SCCD : N.G.
AFRICAN DEVELOPMENT FUND MLW/PSES/2000/01Language: EnglishOriginal: English
APPRAISAL REPORT
SUPPORT TO COMMUNITY DAY SECONDARY SCHOOLS(EDUCATION IV PROJECT)
REPUBLIC OF MALAWI
COUNTRY DEPARTMENT OCDSSOUTH REGION SEPTEMBER 2001
TABLE OF CONTENTSPage
CURRENCIES, LIST OF TABLES, LIST OF ANNEXES, LIST OF ABBREVIATIONS, (i-viii)PROJECT INFORMATION SHEET, BASIC DATA SHEET, PROJECT MATRIX,EXECUTIVE SUMMARY
1. ORIGIN AND HISTORY OF THE PROJECT 1
2 THE EDUCATION SECTOR 1
2.1 The Education System 12.2 The Current State of the Education System 32.3 Education Financing 52.4 Donor Interventions in the Education Sector 62.5 Education Policy Framework 7
3. THE SUB-SECTOR 8
3.1 Secondary Education 83.2 Community Day Secondary Schools 103.3 Donor Intervention in the Secondary Education Sub-Sector 12
4. THE PROJECT 13
4.1 Project Concept and Rationale 134.2 Project Area and Beneficiaries 134.3 Strategic Context 144.4 Project Objectives 154.5 Project Description 154.6 Project Activities and Components 164.7 Environmental Impact 194.8 Project Costs 194.9 Sources of Financing and Expenditure Schedule 20
5. PROJECT IMPLEMENTATION 22
5.1 Executing Agency 225.2 Institutional Arrangements 225.3 Supervision and Implementation Schedules 235.4 Procurement Arrangements 235.5 Disbursement Arrangements 255.6 Monitoring and Evaluation 255.7 Financial Reporting and Auditing 255.8 Aid Co-ordination 26
TABLE OF CONTENTS (cont’d)Page
6. PROJECT SUSTAINABILITY AND RISKS 26
6.1 Recurrent Costs 266.2 Project Sustainability 266.3 Critical Risks and Mitigating Measure 27
7. PROJECT BENEFITS 28
7.1 Economic Analysis 287.2 Social Impact Analysis 29
8. CONCLUSIONS AND RECOMMENDATIONS 30
8.1 Conclusions 308.2 Recommendations 30
This report was prepared by Mr. Abdi Younis, Education Specialist (OCDS.3) and Mr. Jorgen Friis, Architect(OCDS.3) following their mission to Malawi in August 2001. Inquiries should be addressed to Ms. A. Hamer,Division Manager, OCDS.3 (Extension 4119)
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CURRENCY EQUIVALENTS(August 2001)
National Currency = Malawi Kwacha (MWK)1 UA = MKW 95.11191 UA = US$ 1.25874
MEASURES
1 Kilometer (km) = 0.62 miles1 Meter (m) = 3.28 feet1 Hectare = 2.47 acres
FISCAL YEAR
July 1 to June 30
LIST OF TABLESPage
4.1 Summary of Project Costs by Component 204.2 Summary of Project Costs by Category of Expenditure 204.3 Sources of Financing 214.4 Financing Plan by Category of Expenditure 214.5 Expenditure Schedule by Component 214.6 Expenditure Schedule by Category of Expenditure & by Source of Finance 225.1 Procurement Arrangements 23
LIST OF ANNEXES
I. Administrative Map of MalawiII. Structure of the Education SystemIII. Organization Structure of the MoESTIV. Donor Support for the Education SectorV. Comparative Data on Malawi’s Secondary School SystemVI. Detailed Project Cost EstimatesVII. Project Implementation ScheduleVIII. Provisional List of Categories of ExpenditureIX. Environmental and Social Management Plan SummaryX. On-going Bank Operations in MalawiXI. List of Annexes in Project Implementation Document
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ABBREVIATIONS
ABB Activity Based BudgetADB African Development BankADF African Development FundAIDS Acquired Immune Deficiency SyndromeCDSS Community Day Secondary SchoolCIDA Canadian International Development AgencyCSS Conventional Secondary SchoolDANIDA Danish International development AgencyDEC Distance Education CenterDEO District Education OfficerDfID Department for International DevelopmentEMAS Education Methods Advisory ServicesEMIS Education Management Information SystemsGDP Gross Domestic ProductGER Gross Enrolment RatioGoM Government of MalawiGTZ Deutsche Geselleschaft fur Technische ZusammenarbeitHIV Human Immunodeficiency VirusICB International Competitive BiddingIAPSO Inter-Agency Procurement Services OfficeJICA Japanese International Cooperation AgencyJCE Junior Certificate ExaminationKfW Kreditanstalt fur WideraufbauMANEB Malawi National Examinations BoardMCDE Malawi College of Distance EducationMIE Malawi Institute of EducationMK Malawi KwachaMoEST Ministry of Education, Science and TechnologyMoFEP Ministry of Finance and Economic PlanningMSCE Malawi School Certificate of EducationMTEF Medium Term Expenditure FrameworkNCB National Competitive BiddingNER Net Enrolment RatioPEA Primary Education AdvisorPIF Policy & Investment FrameworkPIU Project Implementation UnitPRSP Poverty Strategy Reduction PaperPSLCE Primary School Leaving Certificate ExaminationSSB Stabilized Soil BlocksTDC Teacher Development CentreTED Teacher Education DepartmentUNFPA United Nations Fund for Population ActivitiesUNICEF United Nations Children’s FundUSAID United States Agency for International DevelopmentWFP World Food Program
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AFRICAN DEVELOPMENT FUND01 B.P. 1387, ABIDJAN 01
Tel: (225) 20-20-44-44Fax: (225) 20-21-77-53
PROJECT INFORMATION SHEETDate: September 2001
The information given hereunder is intended to provide some guidance to prospective suppliers,consultants and all persons interested in the procurement of works, goods and services for projectsapproved by the Boards of Directors of the Bank Group. More detailed information and guidanceshould be obtained from the Executing Agency of the Borrower.
1. COUNTRY : Republic of Malawi
2. NAME OF PROJECT : Support to Community Day Secondary Schools(Education IV Project)
3. LOCATION : Throughout the country
4. BORROWER : Government of Malawi
5. EXECUTING AGENCY : Ministry of Education Science and TechnologyPrivate Bag 328Lilongwe 3, MalawiFax: 265 788 064Tel: 265 789 422/335
6. PROJECT DESCRIPTION : The project will consist of the following components:
1. Infrastructure Development2. Education Materials Provision3. Teacher Education Development4. Capacity Building for School Management5. Project Management.
7. TOTAL COST : UA 16.67 million
i) Foreign Exchange : UA 11.74 millionii) Local Currency : UA 4.93 million
8. BANK GROUP FINANCE
i) ADF loan : UA 15.00 million
9. OTHER SOURCES OF FINANCE:
GoM: : UA 1.67 million
10. DATE OF APPROVAL : November 2001
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11. ESTIMATED STARTING DATEAND DURATION : June 2002 – 54 months
12. PROCUREMENT OF GOODS AND WORKS:
All procurement of goods and works will be carried out in accordance with Bank’s Rules ofProcedure for Procurement of Goods and Works.
International Competitive Bidding (ICB)
Science equipment and books
National Competitive Bidding (NCB)
Civil works, furniture, office equipment
Other Procurements (LIC, International or National Shopping, Direct Purchase)
Equipment for project management and operating costs
13. CONSULTANCY SERVICES REQUIRED
Procurement of consulting and training services will be undertaken in accordance with theBank’s Rules of Procedure for the Use of Consultant
Short-Listing
Professional services for civil works and training institutions
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MALAWICOMPARATIVE SOCIO-ECONOMIC INDICATORS
Year Malawi Africa Developing Developed
Countries Countries
Basic IndicatorsArea ( '000 Km²) 119 30,061 80,976 54,658
Total Population (millions) 1999 10.6 765.6 4,793.2 1,185.2
Urban Population (% of Total) 1999 23.8 37.1 39.4 75.8
Population Density (per Km²) 1999 89.8 25.5 59.2 21.7
GNP per Capita (US $) 1999 180 684 1,250 25,890
Labor Force Participation - Total (%) 1999 47.6 43.3 … …
Labor Force Participation - Female (%) 1999 46.0 35.0 … …
Gender -Related Development Index Value 1998 0.4 0.483 0.634 0.916
Human Development Index (Rank among 174 countries) 1998 163 n.a. n.a. n.a.
Population Living Below $ 1 a Day (% of Population) 1995 ... 45.0 32.2 …
Demographic IndicatorsPopulation Growth Rate - Total (%) 1999 2.8 2.4 1.6 0.3
Population Growth Rate - Urban (%) 1999 8.5 4.5 2.8 0.6
Population < 15 years (%) 1999 47.3 42.7 32.8 18.5
Population >= 65 years (%) 1999 2.7 3.2 5.0 14.0
Dependency Ratio (%) 1999 91.9 86.1 61.0 48.6
Sex Ratio (per 100 female) 1999 98.1 99.4 103.3 94.8
Female Population 15-49 years (millions) 1999 2.3 181.1 151.8 297.2
Life Expectancy at Birth - Total (years) 1999 40.2 52.7 64.3 75.5
Life Expectancy at Birth - Female (years) 1999 40.4 53.5 66.0 79.2
Crude Birth Rate (per 1,000) 1999 46.1 36.3 23.4 10.9
Crude Death Rate (per 1,000) 1999 22.1 13.7 8.4 10.3
Infant Mortality Rate (per 1,000) 1999 128.7 76.4 57.6 8.9
Child Mortality Rate (per 1,000) 1999 191.6 116.6 79.8 10.2
Maternal Mortality Rate (per 100,000) 1990-96 620 698 491 13
Total Fertility Rate (per woman) 1999 6.3 4.8 2.8 1.6
Women Using Contraception (%) 1990-99 21.9 … 56.0 70.0
Health & Nutrition IndicatorsPhysicians (per 100,000 people) 1992-97 2 35 78 287
Nurses (per 100,000 people) 1992-97 6 107 98 782
Births attended by Trained Health Personnel (%) 1992-98 55 38 58 99
Access to Safe Water (% of Population) 1992-98 60 58 72 100
Access to Health Services (% of Population) 1992-98 35 64 80 100
Access to Sanitation (% of Population) 1990-97 3 58 44 100
Percentage of Adults (aged 15-49) Living with HIV/AIDS 1997 14.9 5.7 … …
Incidence of Tuberculosis (per 100,000) 1997 205 201 157 24
Child Immunization Against Tuberculosis (%) 1997 100 72 82 93
Child Immunization Against Measles (%) 1997 87 64 79 90
Underweight Children (% of children under 5 years) 1990-97 30 26 31 …
Daily Calorie Supply 1998 2,226 2,439 2,663 3,380
Public Expenditure on Health (as % of GDP) 1993-98 2.3 2.0 1.8 6.3
Education IndicatorsGross Enrolment Ratio (%)
Primary School - Total 1996 132.8 80.0 100.7 102.3
Primary School - Female 1996 126.3 73.4 94.5 101.9
Secondary School - Total 1996 ... 29.3 50.9 99.5
Secondary School - Female 1996 12.2 25.7 45.8 100.8
Primary School Female Teaching Staff (% of Total) 1990-97 39.0 40.9 51.0 82.0
Adult Illiteracy Rate - Total (%) 1999 40.7 38.8 27.2 1.3
Adult Illiteracy Rate - Male (%) 1999 26.1 30.7 19.5 0.9
Adult Illiteracy Rate - Female (%) 1999 54.6 48.2 35.0 1.7
Percentage of GDP Spent on Education 1990-97 5.4 3.5 3.9 5.9
Environmental IndicatorsLand Use (Arable Land as % of Total Land Area) 1998 19.9 5.9 9.9 11.6
Annual Rate of Deforestation (%) 1990-95 1.6 0.7 0.4 -0.2
Annual Rate of Reforestation (%) 1981-90 8.0 4.0 … …
Per Capita CO2 Emissions (metric tons) 1996 0.1 1.1 2.1 12.5
Source : Compiled by the Statistics Division from ADB databases; UNAIDS; World Bank Live Database and United Nations Population Division.
Notes: n.a. Not Applicable
... Data Not Available Last update: May 2001
Population Growth Rate (%)
0.0
0.5
1.0
1.5
2.0
2.5
3.0
1991 1992 1993 1994 1995 1996 1997 1998 1999
Malawi Africa
GNP Per Capita ( US $ )
0
100
200
300
400
500
600
700
800
1991 1992 1993 1994 1995 1996 1997 1998 1999
Malawi Africa
Life Expectancy at Birth ( Years )
0
10
20
30
40
50
60
1991 1992 1993 1994 1995 1996 1997 1998 1999
Malawi Africa
Infant Mortality Rate ( Per 000 )
0
50
100
150
200
1991 1992 1993 1994 1995 1996 1997 1998 1999
Malawi Africa
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Project Matrix
NARRATIVE SUMMARY INDICATORS MEANS OF VERIFICATION ASSUMPTIONS/RISKS
Sector GoalIncreased coverage and improved quality andefficiency of the education system
By year 2012, in primary NER of 95% reached, dropoutand repetition rates reduced to 5%, percentage of under-qualified teachers to 10%; in Secondary GER of 30%, with50% of enrollment being girls, reached, percentage ofunder-qualified teachers reduced to 10%, percentage ofstudents passing the MSCE increased.
MoEST’s statistical data
Project Objectives
Improved quality and equity of secondaryeducation at the Community Day secondarySchools (CDSSs)
By year 2006
1.1 All project schools upgraded to the minimum physicalstandards set by the MoEST
1.2 Percentage of students passing MSCE increased fromthe 1999 rate of 5% to 30% in project schools
1.3 Percentage of girls passing MSCE increased from the1999 rate of 1% to 30% in project schools
1.4 Percentage of unqualified teachers reduced from the1999 rates of 93% to 10%
MoEST’s statistical data using improvedannual school survey, annual reports, andnational assessment
Over crowding of the facilities avoidedTrained teachers retained
Outputs1. School infrastructure improved2. Availability and use of textbooks and other
instructional materials increased3. In-service training of teachers improved4. Management capacity at the CDSSs improved5. Program management strengthened
1.1 Physical facilities at 40 schools improved2.1 Instructional materials for 7000 students provided3.1 Training of 2500 teachers provided4.1 Training of 300 school managers and educational
officers undertaken5.1 54 man-months of personnel support for project
management provided
Quarterly Progress ReportsSupervision MissionsMid-term ReviewBorrower’s Project Completion ReportProject Completion Mission
Facilities maintained
Activities
A. Design, preparation, supervsionB. Construction of civil worksC. Provision of furnitureD. Provision of equipmentE. Training of teachers, school managersF. Support to operating costs
InputsProject Budget (UA millions)A. Professional services 1.35B. Construction of civil works 8.77C. Provision of furniture 0.57D. Provision of equipment 3.20E. Training of teachers, school managers 2.25F. Support to operating costs 0.53Total 16.67
Sources of Finance (UA millions):ADF 15.00GoM 1.67Total 16.67
Overall Implementation ScheduleAnnual Work Plans
ADB Disbursements RecordsGoM Disbursements RecordsProject AccountsAnnual Audit ReportsQuarterly Progress ReportsSupervision Missions
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EXECUTIVE SUMMARY
Project Background
The proposed Education IV Project has its basis in the government’s Policy InvestmentFramework (PIF) for the development of the education sector. The PIF defines the country’seducational policies and strategies and outlines priorities for the period 2000-2012. The projectwill support these policies and strategies by contributing to the improvement of the quality ofsecondary education provided at the community day secondary schools, which has been accordeda central position in the government’s strategy for poverty reduction.
