IN THE. Document of The World Bank FOR OFFICIAL USE ONLY. Repwt No DJI STAFF APPRAISAL REPORT A FIRST EDUCATION PROJECT REPUBLIC OF DJIBOUTI

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1 Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized Document of The World Bank FOR OFFICIAL USE ONLY STAFF APPRAISAL REPORT A FIRST EDUCATION PROJECT IN THE REPUBLIC OF DJIBOUTI December 20, 1984 Education and Manpower Development Division Eastern and Southern Africa Regional Office Repwt No DJI This docunmmt has a estdcud drkhdm and nay be usd by rewpiens ady in the perfomnaine of tik;zfwn dlatid Its eotm my not odlwi be didsed witb WoUd B1 } _orinon.

2 CURRENCY EQUIVALENTS Currency Unit = Franc Djibouti (FD) US$ 1.00 = FD FD 100 = US$ 0.56 FD 1,000,000 = US$ 5,627 SDR 1.00 = US$ US$ 1.00 = SDR MEFASURES 1 meter (m) = 3.28 feet 1 square meter (sq.m) = square feet 1 kilometer (km) = 0.62 mile 1 square kilometer (sq.km)= 0.39 sq. mile GLOSSARY OF ABBREVIATIONS AfDF - African Development Fund Baccalaureat - Senior Secondary School Diploma BEPC - Brevet d'enseignement du Premier Cycle (Junior Secondary School Certificate) CEP - Certificat d'etudes Primaires (Primary School Certificate) CES - Collage d'enseignement Secondaire (Junior Secondary School) CFPA - Centre de Formation Professionnelle des Adultes (Vocational Training Center for Adults) DGEN - Direction Generale de l'education Nationale (Directorate General of National Education) ENI - Ecole Normale d'instituteurs (Primary Teacher Training Institute) LEP - Lycee d'enseignement Professionnel (Secondary Technical School) MNE - Ministry of National Education, Youth and Sports MOF - Ministry of Finance and National Economy MPW - Ministry of Public Works PTF - Project Task Force SDF - Saudi Development Fund SOE - Statement of Expenditure REPUBLIC OF DJlBOUTI FISCAL YEAR January 1 - December 31

3 STAFF APPRAISAL REPORT FOR OFFICIAL USE ONLY A FIRST EDUCATION PROJECT IN THE REPUBLIC OF DJIBOUTI Table of Contents Lb Page No. BASIC DATA CREDIT AND PROJECT SUMMARY (i-li) (iii-iv) I. SOCIO-ECONOMIC DEVELOPMENT AND HUMAN RESOURCES - -1 Geographic and Socio-Economic Setting Recent Development and Prospects Human Resources II. THE EDUCATION SECTOR AND MAJOR ISSUES Overview Management of Education Assessment of Government Policy and Objectives External Assistance to the Education Sector Education Finance Summary III. BAhK GROUP STRATEGY IN EDUCATION IV. THE PROJECT Objectives and Composition Urban Primary Schools Rural Primary Schools Technical Assistance Female Participation in the Project and Education Sector 21 V. PROJECT COST AND FINANCING PLAN Project Cost Financing Plan VI. PROJECT IMPLEMENTATION, PROCUREMENT AND DISBURSEMENT 25 Implementation Procurement Disbursement Reporting and Evaluation Auditing This report is based on the findings of an appraisal mission which visited the Republic of Djibouti in March The mission consisted of Messrs. A. Salmon (Mission leader, Sr. General Educator), Ms J. Vial (Sr. Economist), and Mr. A. Stam (Sr. Architect). I This document has a restriced distribution and may be used by recipients only in the performance of their ofricial duties. Its contents may not otherwise be discosed without World Bank authorization.

4 Table of Contents (Cont'd) Page No. VII. BENEFITS AND RISKS VIII. AGREEMENTS REACHED AND RECOMMENDATIONS APPENDIX 1 - Implementation of Civil Works 33 - ANNEX I - Tables and Charts Table 1 - Comparative Education Indicators Examinations, Primary Teacher Training, Primary Education Distribution, 1983/ Public Primary Education Staff by Qualification and Nationality, 1979/ / Public Primary Education Development (Urban and Rural), 1975/ / Public Primary Education, 1983/ Formal Education System Development, 1978/ / Public Primary Education Development Projections, 1983/ / Private Primary Education Development, 1979/ / Private Primary Education (Catholic), 1983/ Government Recurrent Expenditures on Education & Training, Project Contribution to Primary Education Expansion Estimated Costs by Type of Expenditures Estimated Cost by Type of Expenditures Estimated Schedule of Disbursements Chart I - Structure of the Education and Training System, Education Pyramid, 1983/ Structure of the Ministry of National Education, Youth and Sports, Implementation Schedule ANNEX 2 - Selected Documents and Data Available in Project File MAP IBRD No.18246

5 (i) REPUBLIC OF DJIBOUTI FIRST EDUCATION PROJECT BASIC DATA 1/ GNP per Capita (1983) : $480 Area 23,000 sq.km Literacy Rate : 10% Population (Estimates) 350,000 of which Djibouti-City 200,000 Growth Rate 3X Education Data Enrollments: (a) Primary 2/ 21,847 of which: Girls 9,244 (42%) Private : 1,782 (8%) Interior : 5,863 (27%) (b) Secondary (General& Technical) 3/ : 6,389 of which: Girls : 2,282 (36X) Private : 728 (11%) Interior : 1,029 (16%) (c) Higher : 200 Enrollment Ratios (Estimates) Primary 42Z 2/ Secondary : 10% Higher : 0.6% Teachers: (a) Primary ; 547 4/ Student:Teacher Ratio : 40:1 Nationals (Z) 5/ : 362 (72%). 1/ 1984 unless otherwise indicated. 2/ Including 20,065 and 1,782 students in public and private schools, respectively. Excluding 2,500 primary students enrolled in independent private schools. 3/ Excluding 1,500 students enrolled ir. the Vocational Training Center for Adults and non-formal training centers. 4/ Of whom 44 private teachers and 23 non-teaching headmasters in public schools. 5/ Applicable to public education only.

6 (ii) (b) Secondary 330 Student:Teacher Ratio 19:1 6/ Nationals (Z) 5/ 51(18Z) Schools and Classes: (a) Primary Number of Schools : 52 Number of Classes 496 Student:Class Ratio : 44:1 7/ Double Shift Classes : 170 (b) Secondary Number of Schools : 19 Number of Classes 212 Student:Class Ratio 30:1 8/ Efficiency: Progression Rate from Primary to Secondary: 40% Repetition Rates for Primary Education : 10% in Grades % in Grade 6 Education Finance Education and Training Recurrent Expenditures As Z of Government Recurrent Budget: 12% As % of GNP 3% Distribution of Education Expenditures (within MNE) : Primary 73% Secondary 26% Other 1% 51 Applicable to public education only. 6/ Average of 20:1 and 15:1 in public and private schools, respectively. 7/ Average of 45:1 and 40:1 in public and private schools, respectively. I Average of 32:1 and 23:1 in public and private schools, respectively.

7 (iii ) DJIBOUTI Education Project Credit and Project Summary Borrower: Beneficiary: Amount: Terms: Republic of Djibouti Ministry of National Education, Youth and Sports (MNE) SDR 5.1 million (US$5.0 million equivalent) Standard Project Description: Objectives: The objectives of the project are: (i) to expand and improve primary education in underprivileged urban and rural areas; and (ii) to improve the management of the education system through educational planning and evaluation. Components: (a) Urban primary schools. Establishment of two new schools in underprivileged areas of Djibouti-City enrolling 1,800 students. (b) Rural primary schools. Establishment of four new schools and expansion of four existing schools in rural areas enrolling 1,300 students. (c) Management of education. Strengthening educational planning and evaluation through three man-years of technical assistance and two man-years of fellowships (to be financed under the ongoing Technical Assistance Project, Credit 1232-DJI). Benefits: The proposed project would assist the Government in improving the delivery of primary education opportunities to the most underprivileged segments of the population, and in improving the efficiency and quality of education through better management of the system. The project would benefit 3,100 primary school-age children, representing an increase of 10 percent over 1983/84 primary enrollment. Some of the schools would also serve as literacy and community development centers. The technical assistance component would help ensure the best use of available resources through planning and assessment of educational performance.

8 (iv) Risks: Risks are judged minimal because of the simple design of the project and the fact that schools similar to those envisaged are already effectively and routinely constructed by the MNE through contractors and district departmental forces. The risk of lower than expected rural enrollments has been minimized by a survey of the demand for education in the catchment areas concerned and the proposed adoption of a cost-efficient school model, already successfully implemented under similar circumstances. Estimated Costs: -US$ Million---- Local Foreign Total (a) Urban Primary Schools (b) Regional Primary schools (c) Project administration Total Base Cost Physical Contingencies Price Contingencies Total Project Cost 4.20 a/ a/ of which 0.7 million taxes and duties. Financing Plan: -- USS Million--- Local Foreign Total IDA Credit Government of Djibouti a/ of which 0.7 million in taxes and duties 4.2 a/ Estimated Disbursements: US$ Million--- IDA FY Annual Cumulative Economic Rate of Return: Not applicable

9 REPUBLIC OF DJIBOUTI STAFF APPRAISAL REPORT FIRST EDUCATION PROJECT I. SOCIO-ECONOKIC DEVELOPMENT AND HUMAN RESOURCES Geographic and Socio-Economic Setting 1.01 Situated at the mouth of the Red Sea, the Republic of Djibouti is a small country (23,000 km2) with a hot and arid climate. Its rugged terrain is similar to the adjoining deserts of Ethiopia and Somalia. Its indigenous population is estimated at about 350,000 in while refugees from neighboring countries account for an additional 40,000 people. The growth rate of the population has been tentatively estimated at about 3% p.a., excluding immigratiovr- over 9Z p.a. in Djibouti-City--, and over 50% of the population is below 20 years of age. They have a long pastoral tradition but little experience in agricultural, industrial or commercial activities. Other less important groups are the Yempnites (about 18,000), mainly engaged in trade in Djibouti-City, and about 11,000 Europeans includingr French military personnel, technical assistance staff and people involved in private business Natural resources are extremely limited and consist mainly of the country's strategic location, 370 kms of coastal fishing ground and identified geothermal assets under evaluation. The country is essentially composed of three economic sub-units: (a) Djibouti-City (where about 200,000 people, i.e. 60% of the population, are concentrated) with the port/railway terminal, an international airport, government services and virtually all of the country's commercial activity; (b) the French military base (with a staff of about 4,500), the main source of economic activity; and (c) the extremely poor interior districts where the majority of the rural population (estimated at about 150,000, excluding refugees) is either nomad or semi-nomad, and is dispersed over the five rural district capitals (Ali Sabieh, Dikhil, Tadjourah, Obock, and Arta) and villages GDP per capita for Djibouti nationals in 1983 has been crudely estimated at about US$480 equivalentl/. However, there are wide variations among Income levels of the various segments of the population. A 1980 study placed average per capita income of the 47% lowest income bracket at about 2.5% of that of the 8% highest bracket and at less than one fifth of that of the 45% middle bracket. No major changes in these 1/ GDP data which include income of expatriate aid personnel had to be adjusted to reflect income of nationals only.

10 -2- relative positions are likely to have occurred in the last few years. Malnutrition is extensive notwithstanding substantial amounts of food aid provided by the UN World Food Program and other aid groups. Together with low health levels, it affects 44% of the total population and 55% of the 1-5 age groups, particularly in the underprivileged peripheral urban areas and in the interior where they are exacerbated by droughts and the influx of refugees. Recent Development and Prospects 1.04 In spite of the scarcity of natural resources and shortage of skilled manpower, the development process has produced tangible results in economic growth- between 1978 and 1982, GDP grew in real terms at 3% per year. However, these results would not have been possible without the substantial external financial aid (US$443 million equivalent in grants and US$37 million in low interest loans) and technical assistance (in 1982 about 700 expatriates were working in the public sector) received during the period. The fragility of the economy and its strong dependence on foreign aid has been revealed in the last two years when the government sought to maintain its patterns of investment and consumption despite a reduction in French grant funds, resulting from stringent budgetary measures in Paris compounded by the depreciation of the French franc vis-a-vis the Djibouti franc (tied to the US dollar). The country had to resort to increasing external borrowing and had to draw heavily on its foreign exchange reserves The overall development objectives set by the Parliament in 1982 are: to reinforce the role of Djibouti in international affairs, increase the income of the population and make its distribution more equitable. To move towards these objectives, the following actions are required: (a) developing human resources; (b) increasing agricultural and industrial production; (c) expanding and improving social services; (d) strengthening transportation and communications services in response to international demand; and (e) halting the drop in foreign reserves. These have to be accompanied by a sustained significant inflow of external technical and financial assistance. Human Resources 1.06 Labor force data in Djibouti are scanty, and those available relate to the "modern sector' which accounts for a very small share of the total. Thus, in the document prepared for the 1983 Donors' Conference, only about 40,000 people in employment were accounted for, while the potential active population is estimated at over 200,000. Furthermore, the qualifications of nationals working in the modern salaried sector are

11 -3- below standards. An ILO study carried out in / indicated that 55Z of salaried staff were illiterate; only 24% could read or write French or Arabic and only 0.5% had completed senior secondary or higher education. For higher-level technical and professional positions, the country has to depend heavily on expatriates who occupy 40% of these positions, many of them in the public sector The critical situation pictured by the above figures, which relate probably to the most privileged segment of the local labor force, points to the urgency of improving and expanding education and training at all levels. The proposed project should contribute to alleviate the problem by helping basic education, the most urgent need in view of the exceptionally low literacy rate (10%) of the population. II. THE EDUCATION SECTOR AND MAJOR ISSUES Overview 2.01 General. Substantial progress has been made over recent years in expanding and improving the education system. However, the output and quality of this system, which replicates French models, still need further improvement and adjustment to local needs and constraints with particular regard to national staff and finance. The awareness of the Government to the above is reflected in the onrgoing adjustment of curricula in major subjects and teacher upgrading programs, and the recent endeavors to improve internal efficiency, better orient secondary and technical education to manpower needs, and introduce cost saving measures. However, there are still no mechanisms to mor.itor and assess the quality and efficiency Improvement process and to establish the most adequate and affordable balance between the various types and levels of education The structure of formal education in Djibouti is shown in Annex 1, C-1. It consists of six years of primary education; four years of junior secondary and three years of senior secondary general education. Primary teacher training is provided through a two-year course following completion of at least junior secondary education. Technical education is provided through five-year courses following completion of primary education, for skilled workers, and an additional two-year course, for middle-level technicians. Nonrformal literacy, home-economics and seai-skilled worker training are also provided to unschooled youths, adults and refugees. Higher education is offered through fellowships abroad. 2/ R. Valiet 'Evaluation des Besoins en Formation Professionnelle", ILO, 1979.

