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TAN/PSSF 2000/01LANGUAG E : ENGLISHORIGINAL : ENGLISHDISTRIBUTION : LIMITED

CONFIDENTIAL

APPRAISAL REPORT

ALTERNATIVE LEARM NG AND SKILLS DEVELOPM ENT PROJECT IN ZANZIBAR

UM TED REPUBLIC OF TANZAM A

TMs Report is made avnllnble only to ene mem bers to whose work it relatesAny further relen- must be authorized by the Vice-president for Opem tions.

CON RY DEPARTG UEAST REGION

OCDEAUGUST 2000

#

TABLE OF CONTENTS

BASIC DATA. CURRENC-Y M D MEASURES. LIST OF TABLES VST OF ANNEU S.LIST OF ABBREVIATIONS. PROJECT INFORM AT-ION SHEET. PROJECT M ATRW .SUMM ARY. CONCLUSION & RECOM MENDATIONS

1. ORIGIN M D HISTORY OF THE PROJECT 1

THE EDUCATION SECTOR

2.1 Education System2.2 Institutional Analysis2.3 Government Policy on Education and Training2.4 Constnints of the Sector2.5 Financing of Education2.6 Prevalence of Unemployment2.7 Effort to reduce Unemployment2.8 lntervention of Other Psrtners

THE SUB-SECTOR

3.1 Bmsic Education3.2 Vocational Training3.3 Adult Education

THE PROJECT

4.1 Project Concept and Rationale4.2 Project Area and Project Benefciaries4.3 Strategic Context

4.4 Project Objectives4.5 Description of Project Outputs4.6 Detailed Description of Project Components and Activities4.7 Environm ental Impact4.8 Project Costs4.9 Sotlrces of FinK cing and Expenditure

PROJECT H LEX NTATION

4.

2

23334556

6

678

8

8101 1121212191921

23

2323242426272727

5.

5.1 Executing Agency5.2 Institutional Arrangem ents5.3 SupeM sion, Implementation Schedules and M id-Term Review5.4 Procurement Arrangements5.5 Disbursement Arrangements5.6 M onitodng and Evaluation5.7 Financial Reporting and Auditing5.8 Aid Coordination

PROJECT SUSTM NABILITY AND RJSKS

6.1 Recurrent Costs6.2 Project Sustainability6.3 Critical Risks and M itigating M emsures

PROJECT BENEFITS

Social lmpact Analysis

CONCLUSION Ar RECOM G NDATIONS

8.1 Conclusions8.2 Recommendations and Conditions for Loan Approval

8.

28

282829

29

29

30

3030

LIST OF TABLES

1.1 Public Expenditure on Education1.2 Sllmmary of Donors Assistance in Ed ucation and Training1.3 Drop-out rates by Grade4.1 Project Costs Estimates by Component4.2 Project Costs by Category of Expenditure4.3 Sotlrces of Finance4.4 Expenditure Schedule by Component 24.5 Expenditure Schedule by Source of Finance5.1 Procurement arrangements

LIST 0F ANNEXES

Annex No

1. Map of United Republic of Tnnzania and Project sitesII. Orge zation Chart of the PIU111. Implem entation Schedule1V. List of Goods and ServicesV. List of Annexes in Project Implementation Document (P1D)VI. Bnnk Group Operations in Tnnzania

467202020212225

i11214

This report was prepared by Khadija KHOUDARI, Senipr Eduçgtioà M alyst (OCDC.3.) TaskManager and two consultzmts (Architect and. Mi. cro-cwmdil qpéiialist), fpllowing tkeik appraisalmission to Znnmibar in March/April 2000. Eni ù' iries shoïid be addr. .essed to Mr. Z. SA', KAIA,Manager, OCDE.3 (Ext. 4151) or K. KHOUDARI (Ext. 4V3d). . Q

.j' .