Purpose of the Loan
The ADF loan of UA 15.00 million, amounting to 90% of the total project cost will be used tofinance 100% of foreign exchange (UA 11.74 million) and 66.2% of the local cost (UA 3.26million).
Sector Goal and Project Objective
The sector goal is to increase coverage and improve the quality and efficiency of the educationsystem in Malawi. The objective of the project is to contribute to improved quality of secondaryeducation at the Community Day Secondary Schools (CDSSs) in the country.
Brief Description of the Project’s Outputs
In order to achieve this objective, the project will focus attention on (i) infrastructuredevelopment, (ii) education materials provision, (iii) teacher education development, and (iv)capacity building for school management.
Project Cost
The total project cost is estimated at UA 16.67 million out of which UA 11.74 million (70.4%)will be in foreign currency and UA 4.93 million (29.6.%) will be in local currency.
Sources of Finance
The project will be jointly financed by ADF and the Government of Malawi. ADF fundswill be utilized to finance professional services, civil works, furniture, equipment and supplies,training, technical assistance, and operating cost. The total ADF contribution representing 90% oftotal costs, will be utilized to cover 100% of foreign exchange costs and 66.2% of local costswhich represent 29.6% of total cost of the project. The Government of Malawi’s contribution ofUA 1.67 million, representing 10% of the project costs, will be utilized to cover parts of the civilworks and furniture. However, since the ADF-VIII allocation for Malawi has been fullycommitted, an additional allocation of UA 15.00 million will be required to finance this project.Given the project’s significant potential to contribute to the country’s poverty reductionobjectives, through improvements in the quality of education, this additional allocation willfurther support the Bank’s development objectives as articulated in the CSP 1999-2001.Furthermore, the resources will be utilized efficiently as reflected by Malawi’s good performancerating in the 2001 Country Performance Assessment.
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Project Implementation
The project will be implemented over a period of 4.5 years. The executing agency of the projectwill be the Ministry of Education.
Conclusions and Recommendations
The proposed project responds to Malawi’s need to improve the quality and equity ofeducation. It will contribute to the Government’s effort to improve secondary education atCommunity Day Secondary Schools. The project will provide resources for infrastructuredevelopment, instructional materials provision, teacher education development and capacitybuilding for school management, complementing assistance provided by other developmentpartners to the sector.
It is recommended that an ADF loan not exceeding UA 15.00 million be granted to theGovernment of Malawi for the purpose of implementing the project as described in this report,subject to conditions specified in the Loan Agreement.
1. ORIGIN AND HISTORY OF THE PROJECT
1.1 The 1999 World Human Development Report ranked Malawi 159 among 174countries, and as one of the least developed countries. The report also indicates that about 60per cent the population live below the poverty line, which is reflected in low social indicators.For example, Malawi’s infant and maternal mortality rates are among the highest in theregion, at 128.3 per 1,000 and 620 per 100,000 respectively. Among other socio-economicvariables in Malawi that significantly constrain economic productivity is its education levels,among the lowest in the region. The provision of quality education is central to the reductionof poverty in Malawi.
1.2 The proposed project has its basis in the government’s Policy and InvestmentFramework (PIF) for the development of the education sector. The PIF is the educationsector’s response to the government policy of poverty reduction. The PIF provides directionin the development of education and is based on a comprehensive analysis of the educationsector in Malawi. It defines the country’s educational policies and strategies and outlinespriorities for the period 2000-2012. The PIF was developed through an extensive participationof all stakeholders and was the subject of a joint review of the Malawi education sector inOctober 2000. Along with other development partners active in the sector, a Bank missionparticipated in the joint review in October 2000 and identified the project at the same time,following government request in June 1999 for a fourth education project. The Education IVProject is planned to fit into this investment framework, by supporting the policies andstrategies expressed in the PIF. The project was prepared by a Bank mission that visited thecountry in March 2001 and was appraised in August 2001.
1.3 The project will assist government efforts to improve the quality of secondaryeducation provided at the Community Day Secondary Schools in Malawi. This is consistentwith the country’s strategies for reducing poverty as outlined in the Poverty ReductionStrategy Paper (PRSP). In recognition of the impact of access to quality education on povertyreduction, improvement of the quality of education at the Community Day Secondary Schoolshas been accorded a central position in the PRSP. The project is also in line with the Bank’slending strategy for Malawi, which is to assist the country in its efforts to alleviate povertythrough sustainable and equitable growth and improved access to basic health and educationas outlined the Country Strategy Paper (1999-2001). In addition, the project complements theassistance provided by other development partners and is consistent with the Bank’seducation sector policy.
2. THE EDUCATION SECTOR
2.1 The Education System
2.1.1 In its broader context, education is organized around three main categories: basic,secondary and tertiary. Basic education includes pre-school, primary, and non-formalinitiatives such as adult literacy. The provision of pre-school education is not well organizedand is mainly left to private education providers. Pre-schools are much more common inurban areas where such non-state providers have a ready market. There are however a fewparts of the country where communities have established their own day care centers.
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It is estimated that there are 4,000 such day care centers in Malawi, concentrated mainly in 13of the 33 country’s districts. Adult literacy is run under the National Adult Literacy Programthat is currently supporting almost 2,000 adult centers.
2.1.2 The formal education system is organized around 8 years of primary education, four ofsecondary and four (or five) of university, depending on the degree program being pursued.Annex II shows the structure of Malawi’s education system. There are currently 4,500registered and unregistered primary schools enrolling about 3 million pupils (about 80% ofthe relevant age group). During the last year of primary education, pupils register for thePrimary School Leaving Certificate Examination (PSLCE), which is used for selection forsecondary education.
2.1.3 It is estimated that there are 937 secondary schools in Malawi, which have anestimated student population of 242,740 (about 18% of the age cohort). Secondary schooleducation is offered through three types of schools, namely: conventional secondary schools(CSSs), community day secondary schools (CDSSs) and private schools. CSSs aregovernment supported day schools and are the most privileged with regard to educationalinfrastructure and human resources. CDSSs, previously known as Distance Education Centres(DECs), are the most disadvantaged. The third category is that of private schools managed byindividual entrepreneurs with no subsidy from government. There are two categories ofprivate schools: the designated schools, mostly catering for foreign students and thereforefollowing on European syllabus and those following the Malawi curriculum. The majority ofthese private schools are comparable to CDSSs from the point of view of the availableteaching/learning resources. There are two national selection secondary school examinations;the Junior Certificate Examination (JCE) done after two years of secondary school educationand the Malawi School Certificate Examination (MSCE) which is taken by students who havecompleted four years of secondary education.
2.1.4 Tertiary education is provided at two levels: teacher training colleges and university.Primary and secondary teacher training colleges, vocational and technical institutions and afew other middle level professional colleges cater to those students who cannot gainadmission to university. There are approximately 8,000 students enrolled in 6 nationalprimary teacher-training colleges. An additional 500 are enrolled at the Domasi College ofEducation, which trains secondary school teachers. The country’s technical and vocationaleducation institutions which are now under the management of the Ministry of Labor andManpower Development enroll a further 1,300 students. At the university level, theUniversity of Malawi and Mzuzu University provide university education to about 4,000youth. About 0.8% of the relevant age group are enrolled in the tertiary level.
2.1.5 Provision of education is supported by a system of four national institutions. TheMalawi Institute of Education (MIE) develops and evaluates the school curriculum andcoordinates in-service teacher training. The Malawi National Examination Board (MANEB)administers national examinations and develops examination syllabuses for all examinablesubjects. The Malawi National Commission for UNESCO links government ministries, theintellectual and civil societies with UNESCO and its library is the official depository of allUNESCO publications in the country. Finally, the Malawi National Library Service has theresponsibility of promoting, establishing, equipping and managing national libraries.
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2.1.6 In keeping with the current Government policy of decentralization, the Ministry ofEducation, Science and Technology (MoEST) is embarking on a policy of decentralizingeducational delivery. Already, there are moves to support the development of districteducation plans to fit within overall district plans. However, the MoEST headquarters remainlargely responsible for the planing, management, coordination and financing of the nationaleducation system. The organizational structure of the MoEST is shown in Annex III. Thecountry is divided into six educational regions, which are further sub-divided into 33educational districts. A district education office administers a number of school zones that arethe lowest administrative authorities. An average zone covers 10 to 15 schools.
2.2 The Current State of the Education System
2.2.1 Malawi has experienced some remarkable expansion of its national education systemduring the last decade. At the basic education level, the introduction of free primary educationin 1994 resulted in a rise of the primary school population from approximately 1.4 million in1990 to about 2.8 million in 1995 and to a high of almost 3 million in 2000. It is estimatedthat almost 80% of the primary school age group are attending primary education. Progresshas also been noticeable at the secondary school sub sector. In 2000, approximately 250,000Malawians were enrolled in secondary education compared to approximately 31,500 in 1990and just over 48,000 in 1995. Likewise, the tertiary sub-sector is now opening up. As of 2000,approximately 4,000 Malawian youth were enrolled in the country’s universities, up fromslightly over 3,000 in 1990 and about 3,500 in 1995. Almost 8,000 students are enrolled inprimary and secondary teacher training institutions.
2.2.2 Access however remains an area of concern at the secondary and tertiary levels whereapproximately 18 and 0.8% of the relevant secondary and tertiary age groups are enrolled atthese levels, respectively. This represents some of the lowest enrolment ratios in Africa.Moreover, the gains of increased primary school access have been somewhat diminished bythe fact that an average of 12 and 15% of those enrolled in primary education repeat or dropout of the system, respectively. In fact, almost 30% of the children who enter primary schooldo not progress from grade four to five.
2.2.3 A second major problem confronting the country’s education system is unequalaccess. Although a number of measures have been taken to improve girls’ and women’sparticipation in Malawi’s educational institutions, gender parity at all levels of the educationsystem has yet to be achieved. Girls are particularly under-represented at the secondary andtertiary education levels. Currently, less than 40% of the secondary school population are girlsand only 5% of the Malawian girls of secondary school age are enrolled at this level ofeducation compared to 7% of the boys. And while approximately 1.2% of Malawian menaged between 18 an 23 are enrolled in tertiary institutions, only 0.5% of the women are.Women constitute less than 30% of tertiary education enrollment. Malawian girls are alsorelatively under-represented in vocational training institutions and are more prone torepetition and dropout. Females also form the majority of the country’s illiterates. In addition,there are inequalities of access across socio-economic groups and regions as well as betweenrural and urban areas.
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2.2.4 A third major constraint is the relatively poor quality of education offered by thecountry’s educational institutions as evidenced by the results of national selectionexaminations. Many primary school children are taught in overcrowded classes byunqualified teachers and have to share very limited teaching/learning resources. More than40% of the primary school teachers do not posses relevant professional and academicqualifications. The average pupil: teacher ratio in primary school is 63:1. The average numberof pupils in a primary school classroom is about 119, an average of 38 pupils share 1 desk andthere are 48 pupils to a chair. The textbook situation is not any better as on average more than20 pupils share a single textbook for the key subjects of English, Math and Chichewa. TheMoEST is addressing the textbook problem in primary schools by supplying almost 10million books, which would mean that there would be a textbook for each pupil in primaryschool. The poor state of the available leaning/teaching facilities also applies to secondaryschools and especially at the CDSSs. Available facilities in tertiary educational institutionsare also outdated and over-stretched beyond their capacities.
2.2.5 Moreover, effective mechanisms for monitoring and evaluating the performance ofstudents are not in place. School inspectors are greatly handicapped not only by the largenumbers of schools they are expected to monitor but also by a lack of transport facilities.Thus the Primary Education Advisors (PEAS) who are responsible for 10-15 schools andmore than 150 teachers cannot reach even a third of the schools under their jurisdiction duringan given school term. Also critical is the fact that many of the educational administratorscharged with the responsibility of monitoring the quality of education at all levels of thesystem have not benefited from appropriate professional training.
2.2.6 Poor quality education is also a result of poverty-stricken households where there arelimited out-of-school learning opportunities due to a lack of reading materials and the massmedia, among other factors. Poverty is a particularly significant factor as it is the main reasona substantial number of Malawian school going children are of poor health with manysuffering from malnutrition, a situation which greatly limits the learning potential of many ofthem. The poor health and nutritional condition of many of these children are intensified bythe facts that once in school, they have to contend with the health hazards related to theabsence of school latrines and clean water. Less than 20% of Malawi’s primary schools haveaccess to safe drinking water and an average of 350 primary school pupils share one pitlatrine.
2.2.7 A fourth constraint is a school curriculum that needs to be more responsive to societalneeds. The school curriculum is particularly weak with regard to the teaching of science andmathematics at the secondary school level. In fact, only about half of those studying sciencesubjects pass national selection examinations and thus join higher educational institutions, asa result of which Malawi’s production of scientific manpower in the natural sciences isrelatively poor. Recently there have been efforts to review the basic education and secondaryschool curriculum with a view to addressing its shortcomings.
2.2.8 Inadequate planning and management capacity is yet another constraint confrontingthe system. Although the Government has embarked on a decentralization strategy in recentyears, the education system remains relatively centralized. This leaves little room forflexibility by regional and local level school administrations with regard to issues such as thedetermination of fees levels, use of funds raised locally, adjustment of the curriculum to localneeds, the recruitment of staff, or for the involvement of communities, parents, teachers, and
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pupils in taking of educational decisions which affect them directly. A second administrativechallenge is that head teachers are usually overburdened with routine administrative matters.This leaves them with little time to attend to the monitoring and evaluation of relevantstandards and the curriculum. In addition to these management-related problems, Malawi’seducational system is characterized by a weak planning capacity, mainly due to a shortage ofprofessionally qualified planners and because mechanisms and capacity for gathering goodplanning data is inadequate.
2.2.9 The impact of HIV/AIDS pandemic on the education system is another seriousconstraint to the effective delivery of education services. Teacher absenteeism and mortalityresulting from HIV/AIDS is hampering the efficient functioning of the schools. Although it isnot easy to catalogue the exact magnitude of morbidity arising from HIV infection, survey ofsample schools indicates increased levels of absenteeism among teachers, which parallels theincreased levels of teachers living with HIV/AIDS. The death records from MoEST alsoconform to the expected trend of increasing mortality in a situation where HIV prevalence ishigh. The MoEST records show that 456 primary school teachers died in 1999. But a reviewreport in 1999 by Malawi School Support System Program, estimates that 2,369 primaryschool teachers will die in 2001, five times the number in 1999.
2.3 Education Financing
2.3.1 The Government’s strong commitment to the education sector is underlined by thefact that in fiscal year 2000/01, it allocated 28% of its total recurrent budget, one of thehighest in sub-Saharan Africa, to this sector. This represents 5% of GDP. In 1994, when freeprimary education was introduced, recurrent budget for education was 20% of the totalgovernment recurrent budget. The Government is also strongly committed to strengtheningbasic education and has accordingly allocated 60% of its education recurrent budget to thissub-sector in 2000/01. Tertiary education received the second largest share at 18% whilesecondary education remains the least funded as this sub-sector accounted for 12% of therecurrent education budget allocation in 2000/01. In the 2000/01, personnel emolumentsaccounted for almost 90% of the recurrent budget allocations for the primary and secondaryeducation sub-sectors, leaving only 10% for relevant learning/teaching inputs.
