FILE COPY. ite,jor No. 13i'9a~MLI Appraisal of a Second Educatior- and T-rair-ing Project in Mali

Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized ite,jor No. 13i'9a~MLI Appraisal of a Second Educatior- and T-rair-ing Project in Mali lune 24, 1977 Projects Department Western Africa Regional Office Education Division FOR OFFICIAL USE ONLY FILE COPY Document of the World Bank This document has a restrictedistribution and may be used by recipients orily in the performance of their official duties. its contenits mnay not other,xise be disclosed without World Bank authorization.

CURRENCY EQUIVALENTS Currency Unit - Malian Franc (MF) US$1.00 X MF 490 MEASURES l m - 3.28 ft. i m2 = 10.76 sq. ft. 2 1 ik = 0.38 sq. mile i hectare - 2.47 acres FISCAL YEAR January 1 - December 31

FOR OFFICIAL USE ONLY MALI APPRAISAL OF A SECOND EDUCATION AND TRAINING PROJECT Table of Contents Page No. GLOSSARY AND ABBREVIATIONS BASIC DATA SUMMARY AND CONCLUSIONS...... i-v I, INTRODUCTION... 1 II. THE SETTING... 2 A. Development Setting and Prospects.2 B. Organization and Efficiency of the Education System. 3 C. Output of the Education System and Employment Potential... 7 D. Government's Plans for the Development of Education and Training... 8 E. The Role of the Project... 8 III. THE PROJECT... 9 A. Summary... 9 B. Project Components... 9 C. Project Costs... *... 13 IV. IMPLEMENTATION...... 16 V. AGREEMENTS REACHED AND RECOMMENDATION..... 18 This report is based on the findings of an appraisal mission which visited Mali in June 1976. The mission consisted of Messrs. M. Wilson (general educator), D. Brewin and J. Crosnier (agricultural educators), all Bank staff, and Mr. P. Bussat (architect), UNESCO consultant. This document has a restrictedistribution and may be used by recipients only in the performance of their oicial duties. lis contents may not otherwiae be diulosed without Worid Bank authorization.

-2- ANNEXES l Comparative Education Indicators 2 Population 3 Recurrent Expenditures for Education and Training 4 Primary and Lower Secondary Projected Enrollments 5 Summary of Estimated Project Costs 6 Summary of Technical Assistance Requirements 7 Implementation Schedule 8 Schedule of Disbursements CHARTS 1 Organization Chart of the Education System 2 Organization Chart of the Project Unit 3 Organization Chart of the Ministry of Rural Development MAPS IBRD (1) Mali: Second Education Project - Project Item Locations (12697) IBRD (2) Mali: Major Rural Development Operations (12698)

GLOSSARY AND ABBREVIATIONS Opérations de Développement: ADF: State Development Corporations African Development Fund DNAFLA: Direction Nationale de l'alphabé- National Directorate of Functional tisation Fonctionnelle et de la Literacy and Applied Linguistics Linguistique Appliquée (MEN) DNFAR: Direction Nationale de la Forma- National Directorate of Rural tion et de l'animation Rurales Training (MDR) FAC: Fonds d'aide et de Coopération French Bilateral Assistance Fund FED: Fonds Européen de Développement European Development Fund IPGP: Institut de Productivité et de National Institute for Management Gestion Prévisionnelle IPN: Institut Pédagogique National National Pedagogical Institute (MEN) IPR: Institut Polytechnique Rural Rural Polytechnical Institute (MEN) (Katibougou) MDR: Ministère du Développement Ministry of Rural Development Rural MEN: Ministère de l'education Ministry of Education Nationale OACV: Opération Arachide et Cultures Groundnut/Foodcrop Development Vivrières Scheme (MDR) - a Bank-financed agricultural project (Credit 491-MLI) USAID: United States Agency for International Development

MAL1 BASIC DATA General Area 1.24 million km 2 Population (1975) 5.7 million GNP per capita (1975) US$90 Education Full-Time Teachers Teacher: Pupil % Level Enrollments Total Ratio Malian (i) Primary (A) 261,000 /1 5,393 48.0 100.0 (ii) Lower Secondary (A) 36,800 /2 1,730 21.0 98.0 (iii) Upper Secondary (B) 7,464 550 13.0 54.0 /3 General 3,264 225-41.0 Technical/Scientific 4,200 325-59.0 (iv) University 2,736 222-35.0 Engineering (B) 322 50 6.0 10.0 Agriculture (B) 523 29 18.0 70.0 Administration (B) 488 33 15.0 66.0 Medicine (B) 158 45 3.5 69.0 Education (A) 1,200 65 18.0 32.0 Other (B) 45 - - - (v) Vocational Training (B) Agriculture Lower 461 39 12.0 100.0 Middle 782 - - - Teacher Training Lower 1,058 67 16.0 87.0 Middle 783 69 11.0 74.0 Industrial/Comm. Lower 692 - - - Middle 1,024 - - - /1 22% of 6-13 age group. /2 6% of the 4-18 age group. /3 Technical assistance: 56% France, 31% USSR, 13% other. (A) 1975/76 data. (B) 1974/75 data.

MALI APPRAISAL OF A SECOND EDUCATION AND TRAINING PROJECT SUIMARY AND CONCLUSIONS i. This report appraises a second education project in Mali, for which an IDA credit of US$10.0 million is proposed. Background ii. Like many West African countries, Mali has made significant progress in developing its formal education system since independence. Perhaps more than any other country in the region, it owes its development to self-help, the majority of primary and lower secondary schools and rural adult education centers having been constructed and financed by local communities. With the help of external donors, the Government has built and equipped most of the schools and facilities required for upper secondary and higher education. Now scarce resources, together with the progressive saturation of the modern sector, impose slower overall growth for the future. At the same time, there is a need to improve the quality of those levels and branches of education and training which are important for economic development, to strengthen planning and management to make the system more efficient, and to continue research and development of low-cost basic education to provide a greater proportion of the population with the opportunity to be literate and numerate. At the primary and lower secondary levels, enrollments remain low, 22% and 6% respectively of the age groups concerned, and present expansion is limited to keeping pace with population growth. Illiteracy is an estimated 85%-- an obstacle to the country' s development. Progress in the First Education Project iii. The first Bank Group education project (Credit 420-MLI of July 1973) provided US$5.0 million to assist the Government in improving the quality of science and technology education in lower secondary schools and of technical and vocational education. It also financed technical assistance in planning, including a preinvestment study to help the Government identify low-cost literacy and numeracy programs for children and adults. At the lower secondary level, 11 science/technology centers, serving groups of urban schools, were to be built. In the area of vocational and technical education, classrooms and workshops serving the country's middle-level industrial and commercial vocational institute and the technical high school were to be renovated and re-equipped. However, inflation caused a substantial cost overrun, and only 6 of the 11 science/technology centers can be built under the project. While the Government seeks further IDA financing for science and technology education in the proposed second project, it has now decided to concentrate its efforts on improving the programs of rural lower secondary schools, since it considers employment opportunities to be greatest in the rural sector. Of the five urban centers which were deferred, the Government seeks financing under the second project for only two, to serve urban areas where the lack of facilities for science and technology instruction is serious.

iv. While it is too early to assess the educational impact of the project, progress in its implementation is good. All construction and equipment contracts have been awarded, and the project facilities are expected to be completed by mid-1978. The first phase of the preinvestment study, identifying specific basic education programs, has been completed and the Government seeks financing to develop and test these programs under the second project. v. Experience in the First Education Project has made clear the need to develop a government service responsible for educational buildings and equipment procurement. For this reason, the Government intends to make the Project Unit established under the first project an integral part of such a service. At the same time, this experience has emphasized the importance of ensuring good communication with all government services involved in the project, and therefore a liaison committee will be established to advise on the implementation of the proposed second project. Objectives and Description of the Proposed Second Project vi. Consistent with the objectives established for the first project, the second project would extend the reform of science, technology and related instruction to rural lower secondary schools, and would finance the development of low-cost basic education programs. In addition, the project would seek to meet specific manpower training requirements by: training and upgrading managers and planners for priority sectors; training an increased number of junior agricultural and livestock technicians; and extending the functional literacy and numeracy programs first supported by a rural development project (Credit 491-MLI). vii. To meet these objectives, the proposed credit would assist in the financing of: A. Science/technology education by: (i) constructing, furnishing and equipping two laboratory/workshop complexes to serve urban lower secondary schools in Gao and Kayes, and technology and science facilities for about 20 rural lower secondary schools in the Sikasso region; (ii) providing 11 man-years of specialists for curriculum development, program evaluation and teacher training. B. Basic education by: providing equipment, materials and about 5 manyears of specialists to develop and implement lowcost basic education programs identified by the preinvestment study financed under the first project; and 3 man-years of fellowships for training staff.

- iii - C. Agricultural education and training by: (i) constructing, rehabilitating, furnishing and equipping a lower level junior agricultural technician training center, a livestock technician training center, and a center for ex- J tension workers specialized in food crops; f inancing about 15 man-years of specialists and the costs of instructor upgrading courses, program evaluation and follow-up studies on graduates of the centers; (ii) constructing and equipping three regional inspectorates and equipping about 1,600 functional literacy centers; financing the training of instructors and about 56 man-years of local specialists for the supervision and evaluation of the programs and for the production of instruction materials and radio programs for graduates of the programs; D. Management and planning by: constructing, furnishing and equipping a National Institute for Management to train managers, planners and administrators for priority sectors of the economy, including education administrators and planners; financing about 14 man-years of specialists and consultants to permit the Institute to implement new courses, together with 10 fellowships for training Institute staff. E. Project administration by: Project Implementation providing 10 man-years of specialists and 18 man-years of support staff, together with equipment, vehicles and the operating costs of the Project Unit. viii. The Project Unit created under Credit 420-MLI has proved effective and would administer the project on behalf of the Ministries of Education and of Rural Development. The project director is ably assisted by an architect, an administrator, two educational specialists and local support staff. These full-time staff would be reinforced to meet the additional tasks imposed by the proposed project (architectural design and supervision of construction) by two building engineers, two draftsmen, three site supervisors

- iv - and a senior accountant. The Unit would design and supervise all project construction, and would be responsible for procurement and accounting. An advisory committee, representative of agencies and services concerned with the project, would be established. Project Costs ix. The cost of the project is estimated at US$12.0 million, of which US$0.8 million are taxes and duties, with a foreign exchange component of US$7.1 million. Contingencies are estimated as follows: 9% for civil works, and 10Z for furniture, equipment and materials. The overall provision for price escalation is 16%. Construction costs have been estimated on the basis of recently awarded contracts for similar works, adjusted for price escalation. Space and other standards are comparable with those of similar facilities financed by the Bank Group. The average cost per square meter would be US$290, which is reasonable given the paucity of local materials, the dispersion of the sites and Mali's remoteness from the coast. Expatriate personnel costs have been estimated at an average of US$50,000 per man-year, inclusive of contingencies, which reflects UNDP and government experience in Mali. The recurrent expenditure incurred by the project institutions is expected to constitute about 1.5% of the Governnent's budget for education and training in 1981, when they will be in operation. Procurement and Disbursements x. Civil works and furniture contracts, estimated at US$4.5 million, would be for small and widely dispersed buildings at some 26 sites. Such contracts would be awarded in accordance with local competitive procedures which are acceptable to IDA. Small scattered buildings, totaling US$0.4 million, would be constructed by force account. Orders for equipment and materials, estimated to cost approximately US$2.1 million, would be grouped wherever possible in lots of not less than US$50,000, and contracts would be awarded in accordance with IDA's guidelines for international competitive bidding. Small equipment contracts, amounting to less than US$50,000, would be awarded on the basis of quotations or through local competitive bidding in accordance with procedures acceptable to IDA. xi. Funds from the credit account would be disbursed as follows: (a) 75% of total expenditures for civil works - million; US$3.4 (b) 75% of total expenditures for furniture - million; US$0.10 (c) 100% of total expenditures for equipment and materials - US$2.1 million; (d) 100% of total expenditures for personnel and foreign expenditures for fellowships - US$2.9 million; and (e) revolving fund - US$0.2 million.