1d

i

AFRICAN DEVELOPMENT BANK01 BP 1387, ABD JAN 01Tel: (225) 20-20-44-44Fax: (225) 20-21 77 53

Telex: 23717

PROJECT INFORM ATION SHEETDate: M ay 2000

n e information given heretmder is intended to provide some guidance to prospective suppliers,contactors, consultants and a11 persons interested in the procurement of goods and services forprojects approved by the Boards of Directors of the Bnnk Group. More detailed information andguidance should be obtained from the Executing Agency of the Borrower.

COUNTRY United Republic of Tnnmania

NAM E OF PROJECT Altem ative Lea ing and SkillsDevelopment in Znnzibar

LOCATION

BORROW ER

EXECUU G AGENCY

Zanzibar: Pemba and Unguja Islands

United Republic of Tnnzania

Ministry of EducationP.O. Box 17Znnzibar, TsmzmniaTel. (255)-54- 32260/32827n e project will consist of the following6. PROJECT DESCRDTION

com ponenl:

1. Develooment of Altem ative Lesrninc CentersII. Establishment of Skills Development CentersH1. Development of Business Incubator FacilitieslV. Institutional Stenztheninz1V. Proiect M anazement

TOTAI. COSTi) Foreign Exchangeii) Local Currency

BANK GROUP FW ANCING:

ADF LoanTAF Czrant

8.

UA 7.29 millionUA 4.1 1 millionUA 3.18 million

UA 5.56 millionUA 1.01 million

9. OTIIER SOURCES OF FW ANCING:Govemment: UA 0.73 million

DATE OF LOAN APPROVAL :

ESTIM ATED STAR'IRNG DATE AND DURATION: April 2001, 5 years

October 2000

11

PROCUREKG NT

Intc ational Competitive Bidd in2Civil W orks - M kokotoni (Unguja) andtpemba Skills Development CentersEquipment ( machines) for Shlls Development Centers.

Intemational ShoppineEquipmentN at. tA1ter. Lesrnl; EqpipmentN ach.tskills Centers); EquipmentN at.(Business Incubator); Equipmento at. (Institutional Stengthenihg); and EquipmentIP1U).

Nahonal Competitiye BiddinzCivil W orks of Rnbnleo Center for Altem ative Education .

Supply of Furniture - SZ11: D#velopment Centers / Center for Alternative Education

National ShoppinqFurniture for Institutional Skengthening and for Pfu

Short ListinzDesign/supezvision Consultnnts, Technical Assistance for Sklls DevelopmentCenters, Instimtional Sfengthening (IEC) and for PRJ

Force AccountsExpansion of M wanakwerekwe Sklls Devèlopment Center, rehabilitation of theDocumenution Centers in the 5ve ministriès and of the PIU offices at M OE

CONSULTANCY SERW CES REOUX D

Pre-contact and post-conkact services for arckitecti'm'l ànd engineering designs, quantitysurveying services and preparation of tehder dodlxme '/ts for the cons% ction works of SldllsDevelopment Centers at Unguja and Pemba.

* Yearly audit serdces of ext= al auditors for tlie project accotmts.

#

111

G mQENCYEQUIVALENI'S

(Apri1 2000)

National Currency = Tanzania Shilling (TZS)1 UA = TZS 1092.051 UA = USD 1.339281 USD TZS 805

W EIGHTS M D M EASURES

1 Kilometer @ n)1 Meter (m)1 Hectare1 Inch

= 0.62 miles3.28 feet2.47 acres2.54 centimeters (cm)

GOVERNM EN FFINANCIAL YEAR

July 01 to Jtme 30

isr

LIST OF ABBREVIATIONS

ADBADFB IBIECCBAECOBETCOLDAND AESAPFDPGDAGDPGNPGOZICBIECIECIFCILOIM SCLCLCELW CM ISM OFM OHM OEM OPIM OW CM OICWNGONORADPDJPSQPPRSDCSIDATATAFTZSUAUNFPAUNICEFVTW EDTFZEM AP

