provided opportunities for the Consultant to offer field training activities to certain members working for Family Life Education in the region, including 24 teachers of Family Life Education. Eight hundred and ten interviews took place on the following issues: environmental problems; farming problems; income-generating activities; water and fuel; health and hygiene; food and nutrition; transport and communication; female circumcision; child spacing; diarrhoea; breast feeding; nutritive and balanced diet; home gardening; hygiene and personal cleanliness; food preservation; poultry production; fuel Conservation; diet for pregnant women and breast feeding mothers; food for school children.

30. Through co-operation with the project personnel, the Consultant provided many of them with on-the-job training opportunities on methods of developing learning teaching materials. Indeed, the concerned staff members participated in writing courses and in the preparation of hand-out teaching/learning materials.

31. The Centre produced 25 booklets to serve as guides and teaching materials for family life teachers and for community workers. Eight area subjects were covered as follows:

Water Breast Feeding (5 volumes) Diarrhoea (3 volumes) Female Circumcision (5 volumes) Fuel Income-Generating Activities (2 volumes) Latrine and Garbage Disposal (3 volumes) Food and Nutrition (5 volumes)

Baidoa Resional Teacher Trainins Centre for Family Life Education

32. This Centre serves the Bay Region. The consultant who had already worked for the project in 1985 (see paragraph 12 above) came back to Somalia to work as Consultant in Training of Teachers for Family Life Education and in Development of Relevant Materials in the Baidoa Centre (July to November 1986). She co-operated with the National Project Co-ordinator and her national counterparts in the >

region.

33. A consultant from the United States Agency for International Development (USAID) also worked for the Regional Centre from 11 to 22 June 1986 to participate in the training of the senior staff of the Centre (27 Family Life Education Co-ordinators from the Bay, Middle Shabelle, Lower Shabelle and Lower Juba Regions). This training workshop was organized to:

- introduce methods of implementing the new outreach approach adopted by the W.E.D.;

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- equip participants with techniques of designing and pre- testing community need assessment questionnaires;

- teach participants about the analysis of the information gathered ;

- train participants on development of audio-visual materials when working with essentially illiterate adults;

- pre-test the newly developed educational materials. 34. The Consultant organized 3 workshops:

a) Introductory workshop for the Regional Centre staff and the district family life teachers to:

- identify important dimensions in planning appropriate adult - identify problems commonly encountered; - introduce and discuss the Family Life Education Regional - develop a strategy for the implementation of the Regional - discuss the improvement of teaching techniques for women.

education programmes;

Workplan for 1986-1987;

Workplan ;

Workshop for staff of the Regional Centre regarding the design and production of teaching/learning materials.

c) Workshop in the form of in-service training and refreshes courses to develop teaching skills related to community development.

35. Two working teams were set up to develop curriculum and teaching/learning materials on the basis of the results of the needs assessment previously conducted in 12 selected villages. The teams worked on 8 selected topics (Somali women in history and legend; child development; health and sanitation; food and nutrition; home gardening; hand sewing; income generation; women's awareness of women's issues). Six booklets and 6 demonstration posters were developed for use in family life education.

Kismavo Resional Teacher Trainins Centre for Familv Life Education r 36. It began to operate

in July 1986. The Consultant in Training of Teachers for Family Life Education and in Development of Relevant Curriculum and Teaching/Learning Materials worked for this Regional Centre from July to November 1986.

This Centre serves the Lower Juba Region.

37. In co-operation with the staff of the Regional Centre, the Consultant planned and carried out a field needs assessment. The results were analysed, the needs were identified and prioritized and a profile was established concerning action for community development.

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38. At the same time, this assessment provided an occasion for the Consultant to organize training activities for the benefit of 25 family life teachers.

39. The National Project Co-ordinator, the Regional Co-ordinator and the Consultant drew up a workplan for the region for 1986-1987.

40. The other activities carried out were:

a) Development of a play to promote family planning.

b) Composition of a song "We, Women of Somaliall demonstrating the important role women can play in community and national development.

c) Preparation of an outline for a brochure about the KiSmayQ Regional Centre.

* .

IV . PROJECT REORIENTATION

Unesco Missions

41. Two Unesco missions visited Somalia in November 1986 and November 1987 during which consultations were held with national authorities and counterparts, and with International Agencies and Organizations working for Community Development in Somalia.