12 The educational system comprises three types of schools: (a) Government public schools; (b) Government-aided private (Catholic) schools teaching official programs; and (c) independent private schools teaching Koranic or foreign Arab programs. Except for an estimated 2,500 students enrolled in independent private institutions, education at all levels is financed by the Government The enrollment in the education system is given in Annex 1, 0-2. Despite substantial progress since independence in 1977, particularly in primary and junior secondary education, enrollment ratios in primary and secondary education (41% and 1OZ, respectively) are still low, as compared with those of the world (Annex 1, T-1). The major causes of this situation are (a) high demographic increase (para. 1.01), and (b) the high cost of education (para 2.19) which makes the country dependent on external aid for any progress in the sector (para. 2.16). Educational planning is difficult under such circumstances. In addition, the output of the system is also low (Annex 1, T-2): only 29Z of the candidates to the primary school leaving certificate (CEP) and 33% of the candidates to admission to general secondary education, passed in The pass rates at the junior secondary certificate (BEPC) is also rather low (50%). This and the unequal quality of the graduates is detrimental to the recruitment of primary teacher trainees in particular (para. 2.06). Only the 60% pass rate at the senior secondary diploma (Baccalaureat) level meets the standards of an acceptable senior secondary education. Moreover, this pass rate rises to 75% among students enrolled at the senior secondary school (Lycge). However, junior secondary pass rates could be substantially raised, if the quality of secondary education was not adversely affected by the deficiencies of primary education Drop-out is estimated to be low in general. However, absenteeism is high in some remote rural areas due to difficulty of access to schools established without proper analysis of school locations and catchment areas; insufficient support from local authorities to ensure acceptable living conditions to students and teachers through adequate provision of food programs and accommodation; and socio-economic traditions involving students in their parents' agro-pastoral activities. Repetition is limited to 10 per grade through a strictly enforced regulation. The only exception is the last grade of primary education (Grade 6) in which repetition affects over 40% of enrollments due to examinations (CEP and competitive examinations for admission to secondary schools). The CEP (para. 2.04) is a sine qua non to enter public administration, and admission to secondary education is limited by the number of student places available in junior secondary schools (CES) and the technical secondary school (LEP). Therefore, the academic examination system is utilized not only to test students' acquisitions but also to screen entrants to higher programs on the basis of the highest test scores. As competition is high, examinations tend to dictate the contents of the course, whatever the curriculum, and memory prevails over reasoning and life skills. This has been aggravated by the irrelevance of some syllabi with regard to local environment and development needs. This problem is expected to be

13 -5- alleviated by the on-going adjustment of curricula and would be addressed by the evaluation specialist under the proposed project (para. 4.06). Compounded by the admission to primary education of any students, whatever their ages, in the late 1970's, low pass rates have resulted in the erratic bunching of Grade 6 enrollments (Annex 1, C-2). Despite the resulting bottleneck between primary and secondary education, the progression rate between these two levels is high (40%), as compared with that in other countries at the same level of income and development (Annex 1, T-1) The major causes of the deficiencies in primary education which results in the low output of the system, are as follows: (a) Teacherst insufficient qualifications. Over a quarter of primary teachers (excluding teachers of Arabic) are still underqualified (suppleants). The Primary Teacher Training Institute (ENI), established in 1980 with French assistance, cannot yet recruit a sufficient number of trainees to fill its facilities (Annex 1, T-3) 3 /. This is due to the inadequate quality of many applicants, in relation to the reasonable selection criteria consistent with the requirements and hardships of the profession. Over its four years of operation, the ENI has admitted only 48% of applicants. This problem will be alleviated in time as the education system expands and improves (para. 2.10), resulting in a larger number of qualified BEPC graduates and secondary leavers (para. 2.04). Monitoring these improvements and their impact on test-scores would be one of the major assignments of the educational evaluation specialist to be provided under the proposed project (para. 4.06). (b) The language problem. French is not the students' mother tongue. In Djibouti, the two main ethnic groups speak different languages, Afar and Somali, which nevertheless have similarities in syntax and etymology. A fairly large Yemeni community (para. 1.01) speaks Arabic. French is the official language and the language of instruction although, outside official business and school, vernacular languages are dominant. However, French is perceived as a sine qua non for carrying on modern business and thereby acquiring a higher social status. This results in a strong social demand for French in education. Although French is the language of instruction as from Grade 1 and tends to become a language of local culture, primary students do not acquire an adequate mastery of French. This is mainly due to teachers' inadequate preparation for teaching French as a foreign language and to French teaching methods which still require a better adaptation to tne national linguistic structures. The issue is expected to be alleviated with the progressive improvement of teachers' qualifications and the on-going adjustment of the teaching method 3/ The capacity of the ENI is 120 student places. Therefore, the output of the two-year program could theoretically be 60 new teachers. However, it is more realistic to distribute the enrollment over 65 in the first year of training and 55 in the second year, for an output of 50 to 55 new teachers annually, for the few years to come.

14 -6- and course content to the specific linguistic situation in Djibouti (para. 2.10). These would be carefully monitored by the educational evaluation specialist to be provided under the proposed project (para. 4.06). (c) Malnutrition. This severe, widespread problem, together with low health levels(para. 1.03), adversely affects primary students' performance. The proposed project would help alleviate this issue through the expansion of the infrastructure required in primary schools to deliver food programs for children (para. 4.01) Recent progress has greatly alleviated the former imbalance in basic education opportunities between the various areas within Djibouti-City, and between the Capital area and the interior districts (para i). 4 J However, within Djibouti-City, a number of areas are still underpryvi'.eged, such as Balbala and Gabode in which an estimated 30,000 and 20,000 people, respectively, live in extreme poverty, without sufficient educational opportunities despite the critical social demand for education. In the interior districts, primary enrollment ratios in a number of areas are still well below the national average and a number of villages are still deprived of adequate schooling facilities (Annex 1. Table T-4). As for the interior district capitals, with particular regard to Tadjourah, Dikhil and Ali Sabieh, although enrollment ratios are closer to, or above the national average, this is generally due to a high proportion of double-shifting classes with subsequent reduction of instruction time. 5/ Also, girls are still at some disadvantage in rural areas 6/ mainly because of the distance they have to walk from home to school or because their nomad parents are reluctant to leave them far from the family, when no boarding is available for them at the schools. The proposed project would assist in alleviating the above imbalance in the distribution of educational opportunities (para. 4.01) through the provision of primary school facilities in the most underprivileged urban (para. 4.03) and rural (para. 4.04) areas. Management of Education 2.08 The Ministry of National Education, Youth and Sports (MNE) (Annex 1, C-3) has administrative, financial and academic control over primary, secondary, higher and technical education and teacher training. Other ministries, particularly those of Labor and Social Affairs, and Health and national associations for youth, women and children, also provide 4/ The rural population represents about one-third of the total population and 27% of primary students are enrolled in rural schools weekly periods in Grades 1 to 4 and 27 in Grades 5 and 6, as compared with 28 and 30, respectively, in full time classes. 6/ While girls represent 46% of primary enrollments ln the Capital area, they represent 32% of these enrollments in rural areas.

15 -7- non-formal programs to about 2,600 literacy students and semi-skilled worker trainees. The staff of the MNE comprises 28 senior officers - of whom 25 administrators and three high-caliber expatriate advisors - and 64 support and service staff members, of whom- 14 pedagogical advisors and inspectors. The MNE operates smoothly as a traditional administration. However, there is virtually no local expertise in educational planning, programming and evaluation, and project designing-and implementation to (a) establish an adequate balance between the various levels and types of education and training (including nor-formal types), commensurate with the country's social and manpower needs, development potential and financial constraints; (b) regulate the flow of students within the education and training system; (c) monitor and assess the on-going quality and efficiency improvement process and cost saving measures; (d) coordinate Government agencies involved in education and training; and (e) channel and control the substantial foreign aid to education (para. 2.13). This issue would be addressed by the proposed project which would provide educational planning and evaluation services (paras and 4.06). Assessment of Government Policy and Objectives 2.09 The Government is aware that the output and quality of the education system should be improved and better adjusted to local needs and constraints. Its-educational policy comprises (a) the continuous equitable expansion and improvement of formal primary education, and non-formal development-oriented functional literacy and socio-cultural programs for out-of-school youths and adults, over interior districts as well as in DJibouti-City; (b) improvement and moderate expansion of formal secondary education with greater emphiasis placed on technical programs; (c) improvement of the efficiency of the formal vocational training system for middle level skilled staff; (d) selection of students for higher education fellowships abroad on the basis of manpower needs; and (e) establishment of no=-formal programs providing life-time educational and vocational upgrading opportunities at all levels of skills and for unskilled personnel Although no educational development master plan exists, and priorities and precise ways and means to resolve major issues are still unclear, the Government has been implementing measures to improve the quality, and internal and external efficiency of the system, and to expand it equitably. They include: (a) Adjusting teaching programs for French, and social and environmental sciences to local features and requirements.7/ 7/ The French teaching method, originally developed for Senegal, is being adjusted to the linguistic characteristics of local languages in Djibouti (para. 2.06b). The revised Grade 1 program and related teachers'guide have just been completed. Teachers'guides on the flora and fauna ia Djibouti for primary and secondary education and textbooks on local geography for Grades 5 and 6 are under preparation. A study of Djibouti history is also underway.

16 - 8- (b) Implementing a practically-oriented in-service teacher upgrading program and reinforcing French and teaching practice in the ENI pre-service teacher traiuing programs (para. 2.06).81 This, together with the tight selection at admission, has already improved the quality and commitment of national teachers, whose proportion among the teaching staff has increased from 52% to 72X during the period (Annex 1, Table T-5).9/ It has also alleviated the issue of undergualified teachers (-suppleants and teachers of Arabic) - whose proportion has been stabilized at about 30Z of the staff - through (i) continuous practical field support; (ii) increasingly selective recruitment of -suppleants among senior secondary leavers and (iii) tight annual screening for their contract renewal. This results, after two to three years, in a substantial number of originally unqualified- teachers becoming qualified through ow-the-job experience and motivation. In 1983/84, out of 128 'suppleants- (excluding the 29 teachers of Arabic) in primary schools, an estimated 60 could be considered qualified. In addition, 11 -suppleants were selected in 1983 to be admitted to the ENI for regular training. The above policy is reasonable, as 'suppleants will continue to be necessary in the forseeable future to constitute a permanently available supply of least-cost replacements for absent qualified teachers, or as stop-gaps while the ENI and external assistance cannot provide all the qualified teachers required. 8/ The ENI teacher training programs include micro-teaching sessions in teaching laboratory, trial teaching exercises in selected schools and 30 days of regular teaching per year under the guidance of the most qualified and experienced primary teachers. Also, during their first years following graduation, new teachers are followed up by the most experienced teachers in their schools. As for underqualified suppleants", the regular continuous upgrading program includes four hours of training per week by highly qualified pedagogical advisors. Each advisor is responsible for 7 to 8 -suppltants- in Djibouti-City and 4 to 5 in rural areas on a weekly basis. This program takes advantage of double-shifting which reduces the teachers' teaching work load by 4 hours per week. 9/ Caution should be exercised in the future in relation to further Djiboutization of primary teachers as it could result above all in an unbearable financial burden (para 2.16) and also be detrimental to the teaching of French. The best French primary teachers are assigned to the first two grades, as the quality of the introduction to French is decisive for the students' future mastery of the language.

17 - 9 - (c) Enforcing strict regulations limiting repetition, and fixing age limits for admission to grade 1 and to prepare formal examinations within schools, in order to improve the students' flow. 10/ (d) Making the best use of educational facilities, expanding double-shifting in grades in which the consequent reduction of instruction time (para. 2.07) is less detrimental to the students' knowledge acquisition process. 1l/ (e) Making textbooks and teachers' guides available to all students and teachers. (f) Introducing tertiary sector-oriented programs in senior secondary education (management, administrative and secretarial skills and accountancy) which are in high demand, while phasing out industrial training programs which are irrelevant to the local labor market. Cg) Increasing the student:teacher ratio in senior secondary education (from 14:1 -n 1982/83 to 18:1 in 1983/84) to make better use of limited facilities at the Lycee (para. 2.04). (h) Substantially expanding public educational opportunities throughout the country with primary and junior secondary enrollments, in particular, increasing respectively from about 8,500 to 20,100 (Annex 1, T-6) and from 2,000 to 5,600 between 1975/76 and 1983/84, representing annual increases of over 11% and 13%. This has increased girls' participation to 42% and 36% of the primary and secondary enrollments, respectively, which is high in the local context (Annex 1, T-7). Moreover, a better balance in educational opportunities has been established (i) within Djibouti-City, through the provision of new school facilities in the poorer overcrowded areas (resulting in an acceptable overall 48:1 student:class ratio) and through balancing the proportion of qualified 10/ Only one repetition per grade is allowed and no mdre than 10% of each grade enrollment (except for Grade 6 preparing for the CEP) can be repeaters. The CPE can be prepared at any age but only one repetition in schools is allowed. The age-limits to prepare examinations for admission to general and technical secondary education are 13 years and 14 years, respectively. 11/ Double shifting is not applied to either Grade 1 because introduction of French requires full-time intensive practice, or Grade 6 in which the preparation of the CEP also requires full-time courses.