2.3.2 Local communities, donor partners and the business community continues to play animportant role in supporting the national education system. Local communities and parentscontribute to education through sharing in the cost of buildings and their maintenance,transport to schools, food, school uniforms, learning materials and extra-curricular activities.It is estimated that local communities have participated in the building of almost 75% of thecountry’s schools and most schools’ maintenance is officially their responsibility. At thesecondary level, almost 15% of Malawi’s secondary school population is enrolled in privateinstitutions.
2.3.3 In 1996/7 MoEST introduced the Medium Term Expenditure Framework (MTEF)budgeting process as a way for improving the efficiency of the use of available educationalresources. It is hoped that this approach will lead to relatively greater macroeconomic balancewith the placing of GoM budgets within a realistic expenditure framework.
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Among other things, the MTEF approach should promote: the articulation of broad policyintentions; the commitment by the districts, divisions and some of the other cost centres to thebudgeting process through the preparation of Individual Activity Based Budgets (ABBs); andthe adoption of a participatory, bottom-up approach with regard to the preparation of ABBs.The approach should also promote an integrated approach to budgeting with regard todevelopment and recurrent budgets.
2.4 Donor Interventions in the Education Sector
2.4.1 External development partners play an important role in the financing of theMalawian education system. This is particularly the case with regard to developmentexpenditures. The donor’s share of the total MoEST development expenditure has averagedmore than 80% during the 1999/2000 and 2000/2001 fiscal years. Secondly in 1999/2000,total grants from the three major donors were equivalent to the total education developmentbudget. In addition to the main education donors, NGOs have continued to support educationmainly through the construction of school buildings. In order to minimize duplication ofeffort donors have accelerated efforts to improve coordination as evidenced by their jointsupport for education sector reform, the holding of a joint sector review in October 2000 andthe strengthening of the monthly donor meetings, which are now chaired by the Minister forEducation.
2.4.2 More than 75% of the donor support has been directed to basic education. Thoseactive in the sector include: ADB, CIDA, DANIDA, DfID, KfW, GTZ, JICA, TheGovernment of Norway, UNICEF, UNESCO, UNFPA, USAID and the World Bank. For2001, donor support for the sector is estimated to be about US$ 56 million. Annex IVsummarizes the size of present support by each agency and the area of support.
2.4.3 Donor support focused on improving access and equity, quality and relevance and theplanning and management capacity for all levels of the system. In the area of access andequity, the emphasis has been on the construction and rehabilitation of primary and secondaryschools. Donors have also supported programs aimed at improving the participation andretention in primary and secondary education of disadvantaged groups such as females, thephysically disabled and children living in remote and poor environments. In the area ofquality and relevance, the focus has been on: teacher training including in-service teachertraining; the construction and rehabilitation of teacher training colleges and TeacherDevelopment Centres (TDCs); curriculum review and development; provision of text books;enhancement of school health and sanitation; provision of safe drinking water; awarenesscreation related to HIV/AIDS and the introduction and popularization of the life skills’curriculum; and on the improvement of school assessment systems. With respect tomanagement and planning, donor resources have been directed toward: the development ofnational and district level education strategies; national school mapping and census exercises;the development of an education management information system (EMIS); the constructionand rehabilitation of district education offices; training of educational managers, teachers andother educational stakeholder groups, including primary education advisors (PEAS), heads ofschools, teachers, school management committees and community leaders on planning andmanagement issues; improvement of central, regional and district planning capacity; andtoward the development of a decentralized structure for continuing education, advancedtraining and supervision.
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2.5 Education Policy Framework
2.5.1 The Government’s education strategy is spelt out by the Education Sector: Policy andInvestment Framework (PIF). The PIF outlines five main objectives for the education system.The first of these is the improvement of access to educational opportunities at all levels of theeducation system. At the basic education level, the intention is to arrive at a net enrolmentratio (NER) of 95% in all districts by 2012. At the secondary school level, the aim is toincrease the Gross Enrollment Ratio (GER) from the current 18% of the relevant age cohortto 30% during the same period. Participation in tertiary education is to be raised from thecurrent 0.8% of the relevant age group to 1%. Accordingly, appropriate measures for reducingpoor attendance, enrollment, repetition and dropout are stated.
2.5.2 Secondly, the PIF proposes measures for improving the equity of access and outcomesparticularly for disadvantaged social and economic groups and regions. In this connection, thePIF identifies relevant strategies for improving the participation of girls and women, childrenwith special needs and other disadvantaged youth and that of rural communities at all levelsof the education system. It is proposed that female participation at the primary, secondary andtertiary levels are increased to at least 50% of the total enrollment at all levels of theeducation system.
2.5.3 PIF’s third objective is to enhance the quality and relevance of the country’seducation. With regard to quality improvements, appropriate strategies will aim at combiningthe right inputs, the right processes and the right outputs. The relevance of Malawi’seducation system is to be achieved through ongoing reviews of the curriculum aimed atensuring that it addresses the needs of individual school goers and those of the country moreeffectively. Because adequate numbers of professionally qualified teachers are critical forpromoting these goals, The PIF stresses the need for a quality and sustainable teacher-trainingprogram as a way of promoting quality and relevant education.
2.5.4 Fourthly, PIF outlines measures for developing an institutional and financialframework to sustain the country’s education system. In this connection, the PIF underlinesthe need to strengthen the capacity of the MoEST and relevant regional and local institutionsto plan and manage educational programs in a more cost-effective manner. Finally, the PIFencourages those in society who can afford it to share in the cost of education provision whileensuring that the poorer sections of society are not forced to drop out of school because ofinability to pay. In recognition of the crucial role that communities, the private sector andinternational development partners could play in the development of education in Malawi, thePIF proposes strategies that will encourage an increase in their investment in this sector.
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3. THE SUB-SECTOR
3.1 Secondary Education
3.1.1 Secondary education begins after the 8 years primary education cycle. Secondaryeducation aims at equipping its recipients with appropriate skills and knowledge to facilitatefurther education as well as their survival as individuals and participants in the nation’s socio-economic and political spheres. In view of this, the government’s goal as spelt out in the PIFis to raise the enrollment of the relevant secondary school age group from the current 18% to30% and to improve the quality of education provided by the country’s secondary schools.
3.1.2 Secondary education comprises a junior and a senior cycle. The junior cycle consistsof the first two years of secondary education after which students sit for the JCE. The greatmajority of students who pass this examination continue to senior secondary school, alsoconsisting of two years. From the point of view of employment or further education andtraining, the JCE is of minimal value and in fact there have been calls for its abolition.Successful completion of the final two years of secondary education qualifies eligiblestudents to sit for the MCSE that opens a wide variety of opportunities in terms of bothemployment and further training for those who pass it.
3.1.3 Before 1998 secondary education was provided through four main types of secondaryschools; government school; grant-aided schools; Distance Education Centers (DECs); andprivate schools. In 1999, the MoEST reclassified the secondary school system as follows:conventional secondary schools (CSSs); Community Day Secondary Schools (CDSSs); andprivate schools.
3.1.4 Until the ongoing national school mapping exercise is completed, it is difficult to giveaccurate statistical data on secondary education and particularly on the CDSSs. Nevertheless,it is estimated that there are 937 secondary schools in Malawi. CDSSs are by the majority atapproximately 556. They have an estimated enrollment of 166,781 students of whom 6,723(37%) are girls. There are 103 CSSs enrolling an estimated 58,174 students, 22,294 (38%) ofwhom are girls. An estimated 278 registered private schools enroll about 17,245 students,7,507 (44%) of whom are girls. An estimated further 4,200 students are enrolled in the non-registered private schools. The system of selecting students for these schools varies for thedifferent school types. From among the CSSs, national schools are the first to select from anational merit list. They therefore pick the top performing students. Former grant-aidedschools then select the best from those left out by the national schools. CDSSs and privateschools are the last to select and therefore pick the lowest performing students, although somehigh performing students may join the top quality private schools if they so wish. Currently,selection for the national boarding and day schools and government day/boarding schools isbased on the principle of admitting at least 15% of the students from the local catchment areaof the school. The other 75% are selected from the rest of the country. CDSSs select theirstudents from their respective localities while private schools selection process is open. PIFhas recommended a local catchment area selection system but this has yet to be implemented.
3.1.5 All secondary schools with the exception of the designated schools offer the samegovernment approved curriculum. The revised curriculum promotes a broad learningapproach according to which students have to be proficient in languages, mathematics,sciences and humanities. The curriculum of both the junior and senior secondary cycles is
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organized into core and elective subjects. For the junior cycle, the core curriculum comprisesof English, Math, Agriculture, Physical Education, Chichewa, Integrated Science and LifeSkills. The electives include a range of subjects depending on what is feasible for specificschools but must include at least one of the following: Geography, History and SocialStudies. A student is expected to select a total of eight subjects (6 core and 2 electives) inwhich they have to pass in at the JCE. The core curriculum of the senior cycle comprises ofChichewa, English Language, Math, Science and Technology, Social Studies, Life Skills andPhysical Education. Students can select their electives from a wide range of subjects but againdepending on the situation of the schools, these electives should include at least one of thefollowing subjects; Literature in English, Literature in Chichewa and Crafts and Art.
3.1.6 There are an estimated 4,325 teachers (942 or 22% female) in the secondary schoolsystem. About 68% of these teachers are not qualified for secondary school teaching,adversely affecting the quality of education provided. In most CSSs, the curriculum isdelivered by qualified teachers, but in the CDSSs, the great majority (93%) of the teachers areacademically and professionally under-qualified. It is estimated that if all the secondaryschools have to be equipped with academically and professionally qualified teachers, thesystem would need approximately 700 new teachers annually for the next 5 years. This, plusthe upgrading of the under-qualified teachers is one of the biggest challenges facing thesecondary school sub-sector today. The continued shortage of secondary school teachers ledto the opening of Mzuzu University in the northern part of the country. Bunda College ofAgriculture trains agriculture teachers and the Polytechnic also supplies some scienceteachers. In 1999, approximately 300 trained secondary school teachers graduated from thecountry’s teacher training colleges. About 600 of the under qualified secondary teachers arealso receiving in-service training managed by Domasi College of Education. The remainingunder-qualified teachers can benefit from similar in-service teacher training program.
3.1.7 Within the MoEST, the division of Education Methods Advisory Services (EMAS) isentrusted with the responsibility of monitoring the quality and relevance of education offeredby the country’s public and private secondary schools. Among other responsibilities, thefunctions of EMAS include: the coordination and supervision of teaching and learning; thecoordination of teacher support including pre-service and in-service education; coordinationof the secondary school assessment and evaluation system; planning, review andimplementation of the curriculum for both schools and relevant teacher training institutions;and registration of private secondary schools. With the policy of decentralization, thefunctions of EMAS as they relate to the inspection and monitoring of the secondary systemhave been devolved to the education divisions under a Senior Education Methods Advisor(SEMA). However, although the target of decentralization is the district, there is no secondaryeducation Methods Advisor for a district. At the school level, head teachers and heads ofdepartments deal with issues of quality assurance. Capacity for advisory services at thesecondary level therefore needs to be strengthened.
3.1.8 The Director of Secondary and Higher Education who is based at the MoESTHeadquarters oversees all management issues of the secondary education system. A deputydirector of secondary education, two assistant deputy directors and a senior education officerassist him. Division managers who are based at the divisional headquarters oversee mattersrelated to secondary administration in the divisions. At the division level, a desk officer forsecondary education is directly responsible for the administration of secondary education. Thedivision planner who is also responsible for primary education planning issues assists
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him/her. With the implementation of the decentralization policy, the District EducationOfficer (DEO) shall coordinate the management and planning issues of secondary education.This will require the replacement and/or retraining of the current crop of under-qualifiedDEOs.
3.1.9 Below the districts, head teachers are responsible for managing their respective schoolswith the support of school boards and their teachers. But the management skills of mostsecondary schools heads, deputy heads and heads of departments are seriously lacking. About10% of school managers, all of them from CSSs, have received training in schoolmanagement aimed at making schools effective. Similar training is needed for CDSSmanagers to build the capacity required for improving the effectiveness of the schools.
3.1.10 On financing, secondary education is allocated 10% of the total MoEST recurrentexpenditure. The bulk of these funds are spent on personnel emoluments and boardingfacilities in CSSs and CDSSs. In 2000/01, personnel emoluments and boarding facilitiesaccounted for approximately 40 and 16% of the total recurrent expenditure for secondaryeducation while teaching/learning materials accounted for approximately 5% of the availablerecurrent funding in this year. Students attending CSSs and CDSSs pay modest tuition andboarding fees as well as a small deposit for textbooks and examinations. Until 1999, studentsin the CDSSs met the full cost of their tuition and boarding expenses while the governmentmet the costs of teacher salaries and learning/teaching materials. It needs to be said that forboth the CSSs and CDSSs, fees collection rates are less than 50%. Since 2000/2001,secondary education has received 60% of the education sector development expenditurecompared to 30% for primary education and 10% for the tertiary sub-sector. This is as a resultof the government policy of taking over CDSSs with the aim of improving the quality ofeducation offered by them.
3.2 Community Day Secondary Schools (CDSSs)
3.2.1 The origins of CSSs go back to 1964 when Malawi attained political independence.At independence, Malawi inherited a highly elitist secondary education system. In 1965 forexample, only 5% of primary certificate holders found a place in the country’s secondaryschool system. Yet the immediate independent government’s aim for education was toaccelerate the production of an educated cadre of Malawians to take over the middle andsenior management positions left vacant by the colonial administrators. The post-independence government therefore embarked on a program to expand secondary educationas a result of which every district had at least one government secondary school by 1982.
3.2.2 Despite these government efforts, access to secondary education for the relevant agegroup has remained severely limited. An alternative mode for delivering secondary educationhad to be identified; thus the birth of the CDSSs.
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CDSSs were initially started under the Malawi Correspondence College (MCC) in 1964 andwere then known as Distance Education Centres (DECs). DECs were run as part of theMalawi College of Distance Education (MCDE) which replaced the MCC in 1980. The aimsof MCDE were to provide: an alternative for the secondary school age population who couldnot be accommodated by the formal system; and secondary schools’ teachers upgradingcourses. The MCDE depended on three main modes of instruction, namely: printed materials,radio broadcasts and audio tapes available at designated MCDE centers.
3.2.3 Although the MDCE Program was originally envisaged as a correspondence programfor both primary and secondary education, by the late 1990s more than 80% of their studentsenrolled for subjects offered by the formal secondary school system. In recognition of thisdemand for formal secondary educational opportunity by a large number of Malawians, DECswere converted to CDSSs in 1998. The intention was to upgrade CDSSs with a view tohaving a unified national system of secondary school education provision. Such a policy wasnot without a price. DECs were constructed by communities, with provision for some poorlyconstructed classrooms, and were staffed by primary school teachers paid by the government.But the DECs, were converted to conventional secondary schools without being providedwith relevant physical infrastructure; teaching/leaning facilities and the required qualifiedteaching force.
