Document of

The World Bank

FOR OFFICIAL USE ONLY

MICROFICHE COPY

Report No.:10731-MC)Z Type: (SAR) Report No. 10731-MOZTitle: CAPACITY BUILDING PROJECTAuithor: HECHT, RExt.:33341 Room:J11083 Dept.:AF6PH

STAFF APPRAISAL REPORT

MOZAMBIQUE

CAPACITY BUILDING: HUMAN RESOURCES DEVELOPMENT PROJECT

OCTOBER 29, 1992

Population and Human Resouces DivisionSouthern Africa DepartmentAfrican Regional Office

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

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CURRENCY EQUIVALENTS(July 23. 1992)

Currency Unit = Metical (pl. Meticais)1000 Meticais = One ContoUS$1.00 = MZM 2,809 (Secondary Market Exchange Rate)

FISCAL YEAR

Government Fiscal Year: January 1 - December 31School Year: February 1 - December 31University Year: August 1 - June 30

ABBREVIATIONS AND ACRONYMS

BM Banco de MocambiqueEPU Pre-University SchoolERC Economic Recovery CreditERP Economic Rehabilitation ProgramESAF Enhanced Structural Adjustment FacilityESRP Economic and Social Rehabilitation ProgramIDA International Development AssociationMAE Ministry of State AdministrationPCR Projec. Completion ReportPPAR Project Performance Audit ReviewPPF Project Preparation FacilityROCS Roads and Coastal Shipping ProjectSAF Structural Adjustment FacilitySIDA Swedish Agency for International DevelopmentSNAAD System for the Non-Administrative Allocation

of Foreign ExchangeUEM Eduardo Mondlane UniversityUNDP United Nations Development Project

FOR OMCUIL USE ONLY

Tablg of Qntens

Credit and ProJect Summary ........................................ IEstimated Costs, Financing Plan and Esimaed Disbursements .................... II

I. INTRODUCTION .................................... 1

U. LOW CAPACITY- CAUSES AND ISSUES .......... ................ 2A. Higher Education .................................... 3B. Upper Seondary Educatdon ................................... 11

MI. TFHEPROJECT. 20A. General ................................. 20B. Dtaed Descripdon ................................. 20

IV. PROJECT COST AND FINANCING ............................. 31A. Project Costs ................................ 31B. Financing ................................ 34C. Procurement ................................. 35D. Disbursements ................................ 38E. Accounts and Audit . ................................ 39

V. PROJECT IMPLEAENTATION ................................ 39A. Organization and Management ................................ 39B. Status of Project ... 41C. Monitoring, Reporting, and Evaluaion .42

VI. PROJECT BENEFIS, JUSIMCATION, AND RISKS ..... ........... 43A. Benefits and Justificaton . ................................... 43B.Risks . . 44C. Impact on Areas of Spieci Attention ........................ ........... 45

Vn. ASSURANCES AND RECOMbMENDATIONS ....................... 46

This repoct is based aon the findings of an apprWil msion which vited Mombiqu in Apil 1992,comising MsMoasd 3. do Rogt (miion leader), R. Deucb (oomIst), W. Saint (ducato),T. Genta-Fons ayer), P. Snoor (conultant, Arhict), J. Negoo (consultant, Higher EducaonSpecialit), M. dos Santos (consutnt, Sondy Education Speoist), J. Huddart (- nsulttnt, PublicAdministraton Specialist), and B. (consultant, Legl Specialist). Mr. R. Hecht (Sr. Economist)coordined the drfting of this report. Mr. R. Sullivan is the lead advisor. Muss. H. Phillips,D. Bichar and R. Mendontm aosd in the editig and presing of this rport, while Mr. D. Tnjilloprovided additional secretarial support. Mr. R. amwe and Mr. S. Donning ae the managi DividonChief and Deatment Director, rwsectivdy, for the oprtion

This document has a restricted distribution and may be used by recipients only in the performanceof their official duties. Its contents may not otherwise be disclosed without World Dank authoriztion.

1.1 Government's Capacity Bu'ilding Strategy

.I.1 UEM - Student Enrollment by Course of Study, 1975 - 199111I.2 UEM - National and Foreign Faculty by DepartmentIl.3 UEM - 1990 Budget, (LISS)II.4 UEM - Estimated Budget for 1992 (USS)11.5 UEM - FacultylStudent Ratios by Department, May 19911n.6 UEM - Regional Distribution of Student Body11.7 UEM - Indicative List of External Assistance Activities, 199211.8 National Education SystemIl.9 EPU Estimated Teaching Needs by Discipline, 199211.10 Teacher Training for Pre-University Education11.11 Physical Conditions of PreUniversity SchoolsH1.12 EPU Revised Curriculum, 199211.13 Staffing and Organizadon of NDSEH1.14 Students Residing in EPU Housing, 19921.15 Overview of Educational Policy11.16 External Assistance to Pre-University Education, 1992

1.1 UEM - Cost Estimates for Local Study Manual ProductionM.2 UEM - Indicative List of Possible Institudonal Linkage Partnersm.3 UEM - Housing Demand Projections111.4 UEM - Cost Estimates: Completion of 92 Units in Bairro Universitariom.5 UEM - Rehabilitation of 60 Units in ISATEX BuildingI11.6 UEM - Rehabilitation of 18 Units/Av. Vladimir LeninM.7 UEM - Estimated Annual Costs of Graduate Study Fellowshipsm.8 EPU - List of Proposed Topics for Pedagogical SeminarsIII.9 EPU - Teacher Training Progam, ISP TOR

IV. 1 Project Costs by Expenditure CategoryIV.2 Taxes and DutiesIV.3 Taxes and Duties to be paid by Mozambican GovernmentIV.4 Procurement ArrangementsIV.5 Technical Assistance: UEM, EPUIV.6 Disbursement Schedule

V.1 Project Implementation StructeV.2 Component Implementation SchedulesV.3 Lessons Learned from Previous Implementation ExperienceV.4 Project Preparatory ActivitiesV.5 Table of Contents of Implementation ManualsV.6 UEM and EPU Performance IndicatorsV.7 Supervision PlanV.8 Documents in the Project File

Map: IBRD No.23687

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BELaOF._ZA MOZACAArr INaN: HUMA EOREDVEOMN RJ

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HUA RL%ffC= DEVEO4PMEN E&Q=

Borrower: Republic of Mozambique

Npefidartes: Eduardo Mondlane University and Ministry of Educ'tion

Amount: SDR 34.1 million (US$48.6 million equivalent)

Tem: Standard, with 40 years maturity.

fbect OWieetve

The project's main objectives are to build and maintain capacity in key publicinstitutions and skill areas by expanding the supply of well-trained senior planners, policyanalysts, managers, and technicians, and improving incentives and working conditions for seniorcivil servants. Specific objectives include: (a) increasing the quantity and improving the qualityof university graduates and (b) improving learning achievement in upper secondary education.

3Project esaligdton:

The proposed project will contribute to building capacity in Mozambique throughthe following two components: (a) Unvri Stabilizao - systems development and training inuniversity administration, financial management, and maintenance; provision of textbooks,computers, and library materials; construction and upgrading of staff housing, libraries, studentdormitories, and other campus facilities; and staff development scholarships (63% of projectoosts) and (b) Ouality InRWrovement in U;per Second=r Education - development of a newteacher training program; support to curriculum and examination reform; provision of textbooksand learning materials; training for school managers and administrative staff; rehabilitation of pre-university schools and construction of dormitories and staff housing in the provinces; and specialmeasures to increase female enrollment (37% of project costs).

Benefits and Risks:

The project's main benefit is that it will make a substantial contribution to socialand economic development in Mozambique, by enhancing critical skills, systems, and localinstitons. The immediate beneficiaries will be preuniversity and university students (about10,000 persons in total).

The principal ikk facing the project is that the capacity to plan and manageimplementation of the various project components will not materialize or will deteriorate overtime. This r;sk will be mitigated troug project design that emphasizes the same capacitybuilding and sustaining measures that the project aims to spread throughout the economy: namely,

(ii)

creating an effective work environment (through appropriate staffing, availability of officetechnology, etc.) and offering stimulating and relevant training (pre-service, in-service, on-the-Job) to key project personnel. Swift adoption of measures to improve incentives for seniorofficials will help to bolster implementation capacity. The capacity of local training instiutionswIll also be increased through the use of 'link' arrangements with external training programs.

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1. IN RODUE

1.1 Mozambique hs fcing a severe crisis of capacity. There is an extremely seriousshortage of well-educated and experienced Mozambicans who can assist in the planning andmanagement of both public and private sector activities vital to the country's progress In theeconomic and social spheres. The handful of Mozambicans who are capable of providingleadership in these are are being siphoned off to the private sector, because the civil service isincreasingly unable to compete with private institutions in terms of pay, conditions ofemployment, and work environment. The Government i8 relying more and more on costlyexpatriate technical assistants (TA), who are frequently poorly-managed, less productive, andrelatively ineffective in building up local skills and institutons. All of these trends undermineseverely the ability of Mozambican institutions, especially in the public sector, to carry out theEconomic and Social Rehabilitation Program (ESRP), effect the transformation of the economyfrom a centrally-administered to a market system, design and implement key development projects- and ultimately, improve the lives of Mozambique's 16 million people, many of whom are livingin abject poverty.

1.2 To deal systematically with this crisi of capacity and elicit new policy andprogra tic responses to the problem, the Government requested the VYorld Bank (inconjunction with the Swedish Agency for International Development (SIDA)) in December 1990to collaborate in carrying out a study on capacity building. Two documents emerged from thiscollaboradon: (a) a shorter wagi11BuIdingFrework Ew, discussed extensively with theGovernment and donor commnity and presented to the Mozambique Consultative Group (CG) inDecember 1991; and (b) a longer, more in-depth gag4 Bui Stdy, completed inOctober 1991 and widely ds within Mozambique and to the donors. During the CG,the Government proposed to f&nrher refine the framework paper into a Capacity Buiiding Strategyand Action Plan and present these in a met with donors. An &atline of the strategy wascompleted prior to negotiations, the complete strategy an a letter from Government dated August1, 1992 declaring its commimet to said strategy was presed to IDA before Board approval.It is expected that the donor meetng would take place in November 1992, and formal approval ofthe Capacity Building Action Plan would be a condition of effectiveness. Annex 1. 1 describes thedraft strategy.

1.3 In both domments, five main causes for weak development capacity weredocumemted and analyzed: lack of incentives and productive institutional struetures, procedures,and practices, especially in the public sector; insufficient quantity and quality of universitygraduates, research, and other contract aervices; poor quality of upper secondary education; lowquality, relevance, and costeffectiveness of various types of vital professional training forMozambique's fture development (such as ecowmics, finance, law, accountancy, and publicadministraion); and the sub-optimal use of technical assistance to build indigenous long-termcapacity.

1.4 In the second half of 1991, the Goverment also requested the Bank to workclosely with it in preparing proposals, eligible for IDA financing, which would respond to someof the weanesses idendfied In the two capacity-building studies. The proposals would be part of

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a wider capacity building wprogram" consisting of a large number of donor-assisted projects in theareas of education, training, civil service reform and public administration, and private sectorman.~gement strengthening. 'these efforts include a major SIDA-financed public administrationreform project; a salary incentive fund for senior civil servants to be supported by Switzerland,Norway, and others; USAID and DANIDA support to the legal sector; EC financed trainingprograms in public administration; and UNDP-led efforts to improve the management of foreigntechnical assistance. The proposed project, as well as the proposed IDA financed companionproject, focussing on Pubic Sector and Legal Institutions Development is therefore part of a muchbroader effort to maintain aed expand local capacity to plan and manage Mozambique'sdevelopment. It is expected tnat, as a result of the two projects, thousands of additionalMozambicans will be trained in key professional domains, and that concurrent actions in the aregsof public pay and employment and the reform of public institutions and in the management oftechnical assistance will encourage these Mozambican professionals to join and remain in civilservice careers.

H. LOW CAPACITY - CAUSES AND ISSUES

2.1 As mentioned above in Chapter 1, the Government and donor community havecome to see the crisis of weak capacity as having five main dimensions: incentives and conditionsof employment; management of technical assistance; university education; upper secondaryeducation; and professional training, both pre-service and in-service. The proposed project willattempt to respond directly to two of these dimensions, by supporting Government and donorefforts to increase significandy the "supply" of trained and qualified policy analysts, planners,managers, and technical specialists for the public and private sectors of the economy. Thecompanion project (Public Sector and Legal Instiuons Development) responds to the need toimprove the 'demand' side: incentives and conditions of employment and professional training,both pre- and in-service.

2.2 Concumntly, a series of other actions being undertaken by the Gcvernmentr, withsupport from the Bank and the donor community, are contributing to building effective capacity.In the area of public sector pay and incentives, a joint Government-donor task force (with majorsupport from Norway and Switzerland) has developed options for increasing pay for senior civilservants and for offering them other incentives (e.g., housing, enriched pensions, etc.), as a wayof retaining and attracting high-level officials. At the same time, a wide-ranging SIDA-fundedprogram for strengthening public administration in Mozambique will continue its work in job-grading, developing new career structures, improving personnel administration, etc.. UNDP andUNICEF are leading a broad effort to improve the effectiveness of technical assistance, bytightening up the programming of such TA and adopting new procedures and practices fordefining TA needs and for recruiting and supervising expatriate technical personnel. TheGovernment and a number of donors (including Sweden, Norway, and Netherlands) are alsoexamining ways tO improve the use of the existing Personnel Fund (funk do pessoal), whichprovides the Goverment with untied donor funds for TA.

2.3 In the sections that follow, the current state of university and upper secondaryeducation, corresponding to the proposed project are examined. A similar analysis of institutionbuilding/training in law ad public adminison, corresponding to the Capacity Building Legaland Public Adm on Development Projewt is contained in the MOP Report No. 5866-MOZ.Their links to capacity-building, key outstanding issues, strateW considerations, and othezongoing iniatives to improve the supply of high-level manpower, are also discussed.

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A. Mcf

Basic Characteristics

2.4 Long term developn:sft prospects for Mozambique will depend in significantmeasure upon the quality and output of skilled human resources produced by the country's singleuniversity. Named for a leader of Mozambique's struggle for independence, Eduardo MondlaneUniversity (UEM) was initially established under Portuguese colonial rule in 1962 as an adjunctof the Portuguese university system, and became an autonomous national university whenindependence was achieved in 1975. Following the mass exodus of Portuguese staff and studentsprompted by independence, UEM has grown from 777 to 3,016 stuuntf between 1977 and 1991(Annex 11-1), and from five to 323 Mozambican teaching staff. Additionally, 146 expatriatescomprise 31% of the faculty (Annex II-2). Mozambique's higher education system is completedby the newly established Higher Pedagogical Institute (whose functions were formerly carried outby the UEM Faculty of Education) with a 1990 enrollment of 813 students, and the Institute ofInternational Relations with 220 students in the same year.

2.5 Since independence, UEM has contributed only 2,000 graduates to the nationaldevelopment effort. However, a notable 23% of these graduates earned their degrees inengineering, science or mathematics. Together with another 1,000 university graduates producedbefore independence or abroad, this small group of 3,000 constitutes the entire pool of skilledprofessional resources in a country of 16 million citizens. Due to this limitation, an equal numberof foreign technical assistance personnel assist the planning and implementation of governmentactivities at an annual cost of US$211 million.

2.6 Throughout its brief history, UEM has demonstrated creativity and discretion inmanaging its own development. Several examples are illustrative. First, it initially chose to closea number of university faculties following the post-independence loss of many staff and studews.These faculties were later re-opened as expanding staff, student demand and budgetary resourcespermitted. Today the university boasts 22 academic departments organized under 11 faculties,along with a multidisciplinary research unit (the Center for African Studies) and a computercenter. Second, the important principle of student cost-sharing was early introduced and has beenmaintained. This includes significant tuition fees (currently about US$500 a year) the limitationof government scholarships to roughly 35% of the student body, and modest charges for studentaccommodation. Third, an extensive curriculum reform was undertaken in 1985 that sought todefine subject matter in relation to prevailing professional and occupational profDes for universitygraduates. These and other achievemnents, such as impressive success in in ational fund-ralsingand the recent well-conceived UEM instivtional needs assessment and strategic development plan,are testimony to the vision and judgemnr- that have guided the university under three differentrectors.

2.7 Financing for the university follows an atypical pattern. Unlike most otherAfrican countries, the government contributes just 28% of the UEM recurrent budget (AnnexIl-3). Donors provide the remaining 72%, of which 93% underwrites the salaries and benefits ofexpatriate teaching staff. When these sizeable forein asistance costs are excluded, the unit costof university education to the government is US$1,360. This amount, which is Jlightly below thecurrent norm for the continent, still appears rather high in a country where wages are very low-thereby refiecting the scarcity of qualified staff and a heavy dependency on importeJ equipment

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and consumable materials. Similarly, donors provide 53% of UEM's investment budget. Theestimated UEM budget for 1992 appearm in Annex n-4.

2.8 Because the university is one of the l&'ger and better functioning institutions in thecountry, it has been able to paitially protect its governmental allocations as overall publicexpenditures declined as a consequence of a prolonged internal war and earlier misguidedeconomic policies. In 1990, UEM received 19% of the total recurrent budget, and 28% of thetotal investment budget, allocated by govermnent to the education sector.

Fdgrlt Issues

2.9 In spite of its considerable achievements, Eduardo Mondlane University currentlyfinds itself in a precarious situation. Its graduate output efficiency-burdened by a drop-out rateof roughly 50%-is much lower than it should be, thereby depriving the country of desperatelyneeded human resources. It faces severe problems of staff retention, particularly in some'discipliaes, which are undermining its ability to offer an acceptable education within a predictabletime period. An extreme example is its Department of Economics, which is close to becomingnon-functional. The university's success in attracting donor funding has placed it in an unstableand unsustainable position, dependent upon continuing foreign assistance for the bulk of itsrecurrent and investment budgets. Employers have begun to question the relevance of its trainingin some disciplinary areas, and its research output has fallen far short of national needs. Recentyears have seen an increasing tendency for a disproportionate itumber of students to be drawnfrom the southern part of the country as a debilitating internal war has disrupted education inprovincial areas. A continuation of this trend could contribute to unequal regional developmentand eventual political instability. These factors combine to erode university capacity to fulfill itsinstitutional mandate of providing the nation with trained professionals, applied research andskilled service. Capacity preservation must therefore take precedence over capacity-building.

2.10 OutMut Effidem: The university offers a five-year course leading to alicendaba degree (with the exceptions of medicine and architecture. which take seven and sixyears, respecdvely.). Its efficiency in producing graduates under this program-currenty just 150per year-could be improved. Drop-out rates have consistently averaged 11% a year, meaningthat only one out of every two incoming students reaches graduation. Additionally, just 40% ofgraduating students obtain their degree within the normal five-year period, the remainderrequiring a sixth or seventh year of study for completion. Significant potential therefore exists forimproving UEM's output efficiency. This is important because, with just 26 university studentsper 100,000 inhabitants (compared to 167 per 100,000 for Sub-Saharan Africa as a whole),Mozambique clearly needs more graduates. How to achieve this goal without lowering standardsof quality remains a formidable challenge.

2.11 A principal cause Cer uese high drop-out and repetition rates is inadequatesecondary school preparadon. This requires urgent and sustained attention, and is the subject ofSection B. Contributing causes may also include excessively restrictive University requirementsfor class attendance and course progression, a prior system of assigning students to coursts ofstudy rather than allowing individual choice, and a frequent tendency of st'idents to accept jobsafter completing coursework, but not the thesis required for degree conferral. Some of thesepractices have recently been eliminated and others are under review. It is still too soon, however,to determine how these changes will effect drop-out and repetition rates.

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2.12 A second caise of poor academic performance is the difficult conditions in whichstudents live and study. Three-quarters of students live with families, relatives or friends. Therest, largely from the provinces, are crowded four or six tO a roon in poorly maintaineduniversity dormitories that do not offer adequate study areas. In additlin, textbooks, laboratoryequipment and reference books are scarce. Consequently, classes-often taught by rotating foreignprofessors who are not always fluent in Portuguese-tend to be heavily theoretical, with studentsrelying almost exclusively on their hand-written notes for learning. Students try to cut theirexpenses by preparing meals in thei; rooms and reducing use of public transportation. But theyexpress concern with their growing inability to eat adequately, cover medical expenses, andacquire basic study materials. These constraints impact negatively on students' academicperformance, and were the cause of the university's sole student strike in 1989.

2.13 Staff Retention and Development The university currently confronts a seriousproblem of staff retention. as its salary and benefit package has become increasinglyuncoimpetitive. It has lost 34 Mozambican faculty members--13% of the 255 Mozambican staffpresently in residence--over the past three years. Losses have been concentrated in the high-demand disciplines of economics and engineering. In addiNon, the number of staff on formalpart-time contracts increased from 64 in 1986 to 94 in 1990, suggesting that the university facesgrowing difficulty in winning a full-time commitment from its staff. It was repeatedly stated thatcurrent salary levels are insufficient tc meet family subsistence needs. A systematic survey ofdepartment heads conducted in May, 1991 suggests that fully 74% of the full time Mozambicanstaff are engaged in outside income-supplementing activities. This spreading practice underminesthe quality of university endeavors by sharply reducing the amount of faculty time available forcourse preparation, student advising, research, departmental planning, and administration.Although significant staff losses have not yet occurred among senior management andadministrative staff, this can be anticipated. Even a few losses in this specialized area would becatastrophic.

2.14 The university is hard pressed to compete with the labor market in areas ofcurrent high demand. The Bank's recent Public Pay and Employmnt Review for Mozambiquenotes a tremendous demand for highly skilled Mozambicans, registers pay differentials of 5:1 ormore between the non-public sector and the civil service and concludes that wages for highergrades of public employment are grossly inadequate. For example, salary and benefit packages inparastatals and the private sector (including donor agencies) frequently range from US$700 toUS$2,000 a month and include numerous in-kind benefits.

2.15 The government recently recognized the distinctive nature of universitycontrit -uns in May 1991 by approving a special 100% salary supplement for academic staffwbile giving only 50% to the rest of the civil service. This brings moanthly earnings for anassistant professor/senior lecturer to about US$450. Given the extreme scarcity of skilled talentin the country, however, such measures can only have a short term imp?-ct. Competingemployers outside the public sector will always be able to outbid the University as long as thepromise of profit justifies this investment. To retain its staff in key areas of high labor demand,the University will need to exploit its comparative advantage in other areas, e.g., access tohousing and opportunities for professional development.

2.16 Accountabilt UEM accountability to government and donors, in both financialand institutional terms, could be improved. To date, the budget development and negotiationprocess has been conducted on an ad hoc basis. Estimates of university financial needs areforwarded to the Ministry of Finance and National Planning Commission without a strategic plan

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or projected work program to justify them. In turn, government's allocation decisions are largelyuninformed by sector priorities and associated decision-making criteria for higher education. Inthese circumstances, government is not certain what it will receive in return for its investment,and the university is unable to anticipate the levels of financial commitment from governmentnecess y for it to undertake systematic forward planning. Encouragingly, Mozambique'sparliament recognized these difficulties in April 19% when it revised the legislation governing thecountry's education sector. The new laws affirm the autonomy of tertiary institutions whilestrengthening mechanisms of accountability. One change is the creation of a small council,composed of Ministry of Education and tertiary institution leadership, which will provide a forumfor coordinating intra-sectoral policy and budget allocations.

2.17 ht the same time, the responsiveness of UEM teaching and research to local labormarkets and national needs is open to question. Employers note that UEM graduates arecurrently deficient in practical or applied skills, and in analytical or problem-solving capacities.Thoy also point out shortcomings in professional abilities such as setting priorities, organizingtime, maintaining standards of quality, and other management skills. Because neither governmentnor the private sector is represented in any of the university's policymaking bodies, they possesfew means for holding the university accountable to society's needs. Given the sweepingeconomic and political changes currently underway in Southern Africa, a more responsivecurriculum is required.

2.18 In spite of recent efforts to increase its research output, the university is not yetable to effectively fulfill its research mandate. Much research is the result of individual initiativelinked to thesis or dissertation requirements for Mozambican staff pursuing graduate studiesabroad. Institutionalized research capacity is limited. The Faculty of Economics, for example,has yet to develop research activities-even though the current process of economic rehabilitationmight well benefit from research-based guidance. Similarly, the Faculty of Medicine (with itslargely part-time staff) and the newly established Faculty of Law have not been able to contributemeaningfil research results in their respeetive professional areas.

2.19 The reasons for insufficient research performance are readily understood. TheMozambican teaching staff is largely young and inexperienced. One-third of them possess lessthan five years of teaching experience. With just 10 Mozambican PhD's on campus, young staffhave few role models to guide them. Contracted foreign staff rotate too quickly (their averagestay is two years or less) to initiate meaningful research, and their work contracts are normallyrestricted to teaching assignments. In addition, staff promotions are based more on length ofservice than on scientific output (this practice is currently under review), and research providesfew material incentives which might compete with 'moon-lighting' economic survival activities.Additional constraints exist in the form of limited library holdings, outmoded or non-functioningscientific equipment, weak support facilities (e.g. photocopiers) and difficulties in acquiring theforeign exchange necessary to obtain many consumable supplies.

2.20 m ent The university's recent growth in enrollments, accompanyingsupport services, and donor assistance has proceeded more quicldy than the capacity of itsmanagement systems to adjust to these changes. Consequently, an excessive concentration ofdecision-makdng has occurred, with some 33 different units now reporting directly to theuniversity rector. The present organizational structure is inefficient to the extent that it absorbssenior management staff time in the review of numerous minor administrative processs,frequently removes decision-making from its departmental context, and limits the amount of timeuniversity leadership has available for important institutional activities such as strategic planning

and external relations. Common responsibilities (e.g. financial administration, donor relations,student affairs) are sometimes spread across several different units and this creates managementdifficulties. Staff/student ratios vary widely from one department to another, suggesting room forefficiency improvements (Annex II-5). Finally, thq physical distance (several kilometers) thatseparates senior management offices from the two main university locations also contributes tocommunication costs and decision-making delays.

2.21 lonal and Gende Rementtion For historical reasons, adequate regionalrepresentation among the UEM student body will be important for the long run stability of thenew political system established under Mozambique's 1990 constitution. Yet students from thesouthern part of the country made up an increasing portion of UEM enrollments during the 1980'sas rural conflict and deteriorating economic conditions inhibited the flow of secondary schoolgraduates from the provinces (Annex 11-6). Commendably, government and the university havereserved one-third of UEM places for provincial students, and given them priority in awardinggovernment scholarships. However, maintaining this policy as efficiency gains permit gradualenrollment growth (to a planned 5,500 students by the end of the decade) will requirecommitment and carefil planning.

2.22 The university's gender representadon is consistent with the prevailing low)levels for African universities, with women comprising 25% of the students. This proportion hasvaried little over the last five years. However, the preservation of women's share over thisperiod must be seen as a notable accomplishment. The lack of dormitory space for women(current capacity is 140 beds) has posed a formidable constraint on the university's ability torecive female students from the provinces during the recent period of student enrollmentexpansion. At the same time, a notable 22% of the present Mozambican faculty are women, ashare which is nearly double the prevailing 13% average on the continent.

2.23 Building R. bilitatilon and Maintenance It has now been twenty years sinceUEM has given systematic attention to building maintenance on campus. During the final yearsof the liberation struggle, the Portuguese colonial administration refrained from such investment.Foliowing independence, poor economic performance and the rising costs of an insidious internalwar precluded all non-esetal expenditures. As a result, the UEM physical plant has sufferedsevere deterioration. Sanitary facilities do not function in many buildings. Roofs leak, windowsand doors are warped by lack of care, and structural problems have begun to emerge. Forexample, the overburdened second floor library at the Faculty of Agriculture has begun to sag.Most buildings desperately need a coat of paint. A recent architect's survey suggests that theproblem is serious, but still manageable. If left unattended, however, the future cost of remedialaction will be much higher.

UniversityStratepfor Stabilization

2.24 During 1990-91, Eduardo Mondlane University undertook a self-managed needsassessment which identified and analyzed many of the problems noted above. On this basis, itdeveloped a strategic plan for institutional stabilization. The plan proposes a series of actions tohalt the negative trends in staff losses, educational quality, management capacity, student livingconditions, relations of accountability, regional representation and building conditions. It givespriority to general institutional needs and to greater efficiency in the use of existing financial,human and physical resources. Strategy over the near term is to consolidate recent gains so as toincrease graduate output, and to create more stable operating conditions for gradual enrollmentexpansion later in the decade.