18 teachers (70Z) in all areas; and (ii) between the capital and rural areas where three-classroom schools (each classroom being used by two grades at the same time to provide the six years of primary schooling) has raised the utilization rate of schooling facilities. Accommodations for teachers and students have also improved access to education for isolated populations, and for girls in particular (para. 2.07). (i) Expanding students' feeding programs provided by the World Food Program and other aid agencies to alleviate the malnutrition problem (para. 2.06c) Despite the above efforts, of an estimated 140, year olds, only about 33,000 (24Z) are enrolled in public and private (formal and non-formal) schools (Annex 1, T-8). This is inconsistent with the stated policy to provide massive basic education. Only about 1,500 students are enrolled in low-cost non-formal literacy courses which remain marginal despite their efficiency. This results from the government not being aware yet of the benefits of, and requisites for, non-formal education. Assessing the cost-efficiency of on-going non-formal programs and exploring their possible expansion would be one of the assignments of the proposed project educational evaluation specialist (para. 4.06) For the decade to come, pending in-depth educational planning, the Government's target for primary education is to reach a 60% admission ratio for 6-year olds in Grade 1 and to enroll about 50% of the 6-11 age group in primary schools. This would result in about 36,000 primary enrollments in public schools (and about 2,000 in private schools) in 1992/93 when the proposed project schools are expected to be in full operation. This expansion would be compatible with the expected output of the ENI and the policy to reduce the proportion of underqualified teachers, which would stabilize at an acceptable 17% instead of the present 33% (Annex 1, Table T-9). This expansion would enable the Government (a) to establish an adequate number of schools in interior villages to induce some nomad populations to settle, while preserving their pastoral activities needed by the nation, (b) to expand education in district capitals to slow down the drain towards Djibouti-City, and (c) to defuse the explosive demand for education in critical areas of the Capital. In addition, the Government intends (a) to expand junior secondary education slightly, through the establishment of a 1200-student place CES, to alleviate social pressure for secondary education in the Capital; and (b) to establish a new technical secondary school (LEP) of a 900-student place capacity with a view to improving middle-level skill training and converting the existing LEP into additional facilities for the senior secondary Lycee to meet the estimated needs for tertiary sector staff training. However, because of the high cost of education in Djibouti (para. 2.19), the Government will have to choose between either concentrating on primary targets exclusively, or expanding junior secondary and technical education and limiting

19 expansion of primary education to the proposed IDA- and Saudi Development Fund (SDF)-financed projects (para. 2.13). These would increase public primary enrollments to only about 25,000 in 1992/93, simply keeping pace with the demographic increase of the age-group and maintaining the enrollment ratio at about 40Z. Educational planning services, to be provided under the proposed First Education Project, would help resolve this issue. External Assistance to the Education Sector 2.13 Extensive foreign aid has provided a high share of capital investment in education since independence in 1977 (para. 2.22). France, Saudi Arabia and the United Arab Emirates have so far fitnanced the construction of the Primary Teacher Training Institute, 93 primary classrooms and five junior secondary schools for a total of US $ 9.8 million. The total education program to be financed by Saudi Arabia under a 1979 grant amounts to US $ 14.0 million and over half of total French assistance (estimated at about US $ 55.0 million annually) goes to education and training (para. 2.16). Together with the Arab League, they have also provided or financed teaching, supervisory and administrative staff. Fellowships abroad have been provided by France, the Federal Republic of Germany, Canada, Tunisia, Morocco and rhe EEC. UNICEF has actively supported literacy and non-formal vocational and health training. USAID has financed commercial training facilities and has provided training specialists' services and fellowships. In addition, the Arab Labor Organization has agreed to finance equipment and technical assistance for a new vocational training center and, during the November 1983 donors' conference, the African Development Fund (AfDF) confirmed its planned financing of a new technical secondary school; Kuwait pledged to assist with the construction of a new junior secondary school (CES); USAID indicated its willingness to co-finance vocational education, and Saudi Arabia proposed its contribution to expanding primary education through a project estimated at about US$4.7 million (as appraised by the Bank Group). This project could include construction and equipping of three 12-classroom primary schools, one each in three interior district capitals, namely Ali Sabieh, Dikhil and Tadjourah (para. 3.02). Education Finance 2.14 Recurrent expenditures on education in Djibouti have two main sources of financing: (a) Government budgetary allocations and (b) external assistance, through the provision of teachers, educational materials and food. Even government recurrent budgetary resources contain an element of external grant aid. Public education is free and private education which represenls only about 9% of overall enrollments is heavily subsidized

20 through about 8Z of Government recurrent expenditures on education. 1 2 / As for investment expenditures on education, the bulk of their financing originates in external resources provided by multi- and bilateral agencies (para 2.13). The Government's participation in the investment effort has usually consisted of limited expansions (including teachers' housing) or improvements to structures otherwise externally financed Between 1979 and / Government recurrent expenditures in education grew at an average of 3.4% per year in real terms, i.e. substantially slower than total enrollments which increased by over 10% p.a. during the period. This was made possible, despite a relative decline in expatriate staff (paid by donors), by holding nominal wage rates constant and moderately increasing student:teacher ratios. These recurrent expenditures accounted on average for about 12% of the Government's recurrent budget and 3% of GNP. In the 1983 and 1984 budgets, percentages similar to preceding years have been allocated to the sector The above figures greatly understate the importance assigned by the Government to the education sector inasmuch as they exclude the bulk of the expenditures related to technical assistance financed by donors, while over 50% of expatriate aid personnel is attached to education (in 1982, of about 700 expatriate aid personnel in the public sector, 380 were teachers). Although it is not possible to estimate the expenditures incurred by donors in the provision of aid personnel, if these staff were paid by the Government according to the local salary scale, the education budget would have to be increased by 20 to 25%, which would be far beyond the Government's financial capacity Within the education budget and as it is shown in the table below, significant changes have taken place in the distribution of resources by budgetary item, with the MNE and other ministries increasing their shares in the total, mainly at the expense of subsidies. This reflects the Government's priority goal for the expansion of public general education, which is the responsibility of the MNE, and adult vocational training provided by the Centre de Formation Professionnelle des Adultes (CFPA), under the authority of the Ministry of Labor, the main component of educational activities under other ministries. 12/ Aided private education (para 2.03) enrolls 2,510 students in 1983/84 out of a total of 28,236 in primary and secondary education. Private primary enrollments have not increased over the years (Annex 1, T-10 and T-11). Private secondary enrollments have increased but remain small in absolute numbers (Annex 1, T-8). 13/ Last year for which data on actual expenditures are available.

21 Government Recurrent Expenditures on Education Selected Years - Percentage (budget) Ministry of Education Pension Funds and Allowances for MNE staff Subsidies Private Education (11.9) (9.3) (7.3) Scholarships (14.9) (8.2) (11.4) Other (0.4) (1.9) (1.3) Other Ministries TOTAL Source: Re: Annex 1, T-12. If contributions to pension funds and allowances relating to its staff are added to the budget of the MNE, the expenditures attributable to the Ministry's activities would represent about three-fourths of total Government expenditures on education and training Within the recurrent budget of the MNE, the table below also shows that the share of secondary education has increased very rapidly mainly at the expense of primary education. While enrollments in secondary education have increased only slightly faster than those in primary education (para i), the increase in the number of teachers fully paid by the Government has been substantially more rapid than at the primary level - in school year 1983/84, the number of Government-paid teachers at the secondary level was 3.5 times the number in school year 1979/80, while at the primary level it was only 95% higher. Ministry of Education Recurrent Expenditures Selected Years - Percentage (budget) Administration Primary Education Secondary Education Youth and Sports Source: Re: Annex 1, T-12. TOTAL MNE

22 Although the salary (excluding housing allowances) of over a quarter of primary teachers is borne by external donors (France and the Arab League), the unit cost to the Government per primary student, estimated at about US$ 320 equivalent for 1983/84, is high as compared with that in other Eastern African countries. 1 4 / At the secondary level (including technical education) where the salary of only about 26% of the teachers is paid by the Government, the unit cost estimated at US$ 630 is within the range for Eastern African countries.1 5 / 2.20 The high unit cost for primary education can be attributed to high salary levels prevailing in the country. In a country where virtually all consumer goods are imported, the cost of living is closer to that of the neighboring Arab world than to that of African countries. Furthermore, the shortage of educated manpower (para. 1.06) makes even the less qualified teachers part of the small privileged group who have had access to secondary education. Also the number of expatriate teachers in the system, who are paid salaries within European scales, tends to raise the level of local salaries. However, in a comparison with salaries in the Yemen Arab Republic, which has similar per capita income and other common socio-political characteristics, teachers' salaries in Djibouti are substantially lower. For example, the salary of a Yemeni primary teacher with minimal qualifications in his first year of service would be about US$ 8,000 equivalent while the corresponding salary for a Djiboutian teacher would be only about US$ 5,500 equivalent The Government is aware that if education costs are not constrained, its enrollment targets (para. 2.12) cannot be met. A number of cost-saving measures conducive to this containment are being considered as follows: (a) to continue to hold nominal wage rates constant, which Djiboutian teachers may be inclined to accept when they consider that their French colleagues have lost 30% to 40% of their purchasing power in the past three years due to exchange rate fluctuations; (b) to increase the average student:teacher ratio progressively from the present 40:1 161 to 45:1; (c) to eliminate or at least limit cash scholarships provided to secondary students, which account on average for about US $ 160 equivalent of the cost per student at this level (para. 2.06); (d) to request parents' financial contribution for the provision of textbooks and other school materials; and (e) to obtain community participation for the maintenance of schools. 14/ They range from US$ 6 in Uganda to US$ 157 in Botswana. 15/ The range goes from US$ 41 in Uganda to USS 1,075 in Zimbabwe. 16/ Average of 43:1 in Djibouti-City and 35:1 in the interior districts.

23 Since independence Djibouti has made a substantial investment effort in school construction estimated at about US$ 17 million in the period 1977 through As shown in the table below over one-half of these expenditures were made in support of primary education, slightly over one-fourth in support of secondary education including the LEP, and 15Z in support of adult vocational training. Over two-thirds of these expenditures were financed from external resources. Investment Expenditures in Education, (in million DF) Level of Education Source of Finance National United Arab Saudi France USA TOTAL Z Budget Emirates Arabia _ Primary , Teacher Training Secondary (ncl. LEP) Adult Education L (CFPA) TOTAL , , U1 $ Million Although the above figures indicate a strong financial effort for the country, because of the high cost of construction (para. 5.02), they represent a relatively limited contribution in physical terms as compared with the most urgent educational needs As for the new investment projects for which external financing has tentatively been identified (para. 2.13), because of constraints in the recurrent budget, the enrollment increases that these projects would entail are the utmost expansion in the formal education system (in addition to the proposed First Education Project) that could take place until the beginning of the next decade (para 2.12).

24 Summary 2.24 The major issues in the education sector have been: (a) low enrollment ratios, particularly in primary education, due to the high demographic increase and the unusually high cost of education; (b) low output of the education system, reflected in low pass rates, particularly at the primary and junior secondary school leaving certificates, due to teachers' insufficient qualifications, difficulties in introducing French as the language of instruction in primary education, and malnutrition; (c) insufficient or nonr-existent basic education opportunities in underprivileged urban areas, interior villages and interior district capitals; and (d) nonr-existent educational planning and evaluation capacity to implement a balanced development of education under unusual financial constraints, and monitor the efficiency and quality of education To alleviate the above problems, the Government has engaged on a broad policy to adjust the education system to local needs and constraints. This policy, which is in line with the Bank Group's, concentrates on (a) improving efficiency and quality at all levels; (b) continuous equitable expansion of basic education as much as financially feasible; and (c) moderate expansion of secondary education, with emphasis on technical/vocational programs, to train the high- and middle-level manpower required for productive operation of the modern sector, with particular regard to tertiary sector activities The above policy is being implemented through the following onr-going concrete measures: (a) practically-oriented improvement in teacher training and permanent upgrading of underqualified teachers; (b) adjustment of teaching programs in major subjects, particularly French, to local cultural and physical environment; (c) introduction of internal efficiency-oriented regulations limiting repetition and implementing double-shifting in a manner compatible with the quality of education; (d) substantial distribution of teaching/learning aids; (e) decisions Improving the external efficiency and relevance of secondary and technical/vocational education; and (f) substantial expansion of educational opportunities (11% and 13% p.a. in primary and secondary enrollments, respectively, since independence), with equitable distribution of physical facilities and qualified teachers, to the extent possible, over well-off and poor urban areas, and between Djibouti-City and rural areas This has been made possible only through massive external aid, including direct budgetary support, representing over two-thirds of capital investments and about 25% of teachers' costs. Without this extensive aid in finance and staff, the education system could not continue its expansion. After progressing at an average 3.4% p.a. over recent years, recurrent expenditures on education (excluding external aid) represent 12Z of the total. Government recurrent expenditures and 3% of GNP. This results from the unusually high costs of education due to high salaries in line with the extremely high cost of living. The success of the o0-going attempts at reducing these high costs and the availability of external

25 financial and technical assistance will be capital factors for the Government to further develop the education system, with a view to providing basic education (formal primary and non-formal literacy programs) to the majority of the population, and secondary/vocational education to the few required to operate the modern sector, which is the only contributcr to foreign currency earnings. III. BANK GROUP STRATEGY IN EDUCATION 3.01 The dialogue with the Government on the development of the education sector and related policies, established during the early reconnaissance missions, has been advantageous for project preparation. This dialogue should be maintained, possibly supported by specific sector work, with a view to furthering the efforts already initiated towards a more efficient and economical system. Therefore, discussions with the Government should be continued on the following major issues: financial resources allocated to education, balance between levels and types of education; formal versus non-formal basic education and training, teacher training and upgrading, double shifting, cost reduction and recovery, interministerial cooperation, coordination of external aid, population education (para. 4.08) and cooperation with private education agencies Coordination with other Donors. Other donors, notably those indicated in paragraph 2.13, are likely to continue to provide assistance to education. The proposed Saudi Development Fund (SDF)-financed project, in particular, would be complementary to the proposed First Education Project. Both projects would be complementary and would be implemented according to similar construction and education standards. However, each project would be justified on its own merits and could be implemented independently. Coordination between the SDF and the Bank Group has already been initiated and is expected to continue during the implementation of the two projects. Close cooperation is also expected to be maintained with French authorities which will continue to provide technical assistance, inter alia, vital to the First Education Project In project terms, developing a national capacity for educational planning is a priority to enable MEN management to handle the severe financial constraints, the diversified demand and needs for education and the numerous sources of aid. It is also an urgent necessity to improve the efficiency and quality of what the Government can afford to implement. This requires the establishment of an educational evaluation mechanism which is still non-existent (para. 2.08) From a global manpower development viewpoint, (a) the overwhelming majority of the population will continue to live at subsistence levels from non-formal sector incomes, in the foreseeable future; (b) economic development and employment in Djibouti are likely to rest overwhelmingly upon the expansion of the tertiary sector and the

26 possible future export of skills, requiring substantial development of a high quality secondary education and training LI/ so that the output of the system perform efficiently within the country and be competltive on external labor markets (this requirement will be jeopardized as long as primary education feeds secondary education with insufficiently qualified graduates); and (c) there is already an acceptable general and technical secondary education capacity able to train the most urgently needed middle-level manpower. Therefore, in a first stage, basic education should be expanded to Improve the overall productivity and livlng conditlons of the population, according to universal wisdom, particularly in overcrowded urban areas and subsistence rural areas, and to build up an adequate base of educated population in the country. Priority should be given to formal primary education as the whole education and training superstructure depends on its output and quality. However, as formal primary education cannot be universalized in the foreseeable future on the basis of the present high unit costs, the Government should be sensitized in the course of this first Bank Group intervention, to the needs for complementary low-cost non-formal literacy and basic skill tralning programs (para. 2.11) to address the basic educational needs of massive segments of the population which cannot be served by the formal system In a second stage, further expansion of primary education, as financlally feaslble, expansion of non-formal literacy and basic skill training (para. 3.04), and/or improvement and expansion of secondary technical educatlon and vocational training and upgrading could be envisaged. Assistance to technical education to obtaln the highest returns from the narrow modern sector in Djibouti and possibly export skilled labor, is a second priorlty presently, as other donors' contributions to this sub-sector, which is already productive, are expected in the years to come (para. 2.13). IV. THE PROJECT Objectives and Composition 4.01 The proposed project would assist in (a) expanding and improving primary education in underprivileged areas; (b) improving the management of the education system through educational planning, and (c) monitoring and assessing the ongoing cost-efficiency and quality improvement process. Therefore, the project would establish new primary education facilities in urban areas, where the social demand for such education is strong and educational facilities are insufficient, and in rural areas, where it will 17/ Higher education is likely to continue to be provided abroad to a limited number of students at negligible cost to the country.