African Development BankAfrican Development FtmdBusiness IncubatorBusiness Incubator Evaluation CémmitteeCommtmity Based Adult EducationComplementary Basic Edutatioh' in TnnzaniaCommission of LaborDanish Intem ational Development AgçncyEconomic and Social Actio?l PropamFinnish Intem ational Development AgencyGross Domestic Product 'Gross National ProductGovernment of ZlmmibarIntem atioiml Compeétivç Bidding .Information, Education and Cbm. municationInformation, Education, Commtmicaéènlnt= ational Finance Cotporationlntem ational Labor OrganizztionInter-M inisterial Steering CommitteeLocal CompeétionLoan for Capital equipmentLoan for W orking CapitalM anagement Information SystemM irlistry of FinanceMiniso of HealthM inis> of EducationM inistry of Plnnning and Invese entsM inistry of Sute, W omen and ChildreùMirlistry of lnformation, Culture, 'fourism and YouthNon-Govemmental OrganizationNoN egian Aid AgencyProject Implementation UnitM ncipal SecretaryQuarterly Project Progress ReportSkill Development CentersSwedish lntemational Development AuthorityTeclmical AssistanceTeclmical Assistance FundTnnzania ShillingsUnit of Account (Bnnk Group)United Nations Fund for Population ActivitiesUnited Nations Children FuhdVocational TrainingW omen Enkepreneurship Development Tm st FtmdZnnzibar Education M aster Plan

TANVANIA :BASIC DATA SHRET

COKD ARATDE SOCIG ECONONEC D ICATORS

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EM CUTIVE SUM MARY

Proiect Backrotmd

n e third component of the ongoing ADF Educaéon H Project will provide and develop, on theM ninlanda an Altemative Educaéon for Out-of-school Children and Adult Literacy in Non-FormalEducatiow w1Q1 a strong focus on girls and womew involving:

Expansion of the Community Bmsed Adult Education ICBAEI Propam, currently being implementedin 4 districts, to 8 new districts', and,

- Establishment of the Complemento Basic Educaéon in Tanzania (COBET) program for out-of-school cllildren in the 12 CBAE districts.

The GOZ expressed the need to develop similar KtM tieS in the Islands. To sùpport the GOZ fequesq theRoyal Netherlands Embmssy in Abidjan approved a proposal for the fnnding of a study on altemativeeducation for out-of-school children in Znnzibar. A team of national and international consultantsidentifed key issues and mnin problem areas regarding Out-of School Children education in Ungujaand Pemba. Field data . was collected in both Ungtja and Pemba on: (i) perceptions of problems andbarriers related to formal education which conG bute to the presence of children outside the schoolsystem; (ii) commllnity level identiscation of possible solutions to these issues; and (iii) mitigativeactions and potential resolzrces which can be mobilized within commlmities.

Purpose of the Loan

The ADF'S conG bution, estimated at UA 5.56 million, will meet 84.6 % of a11 foreign exchange costs( UA 3.47 million) and 65.4 % of local costs (UA 2,08 million). TAF will finance 13.8 % (UA 1.01million) of the total project, which constitutes 15.4 % of foreir exchange costs and 11.8 % of thelocal costs.

Sector Goal and Proiect Obiectives

The Project will condbute towards the sector goal to conibute to human resource development andpoverty reducéon by providing altem ative lenrning, skills and emplom ent opportunities to out of schoolyouth. The objective of the project is to improve the quality of ksining, non-formal education and tolink education w ith the labor market needs

Brief Descriotion of the Proiect's Outputs

In order to achieve this objecéve, 5ve outputs are to be achieved tmder this project:(i) the establishment of a school for altemative lenrning;(ii) the establishment of two skills development centers and rehabilitation of a vocational training

center;(iii) the establishment of Business Incubators in the two skills development centers;(iv) the establishment of documentation/information management centers',

(v)(vi)

viicapacity building through instimtional strengthening of 5ye Ministries; andPublic awareness on project objectives and socio-eçopomic and dçvelojmentreproductive hea1th,H1W AD S, nutrition, girls educatiùw gender equality.

issuçs such as

Proiect Cost

'I'he total cost of the project is estimated at UA 7.29 million, of which UA 4k 11 million in foreignexchange and. UA 3.18 m illion in local costs.