US$1.3 million of the proposed credit, or 13%, would be unallocated to cover contingencies and price increases. Funds amounting to about US$1.0 million for the functional literacy program would be disbursed direct to the Opéeration Arachide et Cultures Vivriëres (OACV), which would administer them. xii. To avoid delays in the progress of work under this project due to the Government's difficulties in prefinancing the expenditures to be reimbursed under the credit and in order to provide working capital, a revolving fund of US$200,000 will be opened in a local bank immediately after the effectiveness of the credit. The Government will be allowed to use this account for project expenditures eligible for financing under the credit. The revolving fund will be administered by the Project Unit. xiii. The Project Unit, together with the OACV, would maintain detailed project accounts in accordance with accepted accounting principles, and an annual audit of all project expenditures would be conducted by independent auditors and submitted to the Government and IDA within three months of the end of each fiscal year. xiv. The proposed credit of US$10.0 million would finance 89% of project costs, net of taxes and duties, or 100% of foreign exchange costs and 71% of local costs. The project would be implemented over the five-year period 1977-82. xv. The proposed project constitutes a suitable basis for an IDA credit of US$10.0 million.

MALI APPRAISAL OF A SECOND EDUCATION I. INTRODUCTION 1.01 Discussions with the Government of Mali on educational development priorities began in March 1976, when an IDA mission visited Bamako to identify a second education project. The first project, appraised in FY 1973, is discussed in paras. 1.02-1.05. The identification mission reviewed the Governnent's priorities, which include the further improvement of science and technology instruction in secondary schools and the development of lowcost programs for basic education. At that time, the Government also requested that IDA consider assisting the Government in meeting critical manpower training needs for senior and middle level managers for the public and private sectors; for junior agricultural and livestock technicians; and in extending an ongoing functional literacy program for farmers. The proposed second project is intended to meet these priorities and was appraised in June 1976 by an IDA mission comprising Messrs. M. Wilson (general educator), D. Brewin and J. Crosnier (agricultural educators), and P. Bussat (architect, Unesco Regional Office, Dakar). First Education Project 1.02 The first project (Credit 420-ILI of July 1973) provided US$5.0 million to assist the Government in improving the quality of science and technology programs in lower secondary schools and of technical and vocational education. It also sought to help the Government identify low-cost programs for providing literacy and numeracy to a greater proportion of children and adults than could be educated through the formal education system. At the lower secondary level, Il science/technology centers, serving groups of urban schools, were to be built. In the area of vocational and technical education, classrooms and workshops at the country's middle-level industrial and commercial vocational institute and at the technical high school were to be renovated and re-equipped. The credit also financed technical assistance in planning, including a preinvestment study with the objectives of assessing the educational needs of the population groups untouched by the formal education system, evaluating the potential of existing programs to meet these needs, and, where necessary, identifying new programs to be developed. 1.03 Due to inflation and delays in design which might have led to a potential cost overrun of 70% on construction, the Government decided to defer building five of the Il science/technology centers to bring the project within the costs foreseen at appraisal. The Government still seeks IDA assistance in financing two of the five deferred centers which are intended to serve schools in two towns (Gao and Kayes) where there are pressing needs. However, it has decided not to proceed with the other three since it considers urban secondary schools to be relatively well provided for and attaches a higher priority to the introduction of new programs for rural secondary students in science, technology and agriculture.

- 2-1.04 Construction contracts for six science/technology centers and for renovation and construction at the vocational school have been let and work is expected to be completed by mid-1978. Equipment contracts have also been awarded and delivery will be on schedule. Science, technology and domestic science curricula have been developed by the National Pedagogical Institute (IPN) with technical assistance financed under the project. In July 1977, the first group of teachers intended to staff the six centers will undergo courses to use the new curricula and the accompanying instructional materials and equipment. The national preinvestment study of alternatives for developing low-cost basic education programs has progressed well. The Mlinistry of Education's National Directorate of Functional Literacy and Applied Linguistics (DNAFLA), which is responsible for conducting the study, has completed a detailed examination of the various formal and non-formal programs that have already been tried or are being implemented by different agencies in the country, including functional literacy for farmers and education for young farmers. From the lessons learned, the team has identified programs for primary school age children, for illiterate adults, and for graduates of functional literacy programs which the Government seeks to develop in the second project with IDA assistance (para. 3.14). 1.05 While it is too early to assess the educational impact of the first project, experience indicates that the reform of key programs in science and technology requires a sustained effort and cannot be completed in four to five years. In terms of improving planning, technical assistance to train local counterparts on-the-job is not sufficient: there is a need for systematic training of planners and administrators. In project implementation, it has become clear that the Government needs a strong service, capable of planning the provision and location of schools, and of designing and equipping them. The Government intends to develop the existing Project Unit into such a service. It has also become clear during implementation that careful coordination with government services concerned by the project is required. Under the proposed project, a committee would be created to advise the Project Unit and provide liaison with these services (para. 3.15). II. THE SETTING A. Development Setting and Prospects 2.01 Mali, one of the poorest countries in Africa (US$95 per capita GNP), is a landlocked country with some 5.7 million people, most of whom live in rural areas. Growing at about 2.3% annually, this population will double by the year 2000, when the under-25 years age group will represent about 50% of the total population of Il million. Although there are several major ethnic groups--bambara, Peulh, Songhai and Tuareg--Mali has a high degree of social unity. Undoubtedly a contributing factor in this sense of unity is the Bambara language, the lingua franca of commerce, which is spoken readily by most Malians. French, the official language, is spoken only by a small minority.

- 3-2.02 The country's economy is dependent on agriculture and livestock, which generate about 43% of the GDP (1972) and most of its exports. Groundnuts and cotton are the main cash crops. Rice production is being developed in the Niger Valley, complementing the other major food crops, millet and sorghum, which account for 85% of the two million hectares under cultivation. At least 90% of the work force is engaged in rural activities. 2.03 Agriculture and livestock will continue providing the main development possibilities for Mali's largely rural population and some ten major development projects are under way in agriculture, including four financed by IDA. Geographically, these projects cover most of the country's cultivable area and concern the majority of farm families. The Ministry of Rural Development (MRD) is the agency responsible for these projects and has entrusted those concerned with cash crops such as groundnuts and cotton to large-scale semi-autonomous state development corporations (Opérations) such as the Ope'ration Arachide et Cultures Vivriëres (OACV), which is implementing Credit 491-MLI. As a result of the droughts in the 1968-74 period, these corporations have broadened their activities to include food crops and livestock. The Opérations provide a reliable means for communication and logistics in remote rural areas, and the Government is relying increasingly on them as a vehicle for delivering other services at the village level such as functional literacy for farmers (para. 2.10). 2.04 Industrial development, largely the responsibility of state-owned corporations, is limited mainly to import substitution, including textiles, matches and beverages, and to the processing of local products such as cotton, sugar, tobacco and fish. Few additional opportunities have been identified at this stage for the creation of other industries. B. Organization and Efficiency of the Education System Primary Education 2.05 The six-year primary school program seeks to give children a grounding in French, math and social studies. Access is strongly in favor of the urban population, who are better able to finance school construction; Bamako has an enrollment ratio of about 80% and, nationwide, towns with over 8,000 inhabitants account for about 35% of total enrollment. Overall, only 22% of the 6-13 age group attends school, and as few as 10% in some rural areas. The average percentage of girls in primary education is about 36% (para. 'j 2.12). Dropout and repetition rates are high and it may take the equivalent of 12 instructional years to produce a graduate. Since unit costs are already relatively high for the region (approximately US$30 per student year), primary education in its present form cannot be provided to a significantly larger proportion of school-age children. Some improvements that might reduce costs and improve effectiveness are: the use of local languages, more efficient pedagogical methods, and a concentration on teaching basic skills in arithmetic, reading and writing. The Government is considering these possibilities and the preinvestment study of basic education (para. 1.04) would seek to develop and test programs based on such approaches.

- 4- Lower and Upper Secondary Education 2.06 Social pressure for education is strong at the secondary level. About 50% of the grade 6 students enter lower secondary schools and enrollments have increased from about 18,700 in 1967 to about 38,600 in 1976 (Annex 5), with girls representing about 25% of enrollments at this level (para. 2.12). Growth in enrollments has not been accompanied by sufficient improvements in teacher training, programs and facilities for key subjects such as science and technology, and therefore the achievement in these subjects of students entering upper secondary schools or vocational programs suffers. An indication of this is that all high school students are now obliged to take a remedial course in math and science in grade 10. 2.07 The Government has taken steps to improve lower secondary programs in key subjects such as science and technology (para. 1.05), and complementary programs to improve instruction in math and foreign languages are also under development. In addition, the Government has been working since 1972 to adapt the program of rural lower secondary schools to meet rural employment requirements. New programs in applied science, technology and farming are being introduced into the curriculum with the help and encouragement of the local development project staff. The school year is also being changed to permit students to carry out agricultural practical work as part of the school program. The Government is carrying out the first phase of this reform in the Sikasso region, where the largely farming population provides strong financial support for the schools. Moreover, development projects in the region such as Mali-Sud (Credit 669-MLI) should offer good prospects for economic development and employment. Higher Education 2.08 Social demand for higher education remains high and most qualified upper secondary graduates enter the university. The university, increasingly overcrowded, is hampered in its efforts to address national manpower needs by the inflexibility of its programs and by its selection methods, which provide insufficient opportunities for public or private employees to continue their education and to improve their job-related skills. The Government recognizes the dangers implicit in increasing enrollments and plans to bring the intake of higher education institutes in line with employment possibilities. It is also developing institutions designed to meet specific needs. One such institution is the Institut de Productivité et de Gestion Prévisionnelle (IPGP), which the Government seeks to extend and diversify to provide training and upgrading courses in management for senior and middle level staff in: (a) the public enterprises, (b) major services of government, and (c) development projects. The IPGP will receive UNDP technical assistance up to 1978. However, the IPGP requires additional technical assistance to develop new courses. It also lacks adequate teaching and office space and teaching materials. The staff are housed in cramped offices in town, and the makeshift classrooms are located several kilometers away.