27 help to make populations more receptive to innovation, improve their living conditions and increase their participation in the development process, including the construction and maintenance of their own schools. It will also contribute to further improving the balance between the enrollment ratios in Djibouti-City and in the interior districts (Annex 1, T-4), and to providing girls, particularly in rural areas, with greater opportunities for education (para 2.07). The proposed project would provide 2,350 new student places, of which 2,150 would be additional and 200 would replace inadequate existing facilities (Annex 1, T-13) 1 8 / 4.02 Technical assistance in educational planning and evaluation would also be financed by IDA under the Technical Assistance Project (Credit 1232-DJ). In a poor country, highly dependent on external aid, in which education is unusually costly, and where the modern sector is narrow and unemployment is widespread, educational planning would help establish the most appropriate and affordable balance between basic education for the -overwhelming majority of the population and costly training for the limited number of skilled staff required by the modern sector. Educational evaluation would assist in assessing and correcting, if required, the educational policies aimed at making the system more effective with limited resources. Urban Primary Schools 4.03 The proposed project would provide for two new double-stream schools (with 12 classrooms each and 50 student places per classroom). These schools would be located in Djibouti-City, in the squatter settlement of Balbala, where the Bank Group will initiate the implementation of an urban development project in FY 85, and in the underprivileged area of Gabode (para 2.07). Half of these 1,200 student places would be utilized on a double-shift basis (para d), in view of the strong pressure for education in the Capital area. Therefore, they would accommodate 1,800 new primary students, representing over 12X of 1983/84 primary enrollments in the Capital. The schools would also be utilized as community centers for literacy and cultural activities through evening programs provided by qualified teachers whose work load in primary classes is reduced by four hours a week due to double-shifting of facilities. Staff housing would be provided for the headmasters who would ensure the security of the schools. In addition, the proposed SDF-financed project (para. 2.13) would add three 12-classroom schools, one each in Tadjourah, Ali Sabieh and Dikhil. This would provide 1,800 student places accommodating 2,700 students (with partial double-shifting). This would increase the 1983/84 enrollments in the interior districts by about 46%. Together with the existing facilities, this would enable the Government to cope with the demand for educatioa in the district capitals by 1992/1993 when the schools are expected to be fully operational. However, caution is recommended in 18/ An additional 1,800 student places would be provided by the proposed SDF-financed project (para. 2.13).

28 relation to the extent of the expansion needed in district capitals, as population figures cannot be assessed accurately; enrollment ratios are already relatively high in Ali Sabieh (62%) and Tadjourah (43%); and existing facilities could be further double-shifted, if need be, particularly in Dikhil. Rural Primary Schools 4.04 The proposed project would also provide for new or extended facilities for eight rural schools, including staff housing units for 20 teachers and students' accommodation for about half of the enrollments. These schools would be located in villages where schooling facilities are insufficient or non-existent although the regional catchment area ensures permanent full enrollment. This component would include four new schools (Bondara, Kontali, Khor Angar and Ardo Bankouale), and extension and equipping of four existing schools (Dammerjog, Ali Adde, Mouloud and Dorra). A total of 23 new classrooms, of which four would replace inadequate existing facilities and 19 would be additional, would include 1,150 student places of which 950 would be additional and 200 would be replacements. With partial double shifting, this could accommodate 1,300 students of whom 1,000 would be new, representing an increase of 17% over 1983/84 primary enrollments in the interior. The schools would also be utilized as community centers for cultural activities and literacy. Thus, this component would assist the Government in carrying out one of its priorities, namely to expand educational opportunities equitably and increase the literacy rate of adult populations, particularly in underprivileged rural areas. Staff housing would be an incentive for teachers' commitment, and students' boarding and food programs are a sine qua non for nomad parents to send their children to school, girls in particular (para. 2.07). Boarding facilities provided under the project would be based on most simple and economical standards. The Government has given assurances that it would take all appropriate steps to provide the project schools with a timely and adequate supply of goods and services, particularly food programs, to ensure adequate living conditions for staff and students in rural areas (para.8.01 a i). Technical Assistance 4.05 In view of the high quality of the technical assistance provided by France, only a small technical assistance component would be financed by IDA (para. 4.02), namely three man-years of specialists' services, in educational planning (two) and evaluation (one), and two man-years of fellowships to upgrade the specialists' counterparts. The educational planner, with a background in economics, would assist in developing a master plan for the expansion and improvement of education and training, including a country-wide school mapping exercise (para. 2.10). Within this general framework, the planner's major assignments would be to assist in (a) seeing that foreign aid is consistent with the Government's policy and priorities (para. 2.04); (b) ensuring that the geographic distribution of

29 schools is consistent with catchment areas (para. 2.05); and (c) implementing a balanced development of the various types and levels of formal and non-formal education and training, consistent with the country's financial constraints, social demand for education and manpower needs (paras and 2.12). The Government has provided an assurance that the results and recommendations of the master plan and school mapping exercise would be submitted to the Association for review and comment by December 31, 1986 and that these recommendations would be promptly implemented, taking into account the Association's comments (para.8.01 a ii) The educational evaluation specialist, with some background in linguistics, would assist in establishing an evaluation mechanism focussing on the on-going efforts to improve the efficiency and quality of education (para. 2.10), with particular regard to (a) teachers' recruitment, training and upgrading processes, qualifications and commitment (para a); (b) the adjustment of curricula and teaching methods in major subjects to local Features and needs, with strong emphasis on French as language of instruction and culture (para h); (c) primary and junior secondary examination processes and test scores in relation to curricula and teachers' qualifications (para. 2.05); (d) repetition and double shifting in relation to test-scores; and (e) the inputs and output of non-formal literacy and basic skill training programs (para. 2.11). The Government has confirmed that this specialist would be placed under the direct authority of the Minister of Education as his advisor (para.8.01 b i) One man-year of fellowship would be provided to each of the two above specialists' national counterparts. These counterparts are already involved within the Direction Generale de l'education Nationale, or DGEN (Annex 1, C-3), in activities related to education development programming, including school mapping surveys; monitoring of repetition, double shifting, curricula, teaching/learning aids, teachers' work loads and qualifications, and class sizes; and examinations and test scores. The fellowships abroad would complement the upgrading of the national counterparts by the technical assistance specialists in Djibouti. The beneficiaries of fellowships would be selected and their training programs would be established in consultation with the Bank Group. Female Participation in the Project and Education Sector 4.08 Of project school enrollments, over 45% in Djibouti-City and about one third in rural areas are expected to be girls. This would be consistent with the national averages of female enrollment (Annex 1, T-7 and T-11), which are high in the local context (Para i), although girls are still at some disadvantage in rural areas (para. 2.07). A possible long-term consequence of expanding basic education, benefiting girls in particular, through the proposed project schools, would be to assist in reducing population growth, as studies indicate that the fertility rate starts decreasing with the second generation of educated women. About 34% of primary teachers and headmasters are women. The proportion of female staff is higher in Djibouti-City (38%) than in the interior (26%) and female staff in the interior is almost exclusively concentrated in district capitals. At the ENI, over one third of teacher trainees are girls, which is also consistent with the national average.

30 V. PROJECT COST AND FINANCING PLAN Project Cost 5.01 The total cost of the project is estimated at US$ 7.4 million equivalent including duties and taxes estimated at US$0.7 million. The estimated costs and foreign exchange component by project item and by type of expenditure are given in Annex 1, T-14 and T-15, respectively, and are summarized below: I. Civil Works, 1 / Furniture & Equipment FD (Millions) US$ (Millions Local Foreign Total Local Foreign Total Z 1. Urban Primary schools (2) Regional Primary schools (9) Sub-total I , II. Project Administra - tion 2/ Base Cost (Oct- 1, 1984)) Total I-III) , III. Contingencies 1. Physical (10%) Price (15%) Sub-Total III TOTAL PROJECT COST , of which taxes / includes professional services (architectural/engineering) 2/ includes vehicles.

31 Cost estimates for civil works, furniture, equipment and vehicles were reviewed in consultation with the staff of MNE and the Ministry of Public Works (MPW). They reflect the provision of only essential furniture and equipment and the slmplification of established standard school building designs and construction techniques. They have been derived from cost data on similar items in recently completed primary education projects in Djibouti. For construction, recent trends in the construction industry confirmed by the MPW have been taken into consideration. For furniture and equipment, the estimates are based on the experience of the MNE. As for technical assistance, the estimates reflect information provided by multilateral and bilateral agencies involved in assistance to Djibouti and Bank Group experience. Area allocation per student place is economical, namely about 1.2 sq.m. for classrooms. Utilization rates of facilities would be close to 100%. About half of the classrooms are expected to be used in two shifts. The unit cost of construction per sq.. is estimated at about US$600. This is high, as compared with costs in neighboring African countries, e.g. US$ 150 in Ethiopia and US$ 250 in Somalia. However, the costs in neighboring Arab countries such as the Yemen Arab Republic, the People's Democratic Republic of Yemen and Oman reach US$400 to US$500. High unit costs are reflected in the cost per student place, namely US$ 1,470 for civil -works alone. The main causes of high building cost are substantial labor cost and limited competition. Although labor productivity is low, labor wages, due to the extremely high cost of living, are about US$250 per month for unskilled labor, US$500 for semi-skilled, and US$850 for skilled workers. 1 9 / However, wages in the Yemen Arab Republic are US$850 per month for semi-skilled and US$1,250 for skilled construction -labor, while unskilled labor is paid US400 per month. Furniture and equipment costs are appropriate- about US$80 per student place. The costs of technical assistance, to be financed under Credit 123Z-DJ (para. 4.02), are based on U.N. rates. The cost for specialists include travel and housing allowances. The cost for fellowships include cost of travel, tuition and subsistence Duties and Taxes. All items specifically imported for the project would be exempt from customs duties and taxes in accordance with the normal practice of the Government. It is expected that a substantial share of the building materials to be used in the construction of project institutions and some furniture of foreign origin would be acquired on the local market. The total tax component including import duties and fuel taxes, is estimated at about US$ 0.7 million equivalent. 19/ The figures for Ethiopia, Sudan and Somalia are 50 to 75% lower.

32 Contingency Allowances. For physical contingencies, 10% has been added to the base costs. Estimated price increases from the base cost date (October 1, 1984) have been applied in accordance with the implementation schedule (Annex 1, C-4) at the following annual rates: Local/Foreign 3.5% 8.0% 9.0% 9.0% 9.0% Local and foreign inflation rates are assumed to be similar due to the almost complete dependence of the country on imported goods. Estimated price increases have been reviewed by Bank Group staff and have been found satisfactory. Total price increases are estimated at 15% of the base cost plus physical contingencies Foreign Exchange Component. This component has been calculated as follows: (a) construction and site development, 40%; (b) furniture, 95%; (c) equipment and vehicles, 100%; (d) professional services, 50%; and (e) project management operation, 50%. Including contingencies, the foreign exchange component is estimated at US$3.2 million or 43% of the total project cost. Although all building materials, except for sand and gravel, are imported, the foreign exchange component for civil works and professional services is low as compared to those in other Eastern African countries because of the relatively high cost of local labor (para. 5.02). Financing Plan 5.06 The financing plan provides for IDA assistance of US$5.0 million equivalent (75% of total project cost net of taxes), as follows: US$ million Category Government IDA Total 1. Civil works Furniture, equipment & vehicles Professional services Project administration Contingencies TOTAL of which taxes In addition, US$0.5 million would be provided under the Technical Assistance Project (Credit 1232-DJ) for the technical assistance component (para. 4.05).

33 The IDA Credit would finance 100% of foreign expenditures (US$3.2 million) and US$1.8 million equivalent of local costs. The Government contribution would be US$2.4 million equivalent (including about US$0.7 million in taxes) phased over a period of three and a half years with an average contribution of about US$0.7 million equivalent in any one year. The Ministry of Finance (MOF) has expressed its commitment to provide the required Government counterpart funds for the Project because of the high priority assigned by the Government to the expansion of primary education within its development effort. Moreover, this proposed project, together with the proposed SDF-financed project (para. 2.13), would constitute the sole expected input to primary education development until the end of the decade Assuming that total recurrent expenditures on education in the coming years continue to grow in real terms at 3.4% per year (para. 2.15), by 1992/93, when the proposed project schools would be in full operation, the incremental recurrent costs generated by the project are estimated at an annual US$900,000 equivalent and would account for about 6Z of total recurrent expenditures on education, or about one fourth of the projected increase in budgetary allocations to the sector between 1983/84 and 1992/93, based on the present salary structure and the prevailing shares of the various types of expenditures, which are not expected to be significantly changed. 2 0 / This would leave the necessary margin for covering recurrent expenditures that could be generated by other projected new investments (para. 2.23). VI. PROJECT INPLEMENTATION, PROCUREMENT AND DISBURSEMENT Implementation 6.01 Schedule. The project would be implemented over a period of about four and a half years, including six months for completion of payments and withdrawals (Annex 1, C-4). Project completion is expected by December 31, 1988 with a Closing Date of June 30, The implementation schedule is realistic; it is based upon experience derived from recently completed Government programs and other primary education projects financed by bilateral agencies, and takes into account the advanced stage of project preparation. Existing standard school designs, equipment and furniture lists, tender documents and construction specifications need only to be adjusted to the proposed project, and sites have been selected (para ). 20/ The proposed SDF project (para.2.13), combined with the IDA-financed First Education Project, would raise incremental costs to about US$1.7 million equivalent, i.e. about 11.5% of the NNE 1992/93 recurrent budget.