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2.25 Safl ,etenton Although UIEM recently (May 1991) we - bpecial salarysupplements for its staff from government in the effort to slow staff losses, it realizes that itcannot outbid the private sector in the long run. Accordingly, it is developing a staff retentionstrategy based on its comparative advantage In providing access to attractive in-kind benefits suchas staff housing, graduate study fellowships, professional meetings attendance and researchsupport. Housing is viewed as a particularly powerful incentive. Little housing construction hasoccurred since independence, and housing demand is high. UEM plans to expand its currentstock of staff housing, and to explore the feasibility of establishing a staff savings incentiveprogram. The latter seeks to forge a mechanism for enabling individual staff to achieve homeownership as government policy creates the necessary elements for a private housing market toemerge from the former system of collectively owned national assets. The University has alsoestablished a research fund, underwritten by SAREC, SIDA and NORAD, to support interestedstaff throughout the university. For critically affected faculties such as economics, engineeringand medicine, UEM proposes to establish several capacity-building linkage programs with peerdepartments in foreign universities.

2.26 Educational Oulity A number of institutional policies have recently beenchanged in the effort to improve educational quality and output. In 1991, the university institutedan admissions examination to improve student selection. It also expects that this competitiveexam will increase academic motivation-and consequently achievement-at the secondary level.Concurrently, UEM management has introduced partial or total exemptions of tuition fee paymentbased on academic performance and financial need, and conditioned student scholarships in thesame way. Various inhibiting regulations have been discontinued, including obligatory classes inpolitical ideology and physical education, required class attendance, the need for a student torepeat an entire year of study if he or she fails two or more courses, and the former practice ofassigning students to areas of disciplinary study rather than allowing them to make personalchoices. Additionally, several university buildings have recently been opened to students forstudy use in the evenings. A major curriculum review will also be undertaken in the near future.This will be complemented by a needs assessment and program design for the teaching of englishwithin the university, which is currently underway with British Council assistance. Follow-onfunding from ODA for the implementation of these recommendations seems likely. Finally, theuniversity plans to expand educational inputs by importing textbooks and basic references fromPortugal and Brazil, and by contracting qualified staff to write study manuals which will bepublished by the uiiversity press. Both imported and locally produced materials will be sold atfull cost-recovery prices through a small university bookstore.

2.27 Mumet Candit The university's recent stabilization plan proposes toaddress a series of management issues that demand urgent attention. To this end, eight studies ofspecific management issues are planned during 1992 with assistance from UNDP and the WorldBank's Education 11 project. They are:

- information systems for management decision-making.- organization and computerization of student records.- management of student residences, food service and financial aid.- organization, staff development and computerization of the libraries.- maintenance of scientific and office equipment.- rehabilitation and maintenance of buildings.- staff and student transpo.tation problems.- university computerization policy.

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In addition, the university has felt the need to review its overall management and governancestructure. UEM realizes that its recent and projected growth, together with the process of rapidpolitical and economic changes now underway in the country, challenge it to be more efficientand flexible in the management of both its internal and external affairs. This review was carriedout in March 1992 with financial support from the Commonwealth Secretariat and the FordFoundation. The exercise was assisted by two experienced chief executives from a British and anAfrican university, plus an expert in higher education financial administration. It produced athoughtfil set of management recommendations which clearly indicate priorities and suggest astrategy of phased implementation. Principal proposals call for organizational restructuring(particularly in financial administration), increased representation within the university council,and improved internal communications.

2.28 Student Conditions UEM has put together an action plan for improving theconditions for student life and study. Efforts are underway to increase library and study space, toimprove campus sanitary facilities, and to expand student dormitories. The problem of studenttransportation is being studied. The student restaurant and several dormitories were recentlygiven limited renovation, and will be better managed-through either privatization oradministrative reorganization-as an outcome of the student services management study notedabove. Student scholarships, which had lost half of their purchasing power over the past severalyears, were recently adjusted upwards with funding from SIDA, NORAD and Australia.

2.29 Accoontability The university proposes to strengthen its accountability togovernment, its donors, and society in general by (a) publishing an annual report which analyzesits institutional performance and includes a financial statement; (b) organizing annual meetings forrepresentves of government, donors and the private sector at which the annual report andcoming year's work plan are discussed; (c) producing semestral activity reports at the faculty levelfor yearly discussion with representatives of interested government, private sector and donorinstitutions; (d) contracting an annual external audit by a reputable firm for inclusion in UEM'sanmnal report; and (e) restructuring and modernizing its financial administration systems with thehelp of a professional management consultancy firm. Development of an initial prototype for theannual report is currently underway with assistance from SAREC.

2.30 Rgional and Gender Representation In order to ensure that the present policyof reserving one-third of UEM places for provincial students and relieve currently over-crowdeddormitory conditions without exacerbating gender imbalances, the university has initiatedconstruction of additional student residences. This is an immediate need as some 250 dormitorybeds were recendy lost through a government agreement to return to the Catholic Church abuilding, originally a seminary but later appropriated by the socialist government, being used as auniversity residence. SIDA is presently financing the construction of two dormitories, andUSAID will underwrite an additional three buildings. However, two more dormitories arerequired in order to meet the anticipated accommodation needs of provincial and women studentslater in the decade.

2.31 Bldiding Rehabilitation The university estimates that about US$10.6 million willbe needed to rehabilitate and maintain its physical plant. It will make a major effort to bring itsbuildings back up to standard, and institute a regular maintenance program, including budgetaryprovision for this and the creation of an ovei'sight unit to manage it, to insure that similardeterioration does not re-occur. One of the management studies noted above will inform thisprocess.

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Exterl AsSls4nc to the University

2.32 A wide range of bi-lateral, multi-lateral and private assistance programs supportthe university. The Netherlands provides some 30 visiting professors and underwrites severaldifferent linkage programs with Dutch universities. The Government of Italy also contributesconsiderable technical assistance, particularly to Economics, Architecture and Agronomy. SIDArecently approved a three-year package of general institutional support totalling US$6 million.Numerous donors focus their effbrts on specific faculties, e.g. Ford Foundation on social science,EEC on basic sciences, UNDP on forestry, DANIDA on law, etc. Recently, SAREC, NORADand SIDA joined in contributing nearly US$2 million to a general UEM fund for research andresearch-related training and dissemination targeting both staff and students. Annex n-7

summarize confirmed donor support to the university in early 1992, categorized in accordancewith the objectives of the proposed IDA project.

2.33 To date, IDA lending for human resources has comprised two projects ineducation which contain limited assistance to Eduardo Mondlane University. These providedUS$2.8 million and US$10.3 million respectively, for the university to construct and equip abasic sciences building and several engineering laboratories, train its staff in economics andengineering, and provide visiting professors while its own staff were studying abroad.

2.34 Although these two projects have addressed specific needs at the university, theydid not take a comprehensive approach to its institutional development needs. The CapacityBuilding Sector Study carried out in mid-1991 has now filled this gap. Together with theuniversity's own strategic plan for institutional stabilization, these analyses provide a firm basisfor craftg the content of the Bank's future support for the university.

2.35 Lessons from Bank project experience in Mozambique suggest that managementand implementation capacity are chronic constraints. Accordingly, this project has given carefulattention to UEM carabilities for administering each component, and sought to strengthen areasthat were judged deficient. In line with the intent of capacity-building, however, the universityhas been encouraged to assume implemention responsibility for most project activities, includingprocurement, rather than using a project implementation unit or contracted expertise for thispurpose.

2.36 Given the extent of donor involvement at the university, some mechanism fordonor consultation and coordination is urgently needed. Tentative efforts to this end have not yetproved fruitful. The university sought to form a donor support group in May 1991, but donorresponse has yet to coalesce. While donor coordination within several other sectors has recentlyimproved in Maputo, the lack of a willing lead agency has impeded progress in the educationarea. However, two informal donor coordination meetings have taken place during the past year,and it is clear that interest exists. The university's proposed activities for increased accountabilityare expected to prompt better donor coordination as one outcome, and may enable UEM itself toassume the 'lead agency' role in'this area.

B.~~~ 11 =-

B. IgI Sewnd= Educadonl

Problems and Issue

2.37 Secondary education is included in this project because of its importance inproducing qualified candidates for university education and its vital role in developing critical andconstructive citizens for Mozambique. The pre-university schools prepare students explicitly toenter UEM; graduates of other forms of intermedate education can also have access to highereducation in fields related to their specialization (e.g., technical school graduates in theEngineering Faculty at UEM, teacher trainees at Instituto Superior Pedagogica (ISP), etc.).j/Access to higher education for adults and others who work part or full-time is also limited bycurrent legislation which requires that worker-students, before embarking on studies in highereducation, must work for at least three years in an assigned Government agency or enterprise.

2.38 Given these constraints, admission to university is facilitated only for graduates ofpre-university education. Indeed, quite recently, those concluding pre-university secondaryeducation were guaanteed places at UEM: a university entrance exam was only introduced in1991. This is consistent with the law on the National Education System (SNE), which states thatthe objective of pre-university education is to 'encourage the student to take on the role ofsomeone who changes the world, society and thought", while the ain of the intermediate technicaland vocational courses is to "train mid-level technicians for the economic and social sectorsinvolved in production and service activities".

Tablg 2.1" Enrollments In PE-Unlversltv EduAtIon. 1991

233 24.1% 233 ~~~~24.%

2.39 Withi the new thrust toward progressive consolidation of a market economy, theintroduction of multi-party democray, and the opening of the educational arena to the privatesector, it is lilcely that there will be pressures for a significant expansion of secondary and pre-university education. A comparison between the official statistics and the actual practice

.LI see Annex II-8 for a desptipon of the various levels of the SNE.

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Ulustrates this expansionary trend. In MINED documents, it is said that there are only five pre-university schools, but in reality there are more institutions offering this type of education.According to the avaitabl data, enrollments in pre-university schools already cover six provincesplus Maputo City C(able 2.1). Furthermore, disoussions with Ministry officials have revealed thatat present, only one of the 10 provinces in Mozambique does not have some form of EPUoperating (Niassa). In many provinces, such as Tete, Manica, and Cabo Delgado, unofficial EPUclasses have started in the past year. MINED does not officially recognize these courses since thelevel of teachers' training is below standards set for EPUs. Although students from these schoolsare atlowed to sit the university entrance exams, preparation levels are poor, and in 1990 less than10% of the students were able to pass the examinations and receive the pre-university diploma.Recently, with the opening of the education sector to private participation, private schools havealso begun to provide pre-university classes, and the Catholic Church is likely to enter this arenain the near future.

2.40 Gender Distributton of, Student Bod Girls make up a little less than one-thirdof the students at the EPU level. Maputo City, with the largest number of total enrollments, alsohas the highest pereentage of female students. In the provinces, the situation is considerablyworse, with female enrollments averaging around 20% in both day and evening sessions. Theshare of female enrollments in upper secondary education in Mozambique is consistent with theprevailing low) regional averages for Sub-saharan Africa.2/ Given the demonstrated highscWial returns to female education, efforts should be made to increase the access of girls to pre-university education. Greater numbers of female EPU graduates would also contribute to raisingthe low percentages of women currently enrolled at the University (25%), or holding managementpositions in the public sector (7%).

2.41 Tewcer Ayalblit One limiting factor for the expansion of the EPU networkis tha availability of teachers. A comparison of the actual distribution of teachers in 1991 withthe ideal number of teachers required to handle the entire curriculum shows that the EPUs aregrossly understaffed. There are especily acute shortages of teachers in the key disciplines ofEnglish (50%), Geography (53%), and History (41%). In some areas to be introduced as part ofthe new curriculum, such as French and Computer science, no teachers were employed (seeAnnex 11-9).

2.42 An analysis of projections for output from the Instituto Superior Pedagogico (ISP),the sole institution charged with the training of pre-university teachers in Mozambique, suggeststhat ISP graduates will not fill the pre-university teaching gap, much less expansion needs, in theyears to come. An opdmistic scenario is that some 20 of the hundred odd ISP graduates per yearmight actually end up teaching classes at the EPU level (see Annex 11-10). Low salary levels,lack of housing, and poor working conditions in the EPUs all contribute to make altrnativeemployment options more attractive. In short, therefore, the Government faces an imminentcrisis in the supply of teachers for pre-university education, and there is an urgent need to definea strategy to resolve the situation.

2.43 Techn Oualtv While most EPU teachers have at least some university-leveltraining, only 19% has master degrees, and the majority of the teaching force has hau .-.tle or noskills upgrading. For example, in Francisco Manyanga EPU, despite expressed interest by staff,

2I Accordin# to World Bank estioas, for a grap of 32 low-income countries in Sub-sabarsn Africa,f6nl stents mede up 32 peormt of toa seconday mnmllmnmts in 1986.

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no upgrading activities are taking place, due to lack of funds. In all the EPUs, laboratoryequipment lies gathering dust because teaching staff have not been trained in its use. Teachers'competencies stagnate year by year, as support is non-existent for even independently initiatedskills-development, in the form of self-help reading, materials.

2.44 Gender Structure of Teaching Force Women are poorly represented amongEPU teachers, comprising only 16% of the total teaching force. As has been documented in anumber of studies, the lack of women teachers often has a detrimental effect on girls' educationalachievements. It has also been shown that increasing the percentage of female teachers can bepart of a successful strategy for raising girls' enrollments.3/

2.45 Sool Infrstructr On the whole, the physical fabric of the EPUs is in badcondition. Although in some cases well-designed and solidly built, buildings have suffered fromtotal lack of maintenance which results in steady deterioration which is accelerating as the yearsgo by. At Francisco Manyanga EPU in Maputo, for example, water leaks through expansionjoints are causing serious problems, and nearly all the electrical outlets and switches are broken ormissing. At Samora Machel ESG/EPU in Beira, the bathrooms are not working and fixtures arebroken; overhead lights are missip"; and the auditorium is virtually unusable. Annex 11. 11provides a brief description of the state of each of the schools.

2.46 LeaningchingWn Materials While most of the ESGs and all the EPUs havelaboratories for physics, chemistry and biology, these are not functioning, either because of lackof equipment and supplies or because the teachers lack time (due to an excessive teaching load)and/or adequate training in laboratory use. On the few occasion when labs are used, it is muchmore a result of the individual initiative of the teacher than any part of accepted school practice.Previous attempts at equipping secondary school laboratories have failed to produce the desiredresults as the possess neither the ancillary services (water, electricity, gas) nor the teaching staffto utilize the labs effectively.

2.47 Among learning/teaching resources, the EPUs generally lack even basic teachingtools, such as a globe or an atlas for geography lessons, rulers and compasses for mathematicsand drawing, and grammars and dictionaries for languages and literature. But the most seriousproblem is the shortage of textbooks. Pre-university students have no books for many subjects.In their absence, the teacher dictates the material or copies hand-held notes onto the blackboard.Ihis wastes much valuable time which could be used for discussing and deepening the content ofthe lesson. Some schools have libraries, but these lack modern collections and suitable conditionsfor study.

2.48 Suppl of Texbooks At present, the supply of textbooks to the EPUs isinadequate. Furthermore, an increase in the availability of textbooks to EPU students isdependent upon the finalization of the new curriculum by the National Directorate of SecondaryEducation (NDSE), and the subsequent contracting of a publishing house (either local or foreign)to produce the relevant texts or to modify existing upper secondary texts so that they conform tothe Mozambican curriculum. At present, sample lines of textbooks are being requested fromvarious publishers to be considered in conjunction with the development of the new EPU

I/ See, for example, World Bank Discussion Paper No. 133, Lettin Girls LeaM: Promising Aproachzin Prma and Sf ndm, by Barbam Herz, et.aL, The World Bank, 1991.

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curriculum. The final line of textbooks chosen will be modified by the curriculum teamsmanaged by the NDSE so that the Mozambican reality is adequately reflected.

2.49 Textbol FSnncig Government policy on the financing of textbooks is thatparents are filly responsible for covering the full cost of textbooks, with no Government subsidy.However, given the high costs of textbooks, and the low income levels of many families (morethan 2/3 of Mozambicans reside in absolute poverty), the government has established asubsidizattion mechanism called the Caixa Escolar. While the Caixa Escolar is somewhat effectiveat the primary level, this mechanism does not operate at the pre-university level. Individualschool administrations take the initiative in identifying poor students and subsidizing the provisionof their learning materials from Acao Social funds and other school monies. In effect, targetedsubsidies have become decentralized to the school level.

2.50 Teaching Methods Since practical classes are in general nonexistent (aboratoriesare not working or have been abandoned, etc.), the instruction process is basically theoretical orverbal. Inadequate supplies of teaching and learning materials force teachers to rely upondictation as a means of providing information. This learning from dictation and by heartinterferes with one of the major objectives of secondary education, which is to develop thestudent's ability to think for himself and take into account and exploit his/her own real lifeexperience. Instead, the school becomes an instrument of narrow thinking and stereotypedapproaches.

2.51 Class Size Another serious obstacle to effective and creative learning insecondary schools in Mozambique is excessive class size and related overcrowding of schoolfacilities. The average class size is 39 students, which is already well above the recommendednorm of 30, but there are cases in which it reaches 70 students per class. As a result, in manyschools students do not have tneir own desks, but must share with one or two others.

2.52 Curriculum Design Curriculum design has been highly centralized in theMinistry of Education. In the past, curricula prepared by the Ministry were excessively detailed,covering for each unit the methodological approach, the week in which each subject is to betaught, the number of classes to be devoted to each chapter, etc. This substantially reducedteacher/school participation by preventing teachers from devising a teaching plan that takes intoaccount the features and conditions of each school. Examinations have also been excessivelycentralized, with teachers under pressure to complete the entire program. Teaching has thus beenlinear and mechanical, with a mandatory program and a system of examinations to verifycompliance.

2.53 Capacity at NDSE Curricula for the 1 Ith and 12th grade are currently beingrevised (with many disciplines being revised for the first time since Independence).4/ Curriculaare prepared by staff from the Departments of Science and Letters of the NDSE, meant to becomposed of two to three person teams for each discipline. Certain disciplines, such asIntroduction to Computer Science, are not represented whatsoever. For other disciplines, officialposts exist, but many remain vacant - more than one-third of the posts are unfilled and membersof curriculum teams double in other capacities in the Directorate. (See Annex 11-13 for details of

A/ The future study plans for pre-university education are shown in Annex 11-12; certain subjects (French,Latin, Philosophy, Introduction to Computers, German) will be introduced gradually in line with theadequacy of teacher supply.

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the organization and staffing of the NDSE). The curriculum experts within NDSE, in turn, are intheory supposed to work with outside specialists such as faculty from the University, ISP staff,and other relevant experts in the design and crafting of new study programs. However, theabsence of additional financial resources to pay for the services of outside staff has prevented therealization of this process.

2.54 NDSE is poorly equipped to carry out its functions of curriculum design andpedagogical support for the EPUs. More than 50% of its listed posts remain vacant, and outputof teaching materials is limited by lack of equipment and an insufficient recurrent budget tooperate and maintain the few pieces cf equipment they have. Although staff are eager to engagein greater dialogue with the EPUs - by increasing the frequency of school visits, providing on-site training in certain disciplines, and hosting yearly seminars in Maputo for all EPU teachingstaff - the funding is at present unavailable to support such activities. Furthermore, the staff lackneeded training in educational planning and administration is well as the teaching experience andqualifications necessary to design curricula.

2.55 Examination Desiuln and Student Evaluation Examination design has also beencentralized within MINED. Although teachers are asked to prepare examination questions, theextra work is performed begrudgingly, and the quality of submissions received is low. Thegrading of exams is done at the school level, again with no extra compensation for teachers, inaccordance to guidelines established by the NDSE. Teachers are charged with grading theexaminations not only of their own students, but also those of students from near-by privateschools who must sit their exams at credentialed public schools. Cases have been reported ofunfair grading practices, with teachers being unduly harsh on private school students. This is notsurprising since private school students are known to pay fees as much as 100 times greater thanpublic school fees and yet public school teachers receive no extra compensation for grading theirwritten exams or administering oral examinations.

2.56 Presently the repetition rate in this level of education is 25%-30%. High repetition rates are a reflection not only of poor student performance but also of theharshness and punitive nature of the existing evaluation system. It is an error to suppose thatfailing large numbers of students helps to improve the education process. Rather, what improveseducation is the availability of good quality textbooks and teaching/learning aids, the continuingeducation of teachers, and the creation of conditions for individualized student attention. Fromthis standpoint, revision of the current assessment system is essential. The MINED has takensome important steps forward this past year, through the introduction of a credit system at theEPU level. Now, when a student fails to pass one subject, he or she no longer has to repeat theentire year, as was the case previously, but instead only has to repeat the failed subject.

2.57 Student Housu On t*- whole, while students appear motivated to study andeven make considerable sacrifices, housing and transport present serious obstacles. Conditions instudent hostels for those coming from the provinces to study are often in a deplorable state.There are at least 12 students to a room and in sometimes more than 20. There is no medicalcare, sanitary facilities are poorly maintained, and the premises are not cleaned. Areas reservedfor study and relaxation are inadequate, and student meals are of poor quality. Information on thenumber of students currently residing in EPU dormitories and the average costs of studenthousing presented in Annex II-14.

2.58 Shl Secondary and pre-university schoois are managed by adirector, aided by pedagogical assistants who supervise instruction, and a secretariat to oversee

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and administer school activities. The administration of a school in which more than 5,000students are enrolled is very difficult, and the problems are compounded by the lack ofadministrative, educational and financial autonomy. While one should not expect the same degreeof autonomy in a secondary school as In a university, it is both desirable and necessary toincrease the present level of autonomy, which is virtually nil. It is also impossible to manage asecondary or pre-university school if the administration lacks certain essential educational andfinancial resources to ensure normal operation.

2.59 The school administration reports to the provincial directorate of education, whichin turn answers both to the provincial governor and the Ministry of Education. Sincecommunication between the school and the MINED is weak and the provinces in Mozambiquehave very little autonomy, it is difficult to reach appropriate decisions on school management.Furthermore, the central government budget allocation to the schools is grossly insufficient, andthe gap cannot be completely bridged by matriculation charges, which go into a Social ActionFund. The students also pay a monthly fee (propina) of Mt 2,000-3,000, but this goes to thecentral government treasury and is not returned to the school. As these fees can add up to aconsiderable sum (in 1990, for example, Francisco Manyanga Secondary School collectedMt 22 million, or about US$10,500 on the parallel market), their non-retention by the school,combined with delays in services caused by an excessively centralized bureaucracy, is a seriousdisincentive for staff and students.

2.60 Community Pardlcigsn Decentralization of school management wIll only betruly effective if it is accompanied by increased community participation in school affairs. Thecurrent administrative structure of the school makes no provision for such participation. Theestablishment of a parents' council or community council, for examnple, could be a positive step inimproving attendance and student academtc performance, increasing local fmancial contribution tothe school, and enhancing the relevance of the curriculum to local needs and prioritiesj/

*}overment Mmufor Eaniversity Eduafi

2.61 Prior to the preparation of the project, MINED was guided by a written strategy,which calls for the development and expansion of upper secondary education, with theestablishment of a pre-university school in every province by 1995. In light of the seriouschallenges faced by this tier of the education system, the Government's priority is now to stabilizethe teaching force and improve the quality of existing secondary schools, before investing in anexpansion of the upper secondary system. Prior to negotiations, MINED revised its policy toreflect this reality. An overview is provided in Annex II-15.

2.62 Physical upgrading of the existing EPU facilities is a straightforward necessity ifMozambique is to provide an adequate learning environment for pre-university education. Othermeasures which are needed to improve the quality of pre-university education - increasing thesupply of teachers and upgrading the skills of the existing teaching staff, curriculum andexamination reform, increasing the availability of textbooks, and improved management at theschool level - are all included in MINED's policy document, but will require implementation.The following discussion presents proposed policy options and strategy for each of these

0I In Josina Machel Secondry School, for example, a Parents' Council has bee established, which in thepad year has succeeded n mug some $25,000 towards basc repaits m the school's infratucure.

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measures. Another issue which will also require policy development and strategic thinking in thelonger term - post-secondary alternatives for EPU graduates - is also addressed below.

2.63 Inreasing Teacher SPnniY Higher salaries are an obvious method of attractingnew recruits to EPUs, and for retaining e-disting teachers. When the proposed salary incentivefond becomes operational, this will benefit all teachers at EPU level. In addition, as in the caseof the University, provision of housing is a sought after and appealing option for the attractionand retention of teachers, particularly in the provinces. MINED is prepared to explorealtematives for increasing the supply of housing held by the EPUs, which would be provided toteachers in line with rental fees determined under the proposed salary incentive fund.

2.64 Another option for increasing teacher supply which was raised during a planningseminar for members of the NDSE and various EPU Directors held in December 1991 is theintroduction of more rapid and efficient types of teacher training. At present, the one optionoffered by ISP is a 5 year licenciatura degree, which seems costly and inefficient given budgetand labor market conditions in Mozambique. The pool of available teachers for EPUs couldincrease significantly if MINED were to consider more flexible and shorter-term possibilities forteacher training. MINED's policy document mentions specifically reviewing the option to providein-service training up to master's level to secondary school teachers.

2.65 Expatriate volunteers, such as teachers provided through the UN VolunteerProgram or the Zimbabwe-Mozambique Friendship Association, can provide a cost-effectivetemporary solution to the teaching crisis in pre-university education. Bilateral assistance can alsohelp fill the EPU teac:ig gap. At present, tachers are being provided through BritishCooperation, the Portug. -e, and the French, and the Catholic Church is discussing with MINEDthe possibility of providing Latin teachers (see Annex 11-16). While bilateral assistance can serveto fill the teaching gap is some disciplines, shortages will still remain in crucial areas such asMathematics, Sciences, and Computer Sciences. Furthermore, whatever measures that theGovernment takes to improve the attractiveness of EPU teaching, or to increase the domesticsupply of teachers are certain to take some time to produce results. Thus, in the short-termserious lacunae will remain in the number of teachers available to give classes to the existingstudent body. Volunteer teachers, to be provided in areas specified as priority areas by theGovernment, could be one way of filling these gaps.

2.66 hngroIng eam WngU allut At present, no strategy exists for upgrading theskills of the existing EPU teaching staff, either in the form of on-site teacher training, orworkshops and seminars in which teachers from different schools convene for training in specificareas. MINED strategy for curriculum and examination reform entails expanding the role ofteacher participation in the design of new systems. Seminars for discussion of eurriculumproposals can serve dual roles, therefore, and provide fora for short-term intewive upgradingcourses. Furthermore, preservice training courses, to be developed under the proposed newthree year Bachelor's course, can be prepared on a modular basis. In this way, currentlyemployed teachers can, during school vacations, attend courses and work their way graduallytowards completing the degree. Finally, improving the pedagogical management capacity at theindividual schools and at the NDSE will enable school administrators to identify teacher trainingneeds, and solicit the needed pedagogical materials for self-sdy and informal courses to be givenat individual schools from the NDSE, and the NDSE's ability to respond to such demands.

2.67 Currlculauum d Evaluation. lgt The current procedures for curriculumdevelopment are inadequate. The NDSE is grossly understaffed, and the staff working at

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preparing curriculum are underqualifled and overburdened with other tasks. Curriculumpreparation is neglected as regular activities such as monitoring of examinations and the openingand closing of the school year require immediate attention of the few existing staff members.Subsequently, work on designing curriculum is squeezed Into three months between March andMay. More time needs to be given to curriculum preparation, and more staff. The staff atBUSCEP, the remedial education program offered at the Universit, co compensate for poorquality pre-university training, have expressed their interest in helping to design the new EPUcurriculum. Under the PPF for the proposed project, funds for technical assistance in the draftingof the new curriculum have been provided. In addition to the short-term (and urgent) need toprepare and disseminate the curriculum for 1992, there is a langer term need to give more carefulthought to the proposed future contents of the curriculum for upper secondary education inMozambique. It is unclear whether it is cost effective for pre-university schools in Mozambiqueto offer courses in Philosophy, Latin, or German, as are contained in the current proposedcurriculum, given the shortage of teachers in these areas and the fact that many pre-universitygraduates wIll not obtain spots in the University.

2.68 Equally deserving of more study is the current examination system inMozambique. Teachers have little leeway to vary from the curriculum if exams are overly-centralized. The challenge lies in developing a curriculum/evaluathin system which is flexibleenough to leave room for receptiveness to individual initiatives, yet also achieves consistency inachievement levels and materials studies across schools and regions. MINED is committed toreviewing and acting on these issues in the years to come. The first step in the process will bethe active involvement of EPU teachers in the process of drafting the new 11th grade curriculumnext year, and in the preparation of the exams. Similarly, teachers will be involved in thepreparation of the new curriculum for the 12th grade and exam preparation in the following year.And, members of the NDSE, jointly with representatives from the BUSCEP program and schoolrepresentatives, will form a review committee to analyze the new curricula, and prepare thegound for further reform.