3.2.4 Compared to CSSs, CDSSs provide education of very poor quality. Many of thesesecondary schools operate in borrowed primary school premises, are run by a largelyunqualified teaching force, are characterized by inadequate and overcrowded classrooms, lackessential teaching/learning materials and have no libraries and science facilities. In the CSSs,almost 90% of the teaching force are qualified for their teaching responsibilities compared to7% in the CDSSs. With regard to teaching/learning materials, more than 15 CDSSs studentsshare 1 text book in the key subjects of English, Math and Physical Science compared to anaverage of 6 students in the CSSs. Severe inequalities between the two systems are alsoapparent in the realm of physical facilities. While an average of 114 CDSSs students share aclassroom, 93 of those in the CSSs do the same. Only 10% of CDSSs have science teachingand library facilities compared to 60% of the CSSs. Such inequalities in the level of availablehuman and physical resources explain much of the differential achievement in the MSCE. In1999 for example, almost 30% of the CSSs students who sat for the MSCE passed itcompared to about 4% of those who were enrolled in the CDSSs. Annex V gives comparativedata on Malawi’s secondary school system.
3.2.5 It would thus appear that CDSSs deserve almost immediate attention if the quality ofeducation offered here has to show any significant improvement. Thus, although access forsecondary education in Malawi remains a major problem, it is necessary to support programsaimed at consolidating these access gains by strengthening the capacity of secondaryeducation and particularly, the CDSSs to offer education of some quality. Support is thusurgently needed with regard to the provision of relevant leaning infrastructure, classrooms,science laboratories, libraries, administrative blocks, teachers' houses, textbooks, scienceequipment and other relevant inputs. Given that a key contributory factor to the poor qualityof secondary education in general and CDSSs education in particular is the severe shortage ofqualified teaching staff, it would be useful to support in-service teaching programs as a wayof addressing this problem.
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Finally, improved management and planning capacity are critical in ensuring that the impactof relevant physical and human inputs are sustained in the long run. One way of contributingto strengthening of this capacity is through training of school heads and secondary educationmethods advisors on management and maintenance skills.
3.3 Donor Interventions in the Secondary Education Sub-Sector
3.3.1 DANIDA is the principal donor at the secondary education level. In the area of policyplanning DANIDA has supported secondary school policy development as part of the PIF anddivision and secondary schools cluster developments aimed at strengthening secondaryeducation provision and management. In the area of access, support has focused on physicalinfrastructure improvement revolving around secondary school mapping and data bankgeneration, girls’ bursary schemes and on the construction, rehabilitation and maintenance ofsecondary schools, including the establishment of school construction and maintenanceprocedures. DANIDA is also active in developing an effective advisory and support servicesthrough the Education Methods Advisory Services (EMAS). With regard to secondary teachereducation, DANIDA is supporting teacher training and the development of a secondaryteacher training strategy. In addition, DANIDA is putting some funds in programs targetingsenior secondary school curriculum improvement, the development of a sustainable textbookprovision and the upgrading of school libraries.
3.3.2 In the secondary school sub-sector, JICA supports a program for the strengthening ofscience and mathematics education in secondary schools. This program revolves aroundactual training, targeted technical exchanges and study visits by science and mathematicsteachers. A second JICA initiative focuses on the dispatching of Japanese volunteer teachersto needy Malawian secondary schools. Future JICA support in this sub-sector may involve theexpansion of Domasi College of Education; and construction of teaching facilities forsecondary schools.
3.3.3 ADB, the World Bank, CIDA and UNFPA are also active in the secondary educationsub-sector. ADB and World Bank support has included the construction and rehabilitation ofsome secondary schools, the provision of school textbooks and other leaning/teachingmaterials and the development of HIV/AIDS materials. CIDA is supporting a distanceeducation diploma program in education for 600 secondary schoolteachers in collaborationwith Domasi College of Education. CIDA is also working with the MoEST and other donorsto develop an Education Management Information System (EMIS) for both the secondary andprimary education systems. UNFPA support has focused on the development of an integratedsyllabus for junior secondary in the areas of social studies, agriculture, home economics,biology and geography. In this connection, UNFPA is funding the development of appropriatetextbooks for students and of a methodology guide for teaching these subjects. Futuresupport in this area is to include the printing of JCE textbooks and teachers’ guide books forall career subjects and the orientation of secondary school teachers in the teaching of therevised curriculum.
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4. THE PROJECT
4.1 Project Conception and Rationale
4.1.1 This project is a response to the GoM’s poverty alleviation strategy as enunciated bythe country’s PRSP. The PRSP highlights the critical role education could play in alleviatingpoverty and in generating the human resources that could contribute to the country’s socio-economic and political advancements. To achieve these goals, the PRSP lists as priorities theexpansion of educational opportunity for disadvantaged groups and the improvement in itsquality as the key building blocks of a long-term national educational strategy. These issuesare underlined by the official government policy in education as spelt out by the EducationSector: Policy and Investment Framework (PIF). PIF was finalized in 1999 following lengthyconsultations with the majority of the country’s education partners. It identifies appropriatestrategies for enhancing the quality of education at all levels of the education system. Forsecondary education, the main focus is on upgrading the standards of poorly equippedCDSSs. Towards this end, this proposed project would aim at complementing GoM and otherdevelopment partners’ efforts to strengthen the capacity of a selected number of CDSSs tooffer education of acceptable quality. The project has been developed through an extensiveparticipation of key stakeholders whose involvement will continue during implementation.Views of education planners and managers, school administrators and teachers, parents andexternal financing agents were sought and incorporated in the design of the project. It shouldalso be pointed out that the schools the project will support have been founded with strongcommunity participation. The DECs, which became the CDSSs, although poorly resourced,were constructed by the communities. The project will thus be complementing communityinitiatives.
4.1.2 To date the Bank has funded three education projects in Malawi. The first twoprojects approved in 1980 and 1986 for ADF loans of UA 7.37 million and UA 15.66 millionrespectively are complete. The third project approved in 1997 for an ADF loan of UA 12.00million is on-going and is being implemented very satisfactorily. The projects aimed ingeneral to increase access and improve the quality of primary and secondary education, andbuild capacity for educational planning and management. The new project will reinforce theseobjectives. Lessons learned from the implementation of the earlier projects will also informthe new project. For example, the successful implementation of the on-going Education IIIproject is attributed to the effective management of the project by a competent project staffand the adequate supervision of the project by the Bank. The integration of project activitiesfully into the operations of the Ministry of Education and the close coordination with otherdevelopment partners has also meant the efficient use of project resources.
4.2 Project Area and Beneficiaries
4.2.1 The project sites will be distributed throughout the country. However, since mostCDSSs serve remote rural communities, the schools that the project will support will belocated in disadvantaged rural areas. The actual schools to be supported by the project will bedetermined on the basis of the outcome of the on-going school mapping survey, which isexpected to be completed by end of November 2001.
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As a condition of first disbursement, MoEST will submit for fund approval the list of thedistricts and locations of the schools to be supported by the project.
4.2.2 Initially, the most direct beneficiaries of the project will be students enrolled in thesecondary schools that will be supported through the project. As of now, it is estimated that40 CDSSs will be supported. Each of these schools will have a minimum student populationof 160, which means that almost 7,000 students will benefit from the improved secondaryschool education at any given time. Since CDSSs are generally located in rural areas, themajority of the beneficiaries of the improved learning conditions will be students fromdisadvantaged communities.
4.2.3 Other beneficiaries of the project will be the almost 2500 professionally under-qualified secondary school teachers to be upgraded through the project’s in-service trainingprogram. Female teachers will be among the major beneficiaries of this training. This isbecause more than 90% of the female teachers in CDSSs are professionally under-qualified.As the project will aim at training most of the untrained teachers currently working in theCDSSs, a conscious effort will be made to include the majority, if not all, the under-qualifiedfemale teachers in the lot of the project’s trainees.
4.2.4 Females students will also be beneficiaries of the project. As of now, girls representalmost 40% of the enrollments in the CDSSs. Although performance in national examinationsis poor for both boys and girls, during the last decade, girls enrolled in CDSSS have tended toperform slightly worse than the boys in the JCE and MSCE for all subjects except Chichewaand Bible Knowledge. In 1999 for example, while 5% of the boys who sat for the MSCEpassed, only 1% of the girls did. By improving the conditions of the CDSSs through thetraining of their under-qualified staff, the building and rehabilitation of infrastructure, theprovision of science and library facilities, equipment and books as well as other facilitieslikely to appeal to females, such as latrines and clean water, it is likely that the achievementlevels of female students will improve and more of them will be attracted to CDSSs.
4.3 Strategic Context
4.3.1 The goal of education as stated in the PRSP is the alleviation of poverty. PIFreinforces this position by stressing the developmental and poverty alleviation role of goodquality education. Among others, the objectives include the promotion of access to qualityhealth and education; an economy supported by a strong scientific and technological base; anequitable distribution of wealth; and a sustainably managed environment. This project willreinforce these goals in a number of ways. Firstly, the improvement of 40 secondary schoolswill promote quality education that is likely to open up increased employment and highereducation opportunities for graduates of these schools, thus preparing them to bettercontribute to the development of the economy. The project will also promote the national goalof strengthening the country’s scientific and technological base as all the project schools willbe equipped with science facilities, equipment and relevant science textbooks. Unqualifiedteachers in these schools will have their teaching skills upgraded which will make them betterteachers for science and other subjects. Overall, the project will contribute to improving theproductivity of the economy, as those graduating from the project’s schools will be betterequipped for employment and further education.
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4.3.2 Second, the project will promote the goal of moving toward some form of equitabledistribution of income by making it possible for graduates of originally disadvantaged schoolsto compete on an equal footing with those from the more advantaged conventional schools. Itis also noteworthy that many of these beneficiaries will come from rural areas of Malawi, asmost CDSSs are located there.
4.3.3 Finally, the project will contribute to developing healthy human resources bypromoting improved health standing among students from the projects’ schools and theirteachers as well as their immediate associates by putting resources in programs focussing onHIV/AIDS awareness and prevention.
4.4 Project Objectives
The objective of the project is to contribute to improved quality and equity ofsecondary education provided at the Community Day Secondary Schools (CDSSs) in Malawi.This will be achieved through the establishment and rehabilitation of physical facilities,provision of educational materials, training of under-qualified teachers and capacity buildingfor school management.
4.5 Project Description
The project, which will be implemented over a period of four and half years, willconsist of five components with following outputs:
Based on a maximum of 4 classrooms per school site, the project will construct/rehabilitate 160 classrooms at 40 CDSSs, providing a total of 6,400 class spaces inschools where very little provision currently exists or the facilities are in dilapidated andimpermanent structures. 40 science facilities, 40 libraries, 40 administrative blocks, and80 teachers’ houses will be built. 160 double and 80 pit-latrines provided, together with40 boreholes with hand pumps. Playgrounds will also be provided where none exist.
Science equipment, books and other teaching learning-materials for pupils at projectschools will provided.
2,500 teachers will be trained under the project’s in-service teacher training program andtwo fellowships in secondary teacher education will be provided.
As a capacity building for schools, and in support of the policy strengthening the methodsadvisory services, 300 school managers and methods advisors will receive training inschool management.
The project will support the operational costs of implementation for the 54 months of theproject period.
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4.6 Project Activities and Components
4.6.1 The project will include a range of activities within the following categories:
(A) Professional Services(B) Civil Works(C) Furniture(D) Equipment(E) Training(F) Operating Costs
The details under each component are as follows:
Component 1: Infrastructure Development
4.6.2 In view of the need to improve the quality of secondary education at the CDSSs,especially in the rural areas of Malawi, this component is intended to improve the provisionof physical facilities that will enhance the quality of the education provided. The schools thatthe project will assist as indicated in paragraph 3.2.4, have no science teaching and libraryfacilities; classrooms are either lacking or dilapidated and overcrowded, unfit for teaching andlearning; and latrines and access to safe water are absent. Thus the need to upgrade theseschools to the minimum physical standards set by the government justifies the use ofresources for school infrastructure development.
(A) Professional Services
4.6.3 Architectural and engineering services for the rehabilitation/new construction ofexisting community day secondary schools, will be required to carry out site surveys,including levels and soil conditions and to prepare the adaptations of the standard designs forthe classrooms and other facilities to the site layouts, adjust to contours and other parameters,and include provision of drinking water by appropriate means. After tendering and selectionof contractors, carried out by the PIU, full post-contract services and site supervision will berequired by consultants until final completion. The progress of work on sites will be fullysupervised by regular visits by the consultants, who will also maintain clerk of works withday-to-day supervision for the duration of the contracts.
(B) Civil Works
4.6.4 The civil works under the project’s first component comprise the rehabilitation,modification and extension of facilities and service infrastructure at 40 existing communityday secondary schools, in selected districts.
4.6.5 Typically, a community day secondary school will have the following facilities:
- administration block with head teacher office, staff room, administration and store- 4 classrooms in two blocks- library and laboratory block- 2 student toilet/latrine blocks, 4 units each- 1 teacher toilet/latrine block, 2 units
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- 2 staff houses- internal roads, sports ground, fences, gates, walkways, storm water drainage
(C) Furniture
4.6.6 All furniture required for the above-listed facilities will be provided under the projectin accordance with specified lists prepared by MoEST. Built-in furniture will be provided forunder the construction contracts. The main items of loose furniture will be tables, chairs,desks, storage and display units and any other items of essential furniture required for thefunctioning of the schools. Locally produced furniture will be used as far as possible in orderto make future repairs and replacements cheaper.
(D) Equipment
4.6.7 The project will provide adequate general office equipment to the schools to beconstructed in accordance with the MoEST list of standard office equipment and supplies forcommunity day secondary schools.
Component 2: Educational Materials Provision
4.6.8 Given the lack of science teaching equipment, and inadequate supply of books andother teaching/learning materials, this component provides for these materials, in as much asthey enhance the quality and efficiency of secondary education provided at the CDSSs.
(D) Equipment
4.6.9 The project will supply and deliver educational materials in sufficient quantities toprovide for all the project schools. The materials will comprise science equipment andconsumables for the 40 science facilities; text books for core subjects provided at a ratio ofone book per student per subject; books and reading materials on HIV/AIDS; supplementaryreading materials; books for the 40 libraries; teaching and learning aids such as charts andmaps. The books to be supplied will be identified by the schools and will be available fromcommercial suppliers in and outside the country.
Component 3: Teacher Education Development
4.6.10 The component aims to support MoEST efforts to reduce the number of under-trainedteachers in CDSSs, through the provision of in-service training. The component will provideabout half of the MoEST’s needs for this type of training.
(E) Training
4.6.11 A program of in-service training will be funded by the project for about 2500 CDSSteachers. Teachers will receive training in both content and methodology. The training willalso include training in HIV/AIDS awareness and prevention, gender and environmentalissues. Appropriate staff from Colleges of Education, Universities, EMAS, TDCs, andschools will be used to provide the training, which will principally consist of a period of 8weeks of residential training followed by a period of distance learning. Capacity forsecondary teacher education development will also be strengthened through the provision of
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long-term training for two of the Teacher Education Department (TED) officers. A detailedtraining program will be submitted following loan effectiveness.
Component 4: Capacity Building for School Management
4.6.12 This component will assist in efforts to build capacity for school management at theCDSSs through the provision of training. The component will provide training for asignificant number of school managers as well as EMAS staff involved in the delivery ofsecondary education at the CDSSs. The component will further support the development of amaintenance culture and strengthen community school and local administration in support ofeffective maintenance projects and decentralized maintenance policy implementation.