34 Administration. No special new arrangements are required for the implementation of the project since similar projects have been implemented routinely and effectively earlier by the DGEN, with the established assistance of the MPW and the MOF. A Project Task Force (PTF) within the Directorate, to be in charge of project implementation, would comprise on a part-time basis: The Director General as project director, assisted by his expatriate technical advisor; the chief of administrative and financial services, as deputy-director and procurement officer assisted by the MNE Accountancy Section; the chief of the construction division of the MPW, responsible for the design and execution of construction works, and the director of finance of the MOF, responsible for the financial aspects of the project. The latter would particularly focus on the coordination and control of the aceounting operations of the DGEN and interior district authorities, in charge of project implementation in Djibouti-City and in the interior, respectively. The PTF would be responsible for the overall planning, coordination and execution of the project, and liaison with the Association. To warrant effective implementation of the project, the existing expatriate technical advisors (Annex 1, C-3) would continue to assist their ministerial counterparts, and therefore no technical assistance is included in the project for project administration. Funds have been included for some equipment, including a vehicle, internal travels and other incremental operational costs of the PTF. The list and responsibilities of DGEN, MPW and MOF staff constituting the FTF were officially established by a decree of the President of the Republic, dated June 7, Professional Services. Design and construction supervision for all project institutions would be carried out by the MPW. The MPW would handle all aspects of professional services with the possible exception of some site supervision and topographical surveys which would be carried out as needed, by consultants to be hired by the MPW on terms and conditions acceptable to the Association. The DGEN has already completed substantial project preparation work (para.6.01) Site selection. All sites have been selected with due consideration to acceptable site selection criteria, namely: location of schools in areas with primary enrollment ratios below the national average, and strong social demand for education; no competition with existing schools in the vicinity; availability of a sufficient number of prospective entrants; local populations' and authorities' commitment; and availability of water. These sites would be provided free of cost by Government. Availability of all sites, acceptable to the Bank Group, has been confirmed by the Government (para b ii) Maintenance. In general, school buildings are adequately maintained, particularly those in Djibouti-City. About US$75,000 are budgeted annually for the maintenance of school buildings. The Department of Public Works carries out maintenance works and administers a part of the maintenance budget. In addition, MNE provides preventive maintenance through mobile units to primary schools in Djibouti-City. Interior districts have their own maintenance budget and carry out maintenance in rural areas, using their own departmental labor forces.

35 Environmental Impact. The project, which includes only simple one-storey structures, is not likely to have any adverse effect on the environment, as the schools would be built according to architectural standards and features compatible with existing buildings in urban areas, or the cultural and geographic environment in villages. Procurement 6.07 Procurement arrangements are summarized in the table below: Procurement method (US$ millions) 1/ 2_ Project Category ICB LCB OTHER N.A. TOTAL Civil works (2.94) (1.24) (0.33) (0) (4.51) Furniture, equip ment & vehicles (0.30) (0.06) (0.36) Professional services (0.12) (0.12) Project administration (0.01) (0.01) TOTAL (3.24) (1.30) (0.45) (0.01) (5.00) 1/ Transportation of labor and construction materials, and remuneration of personnel especially employed for the project. 2/ Force account procedures (labor salaries). Note: Figures in parentheses are the respective amounts, including contingencies, financed under the proposed Project. An additional US$0.5 million, including contingencies, would finance technical assistance (re. paras 4.05 and 5.06) Contracts. For civil works, furniture, equipment and vehicles, contracts would be awarded on the basis of international competitive bidding in accordance with Bank Group Guidelines for Procurement. However, civil works for the eight rural schools, would be carried out by existing

36 district authorities utilizing departmental forces, following established force account procedures acceptable to the Association. For the construction of these schools, about USS 1.5 million of local construction materials would be procured under LCB and USS 0.5 million of imported construction materials under ICB. Those schools are small, comprising three classrooms at the most, scattered over five interior districts where the road network is poor. They are not expected to attract interest from private contractors as Djibouti construction industry is concentrated in Djibouti-City. Construction activity outside the capital (with the exception of occasional major civil works in interior district capitals, such as port construction in Obock), is limited to self-help construction for the small private sector, and to construction work carried out by district departmental forces for the public sector. However, building materials estimated at US$ 1.5 million for construction under force account procedures, would be procured through competitive bidding, advertised locally, and in accordance with local procedures satisfactory to the Bank Group. Appendix I provides more information about the building industry in Djibouti and more elaborated justification for proposed procurement procedures for civil works. When ICB procedures are used, (a) a preference of 7.5% would be applied to bids from qualified domestic civil works contractors; and (b) domestic manufacturers of furniture and equipment would be allowed a margin of preference of 15%, or the existing applicable rate of import duties. whichever is lower, over the c.i.f. price of competing foreign suppliers Local competitive bidding. Contracts for furniture, equipment and vehicles costing less than US$20,000 equivalent each would be awarded on the basis of competitive bidding advertised locally and in accordance with local procedures acceptable to the Association. The aggregate total of such contracts is not expected to exceed US$70,000 equivalent Designs, Tender Documents and Equipment Lists. Sketch designs, draft tender documents and master lists of furniture, equipment and vehicles, indicating proposed grouping and cost estimates, would be reviewed by the Bank Group. Items would be grouped to the extent practicable to encourage competitive bidding and to permit bulk procurement. Review of tender evaluation documents prior to award would be required only for contracts exceeding US$ 100,000 equivalent for civil works, and USS 50,000 equivalent for furniture, equipment and vehicles Specialist and Consultant Services. All specialists and consultants would be hired under contracts on terms and conditions acceptable to the Bank Group in accordance with the Bank Group's Guidelines for the Use of Consultants (para.6.03). Disbursement 6.12 Disbursement (Annex 1, T-16) would be made as follows; (a) 85% of total expenditures for civil works, including the transportation of personnel and the remuneration of personnel especially employed for the project;

37 (b) 100% of foreign expenditures for directly imported construction materials, furniture, equipment and vehicles, or 85X of local expenditures if procured locally, including transportation of such materials to school sites; (c) 100% of foreign expenditures or 80% of local expenditures for professional services; and (d) 80% of total expenditures for project administration, excluding salaries All disbursements would be fully documented except for: (a) work executed by the district departmental forces utilizing force account methods, excluding materials procured under ICB or LCB; (b) eligible operating expenses for project administration 21/; and (c) all local items costing less than US$ 20,000 equivalent, for which disbursements would be made against a statement of expenditure (SOE), to be signed by the Project director, and, for force account operations, by interior district authorities, which would submit an accounting report with supporting documentation to the MOF through the Project director, on a quarterly basis. The documentation of SOEs would not be submitted to the Association for review but would be retained by the Borrower and made available for inspection by the Association in the course of project supervision. No country disbursement profile is yet available. The cumulative disbursements of 100 percent at the June 30, 1988 Closing Date have been estimated on the basis of the experience with previous construction programs successfully implemented on a routine basis by the NNE and district authorities; the advanced stage of project preparation (para. 6.01); and the systematically simple, straightforward nature of this proposed first lending operation in the education sector in Djibouti Special Account. In order to ensure that funds for the project would be made available when needed, a Special Account in US dollars operated by the PT?, would be established at the National Treasury with an initial deposit of about US$0.5 million (SDR 510,000)--to cover about three months of expenditures-which would be withdrawn from the Credit account after Credit effectiveness. The account would be replenished on the basis of documentary evidence, to be provided to the Bank Group by the PTF, of payments made from the account for goods and services required for the project. The opening of an account into which the initial amount of the Special Account would be deposited would be a condition of Credit effectiveness (para.8.02) No difficulty is anticipated in obtaining the required counterpart funds within the national budget as from local FY 1985 (para. 5.06). All payments under the project and related budgets would be made by the Treasurer upon presentation of invoices and SOEs certified by the director of the PTF and interior district authorities, as required (para. 6.13). No exceptional provision needs to be established relating to local 21/ Mainly internal travel expenditures.

38 counterpart funds which will be disbursed directly from the funds earmarked for the project at the National Treasury within the global budgetary account, according to the standard Government procedures Retroactive Financing. To ensure a prompt start-up of project operations, expenditures on building design and site preparation, up to a total of SDR 0.25 million (about US$0.25 million equivalent), incurred as from July 1, 1984, would be financed retroactively (para.8.03). Reporting and Evaluation 6.17 Semi-annual progress reports on implementation would be submitted to the Bank Group by the PTF by each June 30 and December 31 following Credit effectiveness. The format of the reports would be similar to those routinely utilized for comparable education Bank Group projects. The reports would briefly identify major problems, if any, and recommend solutions; review the performance of implementing authorities and agencies; and maintain performance key indicators in reaching project goals. In addition, the Government would prepare and send to the Association for comments within six months from the Closing Date, a completion report assessing attainment of project objectives, project implementation and initial operation, its cost and the benefits derived, the performance of the Government, the Association and other agencies involved, and the significant lessons learned. Auditing 6.18 The PTF would maintain separate accounts for all project activities in conformity with national accounting practices. These accounts would be controlled according to normal Government financial control procedures which are satisfactory. The PTF would prepare an annual report summarizing the financial situation of all project operations, which would be submitted to the Association. Auditing would be required on an annual basis for all expenditures financed under the project with particular attention to those reimbursed under SOEs (para.6.13). The audit report would include a separate analysis of the use of IDA funds under the Special Account (para ). Auditing would be performed by an independent auditor acceptable to the Bank Group, within six months following the end of the Borrower's fiscal year.

39 VII. BENEFITS AND RISKS Benefits 7.01 The proposed project would assist the Government in improving (a) the delivery of primary education opportunities to the most underprivileged segments of the population, which is a Government priority, and (b) the efficiency and quality of education through better management of the system, which is urgently required in view of unusual constraints The expansion of primary education facilities through the project (paras and 4.04) would benefit 3,100 primary school-age children, of whom 2,800 would be additional, when the schools are fully operational. This would represent an increase of about 13Z over the 1983/84 total primary enrollments in Djibouti. 22 / The project schools would also serve as literacy and community centerisfor adult populations to increase the extremely low literacy rate and expand cultural activities under the MNE The project schools would also constitute a testing ground for Ca) evaluating on-going attempts at Improving the efficiency and quality of education (para. 2.06) and (b) reducing capital costs in education through setting more economical construction standards. They would also contribute to alleviating the malnutrition issue through the provision of additional school infrastructure to expand the children's feeding programs (para c) The technical assistance component (para. 4.05) would strengthen key ministerial services, essential for improving the management of the system and make the best use of available resources through careful planning and assessment of educational performance. Risks 7.05 With regard to the hardware, no major risks are anticipated as the schools envisaged are already effectively and routinely constructed by the MNE through contractors and interior district departmental forces As for the software, (a) the cultural traditions in remote rural areas may result in enrollments, girls in particular, being somewhat below expectations, as long as nomad parents are not fully accustomed to the new schools. However, this calculated risk, which could affect only five smaller schools, has been minimized by (i) MNE staff's and local community leaders' careful survey of the demand for education in the catchment areas concerned, (ii) the proposed adoption of the three-classroom school model 22/ The proposed SDF-financed project would benefit an additional 2,700 primary students (representing 12% of the 1983/84 total primary enrollments). This, together with the proposed IDA-financed project, would add a total of 5,500 primary students, i.e. 25% over and above the present total primary enrollments.

40 (para i), utilized on a double-grade basis with only 25 students per grade, already successfully implemented under similar circumstances, and (iii) the provision of students' boarding and dining facilities, which constitutes the major incentive for parents to send their children to schools (para. 2.07); (b) the on-going food programs, and external financial and technical assistance (para. 2.13) are likely to be continued. The MNE gave assurances that the proposed project schools would be included in these programs (para. 4.04); and (c) teachers' coxraitment may be affected by the MNE policy intended to stabilize salaries. However, this risk is minimized by the on-going careful teacher recruitment and upgrading policy, the provision of staff accommodation, and the assurance of a life-long decent salary, while job opportunities are getting limited for general secondary leavers on the narrow modern labor market. VIII. AGREEMENTS REACHED AND RECOMMENDATIONS 8.01 During negotiations, the Government: (a) gave assurances that: (i) it would take all appropriate steps to provide the project schools with a timely and adequate supply of goods and services, particularly food programs, to ensure adequate living conditions for staff and students in rural areas (para. 4.04); and (ii) the results and recommendations of a master plan for the development of the education and training sector and a country-wide school mapping exercise, would be submitted to the Association for its review and comment by December 31, 1986, and these recommendations would be promptly implemented, taking into account the Association's comments (para. 4.05); and (b) confirmed that: (i) the educational planning and evaluation specialists would be placed under the direct authority of the Minister of Education as his advisors (para. 4.06); and (ii) all sites for project institutions, acceptable to the Bank Group, are available (para. 6.04) As a Condition of Credit effectiveness, the Government would open an account into which the initial amount of the Special Account would We deposited (para. 6.14) Expenditures on building design and site preparation, up to a total of SDR 0.25 million (about US$0.25 million equivalent), incurred as from July 1, 1984, would be financed retroactively (para. 6.16) Subject to the provisions in paras through 8.03 above, the proposed project would constitute a suitable basis for an IDA credit of SDR 5.1 million (about US$5.0 million equivalent) to the Republic of Djibouti.

41 APPENDIX 1 Page X1oY L DJIBOUTI FIRST EDUCATION PROJECT IMPLEMENTATION OF CIVIL WORKS L. The two eight-classroom schools in Djibouti-city would be built under contract following ICB. The nine small regional schools would be built under force account procedures. This Annex explains in more detail why above procurement procedures would be followed. 2. Djibouti building industry. Djibouti has about 250 construction firms, of which only ten can carry out works over US$500,000. Five of these firms were establtshed and are headed by foreigners. The total annual work volume of the ten firms is about US$10,000,000. The remaining 240 firms carry out also about US$ 10 million of construction work, some as general contractor and others as specialized sub-contractor. Most of these contractors are small, with a labor force of less than five and an annual work volume of less than US$50,000 a year. Many small contractors have liquidity problems and bankruptcies are frequent. 3. For construction of the two urban schools estimated at about US$ 0.8 million each, ouly about seven local firms qualify. To promote competition, ICB is recommended. However, a bid package of about US$1.6 million is not expected to attract much interest from foreign contractors. The latter are likely to prefer to compete for civil works contracts on the other side of the Gulf of Aden. Compared to the building volume in these countries (Saudi Arabia, North and South Yemen and the Gulf States), construction of two urban schools in Djibouti is hardly significant. 4. Construction packages for the eight small primary schools, scattered over five rural districts and estimated at an average US$0.5 million each, are too big for the small contractors and too small for the big contractors. Djiboutl construction industry is concentrated in Djibouti-city. Construction activity outside the capital is limited to self-help construction for the small private sector and to construction by departmental forces under the authority of the interior district administration, for the public sector. The existing district departmental forces do construction work of acceptable quality, at a reasonable cost and in a timely way (about six to nine months per school construction site). 5. Force account procedures are well established for construction work outside the capital. For the small and scattered construction sites, contractors are unable to compete with the district departmental forces. There are no economical reasons that would call for a departure from these procedures. Therefore, in accordance with the Government's request, it is recommended that the construction of the eight small schools be carried ouv by the existing district departmental forces following established force account procedures under which IDA would finance acquisition of building materials and their inland transportation, the cost of casual-mostly unskilled-labor, and transportation of labor to and from sites, including minor subsistence expenditures.