2.69 aIn SchooMlnag menmL..lkhmI In 1990 the directors of four pre-university schools proposed to MINED that a limited amount of the investment budget beearmarked for the schools, to be spent according to the wishes of the school officials themselves.They also suggested that fees be increased for atudents attending evening courses, since many ofthem working in business or for the Government and can afford to pay more. These fees wouldalso remain with the school and help to cover needed maintenance. The directors' letterhighlights the seriousness of the current situation in which excessive centalization andbureaucracy hampers effective school management. An important policy issue for MINED is howto decentralize cetain aspects of school management, while maintining accountability for thepedagogical and financial results obtained. There is also the issue of how to support experimentsin community participation in school management.

2.70 Discussions with Ministry of Education officials during project preparationrevealed support on the part of the Ministry for the increased decentralization of ;inancial anoadministrative functions to the sc-hoc' level, contingent upon the adequate training of schoolofficials and the clear definition of noans and staundards for personnel and financial management.At present, the Directorate of Administration and Finance, joindy with a FUNDAP team, isworking in these areas.

2.71 Bn_dzyA mm EPU students are in general strongly committed togoing on to higher studies. However, given the rising trend in enrollments in pre-university

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education and the policy to hold down the size of the university, the Issue arises: what options canbe offered to the EPU graduate who does not succeed in getting into the university? At present,there are few other post-secondary forms of education for these persons. In this context, It wouldseem appropriate to examine, in terms of labor market requirements and the preparation of mid-level personnel for government service and the private sector, to explore possibilities ofdeveloping other types of post-secondary training, such as para-legal and accountancy training.

2.72 Secondary education in general, and pre-university education ip particular, hasbeen relatively neglected in terms of external support to the education sector. In 1990, externalassistance accounted for about 40% of total education expenditures. Of this, only 4 percent isallocated to secondary education, with about one-half of these funds going to the pre-universityschools. In other words, less than two percent of total external assistance to the education sectorwent to the pre-university schools. And yet, this funding accounted for nearly 50% of totalreported spending on pre-university education, reflecting the low domestic budget allocations tothis tier of the education system.

2.73 The principal donors active in suppordng upper secondary education inMozambique are the Ford Foundation, the British Council, the Portuguese Government, and theFrench (see Annex 1. 16). Unlike support to primary education or to the University, there hasbeen no consolidated program of support to secondary education in Mozambique. Donorassistance has taken place on a piecemeal and fragmented basis, reflecting both the low levels offinancial contributions involved, and the lack of development of a clear strategy for pre-universityeducation. While the priorities for the education sector in Mozambique clearly lie in primaryeducatiOn, and, in maintining the capacity of the University, it makes little sense to repairseveral rungs of a ladder and leave a gaping hole in the middle. A certain critical amount ofinvestment is needed in secondary and pre-university education to ensure the progression ofstudents on to the University and to managerial positions within the public and private sectors.

2.74 Like other donors, IDA's lending strategy to the education sector has untilrecently neglected secondary education. The proposed credit will fill this gap by stabilizing theexisting pre-univeraity system, as well as supporting longer term improvements to the system.Furthermore, investments in pre-university education will support previous and future investmentsin higher education, by improving the quality of University entrants, thus reducing the need forremedial training and contributing to declining drop-out and repetition rates.

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m. THE F2O^CT

A. Genra

3.1 The bQ jbectiv of the proposed Capacity Building Human ResourceDevelopment Project are to:

(a) expand the quantity and improve the quality of university graduates, by stabilizingand motivating the Mozambican teaching faculty, enriching the learninganvironment, upgrading and maintaining the UEM physical facilities, andimproving organization and management practices; and

(b) enhance significantly the quality of upper secondary education, by takingimportant positive steps in the areas of teacher training, provision of books andother teaching/learning materials, school management and communityinvolvement, and school facility rehabilitation.

3.2 In outline, the main proect cogonents, to be implemented during 1993-97, are:

(a) Unlversitv Stabilzadin: upgrading and construction of faculty apartments; staffdevelopment; institutional linkages to bolster key departments; supply of librarymaterials, textbooks, computers and other teaching materials; enhancedmanagement and accountability; expansion of student dormitories; and generalupgrading of university physical facilities and development of a maintenanceprogram.

(b) UIJ. Seaqngb. Education mnpr.oemsnt: accelerated teacher training;curriculum reform; supply of textbooks and teaching aids; school managementtraining; establishment of a scholarship fund for girls; rehabilitation of six existingpre-university secondary schools (EPUs); construction of staff housing and studentresidences.

B. Detai e DestDtion

UnIveiity Stabilization (base cost US$30.3 million)

3.3 The specific objectives of this component are to support the university'sinstitudonal stabilization program by improving educational quality; reducing staff losses;increasing accountability; strengthening management; ensuring adequate regional and genderrepresentation; and restoring the physical plant. It consists of the following subcomponents:

(a) Textbook acquisitions, local textbook publishing, focused insdiutional linkages,additional library space, curriculum studies and a university-wide computertraining program to upgrade educational quality and improve graduate output(US$5.3 million).

(b) Completion of 92 partially constructed university apartments, renovation of 108existing units located on campus, acquisition and rehabilitation of severalapartment buildings to furnish an additional 100 units, and an eventual savings

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incentive scheme for academic and senior administrative personnel intended asstaff retention and recruitment measures (US$6.5 million).

(c) Staff development and retention through graduate training abroad (US$3.6million).

(d) Annual audits, work plans, reports, training, technical assistance and planningstudies designed to increase universihy accountability and management capacity(US$2.2 million).

(e) Construction of two additional student residences to insure regional and genderrepresentation as the student population grows (US$3.9 million).

(f) Building rehabilitation and establishment of a regular maintenance program(US$8.8 million).

3.4 IprAved Educational Quaity A collection of complementary activities seek toimprove the quality of teaching and idcrease graduate output. Principal among them is a sharplyincreased provision of textbooks and study materials. The university will import portuguese;anguage texts and also contract its own staff to prepare and publish a series of study manuals toinsure that study references are available for all principal courses. This combination of importedand locally produced texts will provide for most of the introductory courses and eventually cover20% of all courses offered. These books will be sold at cost to students and the general publicthrough a small university bookstore which will be established for this purpose. Wheneverportuguese language textbooks can be identified in international markets at relatively reasonablecost, while maintaining qiuality and relevance to the Mozambican curriculum (the unit cost ofimported textbooks normally exceeds the unit cost of locally produced materials), they will beused in the effort to rapidly expand textbook availability to students.

3.5 In order to maintain management flexibility as experience in book provision isgained, an IDA contribution of US$935,000 will constitute a book fund that can be used either toimport texts from lusophone countries or to produce them locally. Unit costs for local productionare estimated at US$10 per book, as opposed to roughly US$30 for each imported book(including shipping and customs clearance). (See Annex III.1) The value of the book fund wasestimated on the basis of calculating the initial capital necessary to import roughly 9(i textbooksand locally produce 138 study manuals. Additional monies are provided for the importation of3,700 basic reference books that students will be encouraged to acquire as the basis for personalprofessional libraries. Also included are limited funds which will complement Ford Foundationfunding for the University Press by providing essential equipment replacement and trainingnecessary to support local text production. Other pertinent donor contributions in this areainclude US$0.5 million from SIDA and SAREC for library acquisitions, US$46,500 from SIDAfor textbooks, and a Dutch program of pedagogical training which includes textbook preparation.The IDA credit will underwrite a detailed operational study of how the bookstore might best beorganized and administered on a cost-efficient, cost-recovery basis and guarantee the skilledmanagerial expertise necessary to launch this new endeavor (see Annex IV.5a). This study willalso determine the relative cost-effectiveness of the three options for increasing the supply ofteotbooks: importation, on-site printing at the University, and contracting out of printing to thelocal private market. Although US$175,000 will be available to initiate the book program duringthe project's first year, completion of this study. and its acceptance by IDA. will be adisbursement condition for the remainder of the book find.

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3.6 Second, computer training will be expanded as a required course in all universitydepartments. Giver the scarcity of skilled professionals in Mozambique, this decision is a cost-effective way of increasing their productivity as graduates, and of giving them skills that areincreasingly required in the workplace. Credit funds will cover the acquisition of computers,printers, software and supporting equipment, and also provide for the training of departmentalstaff charged with these teaching responsibilities.

3.7 Third, library and reading space will be expanded in a number of departmentallibraries that have reached capacity, and associated sanitary facilities will be repaired oraugmented. This will allow for improved organization, access and use of these referenceresources. Libraries serving the departments of agriculture, economics, architecture, veterinarymedicine, and social sciences have been targeted for upgrading under the current project.

3.8 Fourth, critical capacity-building needs in the UEM departments of economics andengineering will be addressed through a strengthening strategy based on linkage agreements withselected universities located outside the country. A flexible fund of about US$3 million will beused for this purpose. Funds will cover contact travel, communications, research, training,visiting faculty, library acquisitions, and equipment purchase associated with these linkages. Theuniversity will develop terms of reference which outline its linkage needs, invite an identifiedgroup of universities abroad to bid on this basis (see Annex M.2), and negotiate a ffal agreementwith the most attractive bidder. Concrete contributions from the collaborating partner in thislinkagl will be an important consideration in making this choice. And to insure effectivemanagement within the staff-depleted department of economics during this critical re-buildingperiod, the Credit will finance 72 person months of consultancies. Terms of reference for thesecontracts are in the implementation manual.

3.9 Finally, two studies will be undertaken to infbrm the university's longer termacademic plarning. One will analyze the causes of poor academic performance (including amongwomen sients), review the relevance of the present curriculum and its equivalency with otheruniversity programs in the region, and explore the feasibility of moving towards a system basedon academic credits. The other will assess the viability of initiating a distance education programto attend the high demand in certain disciplines, e.g. economics, law. Terms of reference forthese studies are included in the implementation manual.

3.10 H,mI.gforJSaff1gMdor, The university has defined a two-part housingstrategy for atrang and retaining skilled academic and administrative staff. ITe first is toprovide immediate access to housing as a short term recruiting and retention incentive. This willbe done by increasing the current UEM housing stock from 251 to 443 units. These additional192 apartments will accommodate the 103 staff who are currendy on the university waiting list, aswell as the expected growth in staff by 1996 (Annex M.2), based on a Bank-recommendedstaff/student ratio of 1:10 (the current ratio is 1:8.2). Ninety-two of these units will be providedby completing the construction of on-campus faculty apartments that was begun with East Germanassistance, but left unfinshed when German unification interrupted project implementation.Detailed cosftig for rehabilitation, including unit cost esimats, is oudined in Annex m.3.

3.11 The remaining need for 100 units wDi met by rehabiitaing several off-campusapartment buildings. Cost analysis indicates that this option, which includes resettlement of thecurrent tenants, is more cost-efficient (esdmated US$40,470 per unit) than the construction of newunits (estimated US$52,400 per unit). A ettm plan acebe to the Bank haseprmentd =nagoia ons. Implementation of this plan will be monitored throughout the

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resettlement process by IDA. These activities will be carried out in collaboration with the Bank-supported Urban Rehabilitation Program organized within the Ministry of Public Works. TheMinistry has already identified two suitable buildings that contain 78 apartments, and has corehousing available in which to rosetde the building occupants. (See Annexes III4 and M.5).

3.12 in addition, as part of this project, 108 existing on-campus units constructed underthe East German project will be renovated at an average cost of US$2, 100. Even though they arerelatively new, they have suffered notable deterioration due to the lack of a regular maintenanceprogram. The Netherlands have expressed interest in co-financing this activity.

3.13 Access to this housing will be governed by existing UEM regulations. Theseemploy a point system, based on a staff member's responsibilities, academic degree, length ofservice and performance, to prioritize staff housing requests.

3.14 During credit negotiations, the Government agreed on two issues connected withipersit housiaLng. First, occupants of UEM housing units should be charged a monthly amount

equal to the estimated costs of property maintenance, repair and management in order to makethis a self-financing operation. This amount is calculated to be approximately US$100 per month(Annex 1.6!). It is essential that the improved housing stock be maintained in order to protectthis housing investment and extend the life of this asset. Second, the university must identify anappropriate management agency, located outside of the university administration, to be givenresponsibility for the maintenance and repair of university housing. UEM should not get into thebusiness of property management. Terms of reference to request proposals have been prepared.By June 30. 1993. UEM will Dresent the deied troosals for tis operation and a neftgaecontract with a mangmetfirm .

3.15 The second part of the proposed UEM strategy is to insure staffing stability overthe long term by offering the possibility of home ownership linked to length of service. A studycontracted by UEM in February/March 1992 developed an interesting model for how staff savingsmight be encouraged and eventual purchase of housing achieved. In essence, the model combinesfeatures of a no-down-payment mortgage scheme with a joint employee/employer savings programsimilar to a U.S. thrift plan or U.K. provident fund. Using matching contributions fromgovernment as a savings incentive and employing a vesting formula to link accumulated benefitswith length of service, the initial model is instructive but requires additional development.

3.16 In the long run, this model addresses the principal barrier to home ownership:the current inability of individuals to accumulate capital through savings. For this reason, andbecause the model could be equally applicable to the larger sector of civil service, the borrowerhas agreed that the feasibility of implemeting such a scheme will be formally reviewed on ananumal basis.

3.17 During appraiEal, the option of a monetized staff retention incentive was exploredand still found ineffective under present circumstances. Under the incentive structure of tieproposed salary incentive fund, most UEM employees would see their salary doubled, whichwould not enable UEM staff to obtain access to housing. The government's national housingadministrtion (APIE) currently has a waiting list of 90,000 persons for whom it is unable toprovide rental housing. This number is roughly doubh the total number of housing unitscontained in the city of Maputo. As a result, expatriates regularly pay US$2,000 to $3,000 amonth for housing rental. UEM's proposed salary increase under the incendve fwd would not go

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to such levels. In short, a fully monetized beneft presently holds little promise of providing alasting solution to the UEM staff retention problem.

3.18 Staff Development A general staff development fund will be created to supportprofessional training of both academic and administrative staff. This investment in staff trainingis expected to (a) improve the quality of university teaching and research; (b) enable theprogressive substitution of expensive foreign teaching staff with qualified nationals, therebycontributing to institutional stability and development; (c) provide staff retention incentivesthrough the promise of additional professional training; and (d) encourage more balancedinstitutional development by creating training opportunities for staff in disciplinary oradministrative areas not normally of interest to other donors. The fund will allow resourees to beused in conjunction with, or as a complement to, other donor contributions, e.g. airfares, researchawards, tuition waivers. At present, the university receives from donors almost US$1 millionannually earmarked for graduate training of staff from specific departments, often restricted foruse only in the donor country.

3.19 The staff development fund is budgeted at US$3.6 million. This amount willprovide an estimated 50 MA and 4 PhD fellowships, covering about 140 person-years of studyabroad at an average annual cost of US$25,200 (see Annex I.7). These are expected to cover25 percent of the university's staff development needs over the coming five years, and to increasethe proportion of UEM staff with graduate degrees from 16% to 32%. Fellowship awards will beproposed by university departments in accordance with their staff development plans, andapproved by the UEM Scientific Council on the basis of established criteria. Through its supportfor staff access to housing (outlined above), the IDA credit seeks to ensure that the benefits of thisextensive staff development program are captured by the University.

3.20 The university will manage this fellowship program directly, rather than tocontract it to an institution which specializes in this activity. Direct UEM management has theadvantage of reducing administrative overheads by at least 30%, of maintaining a direct link withthe awardee, and of building UEM capacity in this area which might be used as a basis forseeking other donor contributions to the staff development fund. The Office for Studies andProjects (Gabinete de Estudos e Projectos) will assume this responsibility, and will hire twoadditional staff for this purpose. It has already drafted a fellowship management plan which wasfavorably reviewed by IDA at appraisal, and will prepare a reference handbook for fellowshiprecipients on their entitlements and administrative procedures.

3.21 Esuring leonal and Gender Rerentation The university needs toconstruct seven student residences on campus to alleviate current problems of severe crowding indormitories, to make up for the return of one major dormitory to the Catholic Church, and toinsure housing for provincial students that the government hopes will make up at least one-thirdof enrollments. Two of these buildings are currently under construction with US$1.6 millionfrom SIDA, and are scheduled for completion in 1993. An additional three dormitories, togetherwith supporting infrastructure for the entire complex, will be erected with US$5 millioncommitted by USAID. IDA credit funds underwrite the final two buildings, a student social hall,and support services office. Building design and university policy will permit this new residencespace to be allocated to women students in proportion to their numbers. Technical documentationfor this construction is available.

3.22 Rehabiltation of the UE Physical Plant This action represents a one-timeonly intervention to rectify over 20 years of neglect and restore the university's current buildings

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to an acceptable state of repair. With assistance from the Faculty of Architecture, UEM hasconducted a needs assessment, identified priorities and costed them out, and elaborated a workprogram for the first year of the project (Cost estimates and implementation schedule presented inAnnex IV.4). Because of financial constraints in government and policy constraints amongdonors, IDA assistance offers the only possibility of addressing this urgent infrastructural need.

3.23 Any investment in building rehabilitation will have little value unless an effectiveUEM maintenance program is put in place to safeguard these improvements. The UNDPfinanced study of this subject during 1992 will define maintenance systems, procedures andpossible training requirements for putting this program into place. Responsibility for programsupervision will rest with the University Buildings Office (see para. 3.27). Accordingly,agreement has been reached with the Government during negotiations to gradually increase theannual provision for building maintenance up to 2% of replacement value in the ULM 1997recuffent budget.

3.24 Imnrogjng MnagnnLt and Accountability The university proposes tostrengthen its accountability to government, its donors, and society in general by (a) publishing anannual report which analyzes its institutional performance, provides key indicators and statistics,and includes a financial statement; (b) organizing annual meetings for representatives ofgovernment, donors and the private sector at which the annual report and coming year's workplan are discussed; (c) producing semestral activity reports at the Faculty level for yearlydisussion with representatives of relevant government, donor and private sector institutions; and(d) contracting an annual external audit by a reputable firm for inclusion in the annual report. Aninitial consultative meeting was held in May 1991 to discuss the UEM stabilization plan. Asecond annual meeting, along the lines indicated above, is planned for November 1992.

3.25 In addition, management capacity will be reinforced. Short-term managementtraining will enable key administrative staff to improve their performance and create a staffretendon incentive for this often neglected but important group. Training opportunities will belinked to a staff development plan, recently developed by the UEM personnel department, thatseeks to anticipate the university's changing needs for management, administrative and technicalsklls as it becomes a larger and more complex educational institution in the course of the 1990s.

3.26 These activities will also be informed by a general review of universitymanagement and governance that was undertaken with assistance from the Ford Foundation andthe Commonwealth Secretariat in March 1992. Part of this assessment focused on re-structuringUEM financial administration, which is currently spread across three thinly staffed offices. Inlight of the critical importance that sound financial management will have for the successfulimplementation of the UEM project, the University plans to bolster this sector by recruiting fouradditional staff. A senior accountant and a procurement officer will be hired under the project.In addition, the University will itself hire a junior accountant and a second procurement officer.These staff will be trained by a procurement specialist, who will spend four months at theUniversity and assist in the preparation of initial tender documents. Moreover, the projectincludes a fund of US$300,000 which will be used for training, equipment and expert adviceneeded to carry out the UEM fiancial restrucuring plan, and to begin to put into practice someof the recommendations that will be generated by the various management studies (see para.2.27).

3.27 To manage the wide range of construction and rehabilitation activities contained inthe project, and to insure that a regular maintenance program services the improved physical

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plant, the university has created a University Buildings Office (GIU - Gabinete de InstalacoesUniversitarias) to carry out these responsibilities. The GIU will be headed by an experiencedarchitect or civil engineer with physical planning experience who will be recruited from outsidethe university and paid for under the project. He or she will be assisted by two less experiencedpersons-an architect and a civil engineer-who have already been hired by the university. Theuniversity has also provided space for this office, while the project will contribute equipment andfurnishings. To insure effective coordination, the GIU will work with an advisory committeecomposed of knowledgeable individuals from both within and outside the University.

3.28 Finally, two technical studies will contribute to longer term improvements inuniversity governance and management. One will explore the legal and political possibilities ofchanging the university statutes to increase its autonomy from government, thereby providingUEM with greater flexibility in its financial and p"ersonnel management. This study is expected toinform parliamentary legislation on higher education anticipated later this year. A second, laterstudy will conduct a cost/benefit assessment of transferring the university's central offices fromtheir current downtown location to the main eampus several miles away, and elaborate apreliminary budget for this purpose. The move is expected to improve communication withstudents and faculty, speed decision-making, and reduce transportation expenses between the twosites. Terms of reference for ehese studies are included in the implementation manual.

USer Secondary Educadon Improvement base cost USS18.1 million)

3.29 The overall objective of this component is to improve the quality of entrants to theUniversity, thus reducing unit costs at the University through cutting down failure rates andeliminating the need for remedial education programs. This objective will be achieved throughstabilization of the existing EPU network; improvements in the quality of pre-university educationnation-wide; and strengthening of management capacity and maintenance capabilities at the schoollevel. The component consists of the following:

(a) Improvements in the uanUly of prenlvXedty education by increasing the supplyof teachers, supporting the development of a new curriculum and examinationsystem; increasing the availability of textbooks and other learning materials;providing teachers with pedagogical support in the form of teaching materials andsupervisory visits; strengthening the strategic planning capacity of the NDSE; andimprovements in the system of in-service teacher training. (US$3.4 million).

(b) StablUz he E ndwtork by rehabilitating the existing schools, andconstructing dormitories and staff housing (US$12.5 million).

(c) Building man_d of the EPUs and the National Directorate ofSecondary Education, and strengthening school maintenance capability by in-service training for school directors and administrators in planning and financialmanagement; decentralizing the materials budget and maintenance activities;strengthening project management; and introducing efficient informationmanagement systems at the school level aid between MINED and individualschools. (US$1.4 million).

(d) aS gI enrollment CUE at the EPUs, by providing scholarships for girls,supporting community awareness programs, and increasing the number of femaleteachers (U.S.$860,000).

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3.30 hunroine Eucatonal uaLy A set of activities was designed to improve thequality of upper secondary education. Principal among them are improvements in curriculum andstudent evaluation; studies on the current system of textbook supply and distribution and supportfor the provision/production of teaching and learning materials; planned increases in the supply ofteachers; and improvements in administrative training systems and in-service teacher training.

3.31 The project will support the development of a new curriculum, study plans andexamination system for the EPUs, supervised by the NDSE; the preparation of training materials;the design and Implementation of pedagogical seminars to disseminate curriculum activities, neweducational technologies and methodologies; the payment of honoraria to EPU teachers in thepreparation of study guides and examination questions; and supervision visits to EPUs. Thecredit will also finance a study on options for increasing the relevance of the EPU curriculum. Ateam of foreign curriculum specialists, financed by the Credit, will work directly with NDSE staffand local experts in the preparation of the new curriculum and study plans (09 person months offoreign consultants, 24 person months of local consultants). The credit will also financeequipment and supplies for the NDSE to support curriculum development activities and thedissemination of produced learning materials.

3.32 Concomitant with the development of new curricula, the technical committeewould review the long-term feasibility of including the disciplines as currently elaborated byMINED. Study funds would also be included for evaluation of the current examination system forEPUs (3 person months of foreign consultants, 12 months of local consultants); the preparation oftraining materials ( 6 person months of foreign consultants, 12 months of local consultants) foruse in the evaluation of examination results as an aid in improving teacher quality; and to d -veloprecommendations for the preparation of a new system of examinations for the EPUs.

3.33 The funds for payment of honoraria to EPU teachers in the preparation of studyguides and examination questions will be managed by the school directors in accordance with theexisting budget procedures during the first two years of the project. In the subsequent years,decentralized budget procedures will be implemented. Selection criteria for the payment ofhonoraria are described in the component in4plementation manual.

3.34 Credit funds will also support the reinstitution of annual pedagogical seminars tobe held in Maputo and periodic technical meetings to take place on site at the EPUs, which havefallen out of practice due to lack of funding. Annual pedagogical seminars, to take place in Julyduring school holidays, will be held to upgrade the skills of teachers in the development of thenew curriculum, and teaching/learning and evaluation methodologies. A seminar was also held in1992, financed under the PPF. In 1992 and 1993, these seminars would serve to introduce theproposed curriculum, while in later years the seminars would provide fora for skills-upgradingcovering pedagogical methodologies in specific disciplines or general pedagogical topics. Fundsfor annual seminars, covering per diems for participants, will be provided to the individualschools, while the NDSE will be provided with a travel budget to cover costs of staff visits to theschools. Teachers' participationt in these seminars will factor into their performance evaluationsand career progression. A list of proposed future topics is included in annex mI.8.

3.35 A training strategy will be designed and implemented by ISP to support (i)upgrading of the pedagogical and subject content skills of the existing body of EPU teachers; (ii)providing opportunities for bachelor-level EPU teachers who are located outside of Maputo toobtain further education; and (iii) funding a study to analyze options and make recommendationsfor the introduction of alternative forms of pre-service teacher training. Credit funds will also

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finance a staff development program to prepare EPU administrators and NDSE staff members fortheir increased managerial responsibilities under a more decentralized system for pre-universityeducation.

3.36 The training strategy to be designed and implemented by ISP should explorealternatives methodologies, combining distance education and/or other training methodologiesaiming at avoiding replacement of teachers during the school year. Under terms of reference(Annex m.9) ISP staff and members of the NDSE will develop a detailed proposal for thetraining program, combining distance education and/or other training methodologies to provide alicenciado to EPU teachers currently holding a bachelor degree and to implement skills-upgradingcourses in specific disciplines or pedagogical topics. This proposal will include the terms ofreference for any local or foreign technical assistance to be contracted. A proposal. satisfactoryto the Association. for the training program of the first year will be presented by ISP andMID INDSE as a condition of disbursements. This proposal will include type and number oftrainees and trainers; objectives and length of training activity; and estimated budget. Creditfunds will finance the study of pre-service options; the distance education upgrade program; andscholarships for EPU teachers already in the field; travel costs and per diems for courseparticipants; salaries of trainers; and production and distribution of training materials. A technicalagreement will be signed between MINED and ISP prior to implementation of the trainingprogram.

3.37 The NDSE will be responsible for coordinating training for school administrators.The credit will finance in-service training and/or courses in pedagogy and educational planningfor NDSE staff and EPU administrators as well as technical assistance, both local and foreign, toasist NDSE in the design of seminar topics and appropriate materials. These activities will beginonly after completion of the studies on school budgeting and the drafting of school regulations, asdescribed in paragraph 3.42. Details of the training program, including selection criteria forparticipants and course objectives, are provided in the component implementation manual.

3.38 The credit will finance a study to be managed by NDSE which will exploreoptions for the production and distribution of textbooks for the EPUs. The Government willallocate funds to pay teachers for the preparation of workbooks and learning materials. Details onthe criteria for selection, schemes of payment, and calculation of fee levels are available in thecomponent implementation volume. As in the case of honoraria for the production of examinationmaterials, the borrower has agreed during negotiations that the Government will assume fullresponsibiliq for the financing of this fund.

3.39 The credit would also finance equipment for the production of the workbooks andlearning materials at the school level; and the provision of a fax machine to each school and tothe NDSE, so that communication between schools would be facilitated and that materialsprepared in one school could be swiftly transmitted to other schools. This sub-component willalso furnis laboratory equipment, library books (200 new books per year per EPU ) and theprovision of a kit of teaching materials by discipline or group of disciplines to supportimprovement on teaching and students' learning abilities. Deailed descriptions of equipment andteaching materials are provided in the component implementation manual.

3.40 Increasing the supply of teachers is a fundamental element in improving thequality of pre-university education. As discussed in Chapter 2, at present, EPUs are grosslyunderstaffed. Shortages of teachers are particularly acute in the areas of Math/Physics, ComputerScience, Portguese, and English. Analysis of the future supply of ISP graduates indicates that

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these areas will continue to be grossly understaffed during years to come. The project proposesto support an increased supply of teachers to EPUs through the following activities: (i)undertaking a study during 1992, to identify priority areas for expatriate teachers to be contracted;and (ii) refining proposals for the gradual contracting of UN or other volunteers, the projectproposes to finance, on a decreasing basis, a total of 45 volunteers. Additionally, funds forproject preparation under the Second Education Project (Cr.2200) will finance an inventory of theexisting housing stock of the EPUs, estimating unit costs for housing construction, and thedevelopment of a proposal for building housing stock to serve half of the EPU teaching bodysome share of which would be constructed under the project civil works component.