Solzrces of Finance

The project will be financed by the ADF and the Government of United Republic of Trmznnia. ADFfunds (ADF Loan of UA 5.56 and a TAF pant 'of UA 1.01 million) will be utilized to finM ce

. ' '

professional services, civil works, fnrnlture, .eqtlipm ent, training, operatin g costs ànd teclmicalassistance. The ADF conzbution, representing 76.2 % of total costsy. will he utilized to cover 84.6 %of a11 föreign 'exchange costs and 65.4 % ,of local cpsts (UA 2.08 million). TAF will snance 13.8 %(UA 1.01 million) of the total project, which constiGtes 1 5.4 BA è. f foreir exchange costs and 1 1.8 %of the local costs.

The Governm ent of U rlited Republic of Tnnznnia 's coni bution o'f UA 0.73 million, representing10.0 BA of the total cost, will be utilized to cbver patts' of the civil w orks and will' be on local cost. Inaddition, a11 taxes and duties will be covered by Governm ent.

Proiect Icmlementation

The project will be implemented over a period of 5 years ffom the approval of the loan, assumed to bein the first quarter of 2001.

n e project will be implemented by the existing Project Implemçntation Unit IP1U) set up in theMinistry of Education tmder the Education 11 Project. An.additional Deputy Project Manager (solely ,.responsible for this project) will be recruited .'l'he existing lnter-Minigterial Steering Committee willbe expanded to include the other participating ministries.

Conclusion and Recommendation

The proposed project is in line with the governmçnt's policy and withip the framework of the Bank.t

Group's global stategy and particularly within the priorities of the ADF VHI, which placés emphaàîson poverty reduction and women in development. It seeks to enhance the capacity of the youth inacquiring basic education; skills and generatihg added income.

It is recommended that an ADF loan not exceeding UA 5.5'6 Y llion and a TAF grant nùt exceedingUA 1.01 million be granted to the United Republic of Tqnzania ms described in this report. The loan

and grant shall be subjected to conditions specified in tlle agreEtnents.

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T

1

1.1. The United Republic of Tnnzania was created, on 26 April 1964, following a politicalunion of two former sovereir states known as Tanganyika and the People's Republic ofZnnzibar. Znnzibar consists mainly of the two islands of Unguja and Pemba. Under theconstitution of Tnnzaniw Extem al M fairs, Defense, Immipation, Higher Education, CivilAviation, Natural Resources, Emergency Powers, Extem al Trade, Currency and Bonowingare Union matters. Health services and Basic Education are non-union matters and are,therefore, the responsibility of the individual members.

O RIG G AND H ISTORY OF THE PROJECT

1.2 The Government of Tnnzania (GOT) hms embarked on a long-term propam toim prove access to and the quality of Education in the cotmtry. To tllis end, GOT hasdeveloped Basic Education M aster Plans for both the M ainland and Znnzibar covedng theperiod of 1997-2002 and 2006, respectively.

1.3 The Znnzibar Education Muter Plan IZEMAPI, recognizing the impbrtance and scaleof the problem , idenéfed out-of-school children as a special target p oup for wllich altem ativeapproaches to education wolzld need to be developed. In this context GOZ has requested theAfrican Development Bnnk usistance to fmance a project that would improve the quality oflife of out-of-school children in Znnzibar.

1.4 Supporting the request of the GOZ, the Bank secured funds 9om the NetherlandsTnzst Ftmd to fmance a study on tfalternative lexrning for out-of-school cllildren''. In M ay1998, a Seld smdy was prepared and analyzed. n e team of nadonal and intem ationalconsultants idenésed key issues and m ain problem areas regarding out-of-school children. Thefindings were discussed in a W orkshop attended by GOZ, some Donors and NGOs. Theobjective of the Workshop wms to build consensus on its concepts, to identify potential inputs,arems of common interests, as well as suggesting modalities for cooperation and coordinationbetween pnrtners ùwolved in non-form al and altem ative education.

1.5 There are four main barriers to education: (1) exclusion because of early msniage/early prer ancies; (2) those related to infrmsmzcture (1 particular, shortage of clmssrooms);(3) those inherent to the formal system (lack of quality and relevancy of formal education);and (4) parental / commllnity attittzdes towards formal education.