(E) Training
4.6.13 Training in curriculum and facilities management, which will also cover HIV/AIDSawareness and prevention, gender and environmental issues, will be provided for about 300CDSS school managers. The training, which will consist of one-month duration, will beprovided using staff from MoEST agencies, including the University of Malawi, and otheragencies identified by MoEST as being appropriate. The capacity of EMAS will also bestrengthened through the provision of long-term training to 2 EMAS staff members and short-term training of 3 months duration to 6 EMAS staff. Training of one-week duration in schoolinfrastructure maintenance will be provided for school managers, teachers and communitymembers and organized at the schools. A detailed training program will be submittedfollowing loan effectiveness.
Component 5: Project Management
(D) Equipment
4.6.14 In view of the large number of project sites in deprived rural areas and the need forregular supervision of the project activities, the project will fund the provision of threevehicles and ten motor bicycles for project coordination and site supervision. Two desktopPCs with software and printers, one photocopying machine and basic office equipment forproject management will also be provided.
(F) Operating Costs
4.6.15 The operational costs in carrying out the administration, coordination and procurementactivities necessary for the successful completion of the project, will be met by the project forthe 54 months of implementation.
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4.7 Environmental Impact
4.7.1 As the project aims basically at rehabilitating existing school infrastructures, it hasbeen classified in the category II according to the Banks environmental guide-lines. Theproject will have minimal negative impact on the environment provided that the mitigationmeasures indicated below are properly implemented. All the construction work to be donewill consist of one-story buildings. Principles of environmental protection will be observed inthe civil works in terms of preserving existing trees and planting new ones. Where there is noexisting water supply, the construction of boreholes has been proposed to ensure theavailability of good quality water. As far as the disposal of human waste is concerned, theexisting facilities, which are foul smelling pit latrines, will be replaced by ventilatedimproved pit latrines (VIP). In order to prevent any health hazard from laboratory waste eachschool will be provided with a fenced laboratory waste area or small incinerator, and septictanks will be constructed for liquid waste.
4.7.2 The production of burnt bricks is a well known and widely applied buildingtechnology in Malawi. Furthermore, it represents a main source of income for people in ruralareas. The burning of bricks with fuelwood, however, also constitutes a seriousenvironmental problem in light of the deforestation taking place in many areas of the country.The ADF education projects have so far used burnt bricks for construction of schools, whileother donors supporting the sector (DFID and DANIDA) are now recommending the use ofStabilized Soil Blocks (SSB). In view of the large number of schools to be constructed in theEducation IV Project, it is recommended to use such environmental friendly buildingmaterial. A large number of school buildings have already been built with Stabilized SoilBlocks, which consumes only approximately 7% cement. The blocks are produced with blockmaking machines, which contributes to a high quality. This construction technology will bespecified in the project for areas with suitable soil.
4.8 Project Costs
4.8.1 The total cost of the project, net of taxes and customs duties, is estimated at UA 16.67million, of which UA 11.74 million is in foreign exchange and the equivalent of UA 4.93million is in local currency. For the purpose of costing, all items have been priced in USD andconverted into UA at the exchange rate applicable in the Bank for the month of August 2001.A summary of project cost estimates is given below in Table 4.1 by component and in Table4.2 by category of expenditure.
4.8.2 The cost estimates for civil works are based on current tenders for similar facilitieswith base costs up-dated to August 2001 (time of appraisal). The cost estimates for furniture,equipment and supplies are based on data obtained from the PIU and the MoEST. Physicalcontingencies are set at 10% of base costs for all categories of expenditure. Pricecontingencies are estimated at 3% inflation per year both for foreign costs and local currencycosts since the project is priced in USD, with 90 % of the total cost being funded in UA. Thedetailed project cost estimates are shown in Annex VI.
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Table 4.1Summary of project Costs by Component
USD million UA million %
COMPONENT F.E. L.C. Total F.E. L.C. Total of Tot
I. Infrastructure Development 8.04 3.59 11.62 6.38 2.85 9.23 55.4II. Educational Material Provision 3.00 0.00 3.00 2.39 0.00 2.39 14.3III. Teacher Education Development 1.03 1.03 2.06 0.82 0.82 1.64 9.8IV. Capacity Building for School
Management 0.15 0.15 0.31 0.12 0.12 0.24 1.5V. Project Management 0.27 0.44 0.71 0.21 0.35 0.56 3.4
Base Costs 12.49 5.21 17.70 9.93 4.14 14.06 84.4Physical Contingencies 1.25 0.52 1.77 0.99 0.41 1.41 8.4Sub-Total 13.74 5.73 19.47 10.92 4.55 15.47 92.8Price Contingencies 1.03 0.48 1.51 0.82 0.38 1.20 7.2TOTAL COSTS 14.77 6.21 20.98 11.74 4.93 16.67 100.0
70.4% 29.6% 100.0% 70.4% 29.6% 100.0%
Table 4.2Summary of Project Costs by Category of Expenditure
USD million UA million %
CATEGORY F.E. L.C. Total F.E. L.C. Total of TotA) Professional Services 0.00 1.41 1.41 0.00 1.12 1.12 6.7B) Civil Works 7.51 1.88 9.39 5.97 1.49 7.46 44.7C) Furniture 0.30 0.30 0.60 0.24 0.24 0.48 2.9D) Equipment 3.38 0.00 3.38 2.69 0.00 2.69 16.1E) Training 1.18 1.18 2.37 0.94 0.94 1.88 11.3F) Operating Costs 0.12 0.44 0.56 0.10 0.35 0.44 2.7
Base Costs 12.49 5.21 17.70 9.93 4.14 14.06 84.4Physical Contingencies 1.25 0.52 1.77 0.99 0.41 1.41 8.4Sub-Total 13.74 5.73 19.47 10.92 4.55 15.47 92.8Price Contingencies 1.03 0.48 1.51 0.82 0.38 1.20 7.2TOTAL COSTS 14.77 6.21 20.98 11.74 4.93 16.67 100.0
70.4% 29.6% 100.0% 70.4% 29.6% 100.0%
Note: All figures are rounded from spreadsheet calculations and may not always exactly “add up” inthese tables
4.9 Sources of Financing and Expenditure Schedule
4.9.1 The project will be financed jointly by the ADF (90%) and the Government (10%) asshown in Table 4.4. The ADF’s contribution, with a loan of UA 15 million, will meet 100 %of all foreign exchange costs and 66.2 % of local costs. The Government will finance 33.8 %of the local costs, estimated at UA 1.67 million, which represents 10 % of the total projectcosts. In addition, the Government will finance all taxes and duties. It is noted that the ADF-VIII allocation for Malawi has been fully committed. Therefore, an additional allocation ofUA 15.00 million will be required to finance this project. Given the project’s significantpotential to contribute to the country’s poverty reduction objectives, through improvements inthe quality of education, this additional allocation will further support the Bank’sdevelopment objectives as articulated in the CSP 1999-2001. Furthermore, the resources willbe utilized efficiently as reflected by Malawi’s good performance rating in the 2001 CountryPerformance Assessment.
4.9.2 The ADF’s financing of part of the local costs, covering professional services, civilworks, training and operating costs, is justified given the social nature of the project. Malawiis making determined effort towards mobilizing internal and external resources to the
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requirements of its increased budgetary allocations to the social sector as reflected in thePRSP. The increase in the share of education in the budget (from 20% in 1994 28% in 2000)and the limited availability of foreign currency due to balance of payment constraints justifiesADF financing of part of the local costs.
Table 4.3Sources of Finance (UA mill.)
SOURCE F.E. % L.C. % TOTAL %A D F 11.74 100.0 3.26 66.2 15.00 90.0
GOVERNMENT 0.00 0.0 1.67 33.8 1.67 10.0
TOTAL 11.74 4.93 16.67
70.4% 29.6% 100.0%
Table 4.4Financing Plan by Category of Expenditure (UA mill.)
TOTAL ADF GOM
CATEGORY F.E. L.C. TOTAL % F.E. L.C. TOTAL % L.C. TOTAL %A) Professional Services 0.00 1.35 1.35 8.1 0.00 1.35 1.35 100.0 0.00 0.00 0.0B) Civil Works 7.01 1.75 8.77 52.6 7.01 0.37 7.38 84.2 1.38 1.38 15.8C) Furniture 0.28 0.28 0.57 3.4 0.28 0.00 0.28 50.0 0.28 0.28 50.0D) Equipment 3.20 0.00 3.20 19.2 3.20 0.00 3.20 100.0 0.00 0.00 0.0E) Training 1.12 1.12 2.25 13.5 1.12 1.12 2.24 100.0 0.00 0.00 0.0F) Operating Costs 0.11 0.42 0.53 3.2 0.11 0.42 0.53 100.0 0.00 0.00 0.0
TOTAL 11.74 4.93 16.67 11.74 3.26 15.00 1.67 1.6770.4% 29.6% 100.0% 100.0% 66.2% 90.0% 33.8% 10.0%
4.9.3 Tables 4.5 and 4.6 below show the expenditure schedule by component and bycategory of expenditure and source of financing respectively.
Table 4.5Expenditure Schedule by Component (UA mill.)
COMPONENT 1: 2002 2003 2004 2005 2006 TOTAL %A) Professional Services 0.17 0.34 0.34 0.34 0.17 1.35 12.4B) Civil Works 0.00 2.22 3.33 2.78 0.44 8.77 80.4C) Furniture 0.00 0.00 0.09 0.47 0.00 0.57 5.2D) Equipment 0.00 0.00 0.04 0.18 0.00 0.22 2.0
TOTAL COMPONENT 1 0.17 2.56 3.80 3.77 0.61 10.91 100.0Percentage 1.6% 23.5% 34.9% 34.6% 5.6% 100.0%COMPONENT 2: 2002 2003 2004 2005 2006 TOTAL %
D) Equipment 0.00 0.00 0.47 2.37 0.00 2.85 100.0TOTAL COMPONENT 2 0.00 0.00 0.47 2.37 0.00 2.85 100.0Percentage 0.0% 0.0% 16.7% 83.3% 0.0% 100.0%COMPONENT 3: 2002 2003 2004 2005 2006 TOTAL %
F) Training 0.24 0.49 0.49 0.49 0.24 1.96 100.0TOTAL COMPONENT 3 0.24 0.49 0.49 0.49 0.24 1.96 100.0Percentage 12.5% 25.0% 25.0% 25.0% 12.5% 100.0%COMPONENT 4: 2002 2003 2004 2005 2006 TOTAL %
F) Training 0.04 0.07 0.07 0.07 0.04 0.29 100.0TOTAL COMPONENT 4 0.04 0.07 0.07 0.07 0.04 0.29 100.0Percentage 12.5% 25.0% 25.0% 25.0% 12.5% 100.0%COMPONENT 5: 2002 2003 2004 2005 2006 TOTAL %
D) Equipment 0.14 0.00 0.00 0.00 0.00 0.14 20.2G) Operating Costs 0.12 0.12 0.12 0.12 0.06 0.53 79.8
TOTAL COMPONENT 5 0.25 0.12 0.12 0.12 0.06 0.67 100.0Percentage 37.9% 17.7% 17.7% 17.7% 8.9% 100.0%TOTAL PROJECT 0.70 3.24 4.96 6.82 0.95 16.67
4.2% 19.4% 29.7% 40.9% 5.7% 100.0%
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Table 4.6Expenditure Schedule by Source of Finance (UA mill.)
A D F 2002 2003 2004 2005 2006 TOTAL %A) Professional Services 0.17 0.34 0.34 0.34 0.17 1.35 9.0B) Civil Works 0.00 1.87 2.81 2.34 0.37 7.38 49.2C) Furniture 0.00 0.00 0.05 0.24 0.00 0.28 1.9D) Equipment 0.14 0.00 0.51 2.55 0.00 3.20 21.3E) Training 0.28 0.56 0.56 0.56 0.28 2.25 15.0F) Operating Costs 0.12 0.12 0.12 0.12 0.06 0.53 3.6
Total 0.00 2.89 4.38 6.15 0.88 15.00 100.0Percentage of Total 0.0% 19.3% 29.2% 41.0% 5.9% 100.0%
G O M 2002 2003 2004 2005 2006 TOTAL %B) Civil Works 0.00 0.35 0.53 0.44 0.07 1.38 82.9C) Furniture 0.00 0.00 0.05 0.24 0.00 0.28 17.1
Total 0.00 0.35 0.57 0.67 0.07 1.67 100.0Percentage of Total
0.0% 21.0% 34.4% 40.5% 4.1% 100.0%
T O T A L 2002 2003 2004 2005 2006 TOTAL %A) Professional Services 0.17 0.34 0.34 0.34 0.17 1.35 8.1B) Civil Works 0.00 2.22 3.33 2.78 0.44 8.77 52.6C) Furniture 0.00 0.00 0.09 0.47 0.00 0.57 3.4D) Equipment 0.14 0.00 0.51 2.55 0.00 3.20 19.2E) Training 0.28 0.56 0.56 0.56 0.28 2.25 13.5F) Operating Costs 0.12 0.12 0.12 0.12 0.06 0.53 3.2
Total 0.70 3.24 4.96 6.82 0.95 16.67 100.0Percentage of Total 4.2% 19.4% 29.7% 40.9% 5.7% 100.0%
5. PROJECT IMPLEMENTATION
5.1 Executing Agency
The MoEST, through its Planning Department, will be the executing agency for theproject.
5.2 Institutional Arrangements
5.2.1 The existing PIU, currently responsible for the implementation of the ADF EducationIII Project, will be retained and strengthened to implement and supervise the project. The PIUhas already the following administrative staff at its offices in Blantyre: project coordinator,architect, procurement officer (quantity surveyor), and an accountant. It also engagesconsultants for the professional services required. Given the increased scope of the workcompared to the on-going project, the capacity of the PIU will be strengthened by the additionof a structural engineer to its staff. The PIU, which is fully integrated with regular operationsof the MoEST, has successfully and efficiently managed the ADF projects.
5.2.2 The Director of Planning of MoEST will have the overall responsibility for thecoordination and management of the project. The project coordinator, under the direction ofthe Director of Planning, will be responsible for the implementation of the operationalactivities related to the project. The teacher education development and the capacity buildingcomponents will be implemented in collaboration with the TED, EMAS and the SecondaryEducation Department.
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The technical staff of the PIU (architect, quantity surveyor and structural engineer) will beresponsible for the implementation of the infrastructure component, including the day-to-dayinspection of construction works, tender documents and designs, whereas the accountant willbe responsible for the project accounts. Detailed job descriptions for these staff are stated inthe PID. Basic office equipment, vehicles for supervision and necessary funds for theactivities related to the implementation of the ADF project will be provided under the project.
5.3 Supervision and Implementation Schedules
The project will be implemented during a period of 4.5 years (54 months) fromeffectiveness of the loan, assumed to be in the first quarter of 2002. The implementationschedule is presented in Annex VII. The Bank’s supervision plan is presented in the PID.
5.4 Procurement Arrangements
5.4.1 Procurement arrangements are summarized in Table 5.1 below and described in detail inthe PID. All procurement of goods, works and services financed by the Bank will be inaccordance with the Bank’s Rules of Procedure for Procurement of Goods and Works or, asappropriate, Rules of Procedure for the Use of Consultants, using the relevant Bank StandardBidding Documents.