3.41 Stabilization of EPU Network The project proposes the rehabilitation, re-equipment and in some cases physical expansion of 6 existing EPU's, the rehabilitation of one andconstruction of 4 student dormitories and the construction of 43 staff houses. The objectives ofthe rehabilitation programme are that (i) all EPU's meet the minimum space and curriculum needsdictated by the curriculum; (ii) opportunities are created for male and female students fromthroughout the provinces to attend pre-university schools; and (iii) teachers can be retained byprovincial institutions through the provision of housing. Final designs for the rehabilitation andthe new facilities will be prepared by consultants during the first year of the project and will besubmitted to IDA for comments and approval. Due to financial constraints the entirerehabilitation needs of each school may not be met by the project. Cost estimates are based onpreliminary surveys and further investigations may reveal problems which have not been foreseen.Where necessary, priorities will be set in accordance with the basic objectives of this component.The final decision regarding implementation of the proposed rehab.litation program for Xai-Xai ina zone which was recently attacked or construction of a new school will depend on the situation atthe time of the first project implementation seminar. Designs for both options would be prepared.Prior to negotiations, all sites for construction of new facilities and houses were allocated to theMINED by firm title or "Direito de Uso".

3.42 Building manaement and administrative canaitX at the school and centrallevels will be supported through preparation of materials on financial management, schoolregulations, budgeting, and planning followed by the dissemination of these materials at a seminarto be held for EPU directors and administrative staff. Credit funds to be provided under this sub-component will also finance short-term overseas training in planning, school administration,educational technology and pedagogy for both NDSE staff and EPU administrators.

3.43 To ensure effective project management, the credit will finance the hiring ofadditional staff within GEPE (one lawyer, one civil engineer, one accountant, and oneprocurement officer, and an administrator) and provide funds for office support. Considering alsothat the NDSE is a new unit within MINED, and does not have the experience of developinginternational projects, the credit will also finance 24 person/months of local consultants' servicesto support the NDSE/PTG (Project Technical Group) in the implementation of a managementsystem for the technical sub-components and in the coordination of arrangements between NDSEand GEPE, during the first two years of project implementation (see paras. 5.4-5.5).

3.44 Ienproving girls' enrollments The credit will finance about 280 scholarships inthe EPUs over the life of the project. Scholarships are primarily intended for girls enrolled in theEPUs in Xai-Xai, Quilimane, Nampula and Beira, and will be gradually introduced. Criteria forselection would include ESG performance, family income, family size, and place of residence(with preference given to girls from rural areas). Scholarships, equal to no more than 20% of thetotal number offered, can be extended to all low-income students, under the established criteria

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for girls. The unit cost for a scholarship covering all sc,ool fees, the purchase of school stppliesand textbooks, and the costs of housing and transport is roughly US$3000 equivalent perscholarship.

3.45 In addition, the physical works components of the credit would provide specialattention to the needs of female students. Dormitory construction would ensure sufficient, andseparated, dormitory space for girls, increasing the number of spaces for girls currently available.School rehabilitation would include the provision of adequate bathroom facilities. Teacher trainingand school management components would each include seminars directed towards increasingfem.ie participation and enrollment. Pedagogical seminars will address teaching methodologiesfor encouraging the participation of girls in the classroom. School management seminars willtrain school directors in community outreach and awareness campaigns to increase femaleenrollments. Finally, seminars would offered to the principals of lower secondary schools, totrain them in methods to encourage the continuing education of their female students.

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IV. WTC rANAA.

A. proJeet Costs

4.1 The total cost of the project is estimated at MT152 billion or US$60.3 millionequivalent. Base costs are estimated at US$48.4 million equivalent and contingencies atUS$11.8 million equivalent (24.5% of base costs). Foreign exchange costs are estimated atUS$35.4 million or 73% of base costs. Taxes and duties included in project costs account forapproximately 10% of total project costs, or US$6.3 million equivalent. All costs are basedon April 1992 prices. Project costs by component are summarized in Table 4.1.

4.2 Project costs by expenditure category are shown in Annex IV-1. Capital costsfor civil works account for 52% of base costs; furniture, equipment, vehicles and supplies andmaterials for 10%; training for 12%; technical assistance for 18%; and incremental recurrentcosts (salaries and allowances, utilities and supplies, and operation and maintenance ofbuildings, equipment and vehicles) for 8%.

4.3 Civil works costs have been estimated on the basis of the value of currentcontracts for comparable buildings. For UEM, construction costs are based on the rates ofUS$400 per sq.m. for new staff housing and dormitories; an average cost of US$220-280 persq.m. for housing rehabilitation and US$56 per sq. m. for upgrading other Universitybuldings. For secondary education, construction costs are based on a rate of US$20-50 persq.m. for rehabilitation of EPUs (US$100 per sq.m. for Josina Machel); US$350400 persq.m. for extension work and construction of dormitories; and US$400 per sq.m. for newteachers' housing. The cost of furniture, equipment, and supplies is based on contracts forsimilar items recently awarded by MINED and the University or calculated as a percentLge ofconstruction costs in the case of new facilities. Average unit costs for overseas degree studyare taken to be approximately US$25,000 per year, with short courses and study tours costedon the basis of actual comparable training programs. Technical assistance costs includeairfares, fees, allowances and taxes to be paid by the borrower. Incremental salaries arebased on current Government scales, and local training costs and operational and maintenanceexpwenses are based on actual recent experience in Mozambique.

4.4 The total project costs include an allowance of US$11.8 million equivalent forcontingencies. Physical contingencies are 10% for civil works; 10% for vehicles, equipment,and furniture; 5% for supplies and materials; and 20% for technical assistance and trainingcomprising US$4.6 million equivalent or 10% of base costs. Price contingencies have beenesimated using Bank projections of international and domestic inflation, and assume theannual rates of increase set out below. lhe exchange rate used during appraisal was M12000= US$S.The nominal exchange rate is assumed to adjust during the life of the project so as tomaintain a constant real exchange rate, given these projeted inflation differentials.

12932 i9 195 1 1921

Foreign 3.9 3.9 3.8 3.8 3.8 3.8Local 20.0 15.0 10.0 10.0 10.0 10.0

- 32 -

Table 4.i

(US$ Million)

iTp.R R . R: r: s:. o ".ie. 1.25 4.01 .26 76 11|}:;,Rm ,.i ..... ,, f, II~i.Ig' 2.17 4.37 6.54 67 13"'''V.' Dove $'o - " 8 -34 3.60 95 71>. Muae t R pi . 0.60 1.60 2.20 73 SR ^ ;j:'''' :,'."'1~esi4 s '"1,.2$ ' 2."64 89 68 .

btots: e: ............. ; -:; - . - : ;.8.33 - 21.9.8 30. : 31 73 6.

T~Jr~~vemente 0,86 2.13.36 75 : > BR. PA0iltti R :,~m4l B.16 , '12.40 7 2

C. ~4~aa.inent DvIopmsnt 0.330 -1.42 77 27

., "5' .12.55 18.12 ' ' 3

121 i.43 464 ~41.: ...................... . ; .,Z."0 .... :2.v79 .I3 3 .: ̂.

4.5 Project costs include an estimated US$6.3 million in indirect taxes on locallyprocured civil works and goods, and on technical assistance fees. In addition to these taxesand duties embedded in project costs, the Government imposes a series of taxes and dutiesprimarily on the importation of goods and equipment which have to be paiW by the buyerseparaty, even if the buyer is a government agency. Therefore, in addition to itscontribution to the project costs, the Government would have to set aside a total amount ofUS$6.7 million in dutes and taxes, or about US$1.1 miion a year which it has to makeavailable to the implementing ministries in order to be paid back into general revenues.These duties and taxes have not been included in total project costs as they are not usually

-33 -

embedded in the prices of goods and services. To include these taxes and duties in projectpricing would artificially inflate the project costs, as they are in essence a transfer paymentfrom one branch of Government to the other. Given the Mozambican legislative context, it isnecessary calculate the tax burden as the Ministry of Finance will have to allocate funds to theappropriate line Ministries so that the indicated levies to release imported goods fromcustoms, etc. will be paid. Annex IV-2 provides a schedule illustrating both types of taxesand duties, those included in project costs, and those which enter as additional payments byGovernment. Annex IV-3 provides estimates of the tax burden generated by the project dueto this second group of taxes and duties.

4.6 The foreign exchange component of US$34.5 million was Lalculated on thefollowing basis: (a) civil works 70%; (b) furniture 91%; (c) vehicles and equipment 95%; (d)supplies and materials 95%; (e) technical assistance 77%; (f) training and workshops 70%; (g)overseas training and study tours 95%. For incremental recurrent costs, the foreign exchangecomponents were estimated to be 95% for vehicle operating and maintenance costs and 20%for building maintenance.

4.7 The proposed project will require incremental recurrent expenditures for localsalaries for additional staff and operation and maintenance costs for buildings, equipment andvehicles. Total incremental spending during the life of the project will amount to aboutUS$4.8 million equivalent, or 8% of project costs. Annual incremental expenditures to beadded to GOM will average about US$670,000 equivalent, US$440,000 for UEM andUS$230,000 for upper secondary education. This contribution on the part of Governmentaccounts for less than one percent of total recurrent expenditures made by Government in1991. Estimated incremental costs generated by the proposed project will account forapproximately 1.5% per annum of the recurrent budget for the education sector.

4.8 During project preparation and appraisal, every effort has been made tominimize the incremental recurrent costs associated with the project, by limiting the numbersof additional staff required, rehabilitating existing buildings instead of constructing new ones,etc.. However, a certain level of additional recurrent spending is seen as unavoidable, ifproject objectives are to be achieved. In order to ensure the financial sustainability of theproject, a strategy for recurrent cost financing has been developed for each of the maincomponents:

(a) For the University, all staff occupying housing will be asked to make amonthly 'user payment" wbich is estimated to be about $100. These monieswill be used to cover routine maintenance, and to contract private managementof the university housing stock so that this burden does not fall on university

inistration. By June 30. 1993 a detailed action plan to operate andmaintain UEM's housing including a syster for the collection of user'smaintenance and management fees and a drafi ne ated contract with amnanement firm will be presented to IDA for review. All textbooksproduced or imported under the project will be sold at cost, and this pricecalculation will include labor and overheads associated with the new universitybookstore as well as full unit costs at the university print shop. Maintenanceand servicing of computers to be purchased under the project will be carriedout by the university center for information science (CIUEM) by means of auniversity service contract. Notably, CIUEM has become largely self-financing in recent years as the result of extensive consulting, training and

-34 -

repair services It sells to finms outside the university. Dormitory constructionand rehabilitation of campus buidings will be linked to the establishment of auniversity-wide maintenance program, the costs of which will be underwrittenby revenues from student accommodation charges, the recent large flexiblegrant from SIDA (which includes a maintenance provision) and thegovemment's recurrent allocation. Inclusion of a maintenance line item in theUEM budget for 1992 was earlier proposed by mission staff, and wassubsequendy acted upon by university management. Finally, the universityinstituted in 1992 significant tuition charges (roughly $500 a year) that,although they can be partially or totally waived on the basis of a student'sfavorable academic perfbrmance or demonstrated financial need, shoul: stillgenerate some additional revenue for government that could be used to offsetrecurrent cost increases.

(b) For the EPUs, the outline of a recurrent cost financing plan was agreed withGovernment at appraisal, covering maintenance costs for buildings,equipment, and vehicles, as well as the costs of in-service teacher training andteachers' bonuses. A combination of increased cost recovery andGovernment budgetary contributions will meet all recurrent cost requirementsby the end of the project period. The Borrower has piven assurances that notlater than June 30. 1993. a deaild action Dlan and timetable on the transferto the Driva ser of the eat of EPU dormitories be presented toIDA for review and comments. toggeter with a 1uroosal for the decentralizedsvstem of fee collection and utiliztion for school maintenance. Furthermore,the Borrower shall. starting FY93. and roEgssively. throughout Projcimplementation increase its annual budgetary allocation to UEM to financemaintenance of its existing hysical plant. from 0.5 percent of estimatedrelacement value in FY93. to 2 percent by FY97. and tO me maintained ataccUnxle levels thereafter,

B. =EWamig

4.9 Ihe total project cost of US$60.3 w 1clmillion equivalent, minus taxes and duties,will be financed by the Government, cost __ -- S

recovery from project beneficiaries, and _IDA (the financing plan is shown in Table4-2). Ihe IDA credit of US$48.6 million 4vv;.o 3 1 IO; 7equivalent wIll cover 81% of total project 1 eld 1.0 v 41cost and the equivalent ofl100% of the 7,0 40J 3foreg excainge cost and 50.7% of local - m . Mcosts. The Government contribudon of . -.

MT25 billion (US$10.1 million equivalent)or 16.7% of the total, wIll finance 34.5% of elocal costs, and 100% of the estimated .

US$6.3 million of taxes included in project Ug md._ icosts. Beneficiary contributions, made up B =mainly of users fees for building operation _ i and minteance, total US$1.6 mUilion andwil cover the remaining 14.8% of local

-35 -

C. P r

4.10 Procurement packages have been compiled with the aim of obtaining the mosteconomically efficient costs. When contracts are made up of more thaiA one lot, the slice andpackage approach will be used.

4.11 Project-related procurement arrangements are summarized in Table 4-3. Itemsfinanced by IDA will be procured according to World Bank guidelines as elaborated in paras.4.12 through 4.21 below. Where similar items are to be procured at different times duringthe project life or are financed from different sources, the implementing agencies will ensurereasonable standardization. Standard bidding documents for civil works and goods whichhave been approved by IDA during past project negotiations will be used in the procurementof these items. Standard contracts for consultants' services have been cleared for approval bythe Ministry of Finance and will be sent to iDA for approval prior to project effectiveness.

O -, otail

.,,.. ....... V~~~~~~~~~~~~~~~~~~~~~~~~~~~. .. ...

: :E~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~::i~

... '.'.... .

Sc I.i,- . N, e,netal. . . . . . .......... 59.... ;

-VA. t~~~~~~~~~~~(0

q icUnoi 1~*

- 36 -

4.12 Procurement of dvil works. Estimated civil works contracts and theassociated procurement schedule are shown in Table 4-3. IDA's estimated financing of civilworks amounts to US$25 million equivalent, of which US$23.9 million will be awardedaccording to International Competitive Bidding (ICB) procedures acceptable to IDA (allcontracts greater than US$530,000 equivalent), as set forth in the "Guidelines forProcurement under IBRD Loans and IDA Credits" published by the Bank in May, 1992. Inthe procurement of works, in accordance with the procedures described above, domesticcontractors are granted a margin of preference in accordance with and subject to theprovisions of paragraphs 2.55 and 2.56 of the "Guidelines". All other civil works contracts,up to a total value of US$1.1 million equivalent to be financed by IDA, may be awarded byLocal Competitive Bidding (LCB) procedures acceptable to IDA, and in accordance with the"Guidelines", which will include local advertising, pre-qualification, public bid opening,specific criteria for bid evaluation and award to the lowest evaluated bidder; foreign firms, ifinterested, would not be precluded from bidding. LCB is justified in these cases as thesecontracts are in widely dispersed locations and will be implemented by different organizationsaccording to differing timescales.

4.13 Pr To the extent possible, bid packages for theprocuremeat of furniture, equipment, vehicles, supplies and materials required under theproject would be grouped into homogenous packages in quantities that would achieveeconomies of scale and timely and efficient delivery (and installation). ICB procedures inaccordance with 'Guidelines for Procurement under IBRD Loans and Credits" published bythe Bank in May 1992 would be applied for bid packages estimated to cost more thanUS$200,)00 equivalent each, to an aggregate of US$3.8 million equivalent to be financed byIDA. Library books for the pre-university schools and goods contracts valuing less thanUS$100,000 equivalent, up o an aggregate of US$1.3 million equivalent will be procuredthrough local or international shopping (with a minimum of three quotations). Goods shall beexempted from pre-shipment price inspection by a third-party inspection firm. In comparisonof bids for goods to be procured through ICB, domestic manufacturers wo' Il be allowed apreferential margin of 15 percent, or the existing customs duty, whichever is lower, over thec.i.f. prices of competing imports.

4.14 A special arrangement has been proposed for the book fund at the University(US$897,000 equivalent). As a condition of disbursement, detailed guidelines for the exactfunctioning of such a fimd will be submitted to and approved by IDA. Items financed by thefund are likely to include a mixture of imported reference works and textbooks, and theprinting of manuals produced by local faculty members (see para. 3.5). When books areinpkorted, international shopping would prevail. Equipment for the printshop would bebought by international comparative shopping as well.

.4.15 Consultants' services to be financed by IDA, including consultants fort3chnical and managerial assistance, studies and architectural fees for design and supervision(U1S$ 9.9 million), will be procured in accordance with "Guidelines for the Use of Consultantsby World Bank Borrowvers and the World Bank as an Executing Agency" published by theBank in August 1981. Details for the technical assistance and outline terms of reference areincluded in the implementation manual. The use of standard technical assistance contracts(see para. 4. 11) should reduce the delays of up to three months now being experienced incontract clearance by the Ministry of Finance. The local consultancy market will bestrengthened as the project will provide a number of opportunities for local consultants.

- 37 -

4.16 Training to be financed by IDA, including local training courses, seminars,workshops, study tours, and fellowships (US$7.8 million equivalent) would be procured usingregular Government procedures, subject to prior IDA review and approval.

4.17 IDA Review of Bid Packanes and Contract Awards Bidding awards forcivil works and goods valued at over US$250,000 equivalent will be subject to prior reviewby IDA, as will all consultant contracts and training proposals and the first LCB contractregardless of size. This represents about 97% of IDA financing for the project. Smallerpackages will be subject to random post-award review by IDA. All project units willtherefore be required to keep full procurement documentation on file for access by IDA asrequested.

4.18. Major procurement of civil works and goods as well as consultants' servicesand training, will be done by GIU for the University and by GEPE for the pre-universitycomponent. The University and GEPE have already demonstrated competence in IDAprocurement procedures in the first two Education Projects and, further training inprocurement, in-country and abroad, is foreseen for new staff, with follow-up sessions offeredas required in the case of staff turnover.

4.19 To encourage prompt action on the part of the Borrower, tender documentsfor the first year's civil works will be prepared prior to project effectiveness.

4.20 Since the first country implementation review, during which delays inprocurement decisions were brought forward as one of the mnjor obstacles to efficient countryimplementation, the following activities have been initiated:

(a) The Roads and Coastal Shipping project carried out a country procurementassessment, co-financed by SIDA and staffed by ITC. The complete report isexpected by the end of FY93.

(b) A review of contract approval thresholds and procedures was carried outduring 1991/92. This review and standard contracts are to be submitted toIDA under the agreed financial management plan of the EconomicRehabilitation Credit.

(c) During the mid-term review of the Economic and Financial TechnicalAssistance Project (Credit No. 2066.MOZ) in July 1992, a proposal tostrengthen the department reviewing draft contracts in MINFIN would beconsidered.

(d) Upon effectiveness of the Agricultural Services Project, scheduled to occur bySeptember 21, 1992, the Ministry of Finance will be obligated to reduce theclearance period for draft contracts to a maximum of thirty days.

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D.

* 4.21 Disbursements from the IDA credits will cover the percentage of totalexpenditures as indicated in Table 4.4.

4.22 The IDA credits will be disbursed over a perod of about seven years (AnnexIV-6).and major Investments have been programmed for a period of five years. The projectcomoletion date is December 31. 1998, and the closing date June 30. 1999. All applicationsto withdraw proceeds from the IDA credits will be fiklly documented, except for (a) contracts,purchase orders for goods and services or overseas training programs valued at less thanUS$25,000 equivalent, (b) local training programs; and, (c) operating costs. For theseexpenditures, disbursements will be made against certified statements of expenditure (SOE).

*.~~~~~~. ~ ~ ~ ~ . *.*. ... ........ -

.......... .. .... ..... .T... .., #ME fmUUo7RA

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E. Accounts and Audi

4.23 al Acounh. in order to ensure that funds for the projects will be available asneeded, two Special Project Accounts, one for each component, will be established byGovernment with a commercial bank acceptable to the Association. Decentralization from theBank of Mozambique and by component will forestaWl unnecessary delays in disbursement offunds. Component special accounts will receive deposits from the credit for financing eligibleproject expenditures (for items described in the aoove section D). Maximum values for eachaccount have been estimated on the basis of three months of expenditures during the highest,disbursing semester, and amount to US$1 million each for UEM and EPU. However,experience shows that such high values are unnecessary during the first year of the project.Therefore, initial amounts of US$0.5 million for each component will be deposited by IDAafter receipt and approval of withdrawal applicadons; these amounts are equal to one-half themaximum value allowed in each account. Replenishment applications for the SpecialAccounts will be submitted monthly or as required by each implementing agency and will beaccompanied by the fill documentation except for items eligible for disbursement on the basisof certified statements of expenditure (SOE). Supporting documentation will be retained byproject executing agencies and will be available for review as requested by the IDAsupervision missions and project auditors. GEPE has ample experience with operation ofspecial accounts, and UEM would participate in a disbursement training course to be given inOctober 1992.

4.24 Audit Ibe Government's performance in auditing project accounts in practically allIDA projects has not been generally satisfactory. Completed audits of the First Educationsector project have been satisfactory. Delays in carrying out audits that were experienced inthe previous years of the projects are now being overcome as part of a larger effort toeliminate the backlog for all IDA projects in Mozambique. Assurances have been obtainedfrom Government that all project and mpecial accounts will be audited by independent auditorscceptable to IMA and that all audited accounts. togeher with the auditors' repor. will be

submitted to the IDA not later than nine months after the end of each Government fiscal year.In auditing project accounts, the auditors will provide a separate opinion on SOEs and on theprocedures and internal controls involved in their preparation. Project special accounts willalso be audited. As part of the UEM's efforts to improve accountability, UEM will carry outone audit, in accordance with IDA criteria, for its total program for inclusion in its annualreport (para. 3.24).

V. P JIrEPEMKNTATION

A. zmltionjdniMmagaMmt

5.1 An bIter-Ministerial Committee (IC), established by the Prime Minister,presided over by the Minister of State Administration, will be responsible for the coordinationof the Capacity Building Program in Mozambique, of which the proposed projects make uptwo elements. Co-presidents of the Committee will be the Minister of Planning and theMinister of Finance. Its members will be the Ministers of Education, Justice, and Labor. TheRector of UEM and the Attorney General can be asked to join the IC. The IC will beresponsible for formulation and coordination of the Capacity Building Strategy and forensuring consistency and strengthening linkages among the four components of the twocompanion projects. Furthermore, the Committee will ensure that the projects adequately

-40 -

reflect and respond to the emerging policy changes In support of the capacity buiiding processin Mozambique, particularly in the areas of incentives and housing. The planning unit inhIAE will act as the technical secretariat for the Committee, which should report to the PrimeMinister on a monthly basis.

5.2 In the spirit of building management capacity among the various institutionsinvolved in project implementation, responsibility for implementation will be devolved asmuch as possible, with the locus of management effort being close to the direct beneficiaries.In practice, therefore, the UEM Rectorate and the individual faculties will be responsible forimplementation of the University component and the Department of Secondary Education inMINED and the individual EPU school administrations will handle implementation of theupper secondary component.

5.3 At UEM, overall responsibility for project management and implementationwill rest with the Office of the Rector. Much of this oversight authority is likely to bedelegated, however, to the new Deputy kector, who was appointed in April 1992. Inaddition, direct responsibilities for building construction and rehabilitation will rest with therecently established University Buildings Office, together with its advisory committee. Thestaff development fund and fellowship administration will be handled by the UEM Office forStudies and Projects. Textbook importation and publication decisions will be made by facultycommittees in each department using criteria of comparative quality and relevance, withquality control delegated to the university's Pedagogy Division. The bookstore manager willbe responsible for the actual contracting of book imports and local study manual production,consulting as necessary with the university librarian and head of the university press.Computer specifications and training will be handled by the University Center for InformationScience (CIUEM). Administrative staff training will be managed by the UEM personneloffice. General financial administration and procurement will be handled by a re-structuredfinancial department, which will also hire two additional accountants and two procurementofficers to service the project. As a condition of effectiveness, staff should have been hired.with qualifications and conditions acceptable to IDA. for the following posts: GIU Director.Senior Procurement Officer. Senior Accountant. UEM has already hired the GIU CivilEneineer and Architect and advertised for the other positions.

5.4 The overall responsibility for management of the EPU component will restwith GEPE, (Gabinete de Gestao de Projectos Educacionais - Educational ProjectsManagement Unit), within the Ministry of Education. It is proposed that GEPE beresponsible for project implementation, including procurement of goods, disbursement offunds, and overall component accounting and auditing. Direct responsibility for the technicalsub-components of EPUs would rest in a technical group -Project Technical Group (PrG) tobe created in the NDSE under the coordination of NDSE Director. NDSE will be responsiblefor implementation of the technical sub-components of EPUs in coordination with GEPE whoshould provide the technical and financial support to NDSE.

5.5 GEPE is already effectively implementing the first and second IDA EducationProjects, one African Development Bank (AdB) project, and will be responsible for therecently approved second education project of AdB. A recent mission by LOAAF staff toMozambique rated GEPE as the best organized project implementation unit with respect toprocurement and accounting monitoring. In order to preserve the quality of implementationin light of increased demands, the credit will finance the hiring of additional staff (one civilengineer, a part-time lawyer, one accountant, and one procurement officer, and a

- 41 -

administrator) to support the management of this new project and provide funds for officesupport. Prior to negotiations, CEPE presented the tender documents for hiring theconsultants to design and supervise the rehabilitation of the EPUs, and detailed terms ofreference for new staff to be contracted under the project.

5.6 Considering also that the NDSE is a new directorate within MINED, and doesnot have the experience of developing international projects, the credit will also finance 24person/months of local consultants' services to support the NDSE/PTG in the implementationof a management system for the technical sub-components and in the coordination ofarrangements between NDSE and GEPE, during the first two years of project implementation.As a condition of effectiveness for the proiect, the two staff in the technical group in theNDSE and the five staff in GEPE would have been contracted.

5.7 Organizational charts summarizing management structures and implementationschedules for each component can be found in Annexes V. 1 and V.2.

A. Status of ProJect

5.8 ior the two components, local project preparation teams were formed in mid-1991 to develop proposals consonant with previous implementation experience and realisticimplementation capability. Project design has reflected lessons learned from previousimplementation experience in Mozambique, as outlined in Annex V.3. This approach topreparation was also a learning experience for the local teams and helped to build a sense ofownership and motivation, which is expected to carry on into the implementation phase.Consequently, the various implementing agencies are in a strong state of readiness to start upthe project, with a number of activities expected to go forward during the pre-effectivenessperiod, utilizing PPF financing.

5.9 IDA has granted a PPF advance of US$750,000, in February 1992, forproject preparatory activities for this project as well as its companion project. Annex V.4provides a proposed summary of these activities. As indicated below, preparation is well-advanced for the first year of project activities.

5.10 The proposal for the UEM component was prepared by a committee of fivesenior UEM staff members who worked under the Rector's direct supervision.Representatives of the university departments were also involved in work groups whichdeveloped specific sub-components of the proposal. AncRAer senior UEM staff member, whowas on study leave during this period, served as a consaltant and liaison between theuniversity and the IDA team.

5.11 The University revised its proposals following appraisal and published them intwo implementation volumes, which include all terms of reference for technical assistance andstudies, procurement and implementation schedules, monitoring indicators, costs bysubcomponents, IDA categories and GOM budget categories (a copy of the table of contents isincluCed in annex V.5). UEM established the GIU, has already hired staff to be paid byGOM, advertized for other positions and is actively managing the preparatory activities. Adraft contract with Habitar, to manage the resettlement and rehabilitation process has alsobeen cleared by IDA and it is expected that the first building will be free of occupants beforethe end of 1992. Usufruct rights have been transferred to UEM for all buildings to be

-42 -

rehabilitated. However, thw usufruct rights (30 years) ned to be increased. UEM also needsto provide evidence of ownership to a terrain available for eventual construction of corehouses to replace those which are already built and being made available. These arconditions of disbursement for the civil worxs. UEM is using a major portion of the PPF torefine cost estimates and finalize the first year's work plan for campus rehabilitation, completean Initial group of 40 staff housing units that are nearly ready for occupancy, and carry outimportant studies on university autonomy, university linkages, an operational plan for thebookstore, management of the UEM housing stock, and the feasibility of creating a staffsavings fund. One study has been completed, others are ongoing. First yar programs forthe professional tralinig of academic and administrative staff program apd the managementtraining program are conditions of disbursement.