1.6 'Fhe fmdings of the study were the following:

* Negative attitudes towards formal education (drop-outs, kaditional commllnities),education in itself m ay be held in lligh esteem provided that it is perceived as eitherrelevant such as, tailor specisc needs, or valuable (religious/ Quranic education).

* The out-of-school youth comprise a variety of sub-poups each with specific remsons fornot being in school. Each sub-voup, therefore, forms a specifc target group w1t11 its owneducation needs and interests. 'rhese different interests need to be addressed in differentways.

* Addressing this variety of education needs at different education levels requires acommllnity based modular approach to lenming; flexible and adaptable in terms ofcurriculllm developm ent; offering knining in a vast range of arems and in altem ativesetfings; easily expandable; and accessible to lenrners regardless of their entry level; andintercormecting different lenrning needs. The progrnms developed will cut across sectors,

2

kaditional boundaries between work and lenrning, and will link kaditional and modemu owledge and ways of lenrning.

* Creating means of deliveling altemaéve education opporttmitiesqto different target poupswas assessed to be femsible provided that : 41) 'commllnities lare involved in a11 plnnnikgstages of their education propam; (2 ) the projec't is startèd on a pilot bmsis, addr' ejsiùg alimited nllmber of target groups only; (3) full uF4 is made of existig governmental andnon-governm ental s% ctures in designing, supporting and dvlivering altemative teducationProgrnms.

1.7 In M arch 1999, the Bnnk launched an Altem ative Lçsrnlng zgnd Skills Developm entpreparation mission to Znnzibar. The missiop pfilygtçd a prejed to assis! the GO2 inroviding access to altemative lenrning, skills anb.'im/loyment o/portl. lnitieà to out of jéhoolPyouth and to enhance self-emplom ent opportu' mities to youth. The project was subsequentlyappraised in M arch / April 2000.

1.8 The proposed project, which is the outcome of the study and was validated thmughthe above participatory process, is in line w1t11 the pcom. mendations 'of the CSP 1999-2U01,

1 . 'for Tnnzania with regards to priority sectofs', 'focus on poverty reduction and créss-cutting

issues.

THE EDUCATION SECTO R

2.1 Education Svstem

2.1.1 The structure of the Education System in Znnzibar çoïprises bmsic education, seniorsecondary, and tertiary level, including post second. .:ry and unikyxsity 'leyel education (forIslamic Studies pnly). The basic education inclvudes seven years of primary education(Standards l-VII) and tllree years j'lnior secondary , (Orientation Seconda/ Class (OSC),Forms 1 and 2). '

2.1.2 OSC is a class preparatory to Form 1 and was inkoduced in 1994. Jllnior secondary isthe fmal phase of basic education. By law, ten yeatj df basic çducation (primary and jldnior-secondary) have to be provided free of charge to #1' éligible 'childmiit 'However, in prakticeparents/ students now pay contributions for jchool yeglstatioh 'costs, record. ' cards, and forboarding facilities where these are required. For exn'mp.

.1e, households with clzildren in senîorsecondary schopl spent an average of Tshs 12,324 per student per year (Government ofZnnzibar and Unicetl 1995).

2.1.3 ARer completion of basic educatiop, pupils may continue at senior seçondary tF0rm 3and 4) level. At the end of Form 4 smdents sit'for the Tnnzsnia N>tional Examinatiopr Thosewho pass may continue education in higlker seèondary eduçatiop ihstitmions such asDlmllmba School in Znnzibar, Fidel Castro in Pemba, Knnlm. e Technical College, or theCollege of Hea1th Sciences.

1 n e csP 1999-2001 for Tnnmania was approved on M ay 10, 2000

7

2.2 Institutional Analvsis

M anagement of the education system at both the cenkal level and witllin the schools is weak.n e M OE does not have the necessary human resources to cope w1t11 a11 the actions requiredto attain the sub-sector's goals. The people in charge are mainly teachrrs who are given theresponsibility of designing and managing the system without having tmdergone the relevanttaining for such a task. A stong capacity building activity in the proposed project wouldensure that M0E staff are better able to deliver and monitor project inputs.