5.4.2 Malawi’s national procurement laws and regulations have been reviewed anddetermined to be acceptable. However, recent changes in the review process of procurementactivities by the government has resulted is some delays in the implementation of bothgovernment and external supported programs, including some of the activities of the ongoingADF project. The government is planning to revise the review process to address theconcerns of funding and executing agencies. The PIU will be responsible for the procurementof goods/services/training and the resources, capacity and experience are adequate to carryout the procurement in accordance with the Bank’s Rules of Procedure.
Table 5.1Procurement Arrangements (UA mill.)
CATEGORIES ICB NCB OTHER SHORTLIST TOTALCIVIL WORKS:Rehabilitation/new construction ofCDSS schools
8.766 [7.384] 8.766 [7.384]
GOODS:Furniture for CDSS schools 0.569 [0.284] 0.569 [0.284]Office Equipment for CDSS schools 0.216 [0.216] 0.216 [0.216Educational Equipment for CDSSschools
2.847 [2.847] 2.847 [2.847]
Equipment for Project Management 0.135 [0.135] 0.135 [0.135]
CONSULTING SERVICES &TRAINING:Professional services for civil worksTraining
1.354 [1.354]2.246 [2.246]
1.354 [1.354]2.246 [2.246]
MISCELLANOUS:Operating costs Project Management 0.534 [0.534] 0.534 [0.534]
TOTAL 2.847 [2.847] 9.551 [7.884] 0.669 [0.669] 3.600 [3.600] 16.668 [15.001]
* Amounts in brackets are financed by the Fund.
Civil Works
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5.4.3 Civil works for rehabilitation and expansion of 40 Community Day SecondarySchools, valued at UA 8.76 million, will be procured under National Competitive Bidding(NCB) as individual contracts for each site or grouped in lots of two to three schools. Thevalue of each contract will be UA 0.2 million. Given the remote location and the scatterednature of the sites and the size of the contracts, it is unlikely to attract foreign competition.But there is sufficient number of qualified local contractors to ensure competition. Eligiblebidders resident within or from outside the borrowing country, may also submit bids, if theywish to participate.
Goods
5.4.4 Educational equipment including equipment for science laboratories for 40 CDSSs,valued at UA 2.84 million will be awarded under International Competitive Biddingprocedures. Office and general equipment (UA 0.56 million) will be awarded under NCB.Given the small size of the contracts, this is the most efficient and economical way ofprocuring these goods.
5.4.5 Furniture valued at UA 0.57 million and office equipment valued at UA 0.22 for 40CDSSs will be procured under NCB as two contracts. Given the nature of the goods and sizeof the contracts, it is unlikely to attract foreign competition. But there is sufficient number ofqualified local suppliers to ensure competition. Eligible bidders resident within or fromoutside the borrowing country, may also submit bids, if they wish to participate.
5.4.6 Vehicles for 3 field supervisors and motorbikes for 10 clerks of works for thetechnical support and supervision of construction works valued at UA 0.12 million, will beprocured through IAPSO. Office equipment for the project management, valued at UA 0.02million, will be procured under National Shopping procedures. This is the most efficient andeconomical way of procuring these goods.
Consulting Services and Training
5.4.7 Professional services for the preparation of tender documents for rehabilitation workand new construction for 40 CDSSs, as well as site supervision, estimated at UA 1.35million, will be procured in accordance with the Bank’s Rules of Procedure for the Use ofConsultants. Selection will be through short-listing following the procedure of technicalquality with price consideration.
5.4.8 Training valued at UA 2.24 million will be through a shortlist of training institutions.
Miscellaneous
5.4.9 All items financed under operating costs for Project Management (UA 0.53 million)will be procured in accordance with Government procedures acceptable to the Fund.
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5.4.10 The text of a General Procurement Notice (GPN) has been discussed with the PIU andwill be finalized at negotiations. The Bank will publish it in the UN Development Businessmagazine, upon approval of the loan.
5.4.11 The following documents are subject to review and approval by the Bank beforepromulgation: Specific Procurement Notices; either shortlists and Requests for Proposals (RFP)including TORs for consultancy services and training institutions; Lists, Designs,Specifications, Tender Documents, with Draft Contract Agreements for Civil Works, Furnitureand Equipment; Tender Evaluation Reports, or Reports on Evaluation of Consultants’Proposals, including Recommendations for Contract Award; Draft Procurement Contracts, ifthese have been amended from the drafts included in the tender documents, and draft contractsfor consultancy services and training.
5.5 Disbursement Arrangements
It is envisaged that the following disbursement methods will be followed for thevarious components and categories of expenditure: one Special Account for civil works,operating costs and training (related to the ADF loan), the establishment of which will be acondition precedent to first disbursement; and direct payment method for professionalservices, equipment and furniture.
5.6 Monitoring and Evaluation
5.6.1 The project management will submit to ADF quarterly project progress reports(QPPR) in accordance with the established format covering all aspects of the project, within30 days following the end of each quarter. The project management will also prepare andsubmit a project completion report in accordance with the format recommended by ADF.Additional reports and clarifications will be submitted to the Fund as required.
5.6.2 A mid-term review will be conducted after two years to evaluate progress. ADF willbe responsible for undertaking the review in collaboration with the MoEST. Participatoryapproach will be ensured in the review process. In the event there will be a need formodification of the project for the remaining two years, submissions will be made to ADF forconsideration.
5.6.3 The key progress indicators for monitoring delivery of project inputs andachievements of project outputs are described in the Project Matrix. These includeperformance of students in key subject areas and performance in completion exams.
5.7 Financial Reporting and Auditing
The project management will maintain separate project accounts to ensure efficientmonitoring of project implementation. Detailed accounts concerning expenditure from ADFand Government should allow identification of expenditure by project component, category ofexpenditure and source of finance. The accounts and ledgers will be kept separately fromother projects and be adequately secured. The office of the Auditor General will audit theproject accounts. The accounts will be presented annually to ADF, within six monthsfollowing the end of each accounting period, along with a mid-year summary.
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5.8 Aid Co-ordination
The PIF is the guiding document for education development in Malawi. Alldevelopment partners active in the education sector support and assisted in the developmentof the policies and priority strategies contained in the PIF. The development of the PIF is alsoseen as the first stage in a process that will lead to the adoption of a Sector Wide Approach(SWAP) and the development of a sector investment program. Monthly donor meetings havealso significantly improved donor coordination and partnership with the government. Annualjoint reviews of the sector (first one took place in October 2000) will further strengthen theaid coordination and effectiveness of programs. Supervision missions of the project will beplanned to coincide with the annual sector reviews. Additionally, project activities will becoordinated with those of DANIDA, which is the principal external supporter of qualityimprovement at the CDSSs and with those of CIDA which provides assistance to theupgrading of CDSS teachers.
6. PROJECT SUSTAINABILITY AND RISKS
6.1 Recurrent Costs
The recurrent costs generated by the project are relatively small. This is because theschools to be supported through the project already exist and that the major recurrent cost,teachers’ salaries, is already met by the government. Moreover, the Public ExpenditureReview supports the movement of resources toward the provision of relevantlearning/teaching inputs, which will be required for the replacement of materials after theinitial stock provided by the project is exhausted. Recurrent costs related to maintenance offacilities will be met by communities and management training which heads of schools willundergo will help in improving preventive maintenance. The PIF requires schools to invest atleast 0.5% of the value of their school buildings on maintenance starting in 2001.
6.2 Project Sustainability
6.2.1 The project should benefit from the GoM’s strong commitment to the education sectoras is evidenced by the fact that currently, 28% of the recurrent national budget is beingallocated to education. Also significant is the fact that the PIF advocates for the strengtheningof all the areas that will be the focus of this Project. With regard to quality improvement, PIFdirects that all secondary schools be upgraded to minimum operational standards. Appropriatestrategies for achieving this goal are outlined and include: strengthening of the secondaryschools’ quality assurance system; the upgrading of the professional capacity of head teachersand heads of departments; provision of adequate instructional materials; strengthening ofschool assessment systems; and awareness creation related to HIV/AIDS. On management,PIF advocates for the establishment of basic school management and maintenance systems,which among other things will provide for community involvement and management for theproject schools.
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6.2.2 Among other things, the design of this project was informed by the need to promotesustainability of its expected outputs. Firstly, to ensure long-term sustainability of theinfrastructure, materials and equipment provided through the project, there will be a trainingprogram for head teachers and teachers of the project schools as well as secondary schoolmethods advisors. Relevant training will also focus on equipping school administrators withappropriate management skills, which will promote a more cost effective utilization of theproject’s facilities as well as improved time management. Secondly, through the use of simpledesigns, the project will attempt to establish structures that are not difficult to maintain.Additionally, this project will benefit from the experience of the ADF PIU and collaborationwith other donors active in the sector such as DANIDA and CIDA. The PIU has gainedconsiderable experience in project management through implementing the previous threeADF projects, and is fully integrated into the regular operations of the MoEST. Finally, theschools, which were established with community assistance, continue to have the support ofthe communities, which is essential for long-term sustainability. For example, each schoolhas a school development committee from the community, which leads the mobilization ofresources for infrastructure development and maintenance.
6.3 Critical Risks and Mitigating Measures
6.3.1 One of the risks associated with this project relates to the possibility of the GoMdirecting the expansion of the project schools to take in more students than the capacity of thefacilities provided through the project and without commensurate increase in the level ofrecurrent expenditure allocated to these schools. This may result from the facts that the betterequipped schools attract more students and because continued expansion of the primary sub-sector will put added pressure on the few existing secondary schools to admit more studentsthan their actual capacities. To minimize the effects of this risk, continued dialogue on theimplementation of the PIF strategies that relate to the upgrading of the existing secondaryschools to relieve pressure on the project schools would be maintained. Moreover, it isexpected that communities and parents will contribute to the expansion of availableinfrastructure as well as toward their maintenance.
6.3.2 A second risk relates to inadequate maintenance of the project’s facilities. This projectwill address this possible outcome through a training program for school heads and educationmethods advisors which, among other things will focus on cost-efficient management oflimited resources as well as on the maintenance of existing resources to benefit largernumbers of students. The Project schools will also be encouraged to strengthen their securitysystems in order to minimize loss of materials and equipment through vandalism. In additionto allocating more resources for school security, the project will promote the idea ofcommunity policing for school and other educational administrators as part of the trainingprograms.
6.3.3 The incidence of HIV/AIDS among teachers and other education officials targeted bythe project could reduce the impact of some of the project’s outcomes. MoEST is committedto promoting awareness on the epidemic. It is expected that the training program for teachersand education methods advisors will complement these efforts.
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7. PROJECT BENEFITS
7.1 Economic Analysis
7.1.1 Employers are becoming increasingly concerned about the ability of their newemployees to follow written instructions, to communicate effectively, and to take advantageof modern scientific technology in the course of their duties. By strengthening measuresaimed at enhancing the quality of secondary school education, the project will contribute toincreasing acceptance of secondary school graduates by employers and post-secondarytraining institutions. Although opportunities for formal sector employment may be limited,being able to successfully complete secondary education increases the graduate’s chances ofboth employment and post secondary training.
7.1.2 Outside of formal employment, the project should enhance the productivity ofgraduates who enter the non-formal sector. This would be a significant development as itwould be consistent with one of the stated goals of secondary education, namely thepreparation of graduates for informal sector employment. The potential of this employmentsector has yet to be fully exploited especially by those possessing reasonable levels of formaleducation. As of now, many of the Malawians involved in the country’s informal sector arerelatively elderly individuals without much formal education. Yet research on small andmedium size enterprises attests to the fact that possession of at least secondary education is animportant influential factor with regard to business success. In fact, among other results, theliberalization of most sub-Saharan economies has encouraged regional trade that requiresthose involved to be able to: communicate in foreign languages; utilize electroniccommunication; and to handle international travel. All this calls for an above average level ofeducation on the part of such entrepreneurs.
7.1.3 Support for science subjects in the secondary school curriculum should also contributeto generating additional opportunities for secondary school graduates. This is becauseimprovement in the scientific competency of graduates of schools where science educationwill be strengthened will open doors for careers that call for above average mastery ofscientific knowledge which is not possible in most CDSSs as they lack both science facilitiesand teachers. In fact, a ready market for nurses and teachers already exists in Malawi. Partlydue to the HIV epidemic, Malawi faces a severe shortage of health care personnel in most ofthe country’s health facilities. It is estimated that as many as 40% of the posts in the Ministryof Health and Population are vacant. Many of these openings are for professionally trainednurses. With the inputs this project is to invest in science education, beneficiaries of theproject will contribute to filling in the human resource gap in the health sector.
7.1.4 By supporting training programs in HIV/AIDS for both teachers and school managersand by providing relevant HIV/AIDS materials for secondary schools and their teachers, theproject will further enhance efficient utilization of existing human resources in the educationsector. This is because HIV/AIDS is among the major cause of teaching and administrativestaff attrition due to illness and death. What is more, much teaching time is lost because ofparticipation by teachers in AIDS-related functions, particularly funerals and because teacherswho are sick due to HIV/AIDS are less effective in their teaching even when they report forwork.
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Nor are students infected with HIV likely to benefit maximally from their time in school.Thus, in addition to promoting awareness on HIV/AIDS among the project’s beneficiaries,teachers and those education administrators who will have profited from the HIV/AIDSaspect of their in-service training and the students who will be recipients of books focussingon HIV/AIDS which will be provided through the project, the project will contribute toenhancing both the internal efficiency of the secondary educational system and effective useof the available educational resources.
7.1.5 Finally, outside of the education system, the project will have economic benefits forMalawian entrepreneurs and workers who will be contracted to do building works, to provideteaching materials and equipment and other professional services. These individuals andorganizations will have additional opportunities for generating income.
7.2 Social Impact Analysis
7.2.1 The project will address a number of the key obstacles to Malawi’s socio-economicdevelopment. It is estimated that more than half of the Malawian population is absolutelypoor surviving as they do on less than US$40 per capital per annum. One manifestation ofpoverty in Malawi is the extreme inequalities in the provision of basic social services acrosssocio-economic groups, gender and regions. This is particularly the case with regard toeducation, a particularly serious problem given that access to it is perhaps the single mostimportant determinant of upward mobility for a majority of poor Malawians. While equity ofaccess is less of a problem at the basic education level due to the policy of free primaryeducation, it remains a problem at the secondary school level where fees are charged.Moreover, some of the best secondary schools in Malawi also tend to be the most expensiveand teaching/learning materials are less accessible to the poor. Learning conditions for poorsecondary students are also very poor as a result of which they find it more difficult tocompete for scarce university places with their counterparts from the better endowed homebackgrounds. Because access to quality secondary schools has much to do with the quality ofprimary school preparation, the more economically advantaged Malawians also join the bestsecondary schools. Hence, poor quality CDSSs, most of which are located in remote ruralareas, remain the only option for most poor Malawian students. By focusing on secondaryeducation in general and CDSSs in particular, the project will contribute to addressing theproblem of unequal access to quality secondary school opportunity.
7.2.2 Second, by supporting improvement of the quality of education provided by schoolsclose in proximity to where students live, the project will contribute to improving learningconditions for female students. This is because parents are more likely to allow girls to attendschool when the distance to travel is relatively short. Furthermore, by strengthening theteaching of science in the project schools, female students enrolled in them are likely to bemore interested in pursuing the sciences than they would have if they did not have thisopportunity. In this way, they stand a chance of benefiting from opportunities open tostudents who are competent in the sciences.