- 5 - Agricultural Training and Farmer Education 2.09 In 1975 the Ministry of Rural Development (MRD, Chart 3) established a National Directorate of Rural Training (Direction Nationale de la Formation et de l'animation Rurales - DNFAR) to improve training for junior agricultural and livestock technicians. The junior technician program, available in four regional centers, recruits mostly lower secondary graduates (para. 2.07). With USAID assistance, the DNFAR plans to improve facilities and modify programs in the junior technician program so that it can increase output to meet the needs of the Opérations (para. 2.03) and the Ministry. Supply is currently far below demand (para. 2.18). To do so, it must first recruit better qualified instructors. Barriers to this are the presently inadequate salaries and benefits. 2.10 Mali has also developed functional literacy programs for farmers and their families. They are financed and supervised by the Opérations and aim to make the farmers better able to manage their own affairs. The MEN assists the Opérations in developing, supervising and evaluating the programs. The Integrated Rural Development Project (Credit 491-MLI) has provided some support to the OACV in a functional literacy scheme which has been operational since 1967, and has financed an evaluation of the scheme. In 1976 this scheme served some 14,000 adults in 476 centers and the preliminary results of the evaluation are encouraging. A successful completer can read the local language newspaper and keep simple accounts. The OACV program compares favorably with those of other development projects because it is directly managed by the OACV and its staff is an integral part of the extension services. This ensures that the program's content is well adapted to both the farmers' and the OACV's needs and that its operation is well supervised. Participation of a village in the functional literacy program depends on (a) identification of the village by the local agricultural extension officer of OACV as one likely to implement new agricultural techniques, and (b) a voluntary commitment by the village to provide trainee teachers and to build, furnish and operate a simple center. 2.11 Middle and higher level training for agriculture and related fields is the responsibility of the Rural Polytechnical Institute (IPR), which is part of the university system and is administered by the MEN. There were 1,300 enrollments in 1976, and output at both the middle and higher levels will meet needs through 1980. The IPR is being developed with a grant of US$5.0 million from the African Development Fund (ADF) and US$7.5 million from the European Development Fund (FED). Education and Women 2.12 Girls are generally under-represented in the formal education system. Their participation is 36% in primary education, 25% in lower secondary and progressively less in the upper levels of the system. While distribution data are not available, it is likely that the participation of girls in rural areas is generally less than in urban areas. Vocational training programs are limited to secretarial, nursing and teaching programs. In terms of

-6- economic development, rural women are the priority since they are active in production and in the position to change child rearing, nutrition and family consumption patterns. The Government recognizes this and has initiated a program with the aid of UNICEF to study the life styles of rural women with a view to improving their impact on development. The basic education program (para. 3.14) to be financed under the project would be carefully coordinated with the UNICEF-aided project and draw upon its experience. The functional literacy program to be financed under the project (para. 3.12) also addresses the needs of women, but local custom tends to restrict participation to unmarried women. Administration 2.13 The Ministry of Education (MEN) administers all non-agriculturerelated education and training programs. National directors are responsible for teacher training and curriculum development, primary and lower secondary education, upper secondary and technical education, and higher education. A recently created directorate is responsible for educational planning and for school construction and procurement; however, it lacks trained personnel in all areas. The First Education Project Unit (para. 1.05) will become an integral part of this directorate. The MEN's field organization is based on the regional inspectorate. The regional inspectors, who have a team of teaching advisers as well as an administrative and accounting staff, run the primary and lower secondary schools. The lycées, though supervised by a national directorate, have their own budgets and are administered by their headmasters, who generally have business managers and support staff. The majority of the ministry's administrative personnel have no formal training in administration and management, and have acquired their experience on the job. The Government recognizes that improving the efficiency of the education system requires extensive upgrading of these personnel and plans to organize courses at the IPGP (para. 2.08). Financing of Education 2.14 Actual recurrent expenditures for 1973/74 and projected expenditures for 1977/78, for all educational levels, are given in Annex 3. They amount to about US$24.0 million, or about 30% of total Government recurrent expenditures in 1973. Salaries account for about 60% of the entire budget and represent about 75% of expenditures for the primary and lower secondary levels. Compared with other countries in the region, salaries represent a smaller allocation of the budget, and provision of simple instructional materials is possible. Nevertheless, the salary bill remains the principal constraint to the extension of education in Mali and is particularly significant for primary education (para. 2.05). The preinvestment study financed under the First Education Project (para. 1.04) focuses on the financing issue; possible solutions are community financing of salaries and structural changes in existing programs to enable them to handle more students while holding down costs. This is a promising approach, since communities already finance construction of all schools through grade 9 and rural communities build, furnish and staff functional literacy centers.

- 7- C. Output of the Education System and Employment Potential 2.15 In Mali, modern sector employment opportunities lie mainly in the civil service, the state enterprises and the agricultural development projects. The personnel are generally young and, as elsewhere in the West African region, the annual replacements are small. New jobs are most likely to be created in agriculture and related industries. 2.16 While information on overall manpower requirements is limited to a 1973 study by the Government, the general indications are that the education system is producing more graduates than there are identified needs at the middle and higher levels (para. 2.08), with the exception of agricultural and livestock technicians. For example, in the period 1974-78 the expected annual output of graduates from higher education is 500, compared with identified needs of about 350. At-the middle level there are about 2,000 graduates annually, while identified needs are about 700. The education system's needs for modest growth and replacements, in the 1974-78 plan, are for about 560 primary and lower secondary school teachers per year and are likely to be met by existing programs. The general implication of this situation is that the educational level of the work force is likely to improve. 2.17 There are some qualitative deficiencies in the output of the system which may mean that jobs are not filled or are inadequately staffed. Despite the Government's emphasis on science and technology in lower and upper secondary education (para. 2.07), lack of practical instruction at the lower secondary level reduces the number of upper secondary students who study these subjects. The consequence is that too few university students study scientific and technological subjects. Another major deficiency of the formal education system is that its institutions do not address the problems of training and re-training employed workers and civil servants. This is a particular problem at senior and middle levels. Mali has taken some positive steps to alleviate this problem by creating the IPGP (para. 2.08) and by carrying out an in-depth analysis of civil service personnel requirements. Manpower Needs in Agriculture and Livestock 2.18 Recent analysis by USAID of sectoral manpower requirements reveals specific needs for junior technicians in agriculture and livestock which are not being met by the system. While the annual needs of the Operations for junior agricultural technicians are about 200 through 1986, mainly for existing posts, annual output is only 90. In the livestock sector, the output from the country's only training center for livestock technicians (Ecole des Infirmiers Vétérinaires - EIV) is less than 50% of the demand. On the other hand, the needs for the middle and higher levels are already being met (para. 2.11).

-8-2.19 Success of the agricultural and livestock projects also depends on improving farmers' knowledge and skills. At present, most farmers are illiterate. A higher rate of literacy and numeracy would help farmers to accept new techniques more readily, budget their revenues better, and progressively assume a more active role in managing their own development. The Government attaches a high priority to functional literacy and farmer training programs (para. 2.10) which address these objectives. D. Government's Plans for the Development of Education and Training 2.20 Planning and Management. The Government recognizes that the growth of enrollments will have to be carefully controlled and resources efficiently allocated to priority programs for manpower development. In terms of higher education numbers, the Government will try to adapt numbers and types of graduates to the economy's needs (para. 2.08). The principal instrument for improved planning and control of the education system will be the MEN's national directorate for planning (para. 2.13). Complementary to thqse measures, the MEN plans to offer upgrading courses at the IPGP (para. 2.08) for headmasters, inspectors and school business managers with a view to improving the efficiency of the system. 2.21 Improvement of Existing Education Programs. The Government' s chief priorities are: to improve instruction in science, technology and p actical subjects for lower secondary students (para. 2.07); and to develop mcre effective programs of basic education (para. 2.05). With regard to the former, the Government now seeks to emphasize programs which are better adapted to the needs of rural students. 2.22 Priority Programa for Manpower Development. The major priorities are in the rural sector, and consist of the training of junior technicians for the agricultural and livestock Operations (paras. 2.09, 2.18) and the complementary extension of existing functional literacy programs to farmers (paras. 2.10, 2.19). In the area of management, the Government seeks the further development of the IPGP to enable it to offer upgrading courses for employed senior and middle level staff in all sectors, with priority given to public enterprises and the key government services (paras. 2.08, 2.17). E. The Role of the Project 2.23 Consistent with the Government's plans and the objectives established for the first project, the second project would extend the reform of science, technology and related instruction to rural lower secondary schools, and would finance the development of low-cost basic education programs. In addition, the project would seek to meet specific manpower training requirements by: training and upgrading managers and planners for priority sectors; training an increased number of junior agricultural and livestock technicians; and extending the functional literacy and numeracy program first supported by a rural development project (Credit 491-MLI).

- 9 - III. THE PROJECT A. Summary 3.01 The project would be implemented in the period 1977-82 and would comprise: (a) Construction or conversion of buildings, equipment and furniture for: (i) two science/technology centers, originally programmed under the first project and serving groups of urban schools; science/technology facilities for about 20 rural lower secondary schools; and renovation of a teacher training college specializing in science, technology and agriculture; (ii) two agricultural and one livestock training center for junior technicians; (iii) a national management institute; (b) Construction, equipment and materials for a functional literacy program. (c) Equipment, materials, and operating expenses for the Project Unit and for the development and testing of programs identified by the preinvestment study of basic education. (d) Provision of 129 man-years of specialist services and 13 man-years of fellowships for items (a) i, ii, iii, (b) and (c) above. B. Project Components Lower Secondary Science and Technology Programs 3.02 The project would provide for the construction, equipment and furnishing of science and technology laboratories and workshops for about 2,000 urban and 3,000 rural lower secondary students, thus increasing participation of lower secondary students in new practical programs to about 13% of enrollments at this level. The urban component would comprise the construction of two science and technology centers at Gao and Kayes (para. 1.03) comprising laboratories and workshops, together with office and storage space for the center directors, teachers and support staff. The centers would serve the needs of neighboring schools. Teachers would be trained by an existing team of instructors in accordance with training programs and curricula designed for the first project. The working drawings for the centers have been prepared by the Project Unit, and are satisfactory.

- 10-3.03 The Government's current pilot program for rural schools in the Sikasso region (para. 2.07) would be extended to provide about 20 rural lower secondary schools with simple multipurpose science and technology facilities, equipment, and adequate water supply. An existing teacher training college at Louloumi would be renovated and equipped for upgrading courses for teachers of science, technology and agriculture. In line with existing practice, physical facilities would be constructed by local masons or building cooperatives, employed by parents' associations, to which materials financed under the project would be supplied. The Project Unit would be responsible for purchasing and allocating these materials, and for site supervision. Specialists (11 man-years) would assist the National Pedagogical Institute (IPN), responsible for curriculum development and evaluation, in developing and testing science, technology and agricultural programs adapted to the region and in training teachers. Programs for technology are already under preparation. Under the guidance of the IPN, the regional inspectors would implement the program and would be provided with equipment and vehicles to enable them to supervise the ongoing programs. During negotiations the Government agreed to evaluate the new curricula to be developed under the pilot program. Agricultural and Livestock Technician Training Centers 3.04 The project would assist the DNFAR, the training service of the MDR, in the improvement and expansion of junior agricultural and livestock technician training (paras. 2.09, 2.18) by renovating an existing 120-place training center (Samanko), by constructing a new field training center (Kita) in the heart of the OACV project zone (Map 1) for extension workers responsible for food crop production, and by constructing a livestock training center (Sotuba). In addition to construction, the project would finance equipment, instructional materials, and six vehicles for field work. 3.05 The Samanko center's increased capacity would, together with the upgrading of two other centers to be financed in parallel by USAID, enable the MDR to meet the annual requirement of 200 junior technicians at this level (para. 2.18). The livestock center would increase annual output to the estimated 55 required to meet Mali's needs. 3.06 The Kita center, staffed by OACV personnel, would give practical field training for third-year trainees from the agricultural training centers to be assigned to agricultural development projects, and would provide in-service training for employed personnel in bookkeeping, stocktaking and purchasing. 3.07 The new Sotuba center would be the only center for training junior livestock technicians in the country (para. 2.18). In addition to providing buildings and equipment, the project would finance the development of programs, together with the training of instructors. An important component of the new programs would be the organization of practical on-the-job training for students.