42. As a result of the first mission, it was agreed that the project should be reoriented in order to reach illiterate village women who have a great need for literacy and for skill training in occupation, health, nutrition, sanitation and home management in order to be in a better position to contribute to the improvement of family, community and country development.

43. The second mission, which comprised two members, made an in- depth follow-up of the agreement reached during the first mission. Visits were made to the project sites and to some other areas, and discussions were held with national and international services, agencies and organizations having co-operated with the project. Institutes, services, agencies and organizations likely to be future partners of the project in its envisaged new phase were also consulted.

44. This second mission found that, in spite of the problems >

encountered - most of which were external to the project llDevelopmen% of Women's Education in Somalia1', such as the difficult economic situation and the acute insufficiency of salaries in the public sector - the project has achieved several promising results. Therefore, the mission recommended that, on the basis of the experience gained, the teaching/learning materials prepared, and the human antilt material resources developed, the Institute of Womenls Education should, within the framework of its new strategy known as

** In 1987 the W.E.D. was reorganized and became the Institute of Women's Education (I.W.E.).

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"outreach approach", concentrate efforts on village women, using community leaders, preferably women leaders, as educators working for the envisaged project. .-

45. Thus a new project has been prepared under the title "Functional Literacy and Civic Education for Women in Somalia" of which the main objectives are as follows:

- to increase significantly the rate of literacy among women in three regions, namely: North-West, Bay and Benadir, to a level which can be self-sustained and self-developed with the help of suitable post-literacy and civic education materials;

- to ensure that knowledge and skills acquired by women through functional literacy and post-literacy programmes will reinforce the ongoing family life education programme and will contribute to the improvement of the learners' lives;

- to ensure satisfactory inclusion of a civic education component in the functional literacy and post-literacy programmes and materials to be developed in order to build up women's awareness of their civic rights and roles, and of the exercising of such rights and roles; and

- at this stage, to focus attention on the above-mentioned objectives in the three regions concerned, where other donors are already supporting family life education programmes and, at the end of the present phase, to evaluate and modify as appropriate the strategy applied to these three regions in view of a possible nation-wide programme of functional literacy and civic education for women.

46. This project "Functional Literacy and Civic Education for Women", desisned to last until the end of December 1991. is receivina support from- the Finnish Trust Fund (FINNIDA) which has accepted t; provide an additional financial contribution of US$ 250,000 and the services of an Associate Expert. It is now being implemented in closer co-operation with the United Nations Children's Fund (UNICEF).

v. CO-OPERATION WITH OTHER NATIONAL SERVICES AND INTERNATIONAL ORGANIZATIONS AND AGENCIES

47. The Institute for In-service Teacher Training, the Institute of Adult Education, the Curriculum Development Centre, the Information, Education and Communication Unit of the Somali Family Health Association, and a number of Specialized Services from other Ministries extended their support to and their co-operation with the project as appropriate in order to avoid unnecessary duplication and to bring about mutual reinforcement.

48. Co-operation with other International Agencies and Organizations working for community development in Somalia, such as UNDP, UNICEF, ILO, FAO and USAID, was promoted and developed in those areas where objectives and aims were the same, or similar, or closely related.

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49. These twa. forms of co-operation, some of which took place simultaneously, proved to be very helpful. They enabled the project to learn from other partners' experience and to share its own experience with them.

VI. CONCLUSIONS AND RECOMMENDATIONS

48. The project, which was jointly supported by the Government of Somalia, AGFUND, FINNIDA and Unesco, was an essential contribution to the improvement of the quality of life of women living in the areas concerned. As mentioned previously, the experience gained and the results achieved served as a basis for the preparation of the new project ''Functional Literacy and Civic Education for Women in Somalia". ,

49. the project "Development of Women's Education in Somalia". also a new component: I1Civic Education for Women'!.

The new project has adopted the same "outreach strategy" as in But it has

50. Whenever appropriate, the human and material resources for the new project, particularly in the field of civic education, should also be used in the other project, so as to have a wider effect on women, in terms of their self-fulfilment, status, contribution to family, community and country development.