5.12 Similarly, a detailed implementation manual is available for the EPUcomponent, including all terms of reference for consultants and studies, implementationarrangements and detailed time tables and responsibilities. (Annex V.5 contains the table ofcontents). MINED is using PPF funds to hire technical assistance to prepare curriculumproposals and to participate in the training seminar for EPU teachers, held in July 1992.Detailed terms of reference and invitations for consultants to prepare detailed drawings andtender documents for upgrading the EPUs are ready for publication, so that TA contracts canbe awarded shortly after project effectiveness. Since the preparation of new trainingprograms for school managers and other administrative staff will need to take place during thefirst year of the project, this training is not expected to get under way until the second year.

C. Monitoing, R dng, aLd Evalualon

5.13 As mentioned in para. 5.2 above, each component lead agency has designateda person and a small group to serve a component manager, with responsibility for monitoringimplementation. As part of the project launch exercise in late 1992, these componentmanagers/management teams will develop clear indicators for monitoring progress (input,process, output, and impact indicators) on a six-monthly basis and will prepare trial formatsfor reporting semi-annual implementation progress. These indicators should be closely linkedto the quantitative targets established for each component (e.g., university and EPUenrollment levels, student pass rates, student faculty ratios, numbers of management traineegraduates, etc.). The university and the NDSE have already defined a number ofperformance indicators (Annex V.6), some of which will be incorporated into the annualreports to be supported by this project. Progress reports will also include comprehensivefinancial statements covering actual and planned expenditures, and the status of IDApayments/reimbursements.

5.14 Annual project implementation reviews will be conducted by November 30 ofeac year in order to faciitate effective coordination of the project components and allow forflexible responses to changing circumstances in Mozambique. The Borrower agreed duringneWgoiaton that not late than Ocober 31 from 1993 on, each CgMpoent will preare aanu evaluation of proiect implementation and inmact to be discussed during the annualUgjJect ipementation rview. Evaluation will take into account indicators and criteriadefined during the project launch workshop. During each annual review, to be held byNovember 30 of each year, each component will refine detailed work plans for activitiesprogrammed for the subsequent year. Particular attention will be given to the implementationof the resettlement plan for University housing, including beneficiary assessment of relocated

-43 -

tenants and to evaluating the impact of the salary incentive find's impact on civil servicestaffing and peformance.

5.15 To ensure that a complete stock-takg of project implementation performanceand expected developmet impact is carried out during the project lifetime, the Governmentand IDA (with likely participation of other associated donors) will conduct a mid-termevaluation of the project in the second semester of 1995. The results of suc an in-depthreview will help to make mid-course improvements in implementation. lhe Bo aduring n aio that not later than Novemb 3. 1995. an in dt-evaluatlon of riJMlementation and inpact will be preDared b1y eah comnent as inpUt for discussion duringthe mid-term pro3ect review. Those reports, in addition to evaluating the indicators andcriteria as defined above, should include any proposals for reallocation of credit funds.

5.16 A supervision plan, including mission scheduling and staffing needs, for IMAsupervision missions, is provided in Annex V.7.

5.17 The Government will prepare a project completion report within six months ofthe completion date, based upon a format to be agreed with the IDA.

VI.

A. Boflts &gd

6.1 Proceeding with the project as proposed by the Government is clearlyjustified, to the extent that the project will tackle many of the key constraints to buildingcapacity in Mozambique, and will thus enable the country to deal better with the monumentaltasks of reconstruction and growth, rural development, and poverty alleviation. Theseconstraints being addressed by the project include: (a) inadequate staff incentives and training,insufficient bools, and substandard facilities at the University; and (b) shortages of teachersand learning materials and excessive administrative centralization of upper secondaryeducation. The companion project (Public Sector and Legal Institutions Development Project)would address: (a) outdated or non-existent training programs for lawyers and other legalworkers, and gravely inadequate numbers of Mozambicans being trained for legal careers; and(b) lack of, and often distorted, incentive structures for civil s-rvants, combined with seriousweaknesses in individual skill levels among senior planners, managers, and technicians.

6.2 The Government and IDA forged a strong partnership in the area of capacitybuilding, through the analysis of the main capacity issues as laid out in the 1991 CapaciyBuildng Emewor Pagr and Capa Jaildigg Secr Reot. The proposed project is alogical extension of this analysis into the realm of action.

6.3 To better appreciate the anticipated benefits of the project, it is useful toconsider briefly the capacity status of Mozambican public and private instiutions, in theabsence of such a project. Without the project, it is highly likely that UEM teaching facultywill contiue to leave the University in increasing numbers and that student drop-out rates willremain high. These conditions would restrict the numbers of university graduates, truncatenascent research capacity, and force UEM to take on more expatriate teachers to fill the voidcreated. Similarly, EPU teachers would be unable to cope with student erolments andwould continue to deliver subtndard teaching products (in the absence of books and teaching

materials), thus contributing to a further deterioratie'' . learning achievements, withcascading negative consequences for ill-prepared uni .sity entrants and graduates enteringdirectly into the labor market. Without the companion project, it is doubtful thatMozambique's small and fragile legal system would even begin to deal with the enormousnumber of civil and criminal cases coming before it, including the many legal dimensions ofthe economic liberalization process which is firmly underway but not adequately underpinnedby legal changes. Finally, in the absence of the project (and associated reforms in publicpay), it is inevitable that the senior civil service will continue to be eroded by attrition andweak recruitment and by demoralization of those who continue to work for the Government.'Those who remain in the public service, who are insufficiently trained in publicadministration, will also be unable to carry out their responsibilities, and existing bottlenecksin implementation of public sector programs will only worsen.

6.4 The IUM component of the project is expected to generate multiple benefits,both for itself and for Mozambican society. First, the combination of staff stabilization(through retention incentives) and nationalization (through staff development), textbookprovision, library strengthening, and facutty linkages will upgrade educational quality andreduce student drop-out and repetition, thereby increasing the number of graduates producedeach year. Second, improved mechanisms of accountability and structures for managementwill place its relationship with government on a more stable and collaborative footing whichstill preserves university autonomy. Third, an increased capacity to receive students fromother parts of the counry will create over time diversified and representative leadership andmanagerial cadres that will contribute to long run political stability in the country. Finally,the major effort to rehabilitate its physical infrastructure will ensure that these now criticalneeds are addressed-thereby insuring institutional capacity and productivity over the nextdecade and beyond-before a likely national peace accord focuses government and donorbudgetary attention on the massive challenge of re-building the country's primary schoolsystem.

6.5 Reduced student drop-out and repetition at the ue seconda level willincrease the number of graduates each year and improve the quality of University entrants.Through increasing gender equity, the project wil strengthen women's access to universityeducation, and to key positions in the public and private sectors. The decentralization offimds for mainenance, teacher training, and teachers bonuses to the school level, workingthrough official Government budgetary channels, will support the efforts of MINED to designbudgetary systems and provide staff training which ensure that these key activities areundertaken. Thus, implementation and financial management capacity will be strengthened atthe central, provincial, and school levels. The pilot program of financial decentralization forthe EPUs will then be extended to general secondary schools. Communication flowsthroughout MINED will be improved, information systems strengthened, and participatoryprocesses in all aspects of educational planning reinforced, as the role of the NDSE as atechnical advisor to the schools and clearing house for school initiatives is revitalized.

B. 1Eak

6.6 Overall, the greatest risk facing the Capacity Building Project is precisely thatthe capacity to plan and manage implementation of the various components will fail tomaterialize, or will deteriorate over time. The broad strategy to deal with this project-specificrisk is precisely the same one being applied on a national scale in the project itself: improve

- 45 -

Incendtves to component managers and other important Implementors, create strong enablinginstitutlonal environments (e,g., managemet unit organztional structure, management styleand systems, office technology, etc.), and offer stimulating and relevant training (pr-service,in-service, on-the-job) to project managers and their staffs. Tbe application of this risk-reducing strategy is spelled out in greaer detail for each of the prject components in theparagraphs below.

6.7 Since it possesses the greatest concentration of professional skills in thecountry, IUM has a greater capacity than most Mozambican institudons to manage risk.Nevertheless, implementation capacity remains a continuing concern, particularly with regardto the substantial amount of civil works anticipated under the project. 'The university hasrecently taken steps to shore up Its management capacity in these areas: a Deputy Rector hasbeen appointed, and a new management unit (the University Buildings Office) is beingorganized to supervise construction and maintenance activities. Other parts of the University,such as the Engineering and Architecture Faculties and the UEM planning office (GEP)possess experience in this area, which constitutes an additional resource. A series of specificmanagement studies being conducted under the Education II Project, and an overall review ofniversity management and governance structures, currendy underway with other donorsupport, are expected to recommend other administrative improvements.

6.8 There is also a risk that the UEM will have difficulty attracting and retainngstaff when they return from graduate study abroad. To minimize this risk, the project isdesigned to expand staff access to housing, as a meaningfl staff retention incentive. Otheractons, including external institutional linkages, increased availability of computers andreference books, opportunities to attend professional meedngs, the new university researchfund established by other donors, and campus renovation will all create a more positive workenvironment and an enticement for staff to remain at UEM.

6.9 For the EPUs, the risk of inadequate capacity in MINED and at the schoolshas been minimized by concentrating the early years of project implementaion on training andsystems development. Decentralization of key functions to school level wIll also help to avoidoverburdening the staff at the NDSE. Furthermore, the project has built in incentives forteachers, including the provision of housing, and the institudon of small bonus funds toreward outside activities, which will aid in the attraction and retention of EPU teachers andschool administrators.

C. Imnac on &M of Attedon

6.10 Capacity building in Mozambique will expand significandy the supply ofhigher level humansurms which is a necessary condition for the achievement of all IDAprogram objectives. The proposed project also contins special measures to increase women'seducational opportunities.

6.11 I== The project is rated Category C, and as such, noformal environmental analysis ir required. During appraisal, building inspection codes andreguadons were evaluated. Prior to any construction or rehabilitaton, pemits must beobtained from the Government housing agency and plans approved. After completon of civilworks, inspection visits are made by the electricity company, the water company, and theGovernment housing inspection agency to verify the soundness of construction. Theseprocedures were judged to be environmentally sound. These procedures would pertain to the

-46-

constructon of now buUdings on UEM campus, the rehabilitation of apartment buiding off-campus, and the construction of dormitories and staff housing at upper secondary schools. Asatisfactory resettlement plan was submitted before negotiations; regarding the resettlementrequirements for apartment buUdings to be rehablitated by the University, it is Important tostre that tenants are being voluntarily relocated, (a tenants' survey was carriod out under thePPP), and for the less than 20% of tenants who do not wish to relocate to project-providedhousing, alterative apartments are being provided. Monitoring of the resetlement plan wIll bedone on an annual basis during project Implementaton reviews.

ViI. AMMPfAN= AND RECOMMPAlIQ

7.1 The following will be conditions for Effectiveness of the Credit:

that GOM furnishes documentary evidence, satisfactory to IDA, certifyingits formal approval of the Capacity Building Action Plan (para. 1.2);

that key Implementation staff have been employed, on terms andconditions acceptable to IDA (see paras. 5.3, and 5.6).

7.2 Conditions for disbursement of the IDA Credit are:

for the book fund, that the study and recommendations for the Universitybookstore, and the guidelines for the functioning and implementation ofthe book fund is completed and found to be satisfactory to the Universityand IDA (para. 3.5);

for tining programs, that the first year training programs be completedand approved by IDA (para.3.36 and para.5. 1l); and

for all civil works, that satisfactory evidence of ownership of all sites befurnished to IDA (para.3.41 and para.5.11).

7.3 During negotiations, the following assurances were obtained from theGovernment:

that the Government will take necessary measures to free from alloccupants the sites legally attributed to UEM to carry out the constructionprogram and implement the resettlement plan as agreed with theAssociation;

that the Government will progressively increase its budgetary allocationfor maintenance of the UEM physical plant from 0.5% of estimatedreplacement value in FY93 to 2.0% by FY97 (para. 3.23);

that UEM will by June 30, 1993 present to IDA for review detailedproposals for operation and maintenance of University housing (coveringestablishment and collecion of users' mainenance and manuaemet fee)

-47-

and the draft negotiated contract withi the management firm engaged(para. 3.14 and para.4.8.(a));

that by June 30, 1993, MINED will present to IDA a proposal toprivatize the management of EPU dormitories and decentralize thecollecton and utilization of school fees (paras. 4.8 (b);

that by October 31, 199 and each year thereafter, the componentmaaeswould prepare annual progress reports, to be evaluated during

the annual project review by November 30 of each year; and that an in-depth mid-term project review be held by November 30, 1995. (paras.5.14 and 5.15).

that the Government, during the execution of the Project, continue iomaintain UEM and MINED staff responsible for Project implementation.

7.4 Based on the above, it is recommended that the project constitute asuitable basis for an IDA credit of SDR 34.1 million (US$48.6 million equivalent) to thePeople's Republic of Mozambique.

- 48 - ~~~~~~Annex IPage 1 of 4

MQzam=hkeCapacity Building: Human Resources Development Project

CAPACITY BUILDING STIRTEGY

ESTRAT3GIA DO CAPACITY BUILDING

1. A partir do ano 1986, o Governo Moqambicano iniciou edesenvolveu todo um conjunto de reformas Politicas, Econ6micase Sociais. Estas reformas, vem consubstanciadas na Constituicaoda Repdblica, aprovada em Novembro de 1990, que consagra aabertura do pafs ao pluralismo politico, e define que aeconomia do pais assenta nas forqas do mercado.

2. A partir do ano de 1987, o pais iniciou a implementaq&o doPrograma de Reabilitaq&o Econ6mica, que incorporou em 1990, acomponente Social, dando-se assim corpo a todo um esforqo parareverter o decrescimo econ6mico que se verificava at6 ent&o.

Da necessidade de neste quadro se introduzir um conjunto dereformas institucionais, foram-se tornando evidentes as fraquceasde cardcter institucional de que enfermam a AdministraqgoP1blica e a quase generalidade das Instituig3es nacionais.

Essas fraquezas, tornaram-se mais agudas como resultado da quasetotal destruqao das infraestruturas economicas e sociais naszonas rurais e o consequente surgimento dos deslocados erefugiados de guerra, tornando-se o desafio da reconstru;&onacional, um exercicio de dimens&o gigantests so levarmos emlinha de conta o ponto de partida e as possibilidades do Pals.

3. De facto, Mocambique 6 um pals com cerca de 15/16 milh8esde habitantes e o efectivo de graduados nacionais cor forma.&osuperior nao ultrapassa o8 5000, o que pode ser considerado dosniveis mais baixos do mundo, quando comparado com o de outrospaises.

t esta a realidade, que faz com quo o factor humano seja oelemento central de t^ualquer estratdgia de deoenvolvimentodesenhada ou : desenhar sempre no pressuposto de que so pretend.caminhar para ur sociedade civil e democratica efectivamenteassente num Estado de Direito.

4. Apenas a disponibilidade em quantidade e qualidade de recursoshumanos nacionais, habilitados tdcnica e cientificamente edevidamente organizados, pode permitir a criaqgo de basesinstitucionais que alicercem o modelo de sociedade para onde sepretende caminhar.

-49 AnexIzPage 2 of 4

5. £ neste cendrio quo a Governo Mocambicano tem estado adesenvolver com a Comunidade Doadora em particular o BancoMundial, todo um exercicio - 0 Capacity Building -, que A nofundo um exercfcio de crise¢o de capacidade humana einstitucional, com vista a, de uma forma gradual, se lograraquele objedtivo.

6. E osta capacidade, que num clima de paz e estabilidade vaipermitir o relanqamento da actividade econdmica e suaexpans&o, a luta pelo alivio a pobreza, o incremento dadisponibilidade do8 serviqos bdsicos aos cidadgos,designadamento a educacso e sadde e o reforqo dasinstituicoes.

7. As componentes jd identificadas, a saber, o EnsinoUniversitdrio, o Ensino Pre-Universitsrio, a FormaroaJuridica, a Administracso Pdblica, a Formarqo TdcnicoProfissional, a Assistencia Tdcnica, sao a prove dadefinigAo da linha que o Governo de Moqembique pretendeseguir.

Em relaeao ea Ensino UniversitArio, um, conjunto de medidasoatS mendo implementado, incluindo o estabelecimento de umaestrat4gia de estabiliza9&o institucionai e crescimento para aproxima d4cada.

Cor o plano estrat4gico adoptado prar a UEM, o Governo tem emvista eliminar a tendincia negativa de perda do pessoal docentee melhorar o rendimento do processo educativo, incrementar acapacidade de gestao, molhorar as condiq6oes de vida dosestudantes, obter maior transpar4ncia e reportabilidade nodesompenho institucional e estabolecer maior equilibrio eropresentaqao das diferentes zonas do paLs e introduzirmelhorias nas infraestruturas.

A maior prioridade 4 dada ao desenvolvimento institucional eutilizsqao com maior eficAcia dos recursos fisicos, humanos efinanceiros existentes, para permitir a consolidacqo dosresultados positivos quo ultimamente vem mendo alcanqados e ¢riarcondicoes operetivas maim estdveis para uma expansaoprogressiva Ao longo da d6cada.

Na Area do Ensino Pr6-UniverstArio, o Governo pretendedesenvolver acq8es para a molhoria da qualidade do ensino,onvolvendo a elaboraqAo de novoa curriculuns renov-a¢o emodernizaqao do materiais e metddos pedag6gicos, reforco dacapacidade gestaeo o do funcionamento das instituiq8osescolares, bem como a reabilitaeao e apetrechamento dasrespectivas infraestruturas.

Pare a nelhoria da qualidedo dos professores, tem-se em vista, arealizaq5o de acq6es de reciclagem do pessoal docente emtdcnicas didictices, bem como em temAticar de especialidade,desenvolvirento do ac8oes do apoio podag6gico e de estudos de

-50- uPage 3 of 4

alternativas de formaq&o rApida dos docentes par& oste nivel doensino. a±4m do recrutamento de professores expatriados paracolmatar necessLdades especificas identificadas.

No dominio do desenvolvionto das instituiq8es legai, aestrategia cdnsiste fundamentalmente:

(i) No estabelocimedto do mocanismos visando o reforqo dacapacidade profissional no Ambito da actividade Juridica,nomeadamente na magistratura e na advocacia;

(ii) Na adopeao do medidas com vista a liberaliza¢ao daprAtica de advocacia;

(iii) No estabeleci-tento de instituiqeo e nodesenvolviment,o de aco8os de formagao profissional domagistrados;

(iv) No esforgo de estabiliza¢ao * molhoria da qualidade doprocesso de ensino/aprendizagom na Faculdado de Direito daUEM, bem como na realizapao de acpeos de actualizaeao dosgraduados e molhoria das condi3eos operativas do conjuntodas institui8oes ligadas a administra,qo da justi;a epromocao da legalidade.

No dominio do funcionamento do serviqo pdblico, a Governoestd empenhado na descentralisacio polftico-administrativapara a nivel local ligada ao reforqo da democratiza.&o emcurso no pars, na formulaqao de polfticas * ostrat6giasoperativas para o servi¢o e na molhoria da qualidade dosservicos prestados.

Nesse quadro protende-se lovar a efeito ac¢8es par- continuar arestruturar o serviqo pdblico, aperfeiqoar *struturas emecanismos de progrossao nas carreiras profissionais, melhoraro0 termos * as condiq8-s gerais de emprego e remunera¢ao nosector pdblico, limitar a saida do pessoal de olevadaqualificaqao * experi4neia pars outros sectores de emprego, edesenvolver a capacitagao aos nivwis central, provincial -distrital tendo em linha do conta as n.oessidades dasinstituig8es e as actuais medidas sobr- deseentralizaq&o edesenvolvimento local.

No Lubito da components relative *o Treinamonto, a estratgia.visa o reforqo da capacidade instituoional e a consequent*molhoria da sus efLioLneLa, eficcia, s ofectividads atrav6sdesignadamento do acq8es do formagAo * capaecita,lo do longa,mddia e curta durac;o, prepara;ao on "pro-service" para asocupaqdes profissionais, a formaqlo em serviqo paraaprofundamento dos conhecioentos em novas t4cnicas de trabalho,nos Areas profissionais chaves, o fortaleelmonto das capacidadeslocals em matdria do gestlo econdaica, nomoadamento,ocon6mica, contabilidade, lois * t&cnicas do nogcio.

Para o alcance dos objectivos preconiz-dos importa molhorar a

-51- Arns IPage 4 of 4

organizaq&o e a coordenaQ&o das acc 6 e8 de formaqao queatd ao momento estd a ser lovadi cabo pelos diferentesrinistdrios e organizag8es. Estudos deverso ser feitos comvista a reformulaqao da actual poiftica de emprego oformaqaao profissional, facilitando e encorajando aparticipaq 4o das diferent&s forqas do mercado na suaimplementa&ao.

A formaqAo tdonica deverd ser encorajada e analisada apossibilidade da reformulaqeo dos programas de ensino ecritdrios da avaliaqao e certificaq&o envolvendo asdiferentes dreas da Economia Nacional designadamente acomercial, industrial, agro-pecuAria e de serviqos. Como formade aumentar os ingressos nas escolas tecnicas e institutos, oscurios nocturnos deverao ser introduzidos onde ainda naoexistam.

A formaqao profissional o vocacional, levada a cabo pelosdiferentes centros, podera ser um dos factores impulsionadoresda qualidade de formaqSo dos trabalhadores de todos os sectoresda economia, pelo facto de as seus servioso serem bastanteflexiveis e levados a cabo durante um curto espaqo de tempo.Torna-se pordm necessario reforqi-los com pessoal altamentecapacitado, envolvendo tambem recursos financeiros suficientes.

Durante as dltimos anos o governo iniciou passos importantes comvista a definir e direccionar as actividades da Assist8nciaTdcnica en Moe,a-bique. Neste processo, d de destacar aaprovaqao, em Maio de 1990, do Documento de Orienta;ao sobrea Politica de Cooperaqao T4cnica, o qual define os objectivome prioridades da AT no patm, estabeleeo a quadro da *ua get&ao,o traea directrizes a observar na prossecu95o dos objectivomenunciados, sendo de destacar as quo concernem a orienta,ao daCT para actividades de formaqao, d racionalizacao eprogramaqao da CT de modo a elevar a sua eficAcia e reduzir oseu custo, a necessidade oe avaliaqao e coordenacao da CT emestreita articulaqao com os doadores.

Em cumprimento destas directivas, foi lanqado o ProgramaNacional de CooperaCao Tdcnica (PNTC) no fimbito do exercicioNaTCAP. Por outro lado, a comunidade doadora teom-se maostradoreceptiva ao desenvolvimento do Fundo do Pessoal, possibilitandoao governo a contrata&ao da AT main aJustada Am nocesmidades emmercadoa regionals e outrom.

Para quo os resultadoa destes esfor;os surtam o efeito demejado,e necessmrio que me continue a trabalhar na melhoria dosmecanismom de gestaa desta CT, favorocendo o desenvolvimento dosrecursos humanos nacionais, na priorizaqao das principaiscomponentes, na integraqao da CT nos programas de desenvolvimentoinstitucional e na capacitaqao do governo na dimsemina,ao dainformaao s*obre esta CT.

-52 -

Annex II-I

Eduardo Mondlane Uni=fty

STUDENT ENROLLMENT BY COURSE OF STUDY: 1975 . 1991

Course 1975 1977 1980 1985 1989 1990 1991

Agronomy 104 41 60 208 227 209 271Architecture - - - - 94 124 119Biology 49 22 25 6 83 99 99Physics 12 9 11 2 29 39 56Geology 1S 3 14 - 62 79 75Chemistry 5 3 13 29 36 55 62Law 458 156 150 - 276 253 350Economics 285 134 147 238 532 485 507Civil Engineering 119 34 36 129 158 223 179Eeictical Engineering 153 31 30 177 219 284 275Mechanica' Engineering 126 9 72 160 164 190 166Chemical Engineering 28 14 22 75 91 107 91Geography 27 1 20 9 - 41 62History 242 40 24 11 34 75 95Linguistics - - - - 44 69 87Math/computer science 64 23 1S 32 99 119 126Medicine 525 153 108 162 266 287 260Veterinary Medicine 91 43 70 113 124 146 136Others 131 61 199 91 94 - -

TOTAL 2433 777 1016 1442 2632 2884 3016

-53 -Annex 11-2

Mo=Umbby

NATIONAL AND FOREIGN FACULTY BY DEPARTMENT- May IM91 -

asional Facly Forepg PercentDO= Acdve* Inw lhbiW Puxu4yF EoWu

Agronomy 12 13 21 46 46Architecture 8 - 8 16 S0Biology 12 2 6 20 30Physics 4 1 7 12 58Geology 8 2 8 18 44Chem ry 8 2 S IS 33Law 23 5 28 18Economics 17 8 12 37 32Engineering 39 9 20 68 29Social Sciences 25 16 21 62 34Mathematics 20 2 13 35 37Medicino 60 6 6 72 8

VetednaryMod. Z A 14 de a

Total 257 66 146 469 31%

Imbdu fbl ad -aa seff

-S4 -

Annex E-3

BUDGETr 1990(US$)

GovernMent Donors Total

Recurrent conts:

Salaries $1,636,093 $10,037,507 $11,673,600Other 2,527,430 751,223 3,278.653

Investment:

construction 759,846 2,531,741 3,291,587EquIpment 2,457,373 1,005,583 3,462,956Other 377,228 81,912 459,140

TOTAL $7,757,970 14,407,966 $22,165,936

$aum: UDM -Pm.m and PypmivaExchap rle: U9SI.00 - 927.02 Mt.

Annex i-4

Eduardo Mondlane Unieeh

ESiATB"TD BlDGEr - 1992(US$)

Government Donors Total

Recurrent:

Salaries $3,371,905 8,585,387 11,957,292Other 1,693,476 3,722,628 5,416,104

Investment:

Construction 2,660,285 3,539,333 6,199,618Equipment 874,857 3,103,809 3,978,666Other 213,047 3,136,285 3,349,332

TOTAL $8,813,570 22,087,442 30,901,012

Source: Eduardo Mondlane UniversityExchange rate: US$1.00 = 2,100 Mt.

-56 -Annex II-5

CaMackiy Building: Human Resources Develogment Project

Eduardo Mgndlane UniDeit

FACULTY/STUDENT RATIOS BY DEPARTMENT - MAY 1991

Departnent Ratio

Agronomy 1: 7Architecture 1: 12Biology 1: 6*Physics 1: 4*Geology 1: 7*Chemistry 1: 4*Law 1: 14*Economics 1: 19Engineering 1: 16Social Sciences 1: 4*Math/computer science 1: 4*Medicine 1: 8Veterinary Medicine 1: 5

cnty re-oped deputm_U which have not yet rahed fullt eelnm

- 57 - Annex I-6

Capaciq Buiding: ua Resources Development Poect

B3duardo dQndiane Universit

REGIONAL DISIUTION OF UEM STUDENTS(Percentage distribution by birthplace)

Province % of AdmissionProvirnce Total Population+ 1981 1985 1990 Exam 1991

Cabo Delgado 7.7 3.4 4.9 3.4Niassa 4.2 2.0 3.1 2.9 -

Nampula 19.8 7.4 7.4 7.4 7.1Zambezia 20.6 9.9 12.2 8.1 3.7Tete 6.8 4.1 4.6 4.5 -

Sofala 8.8 6.5 7.3 6.5 7.8Manica 5.3 1.7 2.7 2.9Inhambane 8.1 16.6 13.1 11.8Gaza 7.9 12.4 10.2 9.5 2.7Maputo 10.8 31.8 32.8 40.7 78.7

TOTAL 100.0 95.8* 98.3* 97.7* 100.0

+CNP/DNE, Infom Eati 1986do not tot 100% due to aXchujo of foianbom an hiztlm unknown

Annex t-7Page 1 of 2

MozambigueCapagit Building: Human Resgurces Developmen Prolect

Edufard Mondlane UPi>eFSt

INDICATIVE LIST OF EXTERNAL ASSISTANCE ACTIVITIES, 1992(exdudes tedmical assstance)

Donor Amount (USS) Sector Benfitted

Ford Foundation 120,000 woci sciencsPord Foundation 40,000 Center A. StudiesFord Founaon 6,000 wUppolt staff51A 178,000 a11SIDA 18,5O soppoit staffBritish Council pending allCommonwalth Sec. pending allUSAMD pending allGulbenkian Fdn. pending aulFPNIA 60,000 AgronomyGovt. of Fmnue 180,000 variousUSIA pending variousPoitugual 20,000 variousGot. of N elln 87,500 various

Prfessional Meeting

Ford Foundation 50,000 socia sciencesSAREC 41,600 allNORAD 192,800 all

Libmv. Documetaon and Comnmte

SIDA 324,500 bookbSIDA 46,500 textbooksSARBC 166,600 booksSIDA 92,500 docuntatonFord FounaPtion 60,000 co_potFord Foundaton 11,000 tining

Vsitinu Profeors and Toahing S&Modt

Fond Foundation 123,000 social sciencesUNFPA 65,000 soeial sciencesUNDP 2,000,000 anomy, veerinayDANIDA 250,000 lkwCon _un-vealtb Sec. 60,000 linkage xploration

59-hnncz1 I-7Page 2 of 2

Donor Amoun (USS) Beaer aneIfi

SARBC 1,540300 anSIDA 150,000 anNORAD 289,300 aIDRC 52,0W00 cein

SIDA 1,615,000 anUSAID 5,000,000 aul

SDA 485,000 elNORAD 30.000 anAuatIL 40.500 ai

SIDA 605,500 -dSIDA 53.50 tqip. m _atmomSDJA 46.50 bldg. mahummSAREC 52,100 VaudSARBC 49,100 eqp. maiatarumFoPa FoundaIon 17,000 moeai

NdUe 1) oluhdseludl miMam do to t.k of dor infomation.2) Donor fu.dI abo ve vaying tm pelod.3) Exoude IDA mdkl

-608

Page 1 of 2

CQaily ]3uilding: Human Reaoifce DeVelopment BrLect

NATIONAL EDUCATION SYSTEM

34 ODa 423 T a ,- t

Zs I a ensino superior_ , w

It. II _ a* . _ _-__ n

Lin^IE'1 E*l: PU.UISSSS S; 3 w

. LI+I±11L 1 I .fs nol

It | § I ._ _ _ _ t11 - , , S

* T} _ 13. ur i rceh.EEIh nIn

. . ~ensino rat^s ..