- il - 3.08 The project would finance three man-years of an agricultural training specialist to evaluate and design training programs for the agricultural training centers; six man-years of specialists to establish training programs for the Sotuba livestock technician training center; and six man-years of specialists to establish programs for the Kita center. 3.09 To ensure that the centers financed under the project will meet the demands for technicians required by the Operations and the MDR, the DNFAR would collaborate closely with these clients. To this end, it would be a condition of disbursement for the construction of the three centers that an advisory committee, with terms of reference and membership acceptable to IDA, be created to advise on admissions, programs and the placement of trainees. The committee would be chaired by the Minister of Rural Development or his representative. The Government would also ensure that the necessary technical assistance for the junior agricultural technician training center is provided by a competent agency. This would also be a condition of disbursement for the construction of the Samanko center. An important condition for the success of the centers is the availability of qualified Malian instructors; to ensure this, the Government has agreed to accord MDR instructors the same benefits and advantages already received by MEN staff of the same grade. National Institute for Management (IPGP) 3.10 The project would finance construction, furniture and equipment for the IPGP (paras. 2.08, 2.22) at Bamako, providing about 90 places for fulltime students and serving about 400-500 part-time students per year. The project would also finance 10 man-years of specialists and consultants in the fields of manpower planning, project management and budgeting techniques, educational planning and administration, together with administrative posts for a librarian and for a business manager (4 man-years). Not all teaching needs can be met by full-time staff, and to give the Institute maximum flexibility in the design and implementation of new courses for employed personnel, US$100,000 for outside consultants to develop such courses would also be financed. Ten fellowships for training lecturers overseas would be provided under the project, to accelerate the Malianization of the teaching staff. 3.11 In order to reserve a sufficient number of places in full-time training courses for employed personnel (paras. 2.08, 2.17), the Government will reserve about two-thirds of the places for managers or other staff, sponsored by their employers, deemed to have management potential. The remaining one-third of the places to be filled by qualified university graduates selected by an entrance examination. The Government will conduct a study of the training requirements of employers by September 1, 1978. The study will be updated every two years, evaluating ongoing programs and courses and making recommendations to the Institute's advisory committee on programs. Functional Literacy for Farmers 3.12 The project would build on the experience acquired in the Integrated Rural Development Project (Credit 491-MLI) to improve the farmer

- 12 - functional literacy programs and to extend them to new areas of the Project (paras. 2.10, 2.19). It would finance the costs of inspectors and supervisors (34 man-years) required to staff the three new regional inspectorates responsible for administering the program and supervise the 1,600 village-financed centers in the project area. The project would also finance the costs of technicians (22 man-years) for creating a service to produce instructional materials and radio programs, equipment and materials for the inspectorates, together with the six vehicles required for supervision. Houses for senior staff would also be provided. For the centers, the project would finance instructor training, the initial purchase of radios, blackboards and other equipment, together with the production of new instructional materials and radio programs. The MEN's functional literacy service, the DNAFLA, would provide pedagogical supervision of the program and would train the instructors required for the centers. It would also participate in the evaluation of the program. 3.13 The OACV would be responsible for all field staff and for the management of the program. Liaison between the DNAFLA and the OACV would be maintained by the two senior coordinators seconded to the OACV by the MEN and financed under the OACV project. The present conditions for village participation in the program would be maintained (para. 2.10). The DNAFLA and the OACV will conduct regular assessments, acceptable to IDA, of the progress made by farmers participating in the functional literacy program. Follow-up of the Preinvestment Study of Basic Education Programs 3.14 The project would build on the work of the preinvestment study (paras. 1.04, 2.05) by financing the development and testing of programs for both children and adults, specifically: (a) more effective formal education programs for primary school children concentrating on reading, writing and arithmetic and using national languages; (b) post-literacy and vocational courses (farm budgeting, household accounts, crafts, child care and nutrition) for rural men and women. In particular, the project would aid the DNAFLA (MEN) by financing the work of the national research team; a senior specialist and consultant services (5 man-years) required for developing, testing and evaluating the programs; three man-years of fellowships for staff training; and the costs of materials, vehicles and internal travel. The design and estimated costs of the programs to be developed will be agreed by the Government and IDA. Considerations to be taken into account would be that they would have widespread application and be cost-effective. Project Implementation Unit 3.15 The Project Unit created under the first project (para. 1.05) would be expanded to enable it to assume all responsibility for design work

- 13 - and site supervision (para. 4.02). The project would finance the salaries of the existing staff, together with those of two building engineers, two draftsmen, three site supervisors and a senior accountant, for a total of 10 manyears of specialists and 18 man-years of support staff. The project would also finance five vehicles for supervision of the widely dispersed building sites, the equipment and materials required by the Unit, and its operating costs. An advisory committee responsible for liaison, composed of representatives of the other agencies and services concerned with the project, will be established not later than July 1, 1977. C. Project Costs 3.16 The total cost of the project, including taxes and duties amounting to US$0.8 million, is estimated at US$12.0 million, with a foreign exchange component of US$7.1 million. The detailed breakdown of costs, given in Annex 5, is summarized as follows:

- 14 - Project Cost Summary MF (million) US$ (million) % of Total Local Foreign Total Local Foreign Total Base Cost Lower secondary schools 433.0 490.0 923.0 0.9 1.1 2.0 20.0 Agricultural training center (Samanko) 300.0 353.0 653.0 0.6 0.7 1.3 14.0 Extension worker center (Kita) 156.0 182.0 338.0 0.3 0.4 0.7 8.0 Livestock assistant training school (Sotuba) 398.0 486.0 884.0 0.8 1.0 1.8 18.0 National Institute for Management (Bamako) 302.0 400.0 702.0 0.6 0.8 1.4 14.0 Functional literacy program 255.0 454.0 709.0 0.5 0.9 1.4 14.0 Basic education study 55.0 163.0 218.0 0.1 0.3 0.4 4.0 Project Unit 152.0 201.0 353.0 0.3 0.4 0.7 8.0 Base cost estimate 2,051.0 2,729.0 4,780.0 4.1 5.6 9.7 100.0 Physical contingencies (6%) 107.0 216.0 323.0 0.2 0.4 0.6 Price escalation (16%) 296.0 550.0 846.0 0.6 1.1 1.7 Total project cost 2,454.0 3,495.0 5,949.0 4.9 7.1 12.0 Total project cost net of taxes 5,488.0 11.2 3.17 Construction costs have been estimated on the basis of recent contracts involving comparable construction standards. The agreed space standards are within the range of those for similar institutions financed by the Bank Group. The estimated average unit cost per square meter of gross constructed area is US$290. This relatively high cost for the region is attributable to the high percentage of imported materials and Mali's distance

- 15 - from the coast. The estimated average cost per man-year of technical assistance is US$50,000, of which about US$40,000 would be for salaries, health insurance and benefits; this estimate is based on UNDP and government experience. The distribution of costs by categories of expenditure is shown below. % of Total Taxes US$ Million Base Cost US$ Million Civil works 4.5 46.0 0.78 Furniture 0.2 2.0 0.02 Equipment and materials 2.1 22.0 - Personnel and fellowships 2.9 30.0 - Base cost estimate 9.7 100.0 0.8 Physical contingencies 0.6 Price escalation 1.7 Total project cost 12.0 Contingencies and Price Escalation 3.18 The project costs include an allowance for physical contingencies that averages 6% of total base cost, and is made up as f ollows: 9% for civil works (sites are well identified) and 10% for furniture equipment and materials. The allowance for price increases is 16% of the total base cost plus physical contingencies, and is estimated on the basis of the following trends in the annual rate of increase in prices of both local and foreign goods: (Annual percentage increase in prices) 1977 1978 1979 1980 Civil works 9.0 9.0 8.0 - Furniture 9.0 9.0 - - Equipment and materials 7.5 7.5 7.5 7.0 Technical assistance and fellowships 6.0 6.0 6.0 6.0 Financial Plan 3.19 The proposed IDA credit of US$10.0 million would finance 100% of the estimated foreign exchange component of US$7.1 million and about 71% of local costs, for an overall 89% of the project costs of US$11.2 million, net of taxes and duties. The balance of the net costs of US$1.2 million and US$0.8 million of taxes would be financed by the Government. Funds amounting to about US$1.4 million for the functional literacy program would be allocated to the OACV project (Credit 491-MLI), which would administer them.

- 16 - Project Recurrent Costs 3.20 It is expected that education's share of annual government expenditures will remain at about 35% of the national budget. On this basis, the additional direct costs imposed by the project in 1980/81, the second year of operation of the project institutions, would amount to about US$0.4 million, or 1.5% of total recurrent costs for education and training. IV. IMPLEMENTATION Project Preparation and Execution 4.01 All project sites have been identified and are state owned. Sites have been assigned to the ministries and services concerned with the project. The Project Unit architect has prepared final drawings for the two urban science/technology centers, which are ready for tender. Sketch drawings for the other items have been reviewed by IDA. Administration 4.02 The Project Unit (Chart 2), established under Credit 420-MLI and an integral part of the MEN school construction and procurement service, would be responsible for all design work, procurement and administration of all contracts, with the exception of the functional literacy program, which would be administered by the OACV (Credit 491-MLI). The Unit would also supervise the civil works for the rural lower secondary schools in the Sikasso region (para. 3.03). A site supervisor, responsible for allocating building supplies, would be stationed in Sikasso and would carry out weekly site visits to advise and supervise the local artisans. Specialists and Fellowships 4.03 The project would finance 142 man-years of specialists, fellowships and support staff, (Annex 6). The expatriates and senior Malian specialists indicated in Annex 6, to be financed under the project, will be qualified and experienced and their terms of reference and conditions of employment vill be satisfactory to IDA. Candidates for overseas fellowships (13 man-years) at the National Institute for Management and for basic education (paras. 3.10 and 3.14), and their program and place of study, will be satisfactory to IDA. Evaluation 4.04 The Government will establish and implement procedures, acceptable to IDA, to evaluate the impact of the institutions and programs to be financed under the project. Specifically, it has agreed that:

- 17 - (a) the IPN will evaluate the urban and rural lower secondary school programs (para. 3.03); (b) regular assessment of progress made by the farmers attending the functional literacy centers will be carried out by the OACV and DNAFLA (para. 3.13); and (c) with regard to the basic education programs, the DNFLA, with the aid of the consultants to be financed under the project, will evaluate the programs selected for implementation (para. 3.14). Procurement 4.05 Civil works and furniture contracts, estimated at US$4.5 million, would be for samall and widely dispersed buildings at some 26 sites. Such contracts would be awarded in accordance with local competitive procedures which are acceptable to IDA. Small, scattered buildings totalling US$0.4 million would be constructed by force account. Orders for equipment and materials, estimated to cost approximately US$2.1 million, would be grouped wherever possible in lots of not less than US$50,000, and contracts would be awarded in accordance with IDA's guidelines for international competitive bidding. Small equipment contracts, amounting to less than US$50,000, would be awarded on the basis of quotations or through local competitive bidding in accordance with procedures acceptable to IDA. Disbursements 4.06 Funds from the credit account would be disbursed as follows: (a) 75% of total expenditures for civil works - US$3.4 million; (b) 75% of total expenditures for furniture - US$0.10 million; (c) 100%,of total expenditures for equipment and materials - US$2.1 million; (d) 100% of total expenditures for personnel and foreign expenditures for fellowships - US$2.9 million; and (e) revolving fund (para. 4.07) - US$0.2 million. US$1.3 million of the proposed credit, or 13%, would remain unallocated to cover contingencies and price increases. Disbursements would be fully documented and this documentation would be available for IDA's i1spection during supervision missions. Estimated schedules of implementation and disbursements are given in Annexes 7 and 8.