7.2.3 Third, Malawi’s fertility rate (6.3) is among the highest in sub-Saharan Africa. From apopulation perspective, the education of the graduates of the schools benefiting from theproject will result in gains for themselves, their families and the country at large.
30
This is because a better-educated population has been known to be more likely to havesmaller families, a situation that is likely to lead to reduced pressure on limited familyearnings and on a nation’s social services, including health and education. Furthermore, focuson health education related to HIV/AIDS, use of clean water and other sanitation facilities(latrines, clean water) provided to the project schools, should promote a health culture andbetter health standards not only among the teachers and students directly benefiting from theproject, but also among the wider population who may have the opportunity to interact withthese teachers and students.
7.2.4 Finally, by strengthening the secondary sub-sector, this project will assist in enhancingthe capacity of Malawi’s education system to generate some of the human resources requiredfor the country’s development. In the first place, emphasis on basic education since theeducation for all impetus of the early nineties has resulted in the neglect of the secondary andtertiary education sub-sectors such that only about 30% of the Malawian pupils graduatingfrom primary education hope to enroll in secondary education. Worse still, the quality of thissecondary education, and particularly of the CDSSs remains very poor. Yet, Malawi needs astrong secondary education sub-sector not just for the reason that it is the bridge between thebasic and tertiary sub-sectors but more so because secondary education imparts cognitiveskills that enhance productivity more broadly. It also needs to be appreciated that with recentdonor and government initiatives which reinforce the contribution of good tertiary educationto Africa’s development, Malawi needs a strong secondary education sub-sector that cancontribute effectively to the production of graduates to enroll in the country’s tertiaryeducation institutions.
8. CONCLUSION AND RECOMMENDATIONS
8.1 Conclusion
To address the inadequate provision of educational services in the country, thegovernment of Malawi, together with its development partners, formulated a policyinvestment framework, which outlines the policies and strategies for the development of theeducation sector. The project will support these policies and strategies by contributing to theimprovement of the quality of secondary education provided at the community day secondaryschools. It will provide resources for the improvement of these schools’ physical facilities andteaching/learning materials, for the training of under-qualified teachers and for strengtheningtheir management capacity.
8.2 Recommendations and Conditions for Loan Approval
It is recommended that an ADF loan not exceeding UA 15.00 million be granted tothe government of Malwi for the purpose of implementing the project described in this report.The loan will be subject to the following specific conditions that:
A. Conditions Precedent to Entry into Force
The entry into force of the Loan Agreement shall be subject to the fulfillment by theBorrower of the provisions of Section 5.01 of the General Conditions Applicable to Loan andGuarantee Agreements.
31
B. Conditions Precedent to First Disbursement:
The obligations of the Fund to make the first disbursement of the Loan shall beconditional upon the entry into force of the Loan Agreement as provided in ‘A’ above and thefulfillment by the Borrower of the following conditions:
The Borrower shall have:
i) submitted to the Fund, for approval, the list of the districts and schools to be supportedby the project (para 4.2.1)
ii) opened a special account in a bank acceptable to the Fund for the purpose of receivingpart of the loan resources (para 5.5);
C. Other Conditions:
The Borrower shall:
Submit a detailed training program to the Fund, for approval, within (6) months,following the date of disbursement of the loan, for training activities described undercomponents III and IV (parag 4.6.11and 4.6.13).
Annex IREPUBLIC OF MALAWIADMINISTRATIVE MAP
NKHOTAKOTA
NORTHERN DIVISIONS
Chitipa
Karonga
Rumphi
Mzimba North
Mzimba South
Mzuzu City
Nkhata Bay
Likoma Island
EAST DIVISION
Kasungu
Nkhotakota
Salima
Ntchisi
Dowa
SOUTH EAST DIVISION
Mangochi
Machinga
Zomba Rural
Zomba Urban
Balaka
WEST DIVISION
Mchinji
Lilongwe City
Lilongwe East
Lilongwe West
Dedza
Ntcheu
SOUTH WEST
Blantyre City
Blantyre Rural
Mwanza
Chikwawa
Nsanje
SHIRE HIGHLANDS
Phalombe
Mulanje
Thyolo
Chiradzulu
This map has been prepared by the ADBGroup’s staff exclusively for the convenienceof the readers of the report to which it isattached. The denominations used and theboundaries shown on this map do not imply,on the part of the Group and its affiliates, anyjudgement on the legal suits of any territoryor any endorsement or acceptance of suchboundaries.
Tanzania
Zambia
Mozambique
CHITIPA
KARONGA
RUMPHI
NKHATA BAY
LIKOMA ISLAND
KASUNGU
DOWA
LILONGWE
DEDZA
MANGOCHI
NTCHEU
BALAKA MACHINGA
ZOMBAMWANZA
BLANTYRE
MULANJETHYOLO
CHIKWAWA
NSANJE
MZIMBA
NTCHISI
MCHINJISALIMA
cHIRADZUL
PHALOMBE
ANNEX II
STRUCTURE OF MALAWI’S NATIONAL EDUCATION SYSTEM
Technical & Vocational Education
Kamuzu College ofNursing
Ministry of Labour1 2 3 4
Diploma & Degree in Nursing1 2 3 4
Bunda College of Agriculture
1 2 3 4 5
Diploma in Agriculture; BSc (Agriculture); MSc (Animal Sci);MSc (Agr.Economics); MSc (Crop Science)
Polytechnic
1 2 3 4 5 6 7 8 PLSCE 1 2 JCE 3 4 MSCE 1 2 3 4 5 6
Dip. Bus.St; B.Com; BSc (Eng); Dip.Eng; BSc (Tech.Ed)
Primary Education Secondary Education Primary Teacher Education
Teacher Training CollegesMedical College
1 2 1 2 3 4 5
MBBS Medical Training
Chancellor College
PSLCE Primary School Leaving Certificate Examination Secondary Teacher Education
JCE Junior Certificate Examination Domasi College of Education1 2 3 4 5
MSCE Malawi School Certificate Examination Dip.Ed; B.Ed; BA; Dip.PA; BSc; LLB; B.Soc.Sci; BA (PA)
1 2 3
Mzuzu University
1 2 3 4
Annex IIIOrganizational Structure of
Ministry of Education, Science & Technology
Annex IVDonor Support for the Education Sector (2001)
Donor Area of Activity Budget(USD mill)ADF Primary, Secondary, Capacity Building 4.00CIDA Primary, Secondary Teacher Education 5.55DANIDA Secondary, Policy Development 8.70DfID Primary, Policy Development, Teacher Education 15.00GTZ Primary 0.50KfW Primary 3.75IDA Secondary, Capacity Building 9.00JICA Micro-planning 1.50Norway Primary, Tertiary 1.00UNFPA Secondary textbook development 0.37UNICEF Primary 1.00USAID Primary, Teacher Education, Policy Development 4.10WFP Primary feeding 1.55Total 56.35Source: Appraisal Mission, 2001
Project Implementation Unit
Director
Planning
Director
Methods and Advisory
Director
Basic Education
Director
Secondary & Higher Education
DirectorEducation Development Unit
ControllerAccounting Services
Divisional Manager
Central Eastern
Division
Divisional Manager
Shire Highlands
Division
Divisional Manager
South Western
Division
Divisional Manager
South Eastern
Division
Divisional Manager
Central WesternDivision
Divisional Manager
NorthernDivision
PRINCIPAL SECRETARYBASIC EDUCATION
SECRETARY
FOR EDUCATION
MINISTER
FOR EDUCATION
Annex VComparative Data on Malawi’s Secondary School System (1999)
School TypeCSSs CDSSs Private Total
1.Number of Schools 103 556 278 9372. Enrollments Boys % Girls %
58,71436,420
(62)22,294
(38)
166,781105,058
(63)61,723
(37)
17,2459,738(56)
7,507(44)
242,740151,216
(62)91,524
(38)
3. Teachers 1,005 2,980 340 4,325 University Graduates % Diploma Holders % Unqualified % Total Male % Total Female %
368(37)521(52)116(11)746(74)259(36)
90(3)128(4)
2,762(93)2329
(78651(22)
119(35)143(42)78
(23)308(91)
32(9)
577(13)792(18)
2,956(68)
3,383(78)942(22)
4. Student: Teacher Ratio 58:1 56:1 51:1 56:15. Pupil Per Textbooks English Chichewa Math Physical Science
5467
1651620
768
17
1051114
6. Physical Facilities Pupil/Classroom Ratio % Schools with Sci.
Labs. (estimates) % Schools with
Libraries (estimates)
93
60
60
114
10
10
81
20
30
103
13
15
6. Performance in NationalExaminations(i) JCE (% Pass) Boys Girls(ii) MSCE (% pass) Boys Girls
929686293421
919388451
929590273418
919488151711
Source: MoEST Statistics, 1999
Annex VI
Detailed Cost Estimates(in US Dollars)
Unit Nos Unit cost Base cost Phy cont Sub-Total Price cont Total % of F.E. % of Total
SECONDARY EDUCATION
COMPONENT 1: INFRASTRUCTURE DEVELOPMENT
(A) Professional services (Construction Supervision)
Rehabilitation of existing CDSS Schools (15% of constr. Cost) Lot 40 35,197 1,407,876 140,788 1,548,664 156,155 1,704,818 8.13%
Total: Professional Services (1) 1,407,876 140,788 1,548,664 156,155 1,704,818 0% 8.13%
(B) Civil Works
Rehabilitation/construction Work at Existing CDSS Schools
One CDSS school
Buildings
Administration and staff Block (152 m2) m2 152 192 29,184 2,918 32,102 2,208 34,310 0.16%
Classroom Block, 2 x classrooms and stores (2 x 152 m2) m2 304 93 28,272 2,827 31,099 2,139 33,238 0.16%
Laboratory and Library Block, store and registration (152 m2) m2 152 149 22,648 2,265 24,913 1,713 26,626 0.13%
Teacher House, headteacher and teacher (2 x 85 m2) m2 170 124 21,080 2,108 23,188 1,595 24,783 0.12%
Pit Latrines, 2 girls and 2 boys, (2 x 20 m2) m2 40 203 8,120 812 8,932 614 9,546 0.05%
Pit Latrines, 2 teachers, (1 x 10 m2) m2 10 203 2,030 203 2,233 154 2,387 0.01%
Pit Toilet and Bath, (2 x 10 m2) m2 20 203 4,060 406 4,466 307 4,773 0.02%
External Works 0.00%
Site Works and Landscaping Lot 1 13,511 13,511 1,351 14,862 1,022 15,884 0.08%
Paths and access road Lot 1 16,800 16,800 1,680 18,480 1,271 19,751 0.09%
Borehole and Pump Lot 1 7,000 7,000 700 7,700 530 8,230 0.04%
Playing Ground Lot 1 31,658 31,658 3,166 34,824 2,395 37,219 0.18%
Name post Lot 1 112 112 11 123 8 132 0.00%
Flagpole Lot 1 225 225 23 248 17 265 0.00%
Stormwater Drainage Lot 1 14,340 14,340 1,434 15,774 1,085 16,859 0.08%
Generator Lot 1 5,000 5,000 500 5,500 378 5,878 0.03%
Preliminary & General (15 % of building costs) Lot 1 30,606 30,606 3,061 33,667 2,315 35,982 0.17%
Sub-total one school 234,646 23,465 258,111 17,750 275,861 1.31%
Total: Civil Works 40 CDSS Schools (1) Units 40 9,385,840 938,584 10,324,424 709,998 11,034,422 80% 52.59%
(C) Furniture CDSS Schools
Classroom and Office Furniture Lots 40 15,000 600,000 60,000 660,000 55,890 715,890 3.41%
Total: Furniture CDSS Schools (1) 600,000 60,000 660,000 55,890 715,890 50% 3.41%
2
(D) Equipment CDSS Schools
Office Equipment Lots 40 5,700 228,000 22,800 250,800 21,238 272,038 1.30%
Total: Equipment CDSS Schools (1) 228,000 22,800 250,800 21,238 272,038 100% 1.30%
SUMMARY COSTS BY CATEGORY: COMPONENT 1 Base cost Phy cont Sub-Total Price cont Total % of F.E. % of Total
(A) Professional Services 1,407,876 140,788 1,548,664 156,155 1,704,818 0% 8.13%
(B) Civil Works 9,385,840 938,584 10,324,424 709,998 11,034,422 80% 52.59%
(C) Furniture 600,000 60,000 660,000 55,890 715,890 50% 3.41%
(D) Equipment 228,000 22,800 250,800 21,238 272,038 100% 1.30%
TOTAL: COMPONENT 1 11,621,716 1,162,172 12,783,888 943,281 13,727,168 68.9% 65.43%
COMPONENT 2: EDUCATIONAL MATERIALS PROVISION
(D) Educational Equipment CDSS Facilities
Science Equipment Lot 1 11,000 11,000 1,100 12,100 1,025 13,125 0.06%
Text Books Lot 1 48,100 48,100 4,810 52,910 4,481 57,391 0.27%
Library Books Lot 1 16,000 16,000 1,600 17,600 1,490 19,090 0.09%
Sub-total one school 75,100 75,100 7,510 82,610 6,996 89,606 0.43%
Total: Educational Equipment CDSS Facilities (2) Units 40 3,004,000 300,400 3,304,400 279,823 3,584,223 100% 17.08%
SUMMARY COSTS BY CATEGORY: COMPONENT 2 Base cost Phy cont Sub-Total Price cont Total % of F.E. % of Total
(D) Equipment 3,004,000 300,400 3,304,400 279,823 3,584,223 100% 17.08%
TOTAL: COMPONENT 2 3,004,000 300,400 3,304,400 279,823 3,584,223 100% 17.08%
COMPONENT 3: TEACHER EDUCATION DEVELOPMENT
(E) Training
In-service Teacher Training (2500 teachers @ 800 USD) Pers 2,500 800 2,000,000 200,000 2,200,000 186,300 2,386,300 11.37%
Staff Training (fellowships) for TDU Lot 2 32,223 64,447 6,445 70,891 6,003 76,895 0.37%
Total: Training (3) 2,064,447 206,445 2,270,891 192,303 2,463,195 50% 11.74%
TOTAL: COMPONENT 3 2,064,447 206,445 2,270,891 192,303 2,463,195 11.74%
SUMMARY COSTS BY CATEGORY: COMPONENT 3 Base cost Phy cont Sub-Total Price cont Total % of F.E. % of Total
(E) Training 2,064,447 206,445 2,270,891 192,303 2,463,195 50% 11.74%
TOTAL: COMPONENT 3 2,064,447 206,445 2,270,891 192,303 2,463,195 50.0% 11.74%
3
COMPONENT 4: CAPACITY BUILDING FOR SCHOOL MANAGEMENT
(E) Training
Curriculum Management Courses Lot 1 100,000 100,000 10,000 110,000 9,315 119,315 0.57%
Secondary Educ. Advisors (2 long-term, 6 short-term fellowships) Lot 1 100,000 100,000 10,000 110,000 9,315 119,315 0.57%
Maintenance training, School Managers, Teachers, Mangt. Comm. Lot 1 90,000 90,000 9,000 99,000 8,384 107,384 0.51%
Training Material Lot 1 15,000 15,000 1,500 16,500 1,397 17,897 0.09%