51. The fact that the two projects are under the authority of the Institute of Women's Education should make it possible for the Director of this Institute to promote, develop and ensure the close co-operation between the staff of both projects, so as to:

-

benefit from mutual support;

make the best use of existing facilities;

avoid unnecessary duplication;

0 reach a greater number of women.

52. Although the civic education component in the two projects under consideration is mainly addressed to women, the concept should also be extended to men and actually to all citizens in order to generate equality and mutual respect between men and women, sharing of responsibility within the family and more widely in the community and in the country. To this end, the Institute of Women's Education and the Institute of Adult Education should co-operate in the production of teaching/learning materials for literacy and post-literacy.

I'

- 11 - ANNEX I

Name of Expert/ Consultant

Country Field of Duration of of origin Specialization Contract

1. Mr Michael DAMM (Expert)

DENMARK Adviser in 27 July 1984 Non-f ormal to Education 26 July 1985

2. Ms Anita SULEIMAN ADAM UK Women's Non- 18 February

and Training 10 April (Consultant) formal Education to

Activities 1985

3. Ms Frangoise Dominique CANADA Teacher Training 17 March BRAVAY for Women's Non- to

(Consultant assigned to formal Education 30 July 1986 Hargeisa Regional Teacher Training Centre for Family Life Educa- tion)

4. Ms Anita SULEIMAN ADAM UK (Consultant assigned to Baidoa Regional Teacher Training Centre for Family Life Education)

Teacher Training 1 July for Women's Non- to formal Education 16 November

1986

5. Ms Daphne Williams NTIRI SIERRA Teacher Training 7 July (Consultant assigned to LEONE for Women's Non- to Kismayo Regional Teacher formal Education 6 November Training Centre for 1986 Family Life Education)

c

- 12 - ANNEX I1

Study Visits Abroad and FellowshiDs

Name of Beneficiary

Study Visits

Field and Place of Study Period of Study

1. Ms MOHAMOUD Adult Education for Halima Haji Sala Women

Egypt and India

2. MS NUR DIRIR Jewahir Haj i Hussein Nuur

3. Ms SAID NALETE Zahra

Fellowships

. 1. MS ABDULLAHI Isse Zahra

2. Mr NOOR Sulad Mohamed

3. Ms NUUR Abdul Rukia

4. Mr MUSA Omer

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From 16 March to 15 April 1986

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Non-Formal Teacher From 30 May Training to26September

1986

Adult Teacher Training From 30 June UK to 29 November

1986

Teaching/Learning From 30 May Material Development to26 September UK 1986

Non-formal Education From 10 April UK to 9 October

?>

1989 h

- 13 - ANNEX I11

.i

Major Items of Equipment provided bv Unesco/AGFUND and FINNIDA

Name of Supplier Nomenclature Cost in US$

TRANSEXPO 1 HR3CVHS Portable Video Camera

850.00

TRANSEXPO 1 GZS3 Colour Camera 738.00

656.00 TRANSEXPO 1 Panasonic Video Recorder Model

TRANSEXPO 1 Sony TV Monitor TC-211 N without Speaker

574.00

TRANSEXPO

TRANSEXPO

1 Honda Generator EG 1900 X 610.00

3 , 540.00 2 Rex Rotary 795 Stencil Duplicators -

TRANSEXPO 1 Rex Rotary 2300 Stencil Scanner/Cutter

1 , 785.00

TRANSEXPO 2 Canon Plain Paper Photo- copiers Type 150

3,320.00

810.00 TRANSEXPO 1 IBM Selective LLL196 English Keyboard Typewriter

TOYOTA 1 Toyota Landcruiser Diesel M/BJ75LV-KR CH.332 ENG. 3B 0705325

7,757.20

TOYOTA 1 Toyota Landcruiser Station 8 , 261.00 Wagon Diesel M/BJ6OLV-KC CH.015520 ENG.3B 0704983

SUZUKI 4 Suzuki Vehicle Model MAK- 10,976 00 312EL lBPOl (SJ41OV) Petrol, Hard Top