1 U.

nTw primirio

* A tL II tttO

o_ _ _ _ _ _ _ 1 ~L °

-61 -

Ann II-8Page 2 of 2

[Number key for Figure 1, previous page]

1. Years of study2. Teacher training

HIGHER EDUCATION3. Entry into working life4. Normal paths5. Possible paths6. Fourth level: higher7. Pre-university education8. Teacher training9. Intermediate technical and vocational education10 Pre-university education for adults11. Accelerated pre-university education12. Secondary education13. Teacher training14. Basic technical and vocational educationi5. Secondary education for adults16. Third level: intermediate17. Second level: secondary18. Age of entry19. Upper

LowerPRIMARY EDUCATION

20. Elementary technical and vocational education21. Upper

LowerPRIMARY EDUCATION AND LITERACY TRAINING FOR ADULTS

22. First level: primary23. Kindergarten24. Creches25. School-age population26. Population 15 years of age or over

-62-Annex 11-9

MozambiQUCW=4 Building Pro3ec

PRIE-UNIVERSITY EDUCATIONITIMATED TEACHING NEEDS BY DISCIPLINE, 1991

Existing in Needed forSubject 1991 1992 Difference

Portuguese 19 22 -3History 10 17 -7G}eoaphy 8 17 -9English 9 18 -9Mathematics 26 25 -Biology 18 12 -Chemist"r 18 12Physics 14 12 -Design 9 7 -Physical Education 7 10 -3French 0 7 -7Intro. to Computer 0 5 -5Sciences

138 164 -43

-63 -Annex I-10Page 1 of 4

MozambigueCapacity Building: Human Resources Development Project

TEACHEI TRAONWG

Teacher training for general secondary and pre-university education isprovided by the Institute for Advanced Pedagogical Training ([SP), which intends to becomethe future University of Education Sciences. Previously this training was provided by theEduardo Mondlane University, before the Govermment decided to create a specific institutionin 1986.

From an initial enrollment of 93 students in its founding year the ISP hasexpanded to 813 students in 1990 and its planned capacity for 1993 is 1,485 students. Inaddition to its headquarters activities in the city of Maputo, the ISP operates teacher trainingcourses in the city of Beira, Sofala, and it is also planned to open new premises in Nampula.The opening of these branches in the interior is designed to ensure the availability of qualifiedteachers throughout the country, not just in Maputo, the capital. Recently, July 1992, ISPgraduated 110 new teachers, including students with a previous bachelor degree. Thefollowing table contains, in sunmmary form, ISP's expansion plans.

THREE-YEAR PLAN: ISP (INSTITUTE FOR ADVANCED PEDAGOGICAL TRAINING)

city Course Academic Year

1990/91 1991/92 1992/93 1993/94

Maputo History and Geography 165 180 190 190Mathmatics and Physics 166 180 190 190Mathemaucs (evening) 28 25 25 25Pedagogy and Psychology 142 150 160 160Education Planning 7 7 - -

Pedagogy ar .v Planning - 25 25 25French - - 30 60Portugues 121 150 160 160English 34 65 95 125Chemistry and Biology 97 125 150 160Subtotal 760 907 1,025 1,095

Beira Physics 27 55 80 105Geography 26 55 80 105Mathematics - 45 40 40

- 30 50_ - - 30

Subtotal 53 155 230 330

Nampul - - - - 30_ - 30

Subtotal - - 60

TOTAL' 813 1,062 1,255 1,485

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Annex II-10Page 2 of 4

e R LQas

While the projected student body at ISP (including students at the Beira andNampula campuses) will be nearly doubling during the next four years, with total projectedenrollments increasing from 813 in 1990/91 to 1485 in 1993/94, this by no means implies anequivalent increase in the number of teachers at the pre-university schools. Although ISP isthe principal supplier of pre-university teachers, the EPUs are not the sole source ofemploymenw for ISP graduates. An estimated of 30 percentage or less of total ISP graduatesactually end up teaching at the EPUs, with the majority of ISP graduates seekingadministrative posts in the Ministry of Education, or jobs in the private sector. Thus, forexample, of the 813 students enrolled in 1990/91, approximately 162 will graduate (1/5), andof these, at most around 20/30 will go on to teach at Government pre-university schools.

Inadequate salary incentives and poor personnel administration contribute tothe loss of trained teachers from the education system. In May 1991 the salary scale forteachers in secondary and pre,university education was as follows.l/

Teacher level A - with master's degree Mt 521,007.00Teacher level B - with bachelor's degree Mt 378,079.00Teacher level C - with two years of teacher

training after the ninth grade Mt 187,737.002/

This remuneration in meticals converted into dollars at the parallel market rateis approximaty equivalent to US$255 (A), US$189 (B) and US$93 (C). It is true thatteachers at levels A and B receive supplementary allowances amounting to US$1,500 andUS$1,000 a year, respectively, but there is no allowance at other levels, which means thatonly 282 teachers are receiving allowances (a kind of salary supplement). Only level A and Bteachcs are working in pro-niversity education. Some of the level A teachers were trainedabroad, especially in the former East Germany. However, as a result of the expansion ofhigher education and the introduction of a market economy, many of the teachers who studiedoverseas have been or are being attcted by universities and companies.

These salary scales, while appearing modest, represent a substantial increasein red wages from 1990 levels. However, due to inadequat personnd and payrolladmiistration, and weak coordination between the Ministry of Education, the Ministry ofPinance, and the Ministry of State Adminis on, only recenty teachers are receiving theirsalaries according to this scale, which was announced in April 1991. The result has been aseries of teacher strikes and the resultdg failure of the EPUs in Maputo City to provideexaminations for their students.

1/ Ifrmatioa provided by Franic Manyapa Seondy School.

2/ Alao workig in seonday nd po-uversty edcaion am the coep6wa, whose montlyemn on (May 1991) wu Mt 108,174, or approximatly US$51, plu an ailowance of US$200

a nth. bem wm not my teahs in this cawo.oy.

-65 -

Annexl-1Page 3 of 4

If teacher training is to be made a more effective and efficient publicinvestment, therefore, measures must be found which ensure that a higher proportion of ISPgraduates actually goes on to teach at the EPUs. Providing more attractive incentives is oneoption, which is discussed in the main body of this report. The introduction of the salaryincentive fund would benefit all EPU teachers (level A and B, because of academicqualifications); in addition, those teaching outside Maputo would get a bonus.

Another option for increasing the supply of teachers available to the EPUs, isthe reintroduction of the three year Bachelors in Education degree, specifically targettingstudents in this program to teach at the EPU level. This would speed over the turnover ofISP students, and create an intermediate step between the upper secondary degree and the fulllicenciatura, which would perhaps be an attractive option to those unable to complete a fiveyear degree program. During the first year of project implementation ISP will develop A studyto analyze options and make recommendations for the introduction of alternatives forms ofpre-service teacl ar training. The basic purpose of this study is to find ways to prepareteachers to work in the EPUs outside of Maputo. Furthemore, ISP intends to develop distanceeducation programs as one of the alternatives not only to upgrade teachers pedagogical andcontent skills but also for pre-service teachers' training. Each year during the life of theproject, ISP will review the proposed teacher training strategy presented during negotiationsaccording to NDSE requirements.

Table 1 shows the distribution of teachers in the various levels of education in 1988 inthe General Education Subsystem. However, the data do not provide a proper picture asregards qualifications. The percentage of those with pedagogical training in this table refersto rapid training; only 282 professors in the SNE in Mozambique have higher-level training,of which 86 have completed the master's degree (licenc(atura) and 196 the bachelor's degree(two years of training).

Table 1: Ministry of Education - Planning DepartmentGeneral Education Subsystem - Teachers Employed by Level of Education in 1988

EPI 12 S

Totld w/Tni wJTnm Told w/Tmg wArns Tow wiTng wfln Totd wAnTe wlrnw

C.Ddgdo 2.033 1.236 60.7 162 140 BA4 71 03 00.7Gae 2.166 1.204 66 243 212 17.2 64 64 lo0. S 100.0hW*mubm 2.106 1.623 72.6 261 216 7.8 72 02 0l.1* 0?7 707 71.6 167 14" 94s 23 22 6.7Ms" 74 847 4.8 * 3 94.6 23 21 61 8map" 4267 8,106 72.6 321 277 6.8 60 60o 38.6 27 27 100.0N"MpO 1.011 671 "A 110 0 7.8 I 3 s 6 61Mfma 1.647 1.214 76.6 2e 162 eA 6 01 6 6. 16 1 100.0adds 4 64s 76 121 6s 70.2 42 5 63.8Tow 3.375 2.462 78A 287 167 681 71 6e 8.1 14 14 100.0Zcwbaoi 2.26 1,166 s1. 46 417 6. 28 24 W. 07 07 100.0

21.410 14.885 17.0 2.462 2.000 6.8 6 88 744 0.6 182 132 100.0

Mhen this situation is compared wit projections for muater's degree holders in theyears ahead t becomes clear that a special efbrt will have to be made to ensure the presencein secondary and pre-university education of teachers having a minimum of university

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Annex E-10Page 4 of 4

training. Everything indicates that alterative formis of traini must be devised to meet theinevitable expansion in the years to come.

It was not possible to obtain more comprehensive indicators regarding the quality ofthe teachers being trained by the ISP. What can be said, on a provisional basis, since theproject intends to arrange a specific study, is that the ISP is using various kinds of externalcooperation to develop its competence in education sciences. From this standpoint the currentsituation is as follows:

- five teachers are doing master's degrees abroad: two in English, one inanthropology, one in education adminion and one in demography; threeof these are studying in England, one in Portugal and one in Botswana;

- three teachers are preparing doctorates abroad: two in the teaching ofmathematics in the Netherlands and one in anthropology in Portugal;

- five teachers are to begin preparing doctorates in 1991, two in the teaching ofchemistry in Germany, two in ethnomathematics in Brazil and one in thesociology of religion in Germany;

- three teachers began graduate work abroad in 1991, one in a master'sprogram in Australia in the teaching of mathematics, one in educationadministration in Pakistan and one in the teaching of geography../

In addition, of the 113 teachers working In the ISP, 24 have doctorates (10fom full-time study and 14 from part-ime study). It should also be noted that some areas inwhich the ISP is proposing to get involved, such as Anthropology of Education, Ethnoscience,Study of National Languages (Bantu languages) are of undeniable Importance for education inMozambique. Since these are complex areas only a specific study will be able to determinethe real possibilities of success.

ISP is also involved in linkage programs with JIEP to enable 7 bachelors toobtain their masters in education planning and to improve the staff capacity to teacheducational planning concepts and with a Swedish University to enable a group of bachelors toobtain their masters degree in education sciences.

2/ Informaton provided by tho Reoor's Office of the ISP.

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Annex l-I1Page 1 of 7

MozambiguCapacity Building: Human Resources Development Project

PRE-UNIVERSITY SCHOOLSPRELIMINARY SURVEY OF 6 EPU'S - NOV-DEC, 1991

Scope of the Project

Proposed is the rehabilitation and in some cases physical expawsion of 6existing EPU's and the rehabilitation and construction of student dormitories and staff houses.Below are the results of a preliminary survey of the five existing EPU's, based on a site visitand discussions with the officials of the school and the regional education authorities. TheEPU in Xai-Xai which was only recently taken into use has not been surveyed. The size andphysical condition of the schools and scope of remedial action are described separately below.Attached are sketches of the existing facilities, a preliminary cost estimate of theimprovements and an estimate of the improvements and an accomodation schedule of a"basic" EPU to serve as a guideline to planning and the design of proposed extensions.

MUV= - losina Machel

This school is probably one of the largest and most luxurious in the countryand in its present form was completed in 1952. The total covered area of the school is9200m2 and comprises 29 classrooms, 4 special classrooms, 3 laboratories with adjacentamphitheaters, a large library, 2 gymnasia, an assembly hall with stage, a music room, 5 lifts(elevators) and an indoor swimming pool (see Fig. 1). Built with deep verandas on both sidesof the classrooms the circulation area must be close to 50% of the total area.

Although built with the best materials available the school, through lack ofmaintenance and intensive three-shift use, has become badly deteriorated particularly on theupper floor. Extensive repairs must be undertaken to the roof, all the sanitary installations,the electrical installation and part of the windows and doors. The lift and swimming poolinstallations are out of order. Apart from damage to parts of the concrete roof the buildingappears structurally in good condition and so are most of the wall and floor finishes, whichare executed in marble, tiles and hardwood. Steel windows and doors are corroded and inneed of repair but most can be reinstated without replacement.More wan half of the classroomfurniture is missing or in poor condition and needs to be replaced. Laboratory benches andfittings are in reasonable condition and could be rehabilitated.

The scope of the rehabilitation under the project should be the completerefurbishment of the existing infrastructure without replanning of internal areas and/orextension to the building. However, due to financial constraints the lifts and the social block(I.e. corpo F,G. and I) will be excluded from the refurbishment measures with the exceptionof the roof which will be repaired on the entire building. Refurbishment of the school will notentail restoration and some of the installations and special finishes would have to be

-68 -

Annex HI-11Page 2 of 7

rationalized where necessary. Security would be improved by installing burglar proofing to alllaboratories and stores and improving the perimeter fence. Fire protection measures will alsohave to be installed. A preliminary cost estimate is shown in table 1.

Maputo - Frnacisco Manyania

This three story building in the center of Maputo was completed in 1972 andaccording to information supplied by the headmaster has 43 classrooms, 3 laboratories and 2gymnasia.Tbe gross floor area is approximately 9800m2. The building is structurally soundand generally In a better condition than Josina Machel but extensive repairs are required tothe sanitary installations, the electrical installations, a small part of the roof and to the changerooms, windows and floors of the gymnasia.Laboratory and administration furniture is inreasonable condition but most classroom furniture is missing or in bad condition.

The scope of the rehabilitation under the project would be the refurbishmentof the entire building. No replanning of internal areas and/or extensions to the building areenvisaged. Security and fire protection measures would be the same as in Josina Machel.Included in the project is the rehabilitadon of the student dormitory which is in the vicinity ofthe building on a different site. An allowance for new dormitory furniture and equipment forthe kitchen and laundry has been provided.

Beira - Samora Machel

This school is similar in concept to Francisco Manyanga and was completed in1969. It comprises 22 classrooms, 5 special classrooms, an arts room, a 250 seatamphitheater, 3 laboratories, 2 gymnasia, a library and staff facilities. The total covered areais about 7900 m2 (see Fig.2).

The school is structurally sound except that, due to the unfavorable soilconditions in Beira, part of the concrete slab in the administration area on the ground floorhas subsided making this part of the building dangerous to use. In some of the externalwalkways similar subsidence of the ground floor slab may be noticed.The roof appearsgenerally in good condition but repairs are necessary to the sanitary and electrical installationsand some of the doors and windows. The floors are In good condition. Because protectiveroof overhangs are missing in the gymnasia, there is extensive damage to the windows and thetimber floors, making these rooms unusable. Also the ceilings here are damaged because ofleaks. The change rooms of the gymnasia are pardy below ground level and appearpermanently flooded. The school has a new water storage tank and pump and some wallshave recently been painted.

Excluding the repairs to the basement and ground floor slab for which expertinvestigations are required tL5 cost of rehabilitation would appear to be about USD50/m2.Security measures are the same as above. In addition, fencing and repair of hard courts andfencing of the sports fields are necessary. About half of the classroom furniture would have tobe replaced. New residences with a capacity of 200 male and 100 female students are rquiredto replace current student accommodation which will be returned to the Diocese in 1993. Tennew two bedroom teachers houses are also included in the project.

-69 -

Annex H-11Page 3 of 7

Ouelimane - 25 Septembro

This school was probably built in 1970 and has a covered area of 5400m2(see Fig.3). The building is made up of 5 blocks strung out along a covered walkway andcomprises 18 standard classrooms, 3 laboratories, 1 music room and a covered multipurposehardcourt with ehange rooms. Only one block has three floors; the remaining ones are singlestory.

Structurally the buildings are in good condition with the exception of onesingle story classroom block of more recent construction (Bloco C) where the roof trussesappear to have been badly designed and need to be replaced. Infetation of the timbers of thewindows, doors and the ceiling of this block is also apparent. Throughout, the sanitary andelectrical installations and about 20% of the doors and windows need to be repaired. Abouthalf of the furniture appears in good condition. Required fcr rehabilitation is therefurbishment of the entire building including the replacement of the roof of Ploco B. Tobring the school up to EPU standard, an extension of the library facility (new block ?) and theconstruction of a multipurpose hall are included in the project. Improvements to thesporsfields and a security fence around the entire complex including the sports fields Isdesirable. Included also is the construction of the dormitories for 150 boys and 50 girls and of10 staff houses. T'e programme and space standards for the new extensions and buildings areto be found in the " Accommodation schedule for a basic EPU".

NaMpula - lo De Maio

The main school building dates from 1948 and is a solid double storystructure with a basement level fully exposed at the rear due to the slope of the site. Theschool has a classic symmetrical layout with classrooms and offices on the ground and upperfloor and stores and workshops in the basement (Fig. 4.5). The classrooms on the upperfloor are being used as dormitories. There are no laboratories. An assembly hall/ auditoriumhas been built at the back of the building. With the exception of the hall which has a pitchedroof, the main building has a flat concrete roof with parapet walls all around. Behind themain building is a kitchen/dining room block which is in a very bad condition. Adjacent is avehicle shed which has partially collapsed. Also at the rear of the site is a new single storyclassroom block which has been completed recendy and will be used as from next year.

The interior of the main building has been recently renovated by the CatholicDiocese to which It formerly belonged. However, there is still remedial work to be done tothe extern facade, the water supply and the sanitary installations. The roof appears to be ingood condition with the exception of the expansion joints. Because of the sloping siteconditions major improvements are necessary to the storm water disposal, retaining wails,paths and playing areas around the back of the building. Site security will also have to beimproved. The kitchen/dining block will have to be fully renovated. No repairs arenecessary to the new classroom block.

It is envisaged under the project to take the dormitories out of the buildingand to use the additional space to create a physics, chemistry and biology laboratory. Tbeoptimum location of these facilities within the building is to be determined during the desig

-70 -

AnnexII-Page 4 of 7

study. A now dormitory for 200 boys and 100 gkls and 16 new staff housas are toconstrcted on sites to be identifled by the Ministry.

X ai - EI1 (information updated as of July, 1992)

In January, 1992, the EPU of Chokwe transferred to temporary facilities inXai-Xai. Some rehabilitation of the temporary building was carried out prior to the move butno survey was carried out to establish its actual size and conditions. During the first semester,this school, located in the suburbs, was again attacked. For the time being it has beendecided to provide funds in the project to look at both options: contruct a new school orextnd the temporary facility and to construct new laboratories, a library (resource center)and a multipurpose hall. The design consultants would provide MINED (GEPE) withinormation and final design on both options, so a decision on which option to choose can bemade during the first annual implementation review. The project costs are based on: newconstruction of laboratories, resource center and multi-purpose hall as well as additionalrefurbishment of the existing building and improvements to the site security. In line with thepolicy for other provincial EPU's, new dormitories (150 boys and 50 girls) are to beconsructted as well as 7 staff houses. Size of dormitories, the laundry, the maintenanceworkshop and other student facilities are all estimated. It is essential that prior to theappointment of consultants the National Directorate of Secondary Education (NDSE) finalizesthese requirements.

- 71 -

Annex I-I1IPage 5 of 7

Capacity Building Project

PRE-UNIVERSITY SCHOOLSPRELIMINARY COST ESTIMATES, APRIL 1992

I Maputo Fanisco ManyangaSchool building oit. 9100 490 170 170Site woiks 50Dormitoy: 250p eidst. 2700 135 75 75 S0

Sub. 675 245 245 50

2 Maputo Josina MachllSchool buiMing eiL 12500 100 1250 218Site Woik s0

Subt 1300 218

3 Belt Samom MachdSchool buiangs exi;. 79tl SO 592 138Site wod. 100Dormitory: 200. + 100g ew 2100 400 840 84 50Staff houwe lOx75n smw 750 400 300 30

Sub& 1832 272 50

4 QueinL. 25 de SqembroSchool buildi oxiL 5400 50 270 94Rourc ce nw 230 350 80 8Multipurposbal ew 850 350 300 30Site works 50Dormitoty: 150m + MSg a 1400 400 560 56 40Staff houses: 10 x 7Sf nw 750 400 300 30

SubS. 1560 218 40

5 Nampula lo de MaioSchool building exiat 4450 20 89 40Site woch 50Dormitoy 200b + IOOg nae 2100 400 840 84 S0Staff houe: 16 x 7 mw 1200 400 480 48

Sub. 1459 172 50

6 Xzi-XaiSchool building exisL 3000 20 60 52Laboratories m 540 400 216 21Reourc ceatre am 230 350 80 8Multipposehall 60 0 p a 850 350 300 30Site worka 30Domitoty: 75m + 2Sg exiL.Dormitory: IS0w + 5g ae 1400 400 560 56 50Staff houe: 7 x 75 mw 525 400 210 21

Sub. 1456 188 50

TOTAIS CW+FU+RQ 82S2 1293 240mm 15* 1242

1 All cost are subject to review by survey curmtdy in progess2 Furniture cost for rebab ar a based an reopling 509% of existing furniture3 School in Xai-Xai has not been surveyed and costs am indicative only.4 Allowance for dormitory equipment is for lamdry and Idtcheo.

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Annex -11Page 6 of 7

MozambiacCapacjty Building Project

COMPONENT - EPU

fa X5ff-~~~~~~~~~~~~~~~~~~~~~~.'f .;.f ... w r l .... ;;Sf f:..j ;; .f: .... f:~~-a Ca VffYi -- Am cMufTEACHINOCls rooms 16 60 960 0.35 336Physics lab. 1 1S0 150 0.40 60Biology lab. 1 150 150 0.40 60Dawing class 1 100 100 0.40 40Genera toiles 1 120 120 0.40 48

4 40 160 0.40 64

1640 608Wals/circd. (35%) 574 0.35 200

Tot teaching (1) 2214 808

RESOURCE CENTRELibrary/reading room 1 120 120 0.35 42Teahing aids 1 20 20 0.35 7Reproduction 1 20 20 0.35 7Bookskte 1 20 20 0.35 7

180 63Wals/circ d. (35%) 63 0.35 22

Total resource c. (2) 243 85

ADMINIISTRATIONDirector 1 25 25 0.35 9Pcdagogical advisor 1 20 20 0.35 7Night audy dhireor 1 20 20 0.35 7SecretarI 1 35 35 0.35 12Teachen room 1 60 60 0.35 21Sick room 1 20 20 0.40 8Staff toilets 1 4 12 0.40 5janitor 1 10 10 0.40 4Worbshop 1 40 40 0.30 12

242 8SWalscircd. (35%) 85 0.35 30

Total adnins. (3) 327 115

MULTInPRURPOSE HALLall, 600p 1 600 600 0.35 210

Storae area 1 20 20 0.30 6Change rooms 2 40 so 0.40 32Tuck shop 1 1S 1S 0.40 6

-73 -

Anunex Page 7 of 7

M~~~~~~~~~~V1W ~ ~ ~ ~ ~ ~ ~ ~ ~~~~~~..

715 250140 0.35 S0

Walis/ . (20%)

Total m.p. hall (4) 8SS 300Total bullding (1-4) 3639 1304

SPORTS AREACoveed open court 1 1000 1000 0.15 150Change rooms 2 100 200 0.40 80Sporb fields 2 6000 12000 0.02 240

Total sports (5) 470

St development (6) 200

CIVIL WORKS EPU (1-6) 1978FURNffR & EQUIP. 200

TOTAL COST EPU 2178

STUDENT RESIDENCES FOR 250 PUPILS

Dormitory, 10x 2Sp 10 100 1000 0.35 350UKIthen/dining 1 250 250 0.40 100

Supweisor 2 50 100 0.35 35Landry 1 SO 50 0.40 20

1400 505Walls/circul. (25%) 350 0.35 125

Total building 1787 630Site development (15%) 95Furtu (10%) 63EquIpment 50

TOTAL COST RESIDENCES 838

Am per pupil 7.132Cost per pupi: S(o00)IrnConutzuctlou 2.9FP_Itu 0.3EquIpment 0.2

- 74 -

Annex II-12

MozambiqueCapacity Building: Human Resources Development Prolect

PROPOSED COURSES OF SITUDY FOR NEW EPU CURRICULA

Group A Group B

Poiwgues Pofuguowe1Eng1sh EnglishFrench Madtaties

Philosophy Physicsoneman ChemiauyHistory BiologyLatin Design

bItroduction to Computer Science Geology or GeographyPhysical Education Introduction to Computer Scienco

PhilosophyX __________________________________ _ * .Physioal Education

Group C

PoltugueseEnglishPren¢hHistozy

GeographyBiology

MathematicsLatin

Introduction to Computer SciaecPhilosophy

Physical Education

1. The proposals for the 11th and 12th grades (2o Ciclo do Ensino Secundario)divide the disciplines into three sub-groups, or menus of study, from which students who arespecializing in Humanities, or the Sciences, can pick their courses. Group A corresponds toHumanities (Languages), Group B corresponds to Sciences, Group C to Social Sciences.These specializations are illustrative, because it is also the intention that students indicate theiruniversity specialization (the entrance exam for which they are going to sit) and that theyfollow the appropriate core program. To graduate, students must be approved in 6 courses oftheir menu of study which "clude required, complementary and elective (disciplinasobrigatorias, complementares e nucleares) courses. The core curriculum for all studentsincludes Portuguese, English, Philosophy, Physical Education and Introduction to ComputerSciences.

2. The curriculum proposals have not been approved; in fhcu, they are seen asfuture objectives towards which MINED is working. Implementation of the proposal willoccur as teachers are available for new courses. Starting in the 1993 school year, French willbe added to grade 11, and the principle of individual student selection of core programs inaccordance with university specialization will also be introduced. Study programs andmatbrials to enhance the curriculum will be developed under the technical assistance supportedby the Capacity Building Project.

OHGUIRI Dl BI lElU MAlNL 00) EIISIII SEam

LDpaitmento de CiOncais DFpj _ todciiT Oemtamnto de Rspn_tiio de Adois-Socials a Hu _na Ntur Exact. Olrec1o Escolar to internsVea pr_scdid YzP F -sww i Vg presdi& V.p mIP otuguam Biologie Tdcnicos - ti.2 Vga . lVe 3 Vae . I_W

1Coopwznt . 3u- ce6afie Alb - QuImics - A _ 2 Vega proenchidd . 2 Vega preenchids . 2 *m

Stlstdria F$sica - "

)Vag& IP 2_ g

pro- Aldo .3VAM|^ chids - I. ge - i -tic1o . 2 V4p1I Vag preenvchidd Vqs de Laboratd- _ stC Copeanta de . 1 Coopwt riot a Hlos1British Counel oesui Vietnemita Didicticos - *.1 VegIaeN*k

proenchidaFrancs 1 Vega - EducaqAo Fisica Tdcnicos - 9V*io4KII&.I Vga I .1 Vga preenchide .2 Vaga ss&

TM: 4 1gas TOTAL: 4 VWa Total: 8 VWags

- 76 -

Annex II-14

Capacitv Building - Iuan Resources nDelo neat Protect

BACKGROUND WIFORMATION ON EPU DORMITORIES, 1992

Existing dormitory capacity is low and conditions are precarious. The major problem facd by thedormitories is lack of an adequate recurent budget, which is reflected in the complete dependence onforeign food aid for the provision of students meals and the steady deterioration through lack ofmaintenance of an essentially sound structure. Fees for students are set at 1,500 Meticais per month- lesthn the cost of one meal. In most cases, fees are no longer collected, due to both their ludicrously lowamount and the fact that students are urged to spend their disposal income supplementing the inadequat dietthat is provided at the dorms, courtesy of emergency food aid. Students are usually provided with themeal thr times a day- corn meal, beans, and now and again, tinned meat or sardines.