- 18-4.07 To avoid delays in the progress of work under this project due to the Government's difficulties in prefinancing the expenditures to be reimbursed under the credit and in order to provide working capital, a revolving fund of US$200,000 will be opened in a local bank immediately after the effectiveness of the credit. The Government will be allowed to use this account for expenditures for the project eligible for financing under the proposed credit. The revolving fund will be administered by the Project Unit. 4.08 Accounting. The Project Unit, together with the OACV, would maintain detailed project accounts, in accordance with accepted accounting principles. With regard to the accounts of the functional literacy component which is managed by the OACV, separate books would be maintained. An annual audit of all project expenditures, by a firm of independent auditors acceptable to the Government and IDA, would be conducted and submitted to the Government and IDA within three months of the end of each fiscal year. V. AGREEMENTS REACHED AND RECOMMENDATION 5.01 During negotiations, agreement was reached with the Government on the following issues: (a) National Institute for Management (para. 3.11) (i) Approximately two-thirds of the places in full-time courses will be reserved for employed or potential managers, selected and sponsored by their employers; (ii) The Government, with the assistance of specialists, will conduct by September 1, 1978, a study of the training requirements of employers. The study will be brought up to date every two years, will evaluate ongoing programs, and will contain recommendations to the Institute's advisory committee. (b) An advisory committee responsible for liaison with other agencies and services concerned with the project will be established not later than July 1977 (para. 3.15).

- 19 - (c) The Government will carry out regular evaluation of the basic education, functional literacy and lower secondary school programs to be financed under the project (para. 4.04). (d) Candidates for senior posts to be financed under the project will be qualified and experienced (para. 4.03). (e) Candidates for fellowships at the National Institute for Management and for basic education will be acceptable to IDA, as will their programs and place of study (para. 4.03). (f) Detailed project accounts will be maintained, in accordance with accepted accounting principles. The OACV will maintain separate accounts of expenditures for the functional literacy program. An annual audit of all project expenditures, by a firm of independent auditors acceptable to the Government and IDA, will be conducted and submitted to the Government and IDA within three months of the end of each fiscal year (para. 4.08). 5.02 Conditions of disbursement would be as follows: (i) For construction of the agricultural and livestock training centers, the creation of an advisory committee, with terms of reference and membership acceptable to IDA, to be chaired by the Minister of Rural Development or his representative, to advise the centers on admissions, programs and the placement of trainees (para. 3.09); (ii) For construction of the junior agricultural technician training center (Samanko), assurance of adequate technical assistance by a competent agency (para. 3.09); (iii) For financing the development of basic education programs, an agreement between the Government and IDA on their design and estimated costs (para. 3.14). 5.03 The project constitutes a suitable basis for the proposed IDA credit of US$10.0 million.

COMPARATIVE EDUJCATION INOICATORS Usous" wu.euuggu CJUNE 15#i977 ANNEX I * GNP/ ox Z NP :X TOTAL#X DP PUBLIC s t PMI, IAV.PRI, t I ssec s s 3 SCAPITAI OEVOTEOOPUBLIC s EDUCAVION sliter. O PRI, SCONPLE. 387TU- tacm.,teacntprdgreds-î SEC, a87(4'. t tsatis TO EOU., EXP. s RECURRENt SACY tenrollition RDENT8I8ALARY INgION RATE tenrol.lidentsoi44h6ers IMARKETI (PUBLICtDEV4CTED,EXP ALLOCATEOs RATE (RATIO &RATE FORÎPER SRELATION merom PRI,,RATIO sper *ENROLi, IPIP, IPRICES: EXP. g TO TOI ( 0 NET ORl8C44,gTEAC4't TO CNP/ gto SEC. I NET ITEACN. RATIOS YVOINLLSi.l 0(US8) ONLV ECU, :PRI. SEC. Mlg:A(DULOTPI)a N(K) SCYCLECS)8ER s CAPITA s (11 s (X) zer s Cx) (1C) 21 (2) s (3) s(4) I (5) s (6) I (7) i (8) i (9 I II Q) (3Il "(12) 8<13> 3(1(4) t A40VA NCE AUSIRIA 73 7.5E 4,410E 4.3 9,9 476 2541 Zut 99 98 93 Z6 2.0 99 si 19 8.0 0 CANADA 72 22,5f. 6,190E 7,7 19,4 30 38 19 98 89 98 214 2,0 99 82 17 9.00 GERMANY F.REP.72 62,44E 6,260E 4.2 14.2... 74** 26 99 91 99 33 Il. 99 91 22 17.0015 JAPAN 71 109.7E 4,470E 4.3 20.7 39 38 52 99 99D 991 25C 2.0 991 940 201 28.O0D NETH4ERLANDS 72 13.SE 5, 250E m,5 19,36 32 45 19 99 95 95 29 3.0 97 73 20 41.00 NEW IEALAND 73 3. DE 4,310E 5,2 et. 39 24 29 99 99 99 26 *,, 99 67 19 24.00 NURW4AY 72 4.OE 5,860E 7.0 15.2 58 23 13 99 99 98 au 1.9 99 76 14 11.00 SWEDEN 73 8.2E 7,240E 8.9 36.0 36 144 13 99 99 99 i7,., 90 as 10 30.00 U.4<. 72 55,9E 3,590E 6.3 12.7 26 39 22 98 99.., 26 2.0, 63 17 11.00 U.S.A. 72 211.4E 6,670E 6.0 15.4... 73** 27 99 99 99 25(U 2.0, 93 19(4 29.0 0 ;ireec 9'OE 2,0944)E 2.2 13.1 54V 29V 14V 82A 95V. 32V. 7044 58V 435 11.00 IRELAND 72 3,3E 2,320E 5,.3 13.90 43V 43V 145 98 97 9944 35. 9544 75 19 7.0044 P444R14GAL 72 9.0E 1,630E,,,.,..,.........,,, 91(4,,.,.., 65XY., 7.605 RUMANI A 75 21.3 1,3500 4.0 6,4 36 19 13 98 100. 2,,9 49 22 :10.00 SP'AIN 71 35,142 2,490E 2. '48 1.5.244 49V 22V 15V 94A 91A... 35A..., 29A 30 6.0OA (4407;0 75 15,7 778 7,5, 41G 32G 186 30 76 62E 42E 6,Q6 49E 17 25 4.00 AENIN 73 3.oE 320E 5,3 32.0 417 23 10 il 3208 708 54)8 25.08 438 78 398 0.4(410 B4ITSWANA 741 0,7 240 5.0 20.4) 38 20 15 2s 700 75 39 5.0 24 13(4 18 0.30V Oi4RUNII 714 3.6 90 2.5 19.40 47R 43R 128 1o 20(4 30? sa 10.0 14 20 18 3.0 CAMERiIUN 73 7,142 244E 5,4 20.0 38Y 29Y 17Y. 74 Il 510V f.., 9 23CY 0.90EV C.A.R. 70 t.7e 2444E 4.ON 20.0 56 19.., 64CV 25 651V le 1 5CV 278Y 0.07Y CHAO 75 4. DE 100E 3,o 10.0 78 22-1 29X8V 30 6S87 35.0 a 200V 30 0,018V CtJNG4(ffl 741 3.3 470 6,0 19,3 40 32 21 50? 1330 63 63 6,0 448 33X 22 3.00 42042V) 714 36.4 2(0 5;, 3,. 29 36 24 40 7430 45 40.,. 64 39X 28 13.00 421H40441( 73 27.2t lou0e 3,1 eu.0 42 29 la 7 171 42 40 3.0 63 2 30 0,20 GABOJN 73 (4. 5 1,460E -5.0 20.6 25 9 il, 18408V 25E 46C 5.0 1844 20E 21E 1.40EV GHANA4< 71 4.6E 430E '4.7 24.4D4 386 159 230.., 6(41 62 30EVy 1. 4 130 161V 0.748V IV4)14Y CUAST 72 b,4e 460E 6.3 24.7 278V 338Y 13Y Q44 52 5744 46 Il., la 25 i.206y4 KENYA 73 12.9E 200E 6,ilN 27.0 63 il il 40 73.,, 40 8.0 14 12 23 1.038V LESUTHI) 75 3,2 140E 12.05 23,0 49 la 20 40 85 50 52 7.QN 80 10 26 1.00 LIBERIA 75 il,5 110 2.4 13,2 27 tg au 73 58... 35i 2.0... 12 26 1.3047 MADAGASCAR 7(4 8,6 3440 3.2 22,1 si 24 25 40 68X4 30 63 15.0 48 90 26 1.00 MALAW4I 74 4,9 130 3.5 20,9.,...25 560 60 'Su 7.0 40 40 20 0,26CY MAI 75 5.7F 90F 4.2M4 33.0F 45F 37F 38F 10F 22XF,.. 48F 9.5E 50E 60 21, MAURITANIA41( 70 1.3E. 290E 4,5 21,0.....,. 10 15(4... 22.. 3 24). MAURIIIUS 72 0,9E 980E 3.7 11.700 71 I0o 4 80 86 99 31.,, 31 30 1.47EV MURUCCI) 714 16,3 3140 5,0C1 6.5 44 47 9 26? 534( 21 '37,. 31 130 21 2,00 NIGERIA 71 73. DE 327F2 3,2N,. 40A 214A 20A.,, lxc 3(V,.. 34EV.., 4 20EV 0.37EV RW4ANDA 73 4,0E 80E 3.2C 2i9.00...... 23 52... 53..... 2 13 0.23CY SENEGAL 71 4'49E 330E 4,0(N 2?, 5DR 38A4 42A 54 10 38(4... 46...,,, 31 25 1,.7115 SIERIRA LEONE 73 2,9L 490E 3.11 23.4 30 36 30 151 340 45 32 4.0E 68 130 21 0,5387 SUMALIA 75 3, 2 100 3.70 10,80 496 160 199 s0? 134(4 86 35 10.0 60 3 15 0,00 SUDAN 72 15.2E. 230E 41,5 133,2 43 29 as 15 38 75 45 4.0O 25 1 l 2(4 1.2.3 SWAZILAND 75 0.9 470 3, 8 --- 38 31 19 50 73 71 358 3.8 si 24 22 1.00 TANZANIA 74 14.4E 160E 5, 1N 17,u 36.,. 12 63 44X4., 49 -., 7 2 21C 0.30 TUNISIA 73 5.542 650E 6, 3 23. 4 37 43 18 55 72 si 41 6.0 31 14 21 3 00 UGANDA 70 11,242 2 1 40E 5.2N 17.6CR 40Q 220 250 25A 480EV.,- 36 I,. 14A 40EV 21 0.589V UP4'ER VO~LEA 72 SIRE 90E 4,0 23, 9 65r 10 6 5 10., 45 18,0 20 2 23 008 ZAII4E 73 24,4IE 340E 5.2CN 21,31 54C 17C 29C 15 63 38 440 6. 0 43 8 2(4 0.968V 218M14) 714 4,A 120 5.3 34,2 34 38 36 43 Be 8 47 9.0 20 13 22 1,00 CENTRAL AMERIEA AND THC CARIOBEAN iu7;- RICA 7.9E 8440E S.? 22.7 57 25 12 89 86EV 65 29 3, 0 se 22EV 25 12, 131C DUMINICAN RE4',72 '4,6E 640OE 3.0 13.9 42 an 22 si 80 37 sa 3,00 63 13.5 2(4 7.0 0 EL SALVADOR 75 3,0E 430E 3,6 23.8 61 S 22 608 651,.- 3915,,, 39 1330 21EV 4,358Y GUATEMALA 73 5,3E. 580E 1,9 16,0 55 23 14 47 64 26 Ili 3, 0 69 8 25 4.09Y HAI ri 72 4.542 170E 0,9 6.60 61 I 8a 20 22 25? 45 5,0 50 3 23 1.007 HONDURAS 75 2,9 350 4,36 14,40 62 15 22 618 76 30 35 3, 0 80 13 17 4,00u JAM<AICA 72 2,104 1,3 90E 6,55 39,7 33V 22V 7V 86 106XY,, 52,,,,,I1 32XYV 19 4,79V MEXICO 70 157.94 4,4490E 1 2.6 9. 3 54 24 t?2 7,6 71 31 46 3,0 63 19 23 6.32EV NICARAGUA 741 2,44E 670E 2,5 14.2 63 1 3 13 57 65 a21 37 2,0 93 17 24 7,0 0 TRINIDAD0 a T, 76 1.00 1,875E 3.qN 30.86 50E 25E 13E 901 a81 93 34 2, 09 49 44 25, sour00 AMERICA BOLIVIA ~~76 5,8 315F E 5.0 17.5E... 38 178 29D 24 SF., 48 180... BRAfIL 75 107, 0 1,4 10 o 5,0 12. 4 42E 20E 37E 644A 860, 27EV.,, 260 13CV 6.008 CHILE 72 14,4E 830E 4,6Y 10.6AY 36Y 14Y 36V,, 111x00V.. 18,, 48X(Y4.. COLUMBIA 70 23, 1E 500E f4.0 10,9 35 38 20 73 67 20 36 4,0 90 17 14 40 ECUADIOR 72 6,9E 480E 3, 7 27,71 4567 429(4 100y 69 2,. 3,. 8 1 4,9787 GUVONA 74 0.8 500 5,84~~~~SIO 14.70 47 35 14 OSA 920 39 33 6,0 19 62X4 24 1,00 PARAGUAY 74 2.5 Il10 1,8 34.0 55 1 3 22 à83 82 26 lu 0,9 65 1 7 1 2 5.00 PERU 71 14,9E 7'40DE 4,5 24,30 50 22 1 72 se 38 390V 3,0 70 30 23DY 12,00 VENEZUELA ~73 11,6E 1,960E 4,6 19,9 306 280 359 77A ai,, 3 2,4,, 33, 126V