TRANSEXPO 1 Developer Tank CP380 Copy- 415.53 proof

TRANSEXPO 1 Durst FRC400 Drying of Photo Paper

410.53

TRANSEXPO 1 JVC GX-N70E VHS Camera 1,375.00

- 14 - TRANSEXPO

TRANSEXPO

TRANSEXPO

TOYOTA MOTOR CORP

ANDREWS MAIL

ANDREWS MAIL

ANDREWS MAIL

ANDREWS MAIL

1 JVC BR 1600E PORT.VHS 2,471.45 Recorder W/Power Supply, Battery Charger TIL NB-P4U, Battery & Carry Case

1 JVC TE-1000U Telecine- Adaptor

663.16

1 Bell & Howell 2692AS 16MM 1,847.89 Film Projector Optical/ Magnetic Sound

2 Toyota Land Cruisers 26,671.88 Diesel Hardtop W. Cooler

1 Olympia Supertype 240 981.64 Electronic Typewriter 20KB, Built-in Disk Drive

2 Canon T50 Cameras W. 50MM 810.53 F1.4 Lens & Case

2 National Model 12,000BTU 967.42 Window type Room Air Conditioners

3 Olivetti ET-109 Electronic 1,631.71 Office Typewriters W. 15.5" Carriage

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508/SOM/10

TRANSEXPO

TOYOTA

BJORSELL

BJORSELL

BJORSELL

BJORSELL

TRANSEXPO

TRANSEXPO

TRANSEXPO

TRANSEXPO

TRANSEXPO

GESTETNER

1 Olivetti ETV 240-16K Word 1,741.88 Processing Unit complete with Terminal & English Keyboard and Accessories

3 Toyota Landcruisers Station 38,615.38 Wagon Diesel M/BJ6OLV-KC CH. ENG.

1 Darkroom Sink #201 3 Part 1,542.86 6Ox70cmx3 W/Water Tap

1 Copyproof Washing & Drying 1,271.43 Unit WD37 for Developing W/Material

1 Repro Camera Master 1300 3,657.14

1'Paper Cutter Dahle 540 W/Floor Stand

478.57

1 Durst C35 Enlarger W/Co- 502.89 Fram 304 Enlarging Easel 30x50 cms Adjust. Masks & TIM60 Exposure Timer

1 Sony Colour TV Monitor W/ 1,356.91 Stereo Speakers KV2764 ES & TV Stand

1 JVC HR 157 NS/X VHS Multiple System

1,727.37

2 Volt. Stabilizers GT2000 2,336.84 Watt Metric

1 Agfa Repromaster M/1300 5,480.26 W/Access . Compr . RM2 1 Densitometer

1 Graveur electronique avec 2,327.49 pieces detachees

- 16 - ANNEX IV

Utilization-of AGFUND and FINNIDA contributions

1) AGFUND

Financial Statement as at 30 May 1990

us $ us $ INCOME

Funds received from AGFUND

Less: Loss on exchange

600,000.00

( 3,346.76)

Deduct: 596,653.24

DISBURSEMENTS

Expert and Consultant 124 , 144.34 Local Staff 15 , 454.30 Sub-contracts 44,238.99 In-service Training and Fellowships 91,113.23 Equipment 167,907.72 Miscellaneous (including maintenance) 43,074.38

Programme support costs 13% 485,932.96 63,171.28

549 , 104.24

Cash balance as at 30 May 1990 47,549.00

Deduct:

COMMITMENTS NOT YET DISBURSED

In-service Training and Fellowships 163.45 Equipment 31,435.46

.

J

Programme support costs 13% 31,598.91 4, I07 - 85 c,

35,706.76

Funds available as at 30 May 1990 11,842.24*

* This figure excludes additional equipment under order

.

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2) FINNIDA I

t

Financial Statement as at 30 May 1990

us $ INCOME

Funds received

Funds transferred from 508 ZIM 84

Deduct:

DISBURSEMENTS

Consultants Equipment and supplies Miscellaneous

157,212.50

97,787.50

250,000.00

58 , 158.92 115,959.66

696.48

Programme support costs 13% 174,815 , 06 22 , 725.94

197,541.00

Cost balance as at 30 May 1990

Deduct:

FUNDS COMMITTED BUT NOT YET DISBURSED

Equipment and supplies Programme support costs

562.57 73.13

635.70

Funds available as at 30 May 1990 51,823.30*

~ ~~~

* Funds transferred to project 522/SOM/ll