In general, the recurrent budget covers expenditures for gas, electricity, staff salaries, and woodfuel for cooking. These type of expenditures exhaust the funding provided by the State. Recurrent fundingfor the dormitory must increase substantially in order to adequately provide for students' nutritional needsand the maintenance of the facilities through a combination of increased cost recovery and additional budgetsupport. The proposed project will support rehabilitation and construction of new dormitor.es with specialattention given to the needs of female boarders. Thus, part of the number of dormitories to be constructedare usigned to girls. New construction is justified as MINED will be retutning the bulk of the existingdormitories to the Catholic Church. Together with improvements in space and genemrl conditions of thedorm, the Ministry of Education agreed to develop studies to solve the dorms' administrtive problems.Th idea is to release EPUs from administering student boarders. The Ministry of Educstion is supposed todefine the organizational model of student boarders in EPUs and select institutions/or groups that will beresponsible for administering the dormitories. The finance study will also establish the fees that stentsshould pay for living ic the dorms. One of the alternatives already discussed is the use of existing NGOs inMozumbique to administer EPUs'student dormitory.

Province No. of Doerders

Male Female Total

1. Softala 196 54 250

2. Zamhezia 150 19 169

3. Naipula 161 35 196

4. Gaza 120 28 148

5. Xai-Xad 153 38 191

New Dormktry- Pmjecdis

Provi No. of BrerdM

Male Femae To091

1. Sothla 200 100 300

2. Zambezi 150 50 200

3. Nmpula 200 100 300

4. aa 200 t00 300

S. Xdi-Xai ISO so 200

- 77 -

Page I of 4

MozanbiquCaac-ity Building: -Humnan Reources Devctopment Projct

NATIONAL EDUJCArION POLICY

The Government of Mozambique's education policy starts from the realizationthat the objectives set out in the indicative plan Prepared at the beginning of the 1980s havenot been achieved and are unlikely to be achiev. during the 1990s, given the steadyimpoverishment of the population due to the war and the drought, which will have effects onMozambique's economy that will still be felt for some years to come.

The education sector has been one of the hardest hit by the war. It isestimated that the conflict is responsible for the paralysis of more than half of the primaryschool network, either because of its destructive effects or the migrations it has provoked asthe population seeks safer locations; the result has been a sharp fall in enrollments in theinitial grades, in addition to the repercussions on the geographical distribution of the schoolnetwork. Secondary schools, mostly located in urban areas have been less affected, but theEPU school in Chokwe also had to move to a Xai-xai suburb after attacks in 1991, and thenwas attacked again in 1992.

As a consequence, the total number of children enrolled in primary schools inMozambique fell from about 1,377,000 in 1981 to 1,200,000 in 1988. Over the same periodthe number of schools has fallen by some 60%. According to Ministry of Educationprojections, by the year 2000 primary school enrollment will be around 85% of children aged!7, well below the corresponding figure for 1981, which was 111%.I/

Accordingly, the Government of Mozambique has decided to review thetargets previously established in the law on the SNE, and has proposed a range of actions witha view to:

"promoting debate so that )ducation policy can be the product offurther reflection and experience. It is important that the educationsector, from top (Ministry) to bottom (DDEGs and schools), beaware of the main objectives to be achieved over the next 10 years,and of what can be done and what cannot or should not be done."2/

Among the main revisions being made, one of the more significant is thedecision by the Fifth FRELIMO Party Congress to endorse private sector participation in

1/ Govenunent of Mozambique: General GuideUnesfor Defining an Edualon PoUay.MINED/Planning Department, Maputo, Editora Escolar, 1991, p. 6.

21 Idem, p. 7.

*78 -

Annex II-1SPage 2 of 4

education in order to facilitate an expansion "beyond the levels it is currently estimated thatthe Goverms.nt can support."2/

Regulations for private sector participation in education were contained inDecree No. 1 1 of June 1, 1990. The Ministry of Education has already granted the firstauthorizations and although it is not yet possible to assess the scope of this new policy, thefirst indications are that growth possibilities exist.

In general terms Mozambique's education policy involves the following kindsof actions:_/

(a) Emergency Actions - These are actions designed to restore the capacity foreducational development, the emphasis being on helping teachers affected bythe war, teacher training and rehabilitation of the school network;

(b) Minimizing the Effects of thp 1Economic Recovery Program - The rapid risein the cost of living, resulting in "the impeverishment of a considerable partof the population," together with the erosion of the education budget, has haddisastrous consequences as regards "the deterioration in the quality ofeducation and in living standards in boarding schools and student hostels."'Ministry of Education actions should be directed toward introducing, asquickly as possible, effective support systems for vulnerable populationgroups, through scholarships, subsidies, reductions in fees and othereducation charges and the distribution of learning aids.

kc) Development and Expansion - In this area, Mozambique's policy is toexpand education while focusing on quality, the priority being on primaryeducation (EPI), since improving the base will have positive effects on otherlevels in the system. The most urgent actions at this level are the following:providing learning aids to lil students, training teachers, both in traditionalmethods and as regards the need to 'cope with children affected by the war,"developing literacy in national languages, "so as to guarantee the success ofliteracy programs in rural 'reas, including those directed at women."

This expansion must go ahead, but without any sacrifice of quality. It is feltthat this can be achieved by good management, and the Ministry of Education will be givingpriority to improving its technical capabilities in the areas of administration, management andplanning.

As regards targets, the goal for the end of the century for primary education(EPI) is to raise gross enrollments from the current 60% to around 85%, priority being givento regions affected by the war; in EP2, efforts will be focused on maintaining the currenttransition rate from EPI to EP2, at about 70%, priority being given to urban areas in theinterior of Mozambique.

I/ Idem, p. .

VI Extract from tho doment General GuideUnes for Definng an Education Poliy, cited above.

- 79 -

AnnexI-Page 3 of 4

The same policy is being applied to general secondary education (ESG) andpro-university education (EPU), the focus for expansion being on the northern and centralregions of the country 'even to the detriment of the southern region. As regards pre-university education, adoption of this policy will ensure that by 1995 pre-university schoolswill exist in every province."

In terms of targets, the Ministry's Planning Department estimates thbt by theyear 2000 the transition rate from EP2 to ESG will be 51% and from ESG to EPU 39 %,which translates into enrollments of the order of 61,000 students in ESG and 8,300 in EPU.

If these estimates are reasonably accurate, the number of graduates from EPI,EP2 and ESG who will be unable to continue their studies will ipcrease. It is estimated thatby the end of the century about 37,000 graduates from EPI, 21,000 from EP2 and 57,000from E3 will be excluded from the General Education Subsystem. Therefore current policyemphasizes the need for general education curricula to take on a more vocational characterand for steps to be taken to introduce short and medium-length vocational training courses atthe elementary, basic and intermediate levels.

EPU POLICY

In June, 1992, the Minister of Education issued a revised policy for the EPUlevel. This policy statement reviews the present problems of this level of education (seechapter 2 of SAR), reaffirms its basic objectives and structure, the plan to the year 2000targets, but does not foresee any expansion of public schools beyond the already existingones. Rather, it encourages private schools to provide for the expanded demand.

The policy statement describes as its principal objectives to: (a) improvequality and efficiency and (b) reinforce capacity to plan, manage and operate the existingschools.

The strategy foreseen for improvement of quality and efficiency is to:

(a) elaborate the new curricula

(b) improve teacher quality, through in-service training, pedagogical support,alternative ways to upgrade secondary teachers, and recruitment of foreign teachers.

(c) modernize teaching methods and materials;

(d) reduce the weekly class hours from 31 to 28 to promote independent study andlaboratory work;

(e) revise the examination system;

(f) rehabilitate infra-structure; and

A~n-e lsPage 4 of 4

(g) improve working and living conditions of teachers.

Toe strategy foreseen for the improvement of management is to:

(a) rationalize the use of budget;

(b) decentralize to provincial, distict and school level; and

(c) train central and local staff.

The policy statement also mentions that special .atention will be given to increasingfemale participation (through provision of scholarships) and finding mechanisms to promoteprivate participation.

- 81 -

Annex U-16Page 1 of 2

mQzambluaCapaclly Building: Human Resources Develogment Project

EXTERNAL ASSISTANCE TO PRE-UNIVESITY EDUCATION

1. Donors assistance to pre-university schools is fragmented and iacks a strategyto counteract the major pre-university education problems. Traditionally, donor activitieshave addressed human resource problems by providing cooperantes to support curriculumactivities or/and supply teachers for school curriculum activities. Currently, the majorsupport for pre-university schools comes from the Ford Foundation and the British Council.The Portuguese Government and the French continue giving support through fellowships andcooperantes assistance. The Italian Government is currently funding a project to provide sixsecondary schools with fully-equipped laboratories. Studies to design and implement sciencecenters where both secondary and pre-university teachers will be trained to use laboratoryequipment and learning materials for teaching science are also part of the Italian -fundedproject.

2. Currently, the Ford Foundation is supporting the PROMEF-EPU Project(Projecto de Melboria do Funcionamento das Escolas do Ensino Pre-Univeristario). ThisProject (USS "' 000) aims at enhancing the learning environment in five EPUs, which alsoare responsible for administering the funds. Under the grant, the EPUs would expand theirextra-cucular activities for students by equipping libraries($30,000), training librarians($8,750) and purchasing books ($34,000), by installing video equipment and a Brazilian-produced series of documentary films designed for schools ($27,850), and by managingmodest development funds for urgent improvements ($25,000). School directors coordinateproject implementation In each of their schools w.h the support teachers and students. Schooldirectors also meet every three months to discuss the progress of the project ($6,000) and afinal evaluation would attribute prizes to the schools which have been most creative in theiruse of these new resources ($5,000). The project is coordinated by an administrative unitlodged in Maputo. With project funds, pr-university schools alreawy have each received 300books and a group of teachers was trained in the use of the video school program (videoescola) which consists of over 160 short documentary films collected from all over world.The video school program aims at providing students with attractive and easily digestedinformation on a wide range of social and scientific issues. it a;!so includes an instructionmanual for teachers on the best ways of using the films as teaching aids, and a series ofancillary activities to be developed by the students themselves, such as debates and aZnewspaper'. The Higher Pedagogical Institute (ISP) is involved in the evaluation of theproject to be done ten monts after its implementation. Schools will be awarded with prizes(three $1,000 prizes) for the best library, the best video school project and the most creativeuse of the development find. This grant action is the first occasion the Ministry of Educationhas permited schools themselves to manage donor funds. Tbe directors believe thatcompetidon for these prizAs should stimulate commitment to the project and minimize thepossibility of misuse of funds. They also hope that the associaWt publicity will draw attention

- 82 -

Anne II-16Page 2 of 2

to the difficulties of the EPUs, proclaim the advantages of adminisatve decentralization, adhelp them to sensitize others donors.The success of the project Is expected to stimulate similardecentralizing efforts within the Ministry of Education.

3. The British Council has been helping in the training of English teachers (oneteacher per EPU) outside of the country. Additionally, a project for provision of EnglishLanguage Textbooks for pre-university schools has been discued. The wider objectives areto help to satisfy the country's demands for well trained people proficient in English byimproving the English language comnpetence of students proceeding to tertary level educationwhere many texts are in English. The project also intnds to support Government's attemptsto remove subsidies on school textbooks; support the private sector booksellers and thedevelopment of a national network for book distribution; and ihprove the effectiveness ofEnglish teaching at the pre-university level by involving teachers in the maerils selection andadaptation. This project will provide over a two year period consultant services to select andadapt already published English Language teaching materials for the pre-university schools ingrades 11 and 12; a forum for the discussion of materials to be adapted and the adaptationsto be made; the printing, within the region, of approximately 10,000 copies of the book;distribution, as class sets, of approximately 6,000 copies to tea EPUs; provision of 4,000copies to the local traders for sle (real per unit production costs to be repaid to ODA); in-country training of EPUs teachers in the use of the materials.

- 83 -Annex m-i

Mozambiau

EdMnd Universit

COST ESTIMATES FOR LOCAL STUDY MANUAL PUBLICATION

Total titles to be produced 200Average number of copies per title 300Titles to be covered by initial capital 138Author's payment per tide $1,000Editing costs per title $ 125Prining overhead 10%Boostore overhead 25%

Unit Cost Per CMo

Production costs $ 4.00Author's payment 3.30Ediftin .40Pting overhead .40Bookstre overhead

Total $10.10

- 84 -

Annex m-2

MlozambiuegCapacit Building: Human Resources Development Pro3ect

Eduardo MQndlane Univers

INDICATIVE LIST OF POSSIBLE INSTITUTIONAL LINKAGE PARTNERS

Facul1y of Economics

2. Universidade Nova de Lisboa, Portugal

2. Universidade Tecnica de Lisboa, Portugal

3. School of Business Administration, University of Birmingham, U.K.

4. Department of Management, UNISA, South Africa

EacWll of Enineeri

1. Universidade Tecnica de Lisboa, Portugal

2. Technical University of Delft, Netherlands

3. University of Chile, Santiago, Chile

4. Witwatersrand University, South Africa

5. University of Sheffield, U.K.

-85 -

Annex m-3

M4UZ10fWMLUlrUoMondansUi=f

HOUSING DEMAND

(Based on Paculty/Student Ratio of 1:10)

._____ ______ _____ ______ ______ __ _ 1992 1996 2003

Projectd Student Enrollment 3404 5550 5500

Faculty at 1:10 Rado 340 550 550Senior Administriove Stff 142 .21 .21

Sub-total 352 578 578

Hot'shqg Availableohlouambican Facuty 213 247 529Foreign Facuty la IV 4

Sub-tot 377 377 569

Addition Housing**Construction/Rehabitatdon 0 100 0Compledon at BRU 0 9Q 0

Sub-total 0 192 0

Shortage/Surplus 25 -9 -9

86-Annex M1-4

COST ESTMAWTS:COMIWLTION OF 92 UNITS IN BAM1O UNVESARIO

Nu_barota 92

Squuo me pe unit 100

Completion I.1a 1 $10,000 par unitComplein I o 2 S 3,000 p anitCompe_n P tb 3,6,7,16,17 S 2 5.000 per unit

Nuobr of ui., Blook 1 20Numb_r of unt, Block 2 20Numbe of unitb, loc 3,6,716,17 52

Infi_uMn ooat. s300,000S--'viaon 5% of cost of competo NW Infraavcur

Comslction Comb for N.w* $400 per sq. mtSuperviion Fe for New* 10%

Contlm.moy $100,000

Mondy Rit P 10% of Vvw cos of conetlon, ato.

Mmmeswwp e 5% of RatMa2 eanceCharm 2% of Replaemen V.

LAnd S 0 S 0Complto Cost 1,560,000 16,957I*adnfomstsu e 300,000 3,261

-upwAdo- . 00 JAU

Sub-Totdl $1,953,000 $21,228

condrmq 0. 1087

Total S2,053,000 S22,315

Mo y Rat t397

Month MamP": 79

Mobly M _mnmt Pa:w

Total 99

*EtImaed coat of smdir hboue buik dy.Modh e Ib bse en dh rpaemn cod n_ infrauctu oo.

- 87 -

Annex m-s

Capacit Bidn:H anRsucsDvelopment PoEct

Eduardo Mondlane Univerit

REHABILITATION OF 60 UNIIS IN ISATEX BUIIDING

AssmMtions.

Number of Units 60Square meters per unit 80.1Rehabilitation costs per sq. mt. $280Supervision Fees 18%, includes relocation management fees

Replacement value for new construction $650 per sq. mt.Supervision Fees 12%

Monthly Rent 10% of replacement costManagement Charge 5% of rentMaintenance Charge 2% of replacement cost

REHABILITATION BUDGET

TQW ~~Unit Cost

Land $ 0 $0 Rehabilitation $1,345,680 $22,428Supervision S U242.2 S 4.03

Total $1,587,905 $26,465

Monthly Rent $486

Monhly Management 24

Monthly Maint ce nc

Total Monthly Charge $121

- 88 -

Annex M-6

Capaciy Buildig: Human Resources Development Prolect

EdulFo MondlaneUniversit

REHABILITATION OF 18 UNllSAV. VLADIMIR LENIN NO. 2253

Assumptio:

Number of Units 18Square Meters per Unit 79.7Rehabilitation Costs per Sq. Mt. $225Supervision Fee 18%, includes fee for resetflement management

Replacement Cost of New Construction $500 per sq. mt.Supervision Fee 12%

Monthly Rent 10% of replacement costManagement Charge 5% of monthly rentMaintenance Charge 2% of replacement cost

REHABILfTATION BUDGET

Land $ 0 $ 0Rehs:.. uon $322,785 $17,933Supervia"On $ 58.101 S 3221

Total $380,886 $21,161

Monthly Rent $372

Management Charge 19

Maintenance Charge 24

Monthly Charges $ 93

-89 -

Page 1 of2

C:pcityx Buldng NmneoR2M DeveloggMn Project

ESlMATED BUDGET FOR AVERAGE FELLOWSHIP

Tuition (average) $6,260

Living allowance 8,400

Book allowance 780

Professional metang 1,200

Insurance 576

Unit administative costs 1,250

Sub-total 18,466

btlcosts:

annual costs x 2.5 years 46,165

field research 2,500

airfares and excess baggage 4,250

professional meetings on return (2) 8,500

professional association dues (2 x 2) 800

TOTAL $62,215

-go -

Page 2 or 2

Cagaclty Building Pro3ect

E3duardo MondlanseU{nivers

ESTIMATED BUDGEr FOR AVERAGE VAR D.GRE FELLOWSIP

Annual costs:

Tuition (average) $ 7,400

Living allowance 10,080

Book allowance 936

Professional meedng 1,200

Insurance 960

Unit administrative costs 1,250

Sub-total $21,826

Total costs:

annual costs x 4.5 years 98,217

field research 9,000

airfares (2) and excess baggage 6,250

professional meet on return (2) 8,500

professional association dues (2 x 2) 800

TOTAL $122,767

-91 -

Annex m-s

Capacty Building: Hluma Resources DevelosMe t Prjec

PROPOSED TOPICS FOR EPUS PEDAGOGICAL SEMINARS

1. One of the strategis to improve quality of education is the reinstitution ofpedagogical seminars and workshops. During the first two years of project implementationand in 1992 with funds ,from PPF, these seminars will be held in Map uto while in thefollowing years, the seminas should take place on sites of EPUs. The seminars wiil beorganized and prepared by the staff of NDSE with technical support from either ISP orindividual consultants as part of their specific assignments related to curriculum development,examination, textbooks. preparation of learning/teaching materials or others.

2. The workshops will be also orgaaed and prepared by the staff of NDSE,who will make visits to the individual schools to present the material. The workshops shouldattend particular needs of individual school related to pedagogical or administrative needsassessed during the technical and administrative supervision visits.

3. The pedagogical seminars have two main objectives: (i) integrate the schoolteam to attain the goals and objectives of EPUs curriculum; (ii) update teachers' knowledgein content and pedagogica matters related to individual disciplines. Thus, the strategy forImplementing the seminars should attend both objectives, to provide general informationconcerning EPUs implementation program and to give opporAmity for teachers exchange theirexperiences and to obtain knowledge about methodologies and technological advances in theirteaching field. Annually, 120 EPUS' teachers will be invited, a minimum of 2 teachers ofeach discipline per school.

4. The 1992 Pedagogical seminar to be held in Maputo will concentrate in thepreparation of teacher in the curriculum program, currently being discussed in the Ministryof Education for the 11th grade.

5. Proposed topics for the subsequent pedagogical seminars and workshops atEPUs' sites include:

a) curriculum development for the 12th grade and study plans;b) students' learning achievements evaluation procedures;c) methods and strategies of instruction for pre-university level of study;d) instructional materials and how to use them to enhance students'

learning achievements according to individual disciplines;e) methods of selecting specific instructional media to attain instuctional

objectives;f) media selection for group and individual studies;g) techniques of preparation of leaming matrials;h) specific teaching approaches according to each discipline or group of

disciplines.

- 92 -

Annex m-9

MozamkbiguCagacity Building: Human Resources Development ProjE

TEACHER TRAING PROGRAM

1. Overall teacher training program will be developed by ISP according torequirements of NDSE. ISP will be responsible for developing the EPUs' teacher trainingprogram and will support NDSE in overall activities for upgrading teachers and administratorspedagogical and administrative skills. ISP's proposal to be financed under project funds willinclude expatriate and local technical assistance and basic equipments and supplies (10% of fundsavailable to ISP) to implement the training program . NDSE will also use ISP expertise fordesigning and implementing the annual pedagogical seminars and to support implementation of themanagement training program.

General Terms of Reference for ISP

2. Specific functions: ISP would design a proposal and implement activitiesincluding:

(i) a detailed training strategy to support upgrading of the pedagogical andsubject content skills of the existing body of EPU teachers;

(ii) a strategy to provide opportunities for bachelor-level EPUs teachers who arelocated outside of Maputo to obtain further education;

(iii) a study to analyze options and make recommendations for the introductionof alternative forms of pre-service teacher training.

3. TIaining pogram development and implementation to be carried out by ISP:

3.1. Development: ISP would (i) study the technical and pedagogical training needs ofEPUs teachers; (ii) discusses the logistics of the proposed traiing with NDSE and assess thepossibilities of training teachers in the EPU's sites; (iv) prepare annually detailed course syllabi ofmodular short-course training programs and the appropriate methodologies for its presentation; (v)a plan for the monitoring, evaluation and feed-back of the EPUs' training program.

3.2. Implementation: implementation schedule should be annually agreed with NDSE.Alternatives methodologies should be explored, combining distance education and other trainingmethodologies according to specific needs of the EPU's curriculum and restrictions ofreplacement of teachers during school year.

4. Upgrading teacher's degree: ISP will present a proposal to provide opportunitiesto bachelor-level teachers to obtain further educatdon. Considering that the main idea is to avoidreplacement of teachers during school years, the proposal strategy should focus on implementingthese opportunities through combination of distance education training methodologies duringschool year and/or other methodologies during teachers' vacation.

5. Studv: ISP will also develop with foreign technical assistance a study to analyzeand explore options for the introduction of alternatives forms of pre-service teacher training. Themain purpose of this study is to increase the number of qualified teachers to work in the EPUsoutside of Maputo.

-93 -

Annex I-1

MozambieunCRiyAg Buildine: Huma Resouces bevelgament Project

PROJECT COS1S BY EPENDITURE CATEGORY

Contos USD X Totat,,,,,, 0; -------- ,j;a- .......... o --- -.--------w-e-- X Forelgn E asr

Local Foroign Total Local Forelgn Total Exch new Costs......................................._....... ........................... ........................................... ....................

1. INVESTNENT COSTS......... ..................

A. CIVIL WORKS1. NEW CONSTRUCTION 5292 12348 17640 2646 6174 6820 70 162. RENOVATION 8256 19265 27521 4128 9632 13761 70 263. ARCHITECTURAL FEES 1236 4115 5352 618 2058 2676 77 6

....... ...................... ........................... ....................

Sub-Total 14785 35f28 50513 7392 17864 25256 71 52B. Project Prep. Facility 542 1013 1555 271 506 m 65 2C. FURN/EGUIP/VENICLES

1. FURIltURE 350 3716 4066 175 1858 2033 91 42. EGUIPHENT 91 1732 1823 46 866 912 95 23. VENICLES 2 28 30 1 14 15 95 0

. ............................. ........................... ....................

5th-Total 442 5477 5919 221 2736 2960 93 6D. Supptles nd Nateralss 129 2465 2574 66 1222 1267 95 3E. TECHNICAL ASSISTANCE

1. LOCAL CONSUtLTANTS 1059 3524 4582 529 1762 2291 77 52. FOREIGN CONSUtLTANTS 2826 7623 10451 1414 3511 S25 73 11

i................ ................. . .................... ........................... ..........................................

Sub-Total 3667 11146 150I3 1943 5573 7517 74 16F. TRtAIING

1. LOCAL SEINARS/WORKSHOPS 236 555 793 119 277 396 70 12. LOCAL TRAINING 454 1059 1512 227 529 756 70 23. STUY TOURS 11 209 220 6 104 110 95 04. FELLOWSHIPS 360 6844 7204 160 3422 3602 95 7S. Local Felltouhips 134 336 1660 672 168 60 20 2

5th-Totat 2407 9002 11409 1203 4501 5704 79 12G. StIES 107 341 448 54 170 224 76 0B. OPERATING COSTS H8 37 125 U 19 63 30 01. Fwd 15 285 300 8 142 150 95 0

Totat INVESTNEUT COSTS 22401 65474 7875 11200 323 439M 7S 91.............................. ............................................... ............................................. ..........

It. REAORRENT COSTS................... ...................

A. OP.ERATION I NAINTENANCE1. VEHICLE O & N 7 34 36 1 17 16 95 02. EWUIPHENT 0 * 166,' 2536 4227 645 1268 2113 60 43. WILDING O & N 3054 763 3617 1527 382 1909 20 4

... ..... ....................... ........................... ........................................... ....................

5tb-Totat 4746 3334 6060 2373 1667 4640 41 fD. SUPPLIES AND NATERIALS 0 0 0 0 0 0 0C. Oreratiw Exaines 605 259 64 303 130 432 30D. Inrerantat Salares 49 0 49 25 0 25 0

. .............................. ........................... .................. _

Total IEUREIT COSTS 5401 3593 69 2700 1796 497 40 9.............................. .............................................. ........... ............... ................ ..........

Total ASEtLIVE COSTS 27602 69067 96669 13901 34534 46435 71 100Phyfcat Continenq§cis 2423 S642 9264 1211 3431 4642 74 10

Price Contingencies 13647 32646 46293 2119 5084 720T 71 15................. i................................... .. ;; .. *........ ........................... ....... .................