COMPARATtIVE EoUCATlON INSICATORS (CONYD) ANNEX 1 PAGE 2 t JUNt 15"977 à s I I I I I 3 I I t 3 I I I I t I GNP I S C FP 1S TOTALIE Of PUBLIC I 1 1 gpl!. IAV,PRI. t 1 1S( 1 t t CAPliAI DEVOTEDtPU8LIC t ECUCATION tliter- t PRI, scomnle. OiTU- SEC, #STU- e s a a AT a TO EDU.1 EXP. 1 RECURRENT SACY,ENROI.IION ONSALR INIION RATE IENROLLaOENTStHIGHE1S à ttinarketi (PUILIC5DEVOTEDtEXP ALLOCAYEDI RATE IRATIO IRAT111 RÏPEU #R[ELATION lgpson_g FRlRATIO tper SENROLLI PO1P, IPRICES EXP1, 5 TO t Tot ts( or a NET IPRJI,OCN,t TACM TO SfPf/ $TO SEC, NET,TEÀCH. RATIOt YP%s2LLs.t <USS)o ONLYI a EDU, sf1r. SCC. Hl.tADULTS)s (X) icyclkeigigr 1 CAPITA ts F2 s I5ER s (2) t I 5 I 3 I t S 5 * S~~~~~~~~~8CA'IA im I I9 3E 5x t (11 55 (21 t (31 t (4) t (5) t (61 a (71 t (e). (91 s solm t (185 5(32) 3(13) 8<ac) I AS1A AND OCEANIA AFIIHANISTAN 7l 16.3 tto,, " 39P 23P 16P 10 26X 24 41 5.s 78 SE si 1.00 BANGLkDESm 73 76.2f tooe t.2 20*2,,, " l,. 23 s6x.. " 48 ". di5x 2a s.. CHINA(TAIWAN) 73 15,7E 610E 3.2 14,0 as 41 22 S2 9SC 94 40 140 C4 6bat 26 20,o0C INDIA 71 59.6E 140E 2.6VY., ",,,. ", 29 79s,.. 431A..... * 2tX 20AY 4,00AY LNDUNESIA 74 136F 220C 3.9F tt,of 649 21 l0 60t J9X 43 30 2.0C 52 19X 14 2.00 IRAN 73 133.11 1,250E 3.3 12.6 b 5 l8es 128 50 77 74A 82 5,0 BOA 24 32 4.32CY IRAe 72 to,81 l,l10of 6.7 16.3DR....... 26 6bCY... 22 le..". 2tXCY 26 8.2SCY JURDAN 73 2.6E 430E 7.0 fi 52 15 21 59 91X 76 38 5.0 E4 50X 22 4,00 KOREA 75 35.3 530 2,9 16,OR 65 33 2 92D 104X 98 ij2 3,5 77 SSX 38 7.8 LEBANON 72 3.1E l,ojoe 3,5 ti. 0 39 40 10 68 86 65 19 d.0 6t 26u 25 2s.00 MALAYSIA 74 11.7 680 6.4 2t,o 44 31 Il 60C 96F 90 32 4,00 a3i 44U 27F 300or OMAN 72 U.7E 1,660E 1,7N 3,8 96b * 20 24X 99 33?.O.. 0,4X 9., PAK3SIAN 75 b9.0 130t 1.6 16,2 45 25 l8 21 47X 50 19 2, 0.. 151x la 6.0b PAPIJA N.G, 75 2.6 410 5,6 16,1 38 16 24 32 97? 73P 3l itou 90 t2x? 24 0.90? PHILIPPINEs 74 41.4E 330E 2.5 14,9 73 tg 12 87 104X,, 34 15.0 ", 46X " 21.00 SINGAPORE 72 2.2E 2,240E 3,t 16,2 44 Sl Io 756 96Y 72 33 ".. 99A 57Y 24 e,25y SYRIA 75 7.4 660 3.6 6,9 39 25 26 53 89 70 t5 2.0 92 45 21 12.0o THAILAND 73 40,7E 3t0E 4.QNF 20.7F 65 9 15 82 87X 93e 32 3.0 U 9tc 21X 24 2.00 TURKEY 72 37.90 60bO... 13.ODR."+.,,,., IosXcV.*. 340Y.,.... 22xr 27DY 5.31B5 YEMeN 73 6.4E 180E 0.5 4.0 45P 21P 23P 1o itx 18 36 s,0 75 ZX 19 0.0s8y YEMEN P.D,R. 72 1.61 220E 2.3A 12,6 79 12 * 1a 7ox 31 2Y9 o,l 99 12X 20 0.08AY SUMMARS for DEVE.IIPINC CO3UNTRIESt NUMBER OF COUNrRIE3I 75 73 70 69 69 71 89 55 78 53 55 79 7S 7l :ANGE: <0.5-13.8. s25- tow (. (g5' (10- l7-* tl9. (1.6- (17 (t4. C9,.02.1 12.0P ) 32.31 96 ) s) 40) 981 184X) 99 ) 69 ) 25.0) 995 75.0) 43) 23.0) QUARTILES5UPPER t 5.2 22,1 55 31 22 75 e7 75 46 a BO 29 26 6.0 MEDIANI 4.0 18.0 45 23 IS 50 71 50 38 S 63 16 23 2.00 LUWER t 3.0 13,9 38 16 12 21 52 30 33 3 25 9 20 *9 SYH8OLSî... DATUFt JNAVAILABLE 688970 OR SECFORE FthCURRENT PRICE8 SOUltCISI MAGNIUOE NIL OR NEGLIGIsLE 01.971 NUSFP... t 0ULSTIONABL.E C1597Z PiINCLUDINB PORIQSN AID COLUMNS#l AND 2 W0110 BANO ATLAS * INILUDES PART-TIME STUDENTS o 1973 *CENTRAL O,YONID OBRD OR BISStONS ** CtlHt11NED 217H PRIHAIY 111974 RUMXNIsTRV of EDUCATION (NOEl ONCV 3 TO 14 IORD MISSIONS Fu197s 3.MOE AND $TATE 602r, 0NLY AND/OR UNESCO 651976 TOEXCLUDIN& CENTRAL 50V7, STA7ISTIcAL UPUSLIC O5LY 1 YEARoo( VOINCLUDINS FR1VAMI EttPENDITURE 5AINCI,UDING OVERtAGED STUDENTS Y*UNE8CO SouRCg8 -------------- -------------....._......... COMPARATIVE EDUCATION DATA ARE USEFUL IN T EVALUATION OF VARIUOU EDUCATrON SVStEsA AND ANALYSIS OF RELATIVE STASES 0F EDUCATIONAL DEVE8LOPMENT 4(ETW1EN V611005 COUNTRIEO. NOWEVER,0N THF, 86818 OPITNt FRIEeNT DATA,CROSS.NATIONAL CONFARISON SHOULO SE APPROACHED WITH rrear CAUTION, DATA FRESENTEO IN TH11 6801E TAISIE HAVE BEEN COL.8.ECTED LARGELSL a'11 AAMSIOSFO OENEN OREJ7 ÛRACY OFTE DTAF EVTRTEORA F DAVA8en UN O FR M601 FO STANOAROZE OEFINITZONS AN WITHIN LIMITT, TO CHEE8K THE PCCRACRSVELF 11DAANEETESSUCDTAARE 51011 IHFERFECT IN SEVERAL. RESPECTS ANOb THi OANA 15 WORIIKNO TO IMFRO)VE THEM MRONRs IETUN THE OCCASION 0F ITS OPERATIONAL WORK. IN THIE USEr OF THESE 0ATA, TMg POLL.ONINq SUALIFJCATION&SOLO SE SONNE JO (I)OEDUCATILJN. AS DEFINEO IN THE1 TABLE INCLUDES AL. EBUCATION 4N9 TRAININS, FORMAL AND NON.FORNUAIfouI (2)OPRINARY EDUCATInN REFERS TO EDUCATION At TE 118 AN AT THE ECONDAR LEVEL REGAROLE8S 0F TYPE <E*G. GENERAL,TENCA,SIUTJRL (3L1TERA(T RATE$P'CCo.6) ARE OFTEN 0876A2N10 FR02M COUNTIS CENSUBeS, IN NANYCOIJNTRIE3 72115 ARE ONLY APFROXINATIONS AND IT 15 DOUBTFUL THA6 ANY UNIFORM DEFINITION or 'LITE RATE# MAS SrEN OL1O0CD CON3 JTENTLVI COPUBLIC EXPES DITURE N1 EPUCATIONO(COLO.3,O AND 5) RCER TG ALLL CAPITAL AN RECURR NT EX NENDITURES DEVOTEEN TO EDUCATION OY PULC N UASI-PUOLIC AGENCIES, (S) ENRULLMENT RATIOS-(COLS 7, 12 AND 14) REFER TC 8CHfOOL SEAN AND MEAN THE FERCENTAGE 0F ELISIBLE CHILDREN ENROLLED FULL.TIME IN TRI APPROPRIATE SCHOOL, PUBLIC AND FARIVATE SV LEVEL. 9 72EV ARE OFTEN SUDJECI TO A RIDE 26161N 0F ENNUR IN T2E DEVELOPINS COUNTRIES [32126 TC VARIATION IN 1WE ACCURACY 0Fir 11 DATA(I,E. AGEr.PEFCPOUAIN60NRLMTS. NOLENFIRS FREGUENTLY ARE IlIGNER TNAN THE1 NUMBER 0F STUDENT ACUALLYIN 1 CNOOI OVERABEDOSTUDENTS W2051 INCLUSION la INDICATED $y FO(TNsTE ALOCAN INFLATE THE1 RATIOS.,......