Total: Training Comp. 4 305,000 30,500 335,500 28,411 363,911 50% 1.73%
SUMMARY COSTS BY CATEGORY: COMPONENT 4 Base cost Phy cont Sub-Total Price cont Total % of F.E. % of Total
(E) Training 305,000 30,500 335,500 28,411 363,911 50% 1.73%
TOTAL: COMPONENT 4 305,000 30,500 335,500 28,411 363,911 50.0% 1.73%
COMPONENT 5: PROJECT MANAGEMENT
(D) Equipment
Computer equipment and software Nos 2 3,000 6,000 600 6,600 299 6,899 0.03%
Printers Nos 2 1,500 3,000 300 3,300 150 3,450 0.02%
Photocopier Nos 1 7,000 7,000 700 7,700 349 8,049 0.04%
Project vehicles Nos 3 19,000 57,000 5,700 62,700 2,843 65,543 0.31%
Motor bicycles and spares Nos 10 7,000 70,000 7,000 77,000 3,491 80,491 0.38%
General office equipment Lots 1 5,000 5,000 500 5,500 249 5,749 0.03%
Total: Equipment Component 5 148,000 14,800 162,800 7,381 170,181 100% 0.81%
(F) Operating Costs
Project Coordinator mnts 54 2,000 108,000 10,800 118,800 11,016 129,816 0% 0.62%
Architect mnts 54 1,500 81,000 8,100 89,100 8,262 97,362 0% 0.46%
Structural Engineer mnts 54 1,500 81,000 8,100 89,100 8,262 97,362 0% 0.46%
Project Accountant mnts 54 1,500 81,000 8,100 89,100 8,262 97,362 0% 0.46%
Procurement Officer/Quantity Surveyor mnts 54 1,300 70,200 7,020 77,220 7,160 84,380 0% 0.40%
Auditing services for yearly project accounts auditing Lots 5 1,400 7,000 700 7,700 714 8,414 0% 0.04%
Vehicle running costs (3 vehicles/4.5 years) Lots 5 10,000 45,000 4,500 49,500 4,590 54,090 100% 0.26%
Motor Bicycle running costs (10 bikes/4.5 years) Lots 5 1,500 6,750 675 7,425 688 8,113 100% 0.04%
Sundries/Incidentals/Supplies Lots 5 7,500 33,750 3,375 37,125 3,442 40,567 70% 0.19%
Telecommunication Lots 5 10,000 45,000 4,500 49,500 4,590 54,090 100% 0.26%
Total: Operating Costs Component 5 558,700 55,870 614,570 56,987 671,557 21.5% 3.20%
SUMMARY COSTS BY CATEGORY: COMPONENT 5 Base cost Phy cont Sub-Total Price cont Total % of F.E. % of Total
(D) Equipment 148,000 14,800 162,800 7,381 170,181 100% 0.81%
(F) Operating Costs 558,700 55,870 614,570 56,987 671,557 21.5% 3.20%
TOTAL: COMPONENT 5 706,700 70,670 777,370 64,368 841,738 37.4% 4.01%
4
SUMMARY COSTS BY CATEGORY: TOTAL PROJECT Base cost Phy cont Sub-Total Price cont Total % of F.E. % of Total
(A) Professional Services (Design/Supervision) 1,407,876 140,788 1,548,664 156,155 1,704,818 0.0% 8.13%
(B) Civil Works 9,385,840 938,584 10,324,424 709,998 11,034,422 80.0% 52.59%
(C) Furniture 600,000 60,000 660,000 55,890 715,890 50.0% 3.41%
(D) Equipment 3,380,000 338,000 3,718,000 308,442 4,026,442 100.0% 19.19%
(E) Training 2,369,447 236,945 2,606,391 220,714 2,827,106 0.0% 13.48%
(F) Operating Costs 558,700 55,870 614,570 56,987 671,557 0.0% 3.20%
TOTAL PROJECT COSTS 17,701,863 1,770,186 19,472,049 1,508,185 20,980,234 70.4% 100.00%
% of Base Cost 100.0% 10.0% 110.0% 8.5% 118.5%
% of Total Cost 84.4% 8.4% 92.8% 7.2% 100.0%
In UA 14,063,161 1,406,316 15,469,477 1,198,171 16,667,647
MALAWI EDUCATION IV PROJECT – IMPLEMENTATION SCHEDULE Annex VII
YEARS 2 0 0 2 2 0 0 3 2 0 0 4 2 0 0 5 2 0 0 6
MONTHS O N D J F M A M J J A S O N D J F M A M J J A S O N D J F M A M J J A S O N D J F M A M J J A S O N D J F M A M J J A S O ACTION BY
ACTIVITYADMINISTRATIONAppraisal ADFLoan Negotiations ADF/GOVBoard Approval ADFLoan Signature GOV/ADFEntry into Force GOV/ADFProject Launching ADF/GOVMid-Term Review ADF/GOV
PROJECT MANAGEMENTADF Approval of Project Management ADFProject Operations GOV
PROFESSIONAL SERVICESRecruitment of Consultants GOVADF Approval ADFCivil Works Consultants Services GOV
CONSTRUCTIONRehab/New Construction CDSSs:Approval of Tender Documents ADFTender Period GOVTenders Received GOVAnalysis/Recommendation GOVADF Approval ADFContract Signature/Mobilisation 3 0 M O N T H S C O N S T R U C T I O N L I A B I L I T Y GOVConstruction Period GOV
P E R I O D P E R I O DFURNITURE AND EQUIPMENTCDSS Schools:Approval of Tender Documents ADFTender Period GOVTenders Received GOVAnalysis/Recommendation GOVADF Approval ADFContract Signature L I A B I L I T Y GOVDelivery and Installation GOV
P E R I O DEquipment for Project Management:ADF Approval of List and Supplier(s) ADFProcurement GOV
TRAININGADF Approval of Programme ADFSecondary Teacher Training GOVCommunity Maintenance Training GOV
ADF SUPERVISIONLaunching ADF1st Supervision ADF2nd Supervision ADF3rd Supervision ADF4th Supervision ADF5th Supervision ADFPCR ADF
O N D J F M A M J J A S O N D J F M A M J J A S O N D J F M A M J J A S O N D J F M A M J J A S O N D J F M A M J J A S O
2 0 0 2 2 0 0 3 2 0 0 4 2 0 0 5 2 0 0 6
ANNEX VIII
PROVISIONAL LIST OF CATEGORIES OF EXPENDITURE
- - - - - - - - USD - - - - - - - - - - - - - - - - UA - - - - - - - - CO-FINANCIERSCategory F.E. L.C. TOT F.E. L.C. TOT ADF GOV
1. Goods
1.1 Furniture CDSS Schools Component 1 0.300 0.300 0.600 0.238 0.238 0.477 0.238 0.238
1.2 Equipment CDSS Schools Component 1 0.228 0.000 0.228 0.181 0.000 0.181 0.181
1.3 Educational Equipment CDSS Schools Component 2 3.004 0.000 3.004 2.387 0.000 2.387 2.387
1.4 Equipment Project Management Component 5 0.148 0.000 0.148 0.118 0.000 0.118 0.118
2. Works
2.1 Civil Works CDSS Schools Component 1 7.509 1.877 9.386 5.965 1.491 7.457 6.281 1.176
3. Services
3.1 Prof. services (superv.) of civil works CDSS Schools Component 1 0.000 1.408 1.408 0.000 1.118 1.118 1.118
4. Operating Costs
4.1 Operating Costs Project Management Component 5 0.120 0.438 0.559 0.096 0.348 0.444 0.444
5. Miscellaneous
5.1 Training Component 3 1.032 1.032 2.064 0.820 0.820 1.640 1.640
5.2 Training Component 4 0.153 0.153 0.305 0.121 0.121 0.242 0.242
Base Cost 12.494 5.208 17.702 9.926 4.138 14.063 12.649 1.414
Physical Contingencies 1.249 0.521 1.770 0.993 0.414 1.406 1.265 0.141
Price Contingencies 1.027 0.481 1.508 0.816 0.382 1.198 1.086 0.111
Total Cost 14.770 6.210 20.980 11.734 4.934 16.668 15.000 1.667
Annex IX
ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN SUMMARY
Project Title: Support to Community Day Secondary Schools (Education IV Project) Project Number:Country: MalawiDepartment: OCDS Division: OCDS.3
a) Brief description of the project and key environmental and social components
The project aims to improve the quality of secondary education at the Community Day Secondary Schools (CDSSs) in theCountry. The project will focus attention on (i) infrastructure development, (ii) education materials provision, (iii) teachereducation development, and (iv) capacity building for school management.
b) Major environmental and social impacts
Positive Impacts:
Improved safe water drinking supply to community secondary schools and their communities; Improved sanitation facilities through the provision of ventilated latrines; Reduced incidence of water borne diseases like cholera, malaria, gastro-intestinal disorders, etc; Better opportunity for girls to attend schools; and Protection of forest resources by utilisation of stabilised soil blocks for construction instead of burned clay bricks.
Potential Negative Impacts:
Risk of soil disturbance during construction work; and Slight risk of pollution of groundwater and soil contamination.
c) Enhancement and mitigation program
An ESMP will be developed by the project management team and cleared by the Bank before commencement of projectphysical implementation. The following mitigation measures represent the main outlines of the EMSP and will form an integralpart of the project: Disturbance of soil is minimal since the scope of construction work is limited to small buildings within existing school
premises; To avoid the contamination of water resources, the water points will be designed and constructed in such a way as toensure proper drainage of wastewater so as to prevent any chance for water stagnation, which may pose the risk ofgroundwater contamination and development of breeding ground for mosquitoes, flies and other insects. Such care willminimise the transmission of water borne diseases and malaria; To avoid contamination of soil and water resources from school laboratory waste, each school will be provided with aprotected waste area or small incinerator, and septic tanks will be constructed for liquid waste; Efforts will also be made to train and sensitise teachers, school managers and students of the environmental healthhazards associated with water infection and poor drainage and the need to keep the facilities clean; and Existing trees on all school sites will be preserved and students will be sensitised on the importance of tree plantingand protection.
d) Monitoring program and complementary initiatives
The District Education Offices will lead the environmental monitoring activities and will provide regular reporting tothe project management and MoEST; and
Bank supervision missions will also follow up the implementation of the ESMP.
e) Institutional arrangements and capacity building requirements
The overall responsibility for implementation of the project ESMP will rest with the MoEST. In addition,environmental education is provided by the schools and is part of the regular curriculum.
The Project Implementation Unit (PIU) is established and will supervise the implementation of the ESMP.
2
_________________________________________________________________________________________________f) Public consultations and disclosure requirements
The project is designed to operate in a participatory approach where all activities will be implemented in closecollaboration with local communities to increase their sense of ownership of the improved facilities to be introduced underthe project.
g) Estimated costs
All measures are mainstreamed in the project design, so that cost is integrated in the cost of different activities.
h) Implementation schedule and reporting
The environmental management and monitoring will be implemented following the same project schedule as all activitieswere mainstreamed in the project design. Achievements/problems will be reported in the project quarterly progress reportsand should be timely addressed by the project management and the Bank.
Annex XBANK GROUP OPERATIONS IN MALAWI
ON-GOING PROJECTS, As at September 2001
Date Date Date of Amount Amount Percentage
Sector/Project (window) Approved Signed Entry in Net of Disbursed Disbursed
Force Cancel'n
A. Agriculture
1-National Livestock Dev. (ADF) 18/01/88 22/02/89 10/05/90 10978.9 5329.9 48.5
2-Mwanza Rural Dev. Proj. (ADF) 27/08/91 13/05/92 11/03/93 8013.2 2625.8 32.8
3-Lilongwe Forestry Proj. (ADF) 29/10/92 05/03/93 24/02/95 3868.4 2033.4 52.6
4-Agric. Services Proj. (ADF) 03/09/93 01/10/93 05/10/94 9210.5 5691.9 61.8
5-Rural Income Enhancement Proj. (ADF) 10/12/97 27/05/98 01/02/00 7060.0 247.4 3.5
6-Macadamia Smallholder Dev. Proj. (ADF) 15/07/98 13/01/99 07/11/00 6850.0 0.0 0.0
7-Smallholder Irrig. Proj. (ADF) 26/11/98 24/05/99 13/04/00 5020.0 0.0 0.0
8-Small Scale Irrig. Study (TAF) 26/11/98 13/01/99 19/11/99 1119.0 121.3 10.8
9a-Horticulture & Food Crops Dev. (ADF) 15/12/98 24/05/99 01/02/00 6650.0 0.0 0.0
9b-Horticulture & Food Crops Dev. (TAF) 15/12/98 24/05/99 01/02/00 840.0 0.0 0.0
Sub-Total 59610.0 16049.7 26.9
B. Transport
1-ROMAC Institutional Strengthrening (TAF) 15/02/90 29/05/90 23/05/91 2394.7 1967.0 82.1
2-ROMAC II (ADF) 15/02/90 30/11/90 23/10/90 18421.0 11997.5 65.1
3-Mchinji-Kasungu-Msulira Road (ADF) 18/12/91 31/01/91 28/02/91 15096.0 14751.4 97.7
4-Msulira-Nkhotakota Road (ADF) 25/11/91 13/05/92 22/09/93 12065.8 3747.4 31.1
5-Mchinji-Kasungu Supplementary Loan (ADF) 02/10/97 25/03/98 05/05/98 6600.0 4657.9 70.6
Sub-Total 54577.5 37121.2 68.0
C. Industry
1-Line of Credit to INDEBANK (ADF) 12/12/96 08/01/98 31/03/99 5000.0 682.3 13.6
D. Public Utilities
1-Blantyre Water Supply II Phase VII (ADF) 21/04/92 05/03/93 30/12/93 7644.7 6918.3 90.5
2-Telecommunications II (ADB) 22/05/91 02/08/91 10/02/94 15000.0 14999.9 100.0
3-Telecommunications II (ADF) 22/05/91 13/05/92 10/02/94 11052.6 11053.0 100.0
4-District Water Supply III (ADF) 03/12/97 27/05/98 23/12/99 12420.0 796.2 6.4
5-District Centres Sanitation Study (TAF) 18/11/98 13/01/99 01/08/00 1280.0 186.2 14.5
Sub-Total 47397.3 33953.6 71.6
E. Social
1-Second Rural Health (ADF) 17/12/84 01/07/85 24/04/86 10131.6 7997.1 78.9
2-Primary and Secondary Education (ADF) 23/09/86 17/03/93 10/08/87 15657.9 15588.1 99.6
3-Women in Development (ADF) 29/10/93 05/03/93 08/07/94 4973.7 4673.9 94.0
4-Education III (ADF) 05/05/97 29/05/97 05/08/98 12000.0 5159.0 43.0
5-Health Study (TAF) 20/11/97 27/05/98 13/11/98 1000.0 487.5 48.8
6a-Poverty reduction & Instit. Support (ADF) 10/12/98 24/05/99 12/05/00 7000.0 558.2 8.0
6b-Poverty reduction & Instit. Support (TAF) 10/12/98 24/05/99 12/05/00 2000.0 364.7 18.2
Sub-Total 52763.2 34828.5 66.0
F. Multi-Sector
1-Structural Adjustment Loan (ADF) 15/12/98 13/01/99 16/02/99 15000.0 10000.0 100.0
TOTAL 219348.0 132635.3 57.7
Annex XIList of Annexes in the Project Implementation Document
1. Detailed Project Cost Estimates
2. Project Implementation Schedule
3. Provisional List of Categories of Expenditure
4. Procurement Arrangements
5. Supervision Plan
6. Environmental and Social Management Plan Summary
7. Job Descriptions of Project Management Staff