Total PROJECTS COSTS 43671 108575 152447 1231 43049 60280 71 124

................................................................................................0..................V tues Usted by 1000.0 - 7/2711992 17:52

C B*t & _b _M _swgpwothb

Estudd Tm cand 1di UwdV EthuAd Tam and Due Usuryhiuhied hi 1e os Addd to Bm Coat. ( Separ

OMISIATEM I) 412 I 14) 15) 16) ) 81 ml I) (III 112) 413) 1) 115) I n n 17 1181) J1M

CVIL WOUCS: 11.8 10.6 10.0LoaL Mtea . 22O. - 10.0 10.0 22.0 2.2ForeIV MaSads 16.5 7.6 1.0 27.0 31L0 10.3 - 10.0 10.0 38.0 3.8Labw, . - 10.5 10.6 15.O 1.0 - - 10.0 10.0 15.0 1.6Ovshsd - . - 26.0 - . - - 10.0 10.0 2S.0 26

PROFESSIONAL FEES - - - 30.0 30.0 23.1 & -FtWJIf f 9.4 8.6 15.OLadlMd - - 25.0 . -- 20.0 6.0 25.0 25.0 6.3F_*W Mstsdi 16S 7.6 1.0 - 27.0 26.0 6.8 - 00 - L. 6.0 2S.0 2S.0 6.3Labor - - 10.5 10.5 25.0 2.6 - - - 5.0 .0 25.0 1.3OvDihd - - - 26.0 - - - - 6.0 6.0 2S.0 1.3

EGUWJUENT - - 3S.0 7.6 1.0 - 30.0 - 73.5VEHICLES - 28.0 7.6 1.0 60.0 - 0s6SWPPLES - - 36.0 7.6 1.0 - 20.0 6&6VATRIR-AL 36.0 7.5 1.0 - 10.0 - 65FOflEICN ASSSTANCE - 30.0 23.1 - - 30.0LOCAL ASSISTANCE - - 30.0 30.0 23.1 - - - - -LOCALTRIPS -STUDY TRI6P -- - - - - --FELLOWSHIPS -PER DEM * * * , 30.0 -30.0RENT ,OPERATNG COSTS - - - - - t10.0 10.0NCaREWNTAL SALARES - - - - 30.0 30.0SALARES PAS BY GOV. - - - 2.6 2.5 2.6 - --8LDO. OP. AND MAINT. 16.6 13.65 oLocd Mitwr - - -s 30.0 - - - - - - 10.0 10.0 30.0 3&0Foreign Matbdalc 18.5 7.6 1.0 - 27.0 60.0 13.5 - - - - - 10.0 10.0 50.0 6.0Labor - - - 10.5 10.5 20.0 2.1 - - - - - - - 20.0

EQtIIP. OP. AND MAWT. 2.1 2.1 6S.8Matwids - - - - - 80.0 - 36.0 7.6 1.0 - 30.0 - 73.5 80.0 58.8Labor --- 10.5 10.5 20.0 2.1 - - . - 20.0

VEH. OP. AND MAiNT 0.3 0.3 5.1Materalslep. pbc5 .- - 5.0 - 28.0 7.5 1.0 - 60.0 - 96.5 6.0 4.8Labor . - - 10.5 10.6 2.5 0.3 - - - - -- - 2.6Oved - - - 2.5 - - - - - - 10.0 10.0 2.5 0.3

as oiie/wuco - - 90.0 - - o90.0 -

SouicRefermnc.:JI I At1o1i Deltos de Inmpooa ,. 'Import Taxe"' 1101 Prcentag of Taxs & DuLties to be added to San Costa121 & 111) E.G.A.. Emokumetobe Gers Aduaneoros. "(General Custom Dutes)' l141 Iwsto do Consmo. (Consumer Taxesl- X131 & (121 ADENA. Agenda do Derpaco Nacondl, INeatonal Tranection Agency Duti uls l1S1 bnposto do CircuIecao. (Aggregated Value Tax)l141 & (131 T UberStoad Sobre a Salado Auteddo, *(Wage Taxi- 11e Taxes and Dutes incidence Per item151 & 1161 Sub Totrsb of CobwnrI I to 141 and (91 to 1141 mspcti-ly.163 & (171 EstImated Percntage of Subitem Partcipatlon, over a Total Item 100%171 & JIB) T-ma and Duties knidenca per SubItem18) Taxos and Dutie Incidence per ItemI91 Pecentage of Taxs and Duies to be deducted from Sue Coste. equd to:

1100Vi100 + 11 a - Prontage ncbed I bassecosts stxown h (8)(iInput In COSTABl

-95 -

Annex IV-3

MgzambigneCapacity Buildinf: Human Resources Development Project

TAXES AND DUTEES TO BE PAID BWk MOZAMBICAN GOVERNMENT

TOTAL COSTS TAXES AND TOTAL TAXESI (US$'000) DUTIES AND DUTIES I.___________________ .__--______- (US$'0O0)

INVESTMENT COSTS _

Civil'Works 27.88 10.0 2.79

Professional Fees 3.03 0.0 0.00

Furniture 2.48 15.0 0.37

Equipment 1.07 73.5 0.79

Vehicles 0.02 96.5 0.02

Supplies and Materials 1.51 63.5 0.96

Foreign Tech. Assistance 6.50 0.0 0.00

Local Tech. Assistance 3.11 0.0 0.00

Local Training 2.73 0.0 0.00

Study Tours 0.15 0.0 0.00

Fellowships 4.99 0.0 0.00

Studies 0.28 0.0 0.00

Operaing Costs 0.07 10.0 0.01

Funds 0.16 0.0 0.00

PPP 0.80 0.0 0.00

RECURRENT COSTS . _ 0.00

'Vehicle O & M 0.02 5.1 0.00

Equipment O & M 2.54 58.8 1.50

Building O & M 2.28 8.0 0.18

Operating Expenses 0.60 10.0 0.06

Incremental Salaries 0.03 30.0 0.01 |

TOTAL 60.28 6.68

-96 -Annex I-4Page 1 of 3

enkb1Anb r/

Type of Statu orMMr Dkocion Contract NW so

Dafti, and Editing of Manuals to prepare Indiv/L Await submission ofsupplementary course materials proposals by local authors

L,i Agrmen between Faculties to InsthI Preparatory visitsprovide discipline-specific support in financed by PPFsyllabus-development, research design,teaching, and development of learning materials

Curriculum Reform SOba Analyze causes of Indiv/I OR approvedpoor student performance and recommendmedium-term program fbr curriculum reform

Di,tance Eduation SU& Examine viability Indiv/I TOR approvedof distance education; explore options oflinkage programs with regional universities;and present a summary budget proposal forrecommended changes

GIU Direc Planning and supervision of Indiv/l Advertisedestablishment of GIU; recruitment andtraining of all junior staff; overallcoordination and management of GIU activities

prrorem ent AdvisorTraining of GIU staff in Indiv/l TOR and advertisementprocurement and development of procurement agreed onsystems and procedures for afU

consultantd= lndivALndlv/L TOR and advertisementagreed on

1/ Additonal indvidual or nustutonal tchica anmaanc conracts may be let under the tanigprognu, eith for d.vlopmzn of traing modules, or for the acta dolivey of baining.

-97

Annex IV-4Page 2 of 3

Type of Status orShort DesCidpMon con=c Ne axtSe

Accountant Indiv/L TOR and advertisement

Audits Instl TOR to be submitted

Maagme of Economics Degartment to Indiv/I or L TOR approvedcoordinate all department activitiesincluding outside linkaes and ties witheconomics raining outside the University

EMU

Y o_J Teachers Teach EPU classes in Inst/I Needs study to beselected disciplines carried out in 1993

Curriasb RgftMAssist the NDSE in Indiv/I and L General TOR approved,developing and implementing curriculum specifics as curriculumprograms; provide in-service training; reform process evolvescoordinate curriculum development activities

Textbool Evaluto Develop a study to Indiv/I and L General TOR approved,explore options for the production and specifics as curriculumdistribution of textbooks for EPUs implemented

Reform Assist in designing Indiv/1 and L TOR approved

School Administratio,n. I)evlop t of Indiv/I and L TOR approvedReson= Prepare studies on schoollegislation, financial management, andschool regulation and design and implementfollow-up

-98-

Page 3 of 3

Type of Statu orShot hwlf Sbl Nezt S

GEPE S positions Illdiv/L TOR approved, somecandidates identified

M 1 position. Assist in lidivAL TOR approvedestablishing and managingthe UTP

99-

Annex IV-5

C=bxamWud Hum Resources DeveloDMent Proect

DISBURSEMENT SCHEDULE

IDA Fiscal Year 2 294 25 26 22 29 22

Annul 2.1* 5.3 10.7 11.4 8.8 6.0 4.4Cumulative 2.1 7.4 18.1 29.5 38.3 44.2 48.6

Cumulative (%) 0.04 0.15 0.37 0.61 0.79 0.91 1.00

Standard (%) 0.06 0.14 0.30 0.50 0.66 0.82 0.94Profile forEducationSector in Afirica

* Includes repayment of PPF

-100-

Anex V_-l

PROJECT IMPLEMENTATION STRUCTURE

se0c&o do exame,MINED IAP, .0o.

ensino ensino ensinoGEPE superior secunddrio primirio

DNES

| GRUO DEAPO O-<!sa;c .s fX;

Banco Mundial

Doadores

a-ffXi ffis

D Estruturas permanentes

D | sBtruturas teuporais ligadas con o projecto

N.Wg WLigag6es de trabalho

ii~~~~~~~~~~

S~~~~~~~~~~~~~~ U

i~~~~~~~~~~~~~~~~~~ U t

\g 1]|{lllligl Xi}1!|~~~D I }1|i U

-102-Annne V-2Page 2 of 6

gg IM 199 IS - 7AoftI 1234 1 341234123412341434

"aboAmIaa Of PAyeIca Plan

Study: ftab sum ,mm .Iady: mIwm ._mY._

YhUittatnjj mmAcwmm mm

Ouas Unlwsaby haildinsa Offiu. m..

Fdod: _ p b _eA" wm m---mmmm_mmftdy: uoeulY WAOOMYmStudy: tUght of nu offis m

-103-

Annex V-2Page 3 of 6

Key actions by UEM

Yea 1. 1993:3 m. aer effcdveness : frniture survey completed4 m. after effectivene3s : operational study bookstore submitted to IDAJune 30 : UEM scholarship manual completedJuly 31 : pocurement alning UEM staff completedSeptember 30 : all usufrct rights extended to at least 40 yearsDecember 31 : reorganizaton financial admistation completed

: 40 houses completed in BRU: contracts negotiated for linkages

Faculties of Economics and EngineeringYea 2, 1294December 31 : 52 units in BRU completed, 108 rehabilitated

: computer hardware installed and training completed: study on distance education completed

Year 3. December 31 : student residence and facilities completed

: academic performance, curriculum relevance and credit systemstudy completed

December 31 : physical rehabilitation main campus completed

-104-

Annex V2Page 4 of 6

PRE-UNIVERSITY SCHOOLS -EPUs

IMPLEMENTATION SCHEDULE

1992 193 1994 I"S l2m 1WActlvlt. 123412341234123412341234

1. C -urcl D_vlopn3nStudy: Cunicuum eview ._Study: Examation mm_m_m

Produce loca study guides-m mm mm-mm

Pedsgogcal Seminars-m -m mm m m m

EPUs wosbhops --- m m-m-m-m-mmmmm m-m m m-m -m-m-m

School wpervsion mm mm mm mm mm m m mm m m mm m

2. Teahnglafrning MaterialsPutchan Teching KMu - - - - - m-m-m-m---m---m m-m mm-Pmncha5e Librar booksm mm mm mm m mm mm mm

Production of workbooksteachers)mmmmmmmmmmmmmmmmmmmmmStudy: To kmmiom

3. Teaher TaininPrposl (ISF

*Training m mm mm mm mm mm

4. Inmcasn Supply of Teachersprposa for instonhire vohuters ,_.___,,_m

Staff Duwromb~aU -tf*Contact ingitutlona mm

Staff developrusataingm

Study: chool s-ationmStudy: Fm MonoinSmmmmmmmmmmStudy: School ReguionPuwhs of equipma-suppliea tdy To (2 peyer) mmymmammwmm)mmmmmmmm

Rafq GIa4s' Ebralm_. Schdad,ps mm._m_ m..._m_m_ _m_m_m

-105 -Annexs V-2Page S of 6

19 124 1995 1996 19Aovity 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

EPU hh00abiuam

vlatIot Of c.uIIIaMS m - mPap. ofTechical Prapoub m

BvaWob & a,,,ovam

Das p Pcap I -Jods Mar" mm-m

Fanc. myap ___mm .

Tata mm mm mm m

Approval

Bvahitic & approval m mm

Doup Pac~g U - Sammoa Machlo de Muio25 de Seambwo

Togal mm mm mm mmc

Approvalm

Ivahnatlo & Wappovasm mc

Doesig & Supevlulon Civil Works

Fuamurs aD SchoolsLaundr & Kithn Equip. Dci..Spaihalauw and Prxourmaa (0313)

-106-

Page 6 of 6

Key actions for EPU

Year 1. 1993January 31 employ all staff in GEPE and NDSEFebruary 4 implement grade 11 curriculumMarch 31 start examination study

i initiate design technical proposals EPU package IJune 30 proposal private management dormitories

: proposal decentralization school feesOctober 31 start contracting volunteer teachersDecember 31 complete curriculum grade 12

'ear 2, 1994:February I : implement grade 12 curriculumMarch 31 initiate textbook study

initiate bidding EPU package IJune 30 complete technical proposals EPU package II

initiate bidding EPU package II

LK3-22January 30 initiate rehabilitation EPU package IMay 31 initiate rehabilitation EPU package IIJune 30 : complete studies of textbooks and examination system

Year 4. 19t9March 31 : complete all studies

-107-

Annex V-3Page 1 of 2

MomiaueCaDacky Building: Human Resources Delom ent project

LESSONS LEARNED IN PROJECI IMPLEMETATION

1. A review of the portfolio and the lessons learnt since GOM started to borrow from IDA(1986) was carried out prior to the fit Country Implementaion Review (CIR) held in February, 1991.This CIR focussed on four areas: project implementation arrangements, especially the use of projectimplementation or coordination units; delays in procurment, disbursements, compliance with auditrequiremears and public administration salary and incentive structure. For each of the areas, a shortdescription will be given of the problems encountered, the recommendations of the CIR, the progressmade in carrying out the recommendaions and how these lessons learnt have been taken into account inthe Capacity Building Project.

2. ErIM I D n he earlier projects in the portfolio haveestablished separate Project Implementation or Coordination Units (PlUs), and PIU staff questioned themerit of such arrangements versus strengthening implementing agencies as part of a sustainableinstitutional development strategy. PIUs do wt fit in the Mozambican public administration structure: itslevels of autonomy and authority are ill-defined with the sectors (because they often handle budgets largerthan the rest of the sector) and they are often expected to coordinate activities of various institutions forwhich it has no clearly defined hierarchy, Nles, and procedures. For the financiers, such as IDA, PIUsfacilitate project implementation becausm they bring all the necessay information together for monitoring.In the newer projects in the portfolio, attempts have been made to strengthen existing institutions, but it istoo early to see results of this newer strategy.

3. The Capacity Building project by its very nature is trying to avoid creation of newinstiutions and procedures and to strengthen implementation capacity of existing institutions.

4. . Ingo=threemajor problems were identified: delays in approvals within Mozambique, delays in obtaining no-objections from IDA, and not having a reviow of the local procurement procedures. WithinMozambique, procedures could be streamlind by adoption of stndard contracts and staff training inMINFIN. Such contracts have been prepared for consultants (individual and firms) and would beapproved by MINFIN by June 30,1992. IDA's new standard contract for civil works of December 1991,has also been analyzed and translated. While IDA's standard contract has been used up to now withoutmajor problems, it actly contdicts Mozambican laws and a more thorough review andrecommendations for adaptation of the Mozambican laws has been planned in the course of FY93 as partof the review of the local pr eent assment All recommentions on streamlining of approvalprocedures would have to be implemented as a condition of second tranche release of the ERC.

5. anblag u 1 by about 50% compared to SAR esdlmates for the overaUportfolio. Decentralization of dburseme authority from a centralized point (Banco de Mozambique) toPIUs or implementing agencies as well a streamlining the procedures authorizing payments within theMinitry of Finance has been recommendd ua pat of the Financial Management Action Program

- 108 -

Page 2 of 2

(FMAP) to be implemented before second tranche release of ERC would be authorized.

6. Auk reports for the whole portfolio for 1990 were eventually received In 1992. Therecommendations of the auditors for the rehabilitation credits are being implemented as part of theFMAP; for most projects, the auditors only had minor comments, which are being taken into account.

7. Within the Capacity Building project, there will be many technical assistance contracts andthe streamlined procedures would contribute to rapid project implementation. Contracting a procurementagent for the procurement of goods would also alleviate pressure on implementing units. For thecontracting of civil works only two implementing agencies would have responsibility and both haveexperience with IDA procedures. In fact, GEPE's computerized system for procurement and accountingwould be transferred to other implementing agencies as well as it has been evaluated as one of the bestproject monitoring systems in the portfolio. Given the experience in the portfolio, the disbursementperiod for this project has been set at seven years for a five year investment program.

8. Public administration salarv and incentive structure. With the proposed salary incentivefund, many of the identified problems of retaining staff to implement projects or programs should beremoved. The proposal gives weights for education level attained, years of experience and level ofresponsibility and will be applicable to all higher level staff as well as higher level technicians. As clearcriteria are now available, it will also be possible to apply these in a transparent way to staff working inproject implementation agencies.

-10 9-.Annex V-4Page 1 of 2

Capacity Building: Human Resources Develpmnt Project

PROJECT PREPARATORY ACTIVITIES 1/

Funds Needed for Project Preparation, as estimated in Agril. 1992

1. UniversQade Iado Mondlane:

- GIU $ 35,000- Autonomy Study $ 50,000- Training $ 20,000- Furniture Needs Study $ 12,000- Linkage Program $ 25,000- Prep. specs. + bidding docs. S 50,000- Rehb. needs costing $ 10,000- Complete houses $ 63,000- Feasibility housing fund $ 75.000

S 340,00

- Lin.~age Program $ 25,000- Prep. specs. + bidding docs. S 100,000- Complete Houses $ 210,000- ISATEX Occupation $ 125,000- Bookstore Study S 25,000

TOTAL UEM:

2. Pre-University Schools

- Equip. & Furn. for NDSE $ 45,000- Operating Expenses $ 3,000- Pedagogical Seminar S 50,000- Foreign Consultants' Services $ 37,500- Local Consultants' Services $ 9,000- Workshop for School Directors S I.

TOTAL EPUs: S 146.000

I1 The PPF was granted on February 6, 1992 and was intended for the preparation of thecompanion project dealing with Capacity Building (Human Resources Development Projectand Public Sector and Legal Institutions Development Project)

-110-

Annex VPage 2 of 2

3. Strengthening Legal Capabilities

- Strategic Development Seminar $ 12,000- Study Tours $ 65,100- Office set-up for Working Group $ 43,000- Studies and Consulting Services S 146.

TOTAL Legal: 27C

4. Public Administration/Management Strengthening

- Development of a VocationalTraining Strategy S 200.000

5. 1YOTAL FORECASTED PROJECT PREPARATIONFUNDING NEEDED: $1,438,600

6. AMOUNT AVAILABLE UNDER BANK ppFs 750

7. AMOUNT NEEDED TO BE FINANCEDFROM OTHER SGURCES* $ 688,600

*Other sources might include a second PPF and bilateral assistance.

Anne V-5Page 1 of 2

5.&zambiggeCapacity Building: Human Resources Develogment Project

ELEMENTATION MaNUA&

UEM's implementation manul was produced after the appraisal mission. Its table ofr&=nts. summarized and translated into English. has been reproduced below.

- Introduction- Principal UEM Stabilization needs- Project Objectives- Project Activities, describing in each case: objectives, program description,

management arrangement: and procedures, staff needed, costs- Project manageir nt- Accountability, reporting requirements- Risks- Evaluation indicators- Investment Budget, by financier, by project activity- Recurrent Budget, by GOM budget category and project activity- Procurement schedules, timetable, implementation responsibility and procurement

method- Implementation schedule- Bid advertisements for construction and rehabilitation- Terms of reference for TA and studies:

housing management contracthousing ownership feasibility studyoperational feasibility of Univ. bookstorebook store managerannual auditfurniture needsfeasibility study transfer central administrative officesstudy on curriculum, credits, academic calendarstudy on distance educationstudy on university autonomyGIUGIU civil engineerGW architectEconomics Faculty Managing DirectorEconomics Faculty Pedagogical DirectorEconomics Faculty Research DirectorSnior AccountantJunior AccountantSenior Procurement OfficerJunior Procurement OfficerProcurement UnitBase Line studies used to prepare project proposal

-112 -

Page 2 of 2

EPU's implementation mamual was reviewed and revised during negotiations. Its table of contents hasbeen reproduced below.

- Introduction- Principal Problems of EPU- Objectives of EPU component in context of Capacity Building- Project Adminon and Management

Description of each sub-componentActivities under each subcomponent, with Indication of responsible staff/agencies andcostsImplementation Schedules

- Monitoring and Evaluation- Lists of equipment and didactic materials- Proposed Training Programs- Terms of reference for TA

staff in GTPcurriculum developmenttextbook studyexamination studyEPU management and decentralizationeducation regulationsISP, to provide in-service and pre-service tning

-113 - An V-6Page 1 of 3

CaRacity Building Human Resgurces Develonment Proiect

Monitoring and Evaluadon Indlcators

Indicate. Year 1 Year 2 Yer 3 Ya 4 Year 5

1. tmprove owe monitor evaluate monor evauperormanc bselin hndicr mid-tmn Wiatr hdior

- dropout fas ran rae run ras rae- rapdon rat* padtion es

- *awfuadena radosaverp wM ot _ _ _

2. Expnd sude' aces Number of idem. Numbe Idea. Eachto books books di- of booh soaent

tribuzed to per Mast

books

3. Locl zebook produwon norms 40 cm 40 WM 33 _m At bsdoUsed; contated contrt conuad 124 ts25 sto -conaed

4. Staff dweveopmznt calculate monitor eval" monior aluate- toW- Mommbican staff baseie indialors mdtm indiamo final- aveae lengh of sevac indarsd- p erent ivth Sadua

S. Insur regina and Provicia ideni Ide.. ide.. Prvinciagede repntelo stuet at sm up

lew 30%; to 50%;Women at women 30%Ia 25%

6. Inmve amnagmen Reor At bc Futy. MIS Adam.lnaROWA I saff Dept. £L & sy sysqM

sctor. tuned adan lrgey am taindtrng.i in &S staff in h.1 shaff iprosuze0 two years; asiolld two hea Pacmezt e. two bha Totak soL we courso

7. I_mp eeuabiLy adi and Ide. Ideat Idt. Idea.consult

S. Establish Mg iam hoe. m.o ma.. 3uge Dudgen udsgmaeaosprops downn raining; 1.0% 1.5% 2.0%

bud: bodce0.5% 0.53%

9. Gradua nng Send 10 Send IS Send L Send 10 35 MAeMA's en W and SA's M< A adS PhDS H"D'. I PhD .omple_ d

-opi and Staffadate

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- 116-

Annx Y7Page 1 of 4

MQzEseCapacity Building: Human Resources Development Projc

Capacit Buildings Public Sector and LealIntituins Development Prolect

SUPERVISION PLAN

1. It is envisaged that significant multi-disciplinary resources will be required tosupervise this project in light of the complex institution building activities required under the fourcomponents in the two capacity building projects, which also include significant investment incivil works in the Human Resource Development Project. The further development ofMozambique's Capacity Building Strategy and Action Plan wIll to a large extent happen throughthe dialogue to be maintained during the implementation of these projects. IDA will need tocommit significant resources to supervision and donor coo lination. Arrangements will be madeto (a) transfer the task management to the Resident Mission Senior Operation's Officer and assigna local staff member at the Resident Mission to spend about half time on this project; and (b) tocoordinate closely with other donors and especially with SIDA alternate in taking the lead insupervising the public administration component.

2. IIDA Sjervision In: Bank staff or consultant input into Ihe supervision of thetwo projects will amount to about 25 staffweek for the first year; about 30 thereafter, especiallydudng the two fiscal years surrounding the mid term review. This required input will take thefollowing form:

(a) Eotflio MTnhmegt Oer: 'Me review of procurement documents,progress reports, correspondence and the internal reporting related to suchactivities would be divided between the Resident Mission and headquarters and areexpected to require about 10 staff weeks per year. Monthly project coordinationmeetings are expected to be held by the Resident Mission.

(b) Field Superision: It is planned to undertake fie!d supervision on a semi-annualbasis: once a year (in October/November) to hold the annual implementationseminars, annual donor meetings for the University (if the UEM maintains theschedule to hold them annually) and Capacity Building donor meetings; once ayear (in March) to coincide with SIDA's anmnal review of the publicadministraon program, and hold a donor meeting. The legal working growpplans to hold national conferences in 1994/95/96; the results of such meetingswould be incorporated in the annual implementation review. In addition, thesecondary e Acation specialist may bave to review progress at times during Julyinstead of March, to coincide with the annual training programs of EPU staff.

-117 -

Annex V-7Page 2 of 4

3. MA FieldJiWerigio.lh

ApproximatDatn Expeced Skill Staff(Month/Year) Activity Requirements input (Sw)

10192 Project Launch Workshop Higher Education 7Anual University Donor Seminar Educator

Procurement specialistLawyerArchitectCD specialistPublic administradonEvaluation specialist 2

3/93 Public Admitraon Spn with Public Administration 2SIDAReview civil works Architect ISecondary Educadon review Educator 2Progress review Legal Lawyer 1

i0193 Pirst Annual Implementation Seminar Higher EducationEducatorLawyerArchitectCB specialistPublic Administration 12

3/94 Public dminon Spn with Public Administration 2SIDAReWiew civil works Architec 1Secondary Education Educator 1Review Legal Lawyer 1

10/94 Sooond Annal Implementation Seminar Higher EducationLa Sttgy Workshop Educator

LawyerArchitectCB specialistPublic Administration 13

3/95 Public Ad rion Spn with Public Administration 2SIDAReviw civi work Architect 1Soeondary Education Educator I

-118-

Page 3 of 4

Review Legal Lawyer 1Prepare for midterm evaluation Evaluation specialist 2

10/95 Mid term Review Higher EducationAnnual Legal Strategy Workshop Educator

LawyerArchitectCB specialistPublic AdministrationEvaluation Specialist 16

3/96 Public Administration Spn with Public Administration 2SDAReview civil works Architect 1Secondary Education Educator 1Review Legal Lawyer 1

10/96 ThIrd Annual Implementation Seminar Higher EducationAnnual Legal Strategy Workshop Educator

LawyerArchitectCB speciistPublic Administration 13

3/97 Public Administration Spn with Public Adminstrton 2SIDAReview civil works Architect 1Secondary Education Educator IReview Legal Lawyer 1

10197 Fourth Annual Implementation Seminar Higher EducationEducatorLawyerArchitectCB specialistPublic Adminiaon 12

3/98 Public Adminisraon Spn with Public Adminon 2SIDAReview civil works Architect 1Secondary Education Educator 1Review Legal Lawyer 1

10198 Fift Annual Implementation Seminar Higher EducationEducatorLawyerArchitect

- 119 -Annex V-7Page 4 of 4

CB specialistPublic Administration 12

3/99 Project completion Higher EducationEducatorLawyerArchitectCB specialistPublic AdministrationEvaluation specialist 14

11/99 PCR writing and "iorkshop 14

By IDA fiscal year the supervision requirements are:

FY 93 94 95 96 97 98 99 00

Human Resources 7 9 10 10 9 8 13 7Public Sector/Legal 8 9 10 10 9 9 13 7

sw in field 15 18 20 20 18 17 26 14Document review 10 10 10 10 10 10

total sw 25 28 30 30 28 27 26 14

- 120 -Annex V-8Page 1 of 2

Caaciqt Building Project

LIST OF REFERENCE DOCUMENTS FOR PROJECr FILE

Eduardo Mondlane University

Principal Referenpes

1. entWe e Dff=A=, May 1991 (UEM institutional stabilization plan)

2. World Bank sector study on CZaci Building

3. UEM funding proposal: 'Contribuicao para a Estabilizacao Institucional daUniversidade Eduardo Mondlane" March 1992

4. Appraisal mission aide memoire, annex 4 (UEM), of March 1992

emu tlbReferences

5. 'Final Report on Faculty Housing in Mozambique," January 24, 1992, by FriedaMolina (World Bank consultant).

6. "Gestao e Manutencao do Parque Habitacional: Estudo Preliminar," byConsultec, March 1992.

7. "Programa de Reabilitacao de Apartamentos," by Consultec, March 1992.

8. "Estudo de Viabilizacao de um Programa de Incentivos: Estudo Preliminar," byConsultec, March 1992

9. "Study of the Actual Situation of the Computerization and the Needs forComputerization in Eduardo Mondlane University," by CIUEM/UEM, March1992.

10. "Modernizacao e Reabilitacao da hnprensa Universitaria," by Jose Dias Loureiro,Armando Virgilio Uanmusse, and Paulo Alberto Chope, Divisao Grafica/UEM,March 1992.

11. "Savings Mobilization and Home Ownership," by Apoli Mugwanga (World Bankconsultant), April 1992.

-121 -

Annex Y-8Page 2 of 2

EPU Doawnens

1. Mozambique - Social Secr Expenditure and Financing Review

2. 0 Ensino Secundaro Geral e o Pre-Universitario em Mocambique.

3. Proposta de Regulamento Organico da Direg5o Nacional do Ensino Secundario

4. Levantanento dos cargos e fungoes da DNES.

5. Informacoes sobre o Insuto Nacional de Desenvolvimento da Educacao.

6. Acao Social - modelo de formuario da Escola Josina Machel.

7. Evolucao do nimero de alunos matriculados nas EPUs.

8. Carta dos Directores das EPUs.

9. Acta do Grupo de Trabalho das EPUs.

10. Gestao Administraiva - antocendentes e justifcacao.

12. Qualitr of Teachers and Quality of Teaching-lnformation.

13. PInciaento dos Gastos Correntes da Adm intrc do Estado.

14. The National Educational System

15. Relatorio Final de Seminarlo do BUSC(EP).

16. PROMEF - EPU - Projecmo de Melhoria do Funcionamenm das EPUs.

17. The FORD Foundation - Recommendaton for GratFAP Action.

18. Project - Provision of English Laguage Textbooks for Pre-University Schools.

19. Educaton and econmi crisis - the cas of Mozambique and Zambia.

20. Education in Mozamblque 1989.

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