ANNEX 2 MALI: SECOND EDUCATION PROJECT MALI: POPULATION 1970-2000 (7oos) 1970 1975 1980 1985 1990 1995 2000 Tot. Pop. 5,047 5,697 6,470 7,374 8,454 9,746 11,257 Tot. Males 2,516 2,834 3,214 3,660 4,194 4,835 5,586 Tot. Females 2,531 2,863 3,256 3,714 4,260 4,911 5,671 Tot. 20-49 1,838 1,947 2,299 2,580 2,916 3,355 3,881 M 916 918 1,145 1,286 1,454 1,668 1,925 F 922 1,029 1,154 1,294 1,462 1,687 1,956 Tot. 5-24 2,257 2,496 2,892 3,327 3,858 4,491 5,217 M 1,135 1,271 1,449 1,663 1,924 2,237 2,602 F 1,122 1,225 1,443 1,664 1,934 2,254 2,615 Tot. 14-18 533 592 665 761 905 1,045 1,216 M 269 298 335 382 450 521 606 F 264 294 330 379 455 524 610 Tot. 6-13 1,029 1,156 1,345 1,574 1,813 2,098 2,440 M 518 583 674 783 903 1,047 1,219 F 511 573 671 791 910 1,051 1,221 Source: IBRD Population and Human Resources Division, Development Economics Department, 1976.

ALIEX 3 MALI: SECOND EDUCATION PROJECT DEUXIEME PROJET EDUCATION ACTUAL 1973/74 RECURRENT EXPENDITURES AND PROJECTED 1977/78 EXPENDITURES DEPENSES EFFECTIVES DE FONCTIONNEMENT 1973/74 ET BUDGET DE FONCTIONNEMENT 1977/78 (Thousands MF/Milliers de FN) BASIC EDUCATION/ENSEIGNEMENT FONDAMENTAL ACTUAL/EFFECTIVES PROJECTED/PREVUES Primary Education/Premier Cycle 1973 % Personnel 1/ 2,879,082 73.0 3,713,740 72.0 Materials/Matériel pédagogique 359,338 9.0 444,714 8.6 School Canteens/Cantines 555,100 14.0 797,100 15.4 Community/flDpenses communautaires 145,962 4.0 189.006 4.0 Sub-total/Total partiel 3,939,482 100.0 5,144,560 100.0 Lower Secondary Education/Second cycle Personnel 2/ 1,361,242 81.0 1,805,400 77.0 Materials/Matériel pédagogique 302,642 18.0 496,799 21.0 Community/Dépenses communautaires 25,758 1.0 33,354 2.0 1,689,642 100.0 2,335,553 100.0 UPPER SECONDARY EDUCATION/ENSEIGNEMENT SECONDAIRE Teachers/Professeurs (Malien/Maliens - 171) 3/ 188,100 26.0 541,200 49.5 (Foreign/Expatries) 15,000 2.0 5,000 0.4 Other Personnel/Autre personnel 177,600 25.0 157,200 14.4 Materials/Matériel pédagogique 26,117 4.0 41,400 3.8 Scholarships/Bourses 314.835 43.0 348.800 31.9 721,652 100.0 1,093,600 100.0 IPN & TEACHER TRAINING/IPN ET FORMATION PROFESSEURS Personnel 220,000 58.2 313,060 54.4 Materials/Matériel pédagogique 25,200 6.7 40,600 7.1 Social 4/ 1322700 35.1 221,500 38.5 377,900 100.0 575,160 100.0 VOCATIONAL EDUCATION /FORMATION PROFESSIONNELLE Personnel 111,800 52.2 230,100 48.0 Materials/Matériel pédagogique 9,635 4.5 32,010 7.0 Social 92,839 43.3 217.958 45.0 214,274 1000, 480,068 100.0 HIGHER EDUCATION/ENSEIGNEMENT SUPERIEUR Personnel 226,027 15.0 503,765 25.5 Materials/Matériel pédagogique 39,954 2.6 76,543 3.9 Social 508,100 34.0 794,855 40.2 Scholarships Abroad/Bourses à l'étranger 730Q000 48.4 600,000 30.4 1,504,081 100.0 1,975,163 100.0 FUNCTIONAL LITERACY/ALPHABETISATION FONCTIONNELLE Personnel 50,000 90.7 92,670 77.7 Materials/Matériel pédagogique 5.124 9.3 26.625 22.3 55,124 100.0 119,295 100.0 YOUTH AND SPORTS/JEUNESSE ET SPORTS 165,720* 220,500 MIN] STRY SERVICES/SERVICES MINISTERIAUX Personnel 58,000 80.0 80,000 77.7 Materials/Matériel pédagogique 14.500 20.0 23_000 22 3 72,500* 100.0 103,000 100.0 TOTAL: 8,740,375 12.046,899 *Estimated/Estimé 1/ Average cost per teacher increasing from 531,000 to 580,000 in 1978/coût moyen par enseignant augmentant de 531,000 i 580,000 an 1978. 2/ Average cost per teacher increasing from 823,000 to 900,000 in 1978/cout moyen par enseignant augmentant de 823,000 à 900,000 en 1978. 3/ Average cost per teacher increases from 1,100,000 to 1,230,000 in 1978/cout moyen par enseignant augmentant de 1,100,000 a 1,230,000 en 1978. 4/ "Social" indicated mainly scholarship/indique surtout bourses.

MALI: SECOND EDUCATION PROJECT PRIMARY AND LOWER SECONDARY PROJECTED ENROLLMENTS PROJECTION EFFECTIFS DE L'ENSEIGNEMENT FONDAMENTAL 1974-1984 Nouveaux Premier Cycle Inscrits First Cycle Nouveaux Inscrits Second Cycle New NE as ah of 6-13 New Enrollments % pop (NE) age 6-f 1 2 3 4 5 6 Total age group/ Enrollments 7 8 9 Total groupe age 1974 44,400 57,750 50,350 46,250 36,400 28,350 24,000 243,100 10,500 12,850 10,100 11,000 33,950 1975 45,800 28.0 57,300 50,850 46,400 38,700 32,350 26,600 252,200 22.0 11,500 13,800 11,200 11,800 36,800 1976 47,000 57,450 50,860 47,000 40,400 35,100 30,300 261,110 13,050 15,250 12,150 12,900 40,300 1977 48,580 57,700 51,200 47,200 41,700 37,450 33,500 268,250 15,150 17,300 13,600 14,000 44,900 1978 50,500 57,908 50,700 48,150 43,150 39,450 36,500 275,850 17,400 19,500 15,500 15,500 50,500 1979 54,000 59,800 51,400 47,900 45,250 40,600 38,850 283,800 1980 57,800 35.0 63,800 53,000 48,500 45,250 42,500 40,300 293,350 21.8 1981 61,850 68,200 56,300 49,900 45,700 42,700 42,100 304,900 1982 66,200 73,000 60,200 52,900 47,000 43,150 42,600 318,850 1983 70,800 78,100 64,400 56,500 49,600 44,250 43,000 335,850 1984 75,800 39.0 83,600 68,900 60,400 53,000 46,600 44,000 356,800 22.6 Sources (1) A. Lemay, UNESCO, 1974 (2) IBRD Population Data 1976

MALI - Proposed Second Education Project MALI - Deuxième Projet Education Proposé Summary of Estimated Project Costs as of April, 1977 Tableau Sommaire des Coûts Estimés du Projet à partir d'avril 1977 ('000s/US$ milliers de FM) Site Development/ Equipment/Materials Furniture/ Specialists/ VRD Construction Total Equipement/Materiaux Mobilier Specialistes MF'000s US$ million A. Lower Secondary Schools/ Ecoles second cycle de l'enseignement fondamental 63.500 571.000 634.500 96.500 20.400 171.500 923.000 1.9 B. Junior Agricultural Training Center/ Centre d'apprentissage agricole (Samanko) 45.000 407.000 452.000 83.600 14.500 102.900 653.000 1.3 C- Livestock Technician Training Center (?otuba)]ecole d'infirnjers v6térinaires 48.000 430.000 478.000 208.000 27.000 171.500 884.500 1.8 D- Specialized Agricultural Training Center (Kita)/CS. 29.000 257.000 286.000 28.600 9.200 14.700 338.000 0.7 E. Functional Literacy Program Alphabétisation fonctionnelle -- 190.000 190.000 432.000 -- 86.730 709.000 1.4 F- National Institute for Management/ MIFrP 19.000 170.000 189.000 16.000 10.700 486.374 702.000 1.4 G. Basic Education Study/Etude de l'éducation de base -- -- -- 135.000 -- 83.300 218.000 0.4 H. Project Implementation Unit/ Bureau du projet -- -- -- 100.000 3.200 249.900 353.000.0.7 S/TOTAL MF 'O00s 204.500 2.025.000 2.230.000 1.100.000 85.000 1.366.904 4.780.000 9.7 S/TOTAL US$ '000s 417.0 4,130.000 4.547.0 2.200.000 170.0 2,790.0 -- -- Physical contingencies/mf 'O0Os 22.500 182.000 204.500 110.000 8.500 -- 323.000 0.6 Imprévus quantites/us$ '000 46.0 370.0 416.0 220.0 17.0 -- -- -- Price Escalation/MF '000s 30.000 313.000 343.000 201.000 9.800 292.000 846.000 1.7 Augmentation prix US$ 'OOs 60.0 640.0 700.0 411.0 20.0 600.0 -- -- GRAND TOTAL MF'OOOs 257.000 2,520.000 2.777.500 1.411.000 103.300 1.660.000 5,.950.l80 -- US$ millions 0.524 5.0 5.5 2.9 0.2 3.4 12.0

MALI: Second Education Project ANNEX 6 Specialists and Fellowships Total or Equivalent Specialization No. Specialists Years in man-years 1. Lower Secondary Schools Technology* 1 2 2 Science* 1 2 2 Family Education* 1 2 2 Agricultural Education* 1 2 2 Evaluation* 1 3 3 S/TOTAL 11.0 2. Agricultural and Livestock Technician Training Centers Rural Economy* 1 2 2 Feeding/Pasturage* 1 2 2 Communication techniques* 1 2 2 Extension techniques* 3 2 6 Evaluation* 1 2 2 Consultants* 1 15.0 3. Functional Literacy Coordinators 2 2 4 Regional Directors 3 2 6 Supervisors 12 2 24 Editors 5 2 10 Radio Programmers 2 4 8 Printing Technicians 1 2 2 Radio Technicians 1 2 2 4. National Management Institute Manpower Planning* 1 3 3 Project Planning and Implementation* 1 3 3 School Administration* 1 3 3 Librarian 1 2 2 Business Manager 1 2 2 Fellowships* 10 1 10 Consultants* - 1 5. Basic Education Study Coordinator* 1 2 2 Consultants* - - 1 Fellowships* - 3 3 Economist* - 2 2 6. Pro.ject Unit Architect* 1 3 3 Implementation Building Engineer * 2 2 4 Procurement Specialist* 1 3 3 Draftsmen 2 2 4 Site Supervisors 3 2 6 Accountants* 2 3 6 Quantity surveyor 1 2 2 56.0 24.o 8.0 28.0 Total specialists/consultants Total fellowships 129 man-years 13 man-years *Agreement of the Association on qualifications and experience is required.