42 COPARATIVE ETIoI ufmi 2. jon ISrIATMRs rpa. I CENTRAL, not CIwCATIOR acr3nrwt ADULT BAT PO UNIT O'Er P3Rcm-SSIO CPN R AS PErIEr EhPENDITURS LITERACY PR-MAV PRit"4AR PO145RY PPIW*4TY RTCr PUIN SlmARs ndo*r ftr1p.- ASE PO. CAPITA PrEmRC C#P rtofl rtr`l *LAICATE TO: RATE r303.l SeCL S1mIDET EruCATION Pr7Ar TO ENPOLL. STmENTs EcILnL. Y7At "ILLS. (USS) DEROTED O COMv T FRI sec oi CE) RATIO CYCLE PER AN P*1c78 SEO1NDA*T RATIO PER RtAT?) Cr979) (1979) ZDUCATIOU EEKiPrTill. (2) (1976) (2) (C) TrAcw% c-ipr.m (I) CZ) TErAHER CZ) _ ti 13 (2) (3) (4) C5) (tb (7) CR) (9) (30) (t1) tl2) (31) CM) DEVELOPED C0UIItES ASTItA.IA 3 I 6.6h 8.a70 b.a nix mo 21 - n CuAPA 31 Z1.7b 9.650b 7,7* IS.5ay 5 p*? 34* 23*? 9gb I36. m0o *? m40 0Z l2t 226 X P.a Z * b egg Woo - - loan 94* * UETICULASS 79 1A gob, 6 95 to rz 11 1An NEW ZEALAND S 3.b b. oab 53.5 t b IIID Ion is5 25A02 S21312T Q b 99* 100 ItR 19.9 I00 7TO 10a 16.50* EAPIEWN AFRICA UTSWANA so OJ.'t 72nb 6.3w s n 33' 20 In n% t 1l Ab s 2z s' 17 i4,o CoMes so r. b 26-fn 4.w 25.4 *0 236b W 21t wrzim n n in to 0.60 ETHIOPLA RL 32.nb sonb 2.*r 'In 05 I9.3.0 *l 3 t 4 n.5 KENYA " 1I.0% 713 I 14 *5 *2 7: *1 : LESOTHO 82 1, 4b 435b if Sb It6x *L 4* M.AOASrAR * S0 046* 33 * S1 04 in 14 : 3 3. Ifl4 WILAID IRZTIUs Rt no0 # b b InIob 23nb S 3, 14 6n s5 an *S 22b 5.J n 2 p n.4n 3W1AX A 5)b 21Mb k n 6 4* 11 n.4n SETCIPLLS * * 3*a *3 Ina somalia Al 4.5 2sn 1.5 3n0. sob 46b 6b W%6 22h 3n nb 00b zz 22 l.no SU"8 plo Iq.2b 30b 1D) x 6H l SWAZZLAND 3O n IS 6sb 79 5n TANZANIA an IN n 37W 5.9 3i Sn 47 1n 16h 7b 96b lob I 20n n0n r_wdia Wa 12.,b 30nb b211nb 6 54* A1L 7h ln2 441* x - Al Lim ', ZINIA an 5.7b :.6b 4.5p A b 95 an 4S i' n -- man A1 7.7b 71nb S A &,Lb 91 SS 30 2n.0 as "7 3.3' 320b A.5" 3S l2b s 2 3n m I 4)o0 munta FASO Al i n o.n0 CAiEUBOO 7e x v y 45* 50a II." 20n 14" Z6 1.3 v C.A.R A 20.. b -y - 61* n.7n. 0* n 2.'b'w 21.7% x 23I 0.2n. CONa n oq.ow 17.7* b - 3n 43b. 40n0.- CAW n 1.7b7 *.4y b n0. f.ahrta Zt sb Am In2 4Obr oeo 27b1 41.7*. co 32b 17 - GKANA n 64Dy 35.5b bw - 27bp - - l" 21 - Gi0XPNA V 4.4 -_ 25* 2R- 7A* 2n 34 1S 38 2n.nn as Ih n. Ivon CMAST RI 4.2b 1.7nb 3ID 44.n L1 306 Go *- z6 1.0n*. LIBIA s0 3.0 S2_n S MA n 2.0n PALI A1 7.3b 19n 6.2* 23.7* n AJ I I 0na. -l3t nb n n 1n U2CEU nn 4.1*w 36.mv * S. * 17 t4a n0 2 2& D0*n. NICECtIA " ' _.-- - in SOIBOAL S.o l1 2" 1' 36bw b S43b. -- 2n In sierra LaNK s 6.nb b 37T _ nb 44 ISO 22 n0fn.6 TCO W S ID. 2R ;0 54%7 104) *2 32wv 6*6 2.4nb. LA&TT AE1ILANT TW 1c rat!t*5w! A4.WLiRA In Al. Z * 3ll 1* 913' III 23.0" BAHAMS n 4.? g % 30 - BARBADOlS T B * '.3*I ql I tiy 90* 27. lo.e. 00* 74. ZOny -- XOLtXA so n 1Y 3n.5* y 20J - - I4v w BRAZIL J *v -- 23a* 4.5b *v 14*r 12.62b CHIZL n I.2W 1l.nb I10b6w - 3Sb. - - Sbwv 203,bw 33.Oeb CDLPIRIA an 26.7b Illnb ;. 31s.n 35 2n 20 83b 7P S )2*v COSrA RI-A MO 2.26b 1.d10b n 0n ' nn CIIA 73 Q.e _ bk as 13b l6* n2b. OMCtIrAJ3 tep n b no *4 In ECUADOR b 1.13n 4.o s Ins Dn EL SALVADOR 7 s by 23.2bk 64 N bx A br 7.0nhy CUA6iAIA n0I 1.7A. 12.bb b9bx -- 35br w," 19b C07A3A 76 n.r 43n *-3%7 11.3b Sbw - 323b Solxv - 34nnbr HAITI s8 5.0s ' 7'9*y 44r 0 A 23w so n62 4* 27 0.xn W13RAS n j51 I3S.13b IQ bw 30* 416br 22.8* " 21-w 19.1nn. JAI3CA W) n a *t 22 R.00 Ntal 3m n Is 24 ' e.5 o6 S4 17 In.10 NICA6AOA b 630b b. - - on, 365b 21 37b b6 7nb _ PANAMA -73 I.I' 1.45p * 65'.y 23.pwy 42* b 95by b 33.* I 45* 4n1. 27MI 23.4nb0 PARAGUAY & * l r n PERW 3n 16.6 I nn S3 I' la 4n t'.1'n T3EDAO & TON n 4.Ab. p o.0 4J S In.5? uricay 76 2.e 25snn b _ InSb S 64b _ I-.3nr veezula ye * w 18.9b _ - _ 02 0n6b _ l86. _ nv

43 In~~~RAR mwom ~ 2.9. ~ It" ~ ~ ~ ~ ~ ~ ~ ~ ~~ai "DCS IAI _mpm ztx ON CO_LZlON RECU6L..5_ 5O fefyiw RCCDERR AWL?T EAT! PO UNIT COS PRfh SIM CW n Ap5S5 lerin? fpfmmi2hcfs LITERASC PEIAS 7323M 8?R OU lair AT FIN 5500F5? 50304?Z uicrat 3452 P. CAPITA gr Ir CP 1 OTAL QFRAL tod TO: RATS ZERL. SCHOOL SIWDPIT8 Z3UATIIU PRZN TO EnROLL. SIZIST EMLL. YEAR HUIS. (110) mamd Is SOUe.? PCD SSW El CZ) RATIO C?CX PER Ai PERON t18031mi RASIO piar RATI (1979) (1979) fbcarion fpirru C(2) (1976) (t) (2) ECOWA GNP/CAPITA C:) C2) nacn 2) _ Ct l) (2) (3) (4) (53 (6) (7t (a) (9) (14) (I 1) (323 (11) (14) CAST ASIAND TPE PCIPIC CUIBA b R b S 8.0 AS L Rn IIID03A A3 1s.5b t go RONA b 1.636b 7.7w R NALTSIA %I 16.2b 13786b w 15w 6Sb w 87 6Sc 19 ).70f PAPUA NSC a 3 R z n vuazpnunm 79 P11=w Ga 36w * SS A0 SIW.SAP x no SOLOSS 15L *.2V to.r no TWNAIID b 723b ' 59 IS 13 A6b ' 22 *.00 Ul.lb b Z.llw 9s ,5b 8 ~~~ ~ ~~ ~ ~~~~ ~~ SaUT ASIA cstcssa h ? n Z2b s t w An i n In _ INDtA z 9.9W b _Ze - _.1day NEPAL S2 15 b 506b p -_ PAPISTAX '? 5.3' 39 a Sr en ff n UPE. NICOLE EAST A-MD 017 AFRICA ANUNIsTA* b, Go 37b - 62 * 22bf I3.0W 3 1 ALCCUA *770 3." 12.3 a s 433 A5a 37 7.n? 2w 2a 3.7% 5 Z? rt G3CCCC ZDw 7.9 l0.6b nx 97ib naf - 3. Zh ? n 38-3e 7Ybx tle 27b6 37.n0 13J7Ib. tlar e I3.1ev " *.Oesy "LA ,710 &.3ay J b.ov qa * 3n.e INLA0D Ia 3.4b.,S40 6P 3 i7 11t4.y *as ' - 04 RI no JOSDAN b 1.420b 4.9w In.2 19 la 18 70b 10Hz as fi2z r S z.i to - - las ev ONICCO so w ev I 21 *.So n sb 5.*Znb b' 71T IA P0Er*A. 7ye 9.b 2O so $ 97 2n la A e x 3n1 awiasia b loabx - 21b b. 22b w SPAIN Zl sbl - 2-b bv _ 2- n nby SYRIA *.* l7by 80 35b br 21b TUNISIA A np b 100t 30 19b n n n"iow az ti & 7? b 118 n n TVEN A.. NO 6. 4*20 SAo b ' 67.0 A i1n YEN" P.D.3. R2 2, b 0 620b l6a an 33 fi ART FOR DSVC.OPIC OWNreltS: _ber of Conres: 86 9A s AS ReA&: ( (19- (7- (5- (3- (IS- (12- (17- t1.1- (6- (2- (mk- (40D- '.0O) 45.01) ) 90) ) 77) 67.0) 63 68) 29.0) Quartiles: Uppr: 5.6 0Z so 9b Ss 45 2' 0.46 Nedian: s Lor: 3.n In.5 37 to 1l is 27 7 ' I.n Ounlle b-vtl.tlo1: A n Z S e".: s 6n n ts_derd DevIation: In 7 30 a* 25 1i N0d1en: SNUOL: POOtlOTES: I - StATTED Is THE AISNCC 01 CENSD S DATA - DAW 3NAYAILA3 A - DATUM PRIO TO r 83W YCEA S - rtzsr Th OP 1OCAT10Z1 (381) OCLI. ACNIMTU! NIL 03 NFZLICMISL S - VATnN JDUE R5CNTr ThA 3A!u TIAR T - NOE AMID STA- C.vEPNWNrr OnLY DAT1M OI'CETIWOALE u - aurnir PRlCS v - wniec XOzDITUE ONLT * I9C3DE5 PANTu-TIC STUwOtrS p - CDyP I - PaInUES OVER-ACt STUDon T - UNESCO 31OR52 SOURCE5: Z - LtOWN 58030D88 ONLY Col.nw I and 2: world 2 t Aral-, or 138 I seeone. c1o_n, 3 to 14: t139td lieonm. r.weruwor source cnd/or Vneseo StesletIeL Tearbook. Cowarettee edec.elon Data - re aeful in the -el-tson of 'eri edcetlao system and ma-l ets of relaties etagee of edtecet1 l develoseent between various co.erres. Iob r ae che bade of the Preent daet. cros-nea tlonel coarison should h approaehed with great cer_ion. late presented In the above tell. hea te collected lergly by lank oleelo. from goveranno_ccat re.: the reminder m teff estees or 4dst froe Unereo. RI force hes I.e. sa. to tensdardlae defllrtios Had. utchi: limits, to check the ctrer.ty of the dat. eertheleae. sch de. amr setill Irfect in several ressectg and the ennk is orolng to irove thou prosressiveiy an the occaltn otf It operaclmal work. To the son of tefme date. the following qell C2fleeCeheld be kept In -lod: (1) tducari-aes deflned. the re-lc Incl.se el * ducetlon nd trelning. both foral and aon-forel. (2) Prinry ecerlarefer. to education ae the fior. leel end esecodary' eduation refers to a11 education at te mecondrv lev*l regerdleec of trpe (e.g.. xenrel. techeicl. agriculturel). (3) Litereeq recs- (col. 6) ar ofete obealsed from counery cenaee.. In sant countriae they *rr onav oproxi%atao and tt is doubtfl tchat any unifor defleltla of lerete a hs foll7ed conesisently. (4) 7utllc epsnciture In educatla (rols. aa 53) refera g0.11 capital cnd recurrent eaoen"itcree denotd to ducation 1 public nd ouaal-ebllc flncelec. (3) -torollawc retlow (cole aa 14) refer to school Peer ad em Cte perentage of *lixlble children crolled frll-ctlm I theo optoprae4, ecool, poblir ad privte b lent. They ere often "ubject to e wide Hrgga of error In the devloptng countr1s- alat to vretclons in the eccurecy of basec date (_.e. agepepfle population ad esrolluente). oarolloc fitguree I fre tly ar higher thn the u_mr of stdecet aecuelly In chool. Oer-eed stud -e wos Inclusion le lede ctd by foocnotoe else on ta nlate the rete o.

44 WNllUTI KANINATIONS/AXAHHS IKAWtNATIONS/ YEAR TET810 PASSED CXAMeN ANNIIN PRESENr. ADhIS. P. A. P. A. P. A. P. A. P. A. film'/ 1, , ,974 1,015 2,492 1,070 3,346 1,093 Primary School Certificate/C.K.P , , , , L B.P.!/ IS 1, , , , ,889 Il9 C. u.v.*.1b 3 / C 0.V.E.H 4 / lo SOO 5/ I Junior secondary school Certificate a.i.p.c. Semi Skilled Vorker Certificate 37 2S killed Worker Certificate (Buelness) A.P. Co.erclaux killed Vorker Certificate (Industrial) s A.P. lndustrielo enlor Secondary School Diploma Daccelaureat Oeneral/AUCD is Technical (lusiness Management)/GI lddle Level Technician Certificate Secretarialk Sklle e.P. Stlno-Dactylo Administration B.e.P. Agent Administration P - Prlsentls A - Admis I 1/ Entrance examination for adfoselon to general secondary education T/ Entrance examination for admission to technical secondary education '5/ Former primary school teacher certificate 4/ Primary school teacher certificate 5/ Former junior secondary school certificate 6/ us inass managesent

45 DJIBOUTI PRIKAUY TACHIIR TRAINING LA FORJATION DES INSTITUTEUWS 1976/ /84 oraduation Rate Traininag er/annse de Formation Graduates Taux de Riuueite School-Year lot Yeai rlre Ann&* 2nd Year a Ainn6a T o t a 1 1lp sia (4)a(10) (5)i( 1) (6)s(12) Annie Scolaire Boys Girls Total H. a. Total Be a. Total S. G. Total B. G. Total Cargons Fills& 0. F. GI r. G. F... LL. (2)Ji (3. (4), (5) (6) (7) m ) (9) (10) (11) (12) -(13)- -(14 (15) I X - 96X L d88 19b X 93X so a na M n.a nus n.e.