MALt S1ECoID EDUCA5ION PROJECT/DEUIXImEM PROJET EDUCATION IMPL08ENTATION SCHEEULEICALOE8,RI0 DE EEALISATION AN511X 7 fet- 1977 1978 1979 1989-981I 1982 Inleeda Te.r/Anee C.Iedrier 2 3 1 2 3 4 1 2 3 41 2 3 4 T I 2 4 Centrs desciene ettecheîool G<s et Kayen) CeX&.~iiI- Ti-n (Li) *qntpe...t/.obilier 33 444 k 59 5 C.. trrtiee (01 Ctnîe AT (4) BB CE 888BB 888 B8E E nkccio.rt.n/eqh.. pe-iod. inelede 9.8k Pp.ppr 1 Cn...t-ictine 11195qlipeeECtICCbî1îEr i 223,~~~~~~~~~~~~111 334 445 55 s,dentscbln (ILI9 "trnnee AT OA AAA 888~ 88 0 M 88 88888 BBB BBa BBB EB BBB BBE EBB BBB qicpeet f-~~~~~i Scyit-c liet./ C. Teacher TIrsi-j COllege/I.P.L.G. (touîcnsiî Lt.blinel.t li.tee 691p-.t et -abili-r 9i -ntrcionoene... 0 +4-i. --.----- 2 Tdl~,P.i P,dp-rtin appels (ii) d'offres eqeipseent 12 3335 553 T..der/Appne1 dloffres Contr-t aende&/m.sh.c 6 9 DeIi-rey/Liorei... 112 233 345 555 ~~~~~~~~~~~~~~~~~~~~4 (119 4tnîpesCeneinci~~~~~~~~~~~~îîier il~~1 223 334~ 55 A Entian/erneta (19peCEenECl AT 7.4 AAA 49B EBC 888 Enc 88E 88E 888 888 88 B8E EES E88 88 SperatiEz enst.icflts nednnex -1cl trein- 07E OiE no 00I - - ;iî 4L.pnOEn/nbili.e 111 222 445 555 (19peronene AT f AA OAA 88BEB88 888 888 B00 888 885 BBB88 IV. Aruln.TeniieTileCeirCA4 (S-c U)en (i9 C~~~~~ese1rnCi1en ~~~~~~~~000 n---nn---& III (119 ~~~~qcipeeenî/mnitieior ~~~~~~~111 223 334 455 5l (Liti DNeetlBFAR OA AAA 85 8858 885 88 88 8 85 V. Srec11ieiid ArCioa riincnel..(1. (in> ~~~qc1peeeciiecki1itr ~~~~~111 223 334 459 Il (lit) Perecetei SES 888 EBB B88 BB8 888 888 88 VI. Fun-ti-1n LEt.rscy/Alph.b~tieef0 t neîore (il) fflî~~~~~~~~~~~~~ (lii) peeceibei 88 EBE 888 888 888 888 88 8809 E 55 VII. BEe,, Bd... ien Stndy/Itnd. de l'edn-tîicn de B-e[. (i) cq.ip.-enn/_oii_e Ili 223 33 r f <lit) pebeel 8 888 888 irebe 888 BBB 888 80E 88E 888 888 E88 888 VIII. d f (19 Ilipeet 1 223 334 55 r (IL> stor~i... d.c ioîin233 445~ (I)p.rînnel AT r 8 BE 888880 8 8 18E 888 888I "B BOB

ANNEX 8 MALI: Second Education Project Cumulative Disbursements in Millions us$ IBRD Fiscal Year % Disbursed 1 0.25 2.5 2 0.62 6.o 1978 3 1.03 10.0 4 1.57 16.0 1 2.18 22.0 2 3.12 31.0 1979 3 5.01 50.0 4 6.44 64.4 1 6.8o 68.o 2 7.4o 74.o 1980 3 9.00 90.0 h 9.30 93.0 1 9.4o 94.0 2 9.50 95.0 1981 3 9.60 96.0 4 9.70 97.0 1 9.90 99.0 2 10.0 100.0 3 Source: Date: January 1977

MALI: SECOND EDUCATION PROJECT ORGANIZATION CHART OF THE EDUCATION SYSTEM (FORMAL AND NON-FORMAL) _ FARMER TRAINING FUNCTIONAL LITERACY PROGRAM NON-FORMAL RURAL YOUTH CENTERS SECTOR i G VARIOUS COMMUNITY TRAINING PROGRAMS INA 12 ENSEC/ENETF CFP VOCATIONAL TRAINING CENTER I 2 3 4 CAA AGRICULTURAL TECHNICIAN TRAINING CENTERS INA ART INSTITUTE FORMAL i 2 YEAR COURSE ENSEC LOWER SECONDARY TEACHER COLLEGE SEC TOR Rr IPEGS ENETF DOMESTIC SCIENCE COLLEGE 1 1 EAR COURSE UNIVERSITY( LEVEL LOWER ENA IPEG PRIMARY TEACHER TRAINING COLLEGE (1 AND 2 YEAR COURSESI PRIMARY SECONDARY ---------------.-- ----------- LYCÉE ECICA CENTRAL SCHOOL FOR INDUSTRY, COMMERCE AND ADMINISTRATION l2 3 4 5 6I 7 ENPT POSTS/TELECOMMUNICATIONS SCHOOL Il TECHNICAL ------------------------------ LYCÉE ENIESS NURSING SCHOOL (MIDWIVES AND NURSES PROGRAMS) _ 2 3 4 DOCTORAL IPGP NATIONAL MANAGEMENT INSTITUTE (ENTRY FROM UNIVERSITY AND PROGRAMS ENA NATIONAL SCHOOL OF ADMINISTRATION FROM EMPLOYMENTI E-ICA 2 3 4 <!L ieni NATIONAL SCHOOL OF ENGINEERS -3 24 J 5 ENS HIGHER TEACHER TRAINING COLLEGE IPR IPR ENM NATIONAL MEDICAL SCHOOL ENPT VETERINARIAN _ CP E TRAINING PROGRAMS FINANCED BY FIRST PROJECT (CREDIT 420-MLII ESS PROGRAMS IN SECOND PROJECT CFP N. SOME ARE IN FIRST AND SECOND -L L2-LE PROGRAM IN FIRST AND SECOND jfcaa 2 VARIOUS SECTOR SPECIFIC VOCATIONAL PROGRAMS AGE 6/8 12/13 15/16 18/20 Wo Id B.nk 16913

MALI: SECOND EDUCATION PROJECT... Minister of Education Liaison with other Ministries or Technical Divisions Director of Planning and School Equipment 1 Advisory Directo Project Advisor in Comrmittee 1- Unit....... pr Secretariat 1 Asitn Implementation Unit.Personnel, Accounting& Logistical Services Cons ruction Division X Programs Division ~~~~~~~~~~~~~~~~I ~~~~~~~~~~Personnel: Personnel: Building Engineer (1) Educator Personnel: Architect (1) Technology Specialist Chief Accountant Civil Engineer (1) Science Specialist Accountant Draftsmen (2) Home economics specialist Bookkeeper Site Supervisors (3) Secretary Secretary Quantity_Surveyor Tasks: Tasks: Secretary Curriculum Development Financial Reports Tasks: Design work Criuu eeomn Preparation of Equipment lists Control of Unit Costs Tendering Teacher upgrading Maintenance Programming Supervision of Construction Maintenance Transportation 11 The Advisory Committee would consist of representatives of the relevant technical divisions reponsible for decisions and policy content concerning all aspects of the project. For example: OACV for the functional literacy component; DNFAR for policies and curricula of rural training centers; the Directorate of Higher Education for the IPGP. Other concerned services are the Directorates of Rural Works and Public Works. World Bank-16915

MALI: SECOND EDUCATION PROJECT Structure of the Ministry of Rural Development Minister Cabinet R u l t u r r a e l A g ri c A n i r n a l R u r a l D e v e l o p m N a t i o n a l D i r e c t o r a t e WRural Works rc 3ur Husbandry Institute ~~~~~~~~~~~~~~~~~~~~~Training Extension and Farmr adfrestry c Cooperatives O M B E V I W a t ei Development Projects Division o Agricultural _Division of (OACV, Riz Mopti, Education and Farmer Training Mali Sud, etc.) Training Agricultural Traini I I C;R l l ~~~~~~~E.S. Agronomic Research [ 3 Planning CAA t CAA t CAA* Specialized Centers:V Sarnmé Mpessoba Samanko E V Baguineda, Sotuba, Dioo, Taba Kora, Kita Divisions of the Rural Development Institute and Territorial Technical Studies ch Development I Key: CAA - Junior Agricultural Technician Trng. EIV - Livestock Technician Trng. 16 -Evaluation Unit CAR -Farmer Training Center E.S. - Rural Youth Training Center proposed project institutions t USAID-financed institutions 1/ Centers located in development project areas providing practical field training to 3rd-year students of the CAAs and upgrading for extension workers. Worid Bank-16914

i M A U R I T A N IA i X ~ ~~~~~~~~~~~ ~~~~~~~ - - - -I~~~~~Ni _«4 E ;J `' <t-> r J' i, - - - -- - ---- -- - - 0 t \i onioro on- MALI SECOND EDUCATION A ~ ~ ~ <~~c~~~rt7\ ~~AND i FgT\O- 1 \ 1it < '~ MOURDIAH/ 'S; TRAIN ING PROJECT * SADIOLA ( BAFOULABE \n, SITES AND AREAS MAHINA DIDIENI SAY t BATIMAKANA ARK Science/Technology Centers (D*KUNDIA -OLOtANI ykassan -^ FALADIE _ National Management Institute < ) \ ~~~~~~~ \ ~ KTA OKO<5/ ITL ShKR ~ /SROKOROL < S, SRC,-ve j S* A *TOMbINIAt$f Agrctural giutrltcncotanngetrsmno Technician Training Center (Sonaia) 7 *KOKOFATA >KENIEBA \`_z~~ 5 t BAMAKO\',----< I î \ )st UcniagratLnt CemerSotba) _,r-_ oj FARABr 2. Teacher Training Center (Louloumi) r c ~~~~~~. Nec Esinctiaral FnciooiLie,cyRegolI Literocy Regional Inspectorates~~~~~~~~~~~~~N..secorte OAC V Z 0N Funcrional Literacy Progam Zone (1600 g C X X a, v 7 12' G <> j 7 / < & jknngalse ~~~~~~~LOACV ZONEVilgCetrs 12- SIKASSO ZONE ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Rural Lamer Secondary Schools 'I I Nx J / 0Sector 0 4 < AdmstIravtie Center (9) r "N A ER M8YA Bovnun.D >PAGEI * Sub-Sector Adm, nîstrative Center (24) MAURITANIA REPUBLIC IAdi k j * Secto> Sector Aindstrative Center aisc MALI N I G E R - - - - Sector BouTdac,es 3 G~~~~~~UPPER4 V m ~/^v;ttg~.ne,nor,ono1 Boundor,es -E) f IVORY in<. Rivets ARE*:~h r I O rndvrsrrvi <i ioin -10p mis Pdobof 50 100 200 impiy ~ ~ i ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~~~~~~~~~ KIL~~~~~~~~~~OMAETERS C C 0; WvrROOpldevnkndbrics rhtiwnaonfiivt mrp dbv rr r 5 I V O R Y C O A S T KIL 0ol kzd1^ lfrle g7 v O c ~~~~~~~~~~~~wian. lo _ I 6I L,,,91

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