46 DJIIOUTI E1PAIT1T1 PalhA1Y EDUCATION DlCStl UTION COCI(APIOUiUD 1 VEiiU1CH&MIT PEIOIMU 1983/84 - ~~~~~~~~~~ talaotlo Totol A-year A-11 Is: gtad. I Admlisson Totol Enrollment of bich of which Double iblit POPUlatiom AeGroup 4A-Group Enrollotnt Ratio gnrollsent latio Ichoole Clusrooms Cleae Double Single As I of situation shift Shift Total Cluoes Ciogaphique Croup. VAR Gfoups dtig4 Efoctitf Taus Taux dolort de 14cola $alloo de de eaa de 6-11 Am C.l. d'adahision Total scolarloetion clase Dort k!- Dor t flol HiI-tuqe Smpe?_pc an I du Total des clasae DJIOfTi CITY/VILLE 200,000 5,600 30,000 2,495 41$ 14,406 4X of wbich ULLtA (30,000) (640) (4 500) (200) 241 (746) 1IE I (a) (15) CLOUD (20,000) (5A) (3.000) (91) (540) 28 I (12) (36) 12 A m TADJWUJA 3 t, A 361 1,S06 29S a Diatrict Capital 10, SIS A I X Cbet-Liu Rural Area" 25, ,7S es S Zones Rural" DIUtIL 41,000 1, I1I 1, District capital 1A, , alx 550 2I1 I OS CeL-Lisu Itural Area 29, , I3I 3 14 i Zoruo Rugale ALI SMlEa 30, , District Capital 6, , A0 749 A A A 10 III Caf -Lieu Rural Areu 22, , ax A lox loans gurales O11OM , Dietrict Capital 4, US I as Cf t-lieu Rural AreI 19, ,650 A X seemse Rurles DJIIC4TI WUL 31, , S a District Capital 5, S X I 4 A - A Os Chat-Lieu tural Azaa 10,000 2a0,10S0 III T 0 1 A L 350,000 9,00 52,500 3, , AA noteal The localion of project seboole Is justified by adilseotn and eorollmunt rtoa below natlonal average and/or a parcaotege of double ebiftizg cleasse sbovs atiosal average due to social presure eed ierulittcest facilitiee. L'iqplstatioo dos Gcole.4 Irojet a justilie par des teus dj'duisoeio at de *colarieetioo imtirieure I Is moysran aotsoale et per u4 pourreotase de claou a mi-tc_pe (per simple, Dalbele et Cebode) euplaigur I a eoyeas s tiornle mdiquaat un forts pression soclale et des oeaus inauffteant, *

47 INC UDNA WFMOR M W "nwiuc AN) IMo a IU.EL L'_8m moma= C C IW 4Ait CS8mI Er NmImll 19791JiD C _d. l- TOTAL 8du4ol.hR TZ~ O8j~1 S A~1 L Ye«r/ IDVL ft- _ - E b-r i rbt"di I fb -tefa a.m &tla SJta m Iot, SIA Tbtl =Fmx= nifai" TOa 1W"SAI fan= Toa IU. NMM nw- fiunc Itan T Mal L CIty/viU as 3131 m II toedil 03ttra _fal 94 -i iii so Go, -f X K if6 K T - -,r i7 s W._ I.. ~ ~ ~ ~ 4 Clky/vilI hi8041 Ira.t. * Wutrita , w-u -W iu w -w : - ff r -u -v i ClLymu as Watrlcta a log 1o q TO ~ PT~ ~Tw 1lI'm T -y 7 1 -ii w w -S CU SIlA 1.o S C 319 I19243 iata DLAtr1a Tb-fi 2 -a IV U Vr m U 1 N IT w 1467 V wm t.i I _ City/ylUi ! 44 10l! Watrtota ? s ji MM r 83f 23 lil -u T W 19 W 11 T44 I S r al f

48 40-. ff iue.ic 3MM! UCAIfU DIVU.OIT t(rram An Aga") mm86o2 06 L 'NZ _OMM 3n RSu InC (MUM IM KUL) *. ~~~~~~~~~~~~~1979 6"t ~~~~~~CIL-zlS I Ax zsj O'STWOR scbs.1- ol I/C.S C.?. 23 rc.i 3/ 04C.L2 S /CUI!I 4/C.LI2 TOTAL Tmc Location AMU". SIOCuaIM 3onc.1m!ar Mg zwrgg1iur Ug.Z1. Ea?mol3msns ZaoUi am. ScoLalre cle.sq mf utife CLein ufecklf Classe UfedIUm CL.C UUocU. Cl_uad U fale Classe Kfectici Cla. If fec nxsuc CLZtt/LUI g01 24 I TOtAL D DnsuzcS0 21 U , 53u a t wzautio ClY'/SvIL L I TOM 53 Z L MIETURLA3 D1SIZS SI. u /76 DWiEOm CzT!rIL :1 2 l , "2 TUoAL L.614 3m DlSTSC3 14 S luxm cmnxvlla 25 L.07o e t TOTAL dl DIS CTS is 474 9o DI8Im CmZ/JLZ L a" so r.6z t96w18 DtS I U ' 1 O7 an sl I Su its tsuiom c ntlujz s2 24 L.2" L TOTAL , _ Z D 521C1S S /62 wziniz ciwtiu Z TOrn. so GO DISUICTS I.0p u0 G73 ZL S U2 5.21A 1362/63 flnl3t cx1/tva.l L TOtAL is cmm /VALJ f TOtAL *7 3.US / cw. dlutiaia 1/ Utd. 32~za1.A am 1 a, 3 ours sbymtl Z *_ A. Gi = may. 2m somass

49 woof""" I PM*elB ompoo anmso II1k *q1uw1.y, u 11103a1, MI W inpfl1 w ip.s t, WI -m =_- L ns rpm gaff "Al w t sn l t tt * s" Itoz e sz litsf 1 n X b It noc C Dv t t4 ms NOI I l og lit n g Inn litn' s St % t tell o in 10 it nl of 1 el of III ttl tlost tn t,lt is WI sit m1 it litell in n 19 at1 St._ fli it los 11 NII S n tts U I ts ali 4 "t t tt1 I lt 1 ltz 6w lot is or? DI lit fil lit 6 gig C11 lo ag IT t" i fill NgV cal ti f lt i 191 I 1 ni to To OI " III I M Tit Oc se ai in dor Wi75 Q TU *1T t"s "-W t it E WHI t _* t=4 " 1 * t "I e/ 9 oi ta oi t: tdl 14 "I _ m I A t I '/lo *t oil t *w@ 99t I; ; logo Al ni is no "I I"rA t lta t 90 t Bt 14 g It I 6 lit " to I!tti St Is U -in -RMk tl. alo!121-.".issmw I 9t3l eubiit, *1w 'P91?

50 - 42- UBOUTI.ANX 1 IORtlAL EDUCATION SYSTEN DEVEL0PMENT EXPANSION DU SYSTEM EDUCATIF 703W. 1978/ /84 LIVEL/NIVEAU 1978/ / / / /84 I. P'KINA1Y/PRxmAIR. 1. PublPc A) SchoolalEcoles b) Clases c) Teacheru/flttres L/ d) Eurollments/Effectif ,742 15,322 17,355 18,930 20, PrivatelPrivS a) Schools/lEcolem S 5 b) Cl1ses c) Teschers:/altres d) Enrollints/Effectlf 1,722 1,485 1,519 1,541 1,503 1, SECONDAZY/SECOHDATRE 1. Public a) Ceneral i) Schools/leolea (IL) Clases 1 a (ILL) Teachers/maltres n (Ci) Earollmnts/lffectlf 2, , b) Technlical/Profesuo ln 'i) Schools/Ecoles (ii) Classes (Ill) Tecbers/lattres (iv) Enrollaents/Effectif c) Teacher Trainin/gNormal (1) Schools/Ecoles (IL) Cusses (IIL) Tecber./Nattres 9 10 IL (iv) Enrollaants/EffectLf Z. PrLvate/Privi a) General (I) Scbools/Ecoles (I1) Cl"a es (Iii) Tebchers/Wattres (Iv) Enrollments/Effectif b) Vocational/Professionnel (M) Schoola/Ecoles (ii) clases (Ili) Teachers/Na!tres (Iv) Enrollaents/Effectif I/ Including non teaching beadmasters and, as from 1981/82, teachers of Arabic. Y compris les directeurs dicharg s et.; partir de 1981!82. los maatr s d'arabe. Source: Statistical Yearbooks/Anmuires Statistiques.

51 -43- AM= I1 DJZOUT? PUBLIGC PITNAY Xt Ci&TION DIV:PHnI PbOJSCT?OINS IIUSFCCTlvt D EXrIP,3o106 t LU-JSEICffrjuiT =-PIAxz PUBLIC (190Z/ /93). Seool YTer/Anul ScolaIr. 1963/ / O/ /90 19s0/ /92 1"2/93 Average d lacrosse x-te Taux llen laccr,ia.m. sear Age Group 1/ Grompa dg do 6 LAm t 12.4 (la 000'.) D13 year Ago ;ruep 1 Group dage de 6-11 AM (la 000a) ADfISII xratadx D'ADIMSSIOU e0 aras IIC.I 3. / * Grade 1/C.? crad"e 3C.&.J Grade 41C Grade 3/C.N Grade 61C.N t t a 1L Bi;. TK U.X U.-F MY 15;1 IS Z: GWS.n MLLIIT LAnOITAYJX SCOIA ATION 3S amal I ZUr"Mr CrolC aubse Amnell- # *1Z *1lZ +95 -NM StudeuTzaacher Ratio/ 514. par MaItre 42:1 *2:1 42:1 63sl 43tl 44*U 41, :1 TOTAL uiegds/5lyoins 5/ * 600 L a 6 UADLIFI.D/TXTULAIS UitJ TS EAiWoUvSnAfl TIT.!/ J * TOML QUALIfIZOITTULA2lS? G13 62 ;umqmnd/sufprn.u!/ l As I of Toc-al. X du Toga X 185 IS X i1 Iy7 Nttors * 1963/4 daa are actual1 Lm dm_. d. 193/184 amt r5<1e1. 'opuleclee Aa.umptloua:/Zypotbl.ewc Vpulatoe 1. Total 1964: year Ag. CGroup: 9. Gru p 4dAge 6 aa: (2.5) Age Group: Group. d'age 1 11 m (155) Li Auual lacr.w. rate/ta.w. dlacclaamseog miel: 2.5Z If Aenial lucre.. ratc/tau d'accrola_mae t aoumla 2.5X 7/ 511g0 dearae lo Grade I due to etct oforcimnt of reeuaet rabeut aiaclo. of 6-y.r *Ida aolulely. UgAre balsas d'effectf mu C.I. e, A lapplcat estrice o r e prcrwt led olm dm ea de * m e_cwluaet. 6/ I.c.r-grad, rati. Caverag. o'er Ime mo*_n yarus)/rlatio motwe caim dicudes Nohe. dm Dept d.r.le * )sr 95. go. 9I. M Szcladlag r.oe_-tachte b.adeeocsr-ina eoapra am d1recteus dichrhge. it bee Ib lla Y ttmrlelo/iperdetlfla.lli ble CIZ) '7 OnhM b ea. of 855 Pro.cLOU boa... yer. of Crla mod 902 g_adogtol, atm. Il Iaceludg teachers of Arablc/t caupra 3m. mitr_t d rab.

52 DJIBOUTI PRIVATE PRIMARY EDUCATION DEVELOPUENT EVOLUTION DE L'ENSEIGNEHENT PRIMAIRE PRIVE 1979/ /84 School-Year a G A D E S I A K U Y e S D ' K T U D E Scolaire 1/C.I. 1 / 2/C.P.j/ 3/C.E.1Q 4/C.E.2.4/ 5/C.H.Q1/ 6/C.H.2. 6 / / , BoysGarons GirlslFilles BW/ Boys/Gar ons GLrla/FYlles / Boya/Garvons Girls/F1illes / Boys Garcons GirIs/Filles / Boys/Gargona Girls/Filles / Class* d'initlatlon / Clasue Pr8paratoire / Cours EllmentaLre I2re Annie 4/ Coare KlImentaire 2tae Ann&eee S/ Coors koyen lire Ann6e 6/ Cours Moyan 2&me Annie

53 npivate Mlt! IDUC&tIOW (CATHOLIC) USILICMNT PlIHAIRIZ PIV ( 943/sb) (CAVOLIoIUI) O A C D 1 N / A N 1 I SI D ' 1 T U D A KISIICN^JTS Cl~~~~~~~~~~~~~~~~~~~~~~~arlr _ 5td., 1/0.1. 1/ 212C.. V 3/C.t.1 I/ 4/0.1.2 j/ 5/C.k.1 A/ 6/C.m.26/ TOTAL *J TSac)mr a. a. S. 0. S. 0. S S. 0. A de Hasbro ZITIvm 1 8r;mm filles TOTSU a. P. TOTAL a. 0I. TOTAL a. F. IOTAL C. Y. TOTAL C. P. SOSL a. F. TOTAL Fllame a Nombro Muira CITY/YILL 1. Ularilt i S I U4 103 * 2. Ch. TeueS udl Sl Sk 3S s 3. La Nal OX 4. pay" social _ S i 199, 1001 sur-tvtal I is ,57e 4*2 EZITUALAXD S. ieuom St Louis 25 I a ?X ALL SAEIM b. TOTAL I ItS S Cwl a de Fill&, *5 43 _ _ sz bjjja 1/ Clamse d lutiaibom Ceqarm VrlpawAtoirm Ceurs UBlbasair. 11r14sAme / C4urm 31gniailr 2b1. LAsS. I Ceurm Iban lire A vash Cours Ibhyc 24mm LAmi

54 46- ANNEX 1 Table 12 DJIBCUTI COVLEND1ENT RECURENT.2PENDITUxES EVUCATION AND TRATNIN;G (in million FD) Budgetary Item l / 1984 I/ I. Ministry of Educacion AdminLstratLon Prlmary Educatlon bb , ,021.8 Secondary Education Youth and Sports Sub-total MOE , , ,456.3 II.Contribution to Pension Funds and Other Allowances for Personnel under WOE III.Subsidies 6 Allowances lvrivte Education b8.u " u Scholarships and Student Grants 252.U L8U.O CS.B.I.L l2.0 4ational Youth Association (AhJ) Sub-totalIIII U I.tlnistry of Labor ICIPA) V. Other Ministries2/ VI.Grand Total 1, i , , , ,446.0 Memorandum Item Gov't Recurrent Exp. an Education/ Goa't Total Recurrent Exp. 13.1Z X 9.7Z 11.9X 11.9X / budet. 2/ MinilstrIes of Public ServIce, Justice and lealth. Source: Ministry of Fnance --

55 DJ I BOUTI PROJECT CONTRIBUTION TO PRIMARY EDUCATION EXPANSION CONTRIBUTION DU PR0JET A L'EXPANSION DE L'ENSEICNEHENT PRIMAIRE Djlbouii-city/villet 2 schools/ Rurml schools: 8 schools 2/ Ecoles urbainso (2) Ecoles rigionales (8) TOTAL: 10 echools/10 4coler Years/ Classrooms Classes Enrollments Clausroomu Classes In_/ Enrollments Classrooms Classes in 3/ Enrollments Salles de in opera- Effectifs Sallie de operation/en Effectifs Sallee do operation/on Eflectife AnnSe. closse tion/en classe fonctionnement classe ionctlonnement Scolaires nement Total Additional Total Addit. Total Addit. Total AdddJI Total Addit,. I/ 3/ Year (8) (18) 13(12) 800 SOO (26) 21(20) 1, Annie I Year (12) (18) 17(12) (30) 29(24) 1,500 1,200 Annie 2 Year (20) (22) 21(l6) 1, (42) 41(36) 2,000 1,700 Ann6e 3 Year (24) (22) 25(16) 1, (46) 49(40) 2,300 2,000 Annie 4 Year (32) 1, (26) 29(20) 1, (58) 61(52) 2,800 2,500 Annie 5 Year (36) 1, (26) 33(20) 1,300 1, (62) 69(56) 3,100 2,800 Annie b I/ (in the basis of double shifting In 501 of the facilities (Cradea I And 6 will not do,able-shift for educational reesons)/utilleation de 50t des locaux par classes A ai-temps I l'exception des C.1 at C112 qul fonctionneront I tempt plain pour des raisona pidagogiques. 2/ New SclIools/ecoleo nouvelles: Bondara, Kontalil, Ardo-Nankousle, Ithor-Angar - Rteplacement and exteneion/remplacement et extension: Dorro, All-Adds, Dammerjog - Itemut ei!ng and ext,mution/9&am&nsxe.ent et extenalon: Iouleud. 3/ The number of teachers required is indicated between p-renthesee/le noubre dlonstituteure necessaires eat indiqu entre parenthxers.

56 Dfpenses DJIBOUTI FIRST EDUCATION PROJECT Summary of Costs by Project Component par Rubrique et par Source de Financement/Catdgorie (FRANC l)jtpnuti) steiostk 11i38l S1)l00S Prow totr Ml" Hst fore... ALI SADIIN - ALI A1slt N *AIC -8 ONC rb * PtOJ... pill - GAIOM IJIV - MMA PJII - DN ffljos hu... n...succts... ADDX I IOUCU H114 - NKtN UiIXMI - tokili ION e141ju - ARMi IkJ* ZAAIIIItIlUllam l 1%1 1 lur... " AL 11300X4XX, X40X.0 34#7554woo 40MOM000.4M10#d004.; 44xotWiM. WtOR.xo- u4oosm OW4 * Xcaoee* n,t.e Dill D- - - Dill MIiNiMOO-O S,ZiO,OCO.O CCUOOOO IO SAl 8.O 1A1i00 -C5 t,oii 0 I s1no0w ,701M O , w o004.0pm.,0 2700,00.0 *23,1,00,9M _ VMnS IM M7eOOO.0 IM w M.w, i*250.0,0-1ii II.4,40.0 II.340.0' e II S xt 2e,no U ,I57, IU ,000.0 IS.119,000O io.u19.2soo0 16,20.0 * ,n ,0 1, s ,0 4.I ,190, , , ,3U,O, ,o 19m0.0, o53.000, , ,0 353, , ? ierslus , I.4M , * " I1.79l ,120.0 I.12.m 760,0 3,072, , ,,,,...,.,,,...,...,,, ,_,,,,,,,,,,,,,,,,,,...,,,,,,,, _ oits S , m , o ,010I, I02,5.100I, ,0 I0l I0.719,000O ll I tu M H6s , S ,0 et02i l ItO I urtws$ phiw«is I , J , , O , , ,0 de n , , , , l1, ,49,l520, usitl i cmv5ii 9 IS055 MC ,2 2.* ,2 OO.s , # , I?,212,0.2, M a,,,,,,,,,,, to,t...,,,-i.*.. t 1..*3 s.. -g;gt....l.t.s.. t.8f mm3lafl... e 8las8.las. W.:. a ,539.0, , , , V.022.9ll , , ,4123, ,1 7.70,037,2 e ,0953e ,051,38237, I , _ _

57 ANNEX 1 Table 15 DJIBOUTI ESTIMATED COST BY TYPE OF EXPENDITURES ESTIMATION DES COUTS PAR TYPE DE DEPENSE FD (Millions) USS(Hillions) (en Millions de FD) (en millions de Dollars E.U.) Local/ Foreign/ Total Local/ Foreign/ Total Z of total/ Monnaei Devises Monnale Devises En 2 du total Nationale Nationale 1. CIVIL UORKS/GENIE CIVIL a) Construction Academic & Comunal Dormitories Staff houses Sub-Total/Sous-Total b) Site development/terrassement Total Civil Works/Genie Civil II. FURNITURE/MOBILIER III. EQUIPKENT/EQUIPEMENT IV. PROFESSIONAL SERVICES/HONORAIRES V. PROJECT ADMINISTRATION/ ADMINISTRATION DU PROJET BASE COST (10/1/84)/ COUT FE BASE (1/10/84) (Total I - V) , VI. CONTINGENCIES/IHPREVUS Physical (1OZ) D6paswement des quantitfs (loz) Price increase (15Z) Hausse des prix (15Z) Sub-Total/Sous-Total VI TOTAL PROJECT COST/ COUT TOTAL DU PROJECT (Total I - VI) , of which taxes/ dont droits et imp8ts

58 ANNEX Table 16 DJIBOUTI ESTIMATED SCHEDULE OF DISBURSEMENTS in US$ millions CALENDRIER DES DECAISSEMENTS en millions de dollars EU Accumulated Disbursements Undisbursed Balance Quarter Disbursements D4caissements Solde non Trimestre Decaissements Accumules D&caiss6 (par exercice) FY FY FY FY FY

59 DJIBOUn STRUClURE OF TH EDUCATION AND TRMNING $EM STRUClURE DU SYSTEME D'EDUCATION ET DE FORMATION NOl4NV0AONAfRAt/ FORMArCNF4PESSONN NONJO0aE (so vu) FRMARY~tf WOO MM"/ ECMENOW" 11HE4 UCM WIANH1AW (MAOAD)/ DES EO#Ced IENSSIME(A LiMANWU) ~~~FOlTON AROOR G6NEWE OIS ENOR GENERAL SECONDAY/ PlW/ ENSEC#- SCONA ENSIMN KONDIR WAE EDU^N (ROD)/ E4WNSEK; RME PQ CYnE (CES) #E04NDMCiE(LYCE) ENtIISM MM"a GNMM S00 5EOM LIEM.CV AH NtOWNRAL FOCTOMRAIMFRALY X ErwIv,KNWwnfW NZE I t WWd8*-2 G g

60 EDUCATION PYRAMID PYRAMIDE DES EFFEC11FS SCOAIJRES 1983/84 twjj osaoe RUSwS lo' B soacwu~4 NKW A" <acw US WOWI ewlm"s w v B ~~ ~ ~~~~~~~~~ J W.# so 17-6(an) 22ro) was A SCONDAW/ 4 7W1 IM ' 2 < ix1.145 : 40 N -W7 () (22.~S6 _ (X$s i 6 1b24 _3_ A /RWAWI 4 I.1 IA 3t _ O.N; 1, I-,1) MU4?(768%Y NDW 0 a tm.ew*eptu* 9d41N Wp0.0ragsmA ozsclisioi[ ' CcrWn6, PL~ 6 P 94guu 6 Icfc nd aota maoaii (kha Mtai md)s ^mu agol * ~ ~ ~ ~ ~~~~d* af.u 6 1.5C 1J03*_.adk h~ WcIw t Car iwba hnanbnu t he Ww ni. Ha~~ abs 2Jn 1 pi01 wn AhuWs m d k1 id b nrn pbmfi Sw UcO pm OW Nen ccnpihw en 2-_ hib ds Jo neht pt Y96W p

61 ITUCrW OF fle M Of NAnONAL ICCATOk YOUII AND SPORTS OOGANGAMME DU WNLSM DO LIDucITON NATONALE. DE IA iunet MS Wo S (1984) -UCAM I FMWMR%r-m mwam.c a W aomm v J " axu a x _o l _N' s 11 v I I Jl 11 ~~~~~~~~~~wc} 1" scam au".s_ i_, PA&V SAW amm am" MUA vonvaum AM cubpss Baum_OlSEd AD=Wft-~~~~~~~~~~~~~~~~~~~~~~~~~~~~~8

62 ANNEX I DJIBOUTI IMPLEMENTATION SCHEDULE CALENDRIER D'EXECUTION FY Years/Quarters Annees/Trli fiscaux CIVIL WORKS CONSTRUCTION Urban Ecoles Schools urbsines Balbala ) ) ooo ooo ooo TTT xxx xxx xxx xx xxx xxx xxx_ Cabode ) Rural Schools/ Ecoles regionales Da- erjog ) Ali Adde ) Holl Roll ) Xxx XXX xxx x - -- Bondara ) Ardo-Bankouale ) Kontali ) Mouloud ) Dorra ) ooo ooo ooo xxx xxx xxx xxx M M - Khor-Angar ) _ FURNITURE & EQUIPMENT MOBILIER & EQUIPENENT Preparation of tender documents Elaboration des documents d'appel d'offres Tendering Appels d'offres TTT Manufacturing ) Fabrication ) ) xxx-- - xxx-xxx--_ - _ Delivery ) Livraison ) TECHNICAL ASSISTANCE Expert services 3 m/y Services de specialistes 3h/a Fellowships 2 m/y Bourses 2h/a PROJECT ADMINISTRATION ADMINISTRATION DU PROJET *** *** *** *** ** *** *** *** *** *** *** ** **_ - _ Legend/Legende: + survey of sites, design work/etudes topographiques et plans architecturaux o preparation of tender documents/elaboration des documents d'appels d'offres T tendering x construction, manufacturing and delivery of furniture, equipoent and vehicles/construction. fabrication et livraison des mobiller, equipement et vihicules - defect and liability period/periode de garantie 1 one man-month of technical assiatance/un houme-=ols d'assistance technlque. * project administratlon/administration du projet.

63 ANNEX 2 Page 1 of 2 DJIBOUTI FIRST EDUCATION PROJECT SELECTED DOCUMENTS AND DATA AVAILABLE IN THE PROJECT FILE A. GENERAL 1. 'Djibouti, Ville et Pays en Voie de Developpement: 1) Rapport de Synthese; 2) Programme d'investissement et Recueil de- Projets", REpublique de Djibouti, Novembre ("Djibouti- Donors'Conference: 1) Summary Report; 2) Investment Program and Presentation of Projects", Republic of Djibouti, November 1983). 2. 'Plan de Developpement Economique et Social ', Direction de la Planificstiou, R-publique de Djibouti. (Social and Economic Development Plan, , Planning Directorate, Republic of Djibouti). B. EDUCATION AND TRAINING SECTOR 1. Emploi et Formation en Republique de Djibouti" (Employment and Training in the Republic of Djibouti), by B. Thery and J.M. Trutat. Quaternaire Education, Minist&re de la Cooperation et du Dgveloppement, Paris, December Ministry of National Education, Youth and Sports (Ministare de l'education Nationale, de. la Jeunesse et des Sports) - Annuaires Statistiques, 1979/ /84 (Statistical Yearbooks, 1979/ /84) - RUpartition par Discipline des Boursiers Djiboutiens de l'enseignement Secondaire et Superieur, 1982/83, 1983/84. (Distribution of Secondary and Higher Education Fellowships Abroad by Subjects, 1982/83, 1983/84) - -Enseignement du Premier DegrF, Cahier des Postes, Administration, Enseignement, Service, 1983/84. (Primary Education, List of Administration, Teaching and Service Staff 1983/84). - "Horaires, Programmes, Instructions de l'enseignement ElThmentaire' (Primary Education Curricula, Time-Tables and Instructions8.

64 ANNEX 2 Page 2 of 2 C. PROJECT 1. "Education and Training Sector Memorandum", Education and Manpower Development Division, Eastern Africa Regional Office, World Bank, June 28, "Premier Projet Education - Requete du Gouvernement de la Republique de Djibouti A la Banque Mondiale" (First Education Project - Government's Request to the World Bank), Ministry of National Education, Youth and Sports, January Working Papers.

65 , SAUDI ARABIA.,-. DOUMEIRA! ' -.: ~ARAB *.\pr t SUDAN.ARi I E r HI OPIA IpAisiairou */.~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~-.t '4idiou' I. /~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ e.;d99 JIE OUTI I at Moulhoute - \_S SOMAtIA Sidiho Menq,uela(p ' I - SOMALIA E TH IOP IA -7f,1) 723 I * J i sy / ; f, ) " r~~e~svsawjd/ VI F nca.* \*;- s l Khor. Z, *,,^ Pl UG&N SA) KENYA r--a aalbsa-.& Angar -as r 4 K ~ ~ - ~ ~ ~ ~ ' LR-' s\ \ c.{ 1 SeptW e 1 17w me?mie b-- Parcel by n, -t, ft lie 146 Saltestag.cka**i.jjy.p r'co V1W Of ra W14. NS the 'rbyw fuey db_y cwwit Cly /i 'I,' e }o - -fsj n >.t et hatens- r1r- Om lnt&r&bow j7 wj t, I~~~~~~~~~~~~~~~~~~~~ ach ' /'" 'oulmo~~~~~~~~~~~~~~~~~~~i. i7*~~~~~~~~~~~h 4k -~~~~~~~~~ \ I 'r~~~~~~~~~~~~~~~~~~~~~~~~bc

66 * DisBtrTIccptl 'I MO d h u -.D le- srii b u d re 1.3'4'.0 ^t-0o'~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~4.. / - / * Ura Primar Sch,ools f~ 1 E T H I O P I A ~,- ~ ~ -- ~~ N ~~ atiolonal roands,paed Modzhlogb *,,,,tct-.\{>5 { IN 0{,6W84*d _ -. _~~~- -i--r r - District roek r 0~~~~~~~~~~~ vinotinometero:adsimplived otu) % / rj~~~~~~ EeliNotiona ~~~~ mtroad(sin*, earthlor vsls~~~~~~~~~~~~~~~~~~~~~~~~~~~~j *, ~.AI A8ds- ~~~iles ~~~~~~~ to 20 LI 3~~~~~~~~0 Railway Inornt'.,0o rcr Oited ari arisir0-op - A200 dsada.srp 11*40~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 12* 30*~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~L ra 0 Seasonal rivers (Aodis)~~~~~~~~~~~~~i' -