2.3 Government Policv on Education and Training

2.3.1 The m'm of Znnzibar education skategy (The Znnzibar Education M%ter Plan,1996-2006) is to equip a11 individuals with the appropriate H owledge, skills, values andattitudes which are necessary for alleviating poverty and improving the quality of life atindividual and family levels, the commllnity and Znnzibar in general. Education objectivesfocus b0th on cognitive and skill development enhancing economic productivity as well aseducation for self-reliance (social change).

2.3.2 Specifc memstlres outlined in ZEMAP include:

i) the rehabilitaéon of primary schools;ii) the improvement of in-service and pre-service teacher lmining through

rehabilitaéon and staff development of the ah Teacher Trnining College(NTTCI;

iii) the improvement of lenrning materials availability through development andimproved provision of pn'm aly school textbooks and teacher-guides;

iv) the development of alternaéve schooling for the large number of out-of-schoolchildren.

2.3.3 In order to reach its objective, skategies set out for the current Ten Year Plan includefocus on specific voups in order to incremse access to education in the raral areas, forwomen, the disabled, and educationally disadvantaged poups (notably children in lowawareness aremsl and the establisbment of an altemative lenrning system.

2.4 Constraints of the Sector

2.4.1 The official primary school age range is 7-13 years. However late enrolm ent isprevalent. lt is estim ated that only 32% of 7-9 year olds are in school, rising to 82% am ongst10-14 year olds. This late enrolment has an adverse impact on the performance of pupils inschools, particularly girls. The knnKition rate 9om primary to secondary school (standard 7to stnndard 8) wms estimated to be 14.5% in 1998.

2.4.2 The proportion of females above 6 years of age w1t11 no schooling is 42 percent on theM ninland and 43 percent in Znnzibar, though it shows quite a variation for specifc locations.In 1999, the percentage for Dar es Salnnm wms 22 and for Unguja 39. The median years ofschooling of fem ales are 1.2 on the M ainland and one year for Znnzibar, w1t11 Dar es Salnnm

at 6 and Unguja at 2.2 years.

2.4.3 Though the nllmber of prime public schools have increased, 9om 62 in 1964 to 291in 1999, and the nllmber of private altematives are incremsing, the pupil-teacher ratio is 30:1.

Overall enrolment ratio for both boys and girls in pn'mary and secondary schools is low, evencompared to sub-saharan Africa.

/

2.4.4 The shortage of textbooks ranges 9om 1:3 book/sm dent ratio to 1:13. M eanwbile,only one-third of the available teaching staff have the minimum qualiscation of two years ofpre-service teacher training, aRer completion of secoldary edùcation. M ost of the qualifedteachers are in urban centers, thereby coni buting, to disparities between rural and tlrbanareas, in the quality of education.

2.4.5 An increase in enrolm ent hms not been backed up by a corresponding incremse inteaching/ lenrning materials, eqipment, facilities and teachers. In urban and peri-urbanarems, children lose interest in school m ainly because of the poor lenrning environm ent, orbecause there is a lack of parental interest and authority. They algo drop out because of peerpressure and the desire to start earning money. ln low-income arems children may never beenrolled in school or drop out early, because the papnts do not see the benefit of educationd the retllrn of formal education is not worth the real and opporhlnity costs.

Financing of Education

2.5.1 From 1990/91 to 1998/99 the education sectör consumed between 8.4% and 14.2 % ofthe total public expenditure. The share of education in total government expenditureincreued 9om T Shs.450 million in 1990/91 tb over T. Shs. 5 billion in 1998/99 as can be

2seen in Table 1.1 . The public expendiu e op edpc,qtion declined from 5.0% in 1990/91 to

3.5% in 1998/99. This is an indication that eipcatiöh did not benest like some other sectors9om the increase in GDP. However, the expepYture per level is in. favor of the bmsiceducation sub-sector whose share in total expenditttre on education increued 9om 39.3% in1991/92 to 86.0 % in 1998/1999.

Table 1.1 Public Expendittire on Education

Year 1990/91 1991*2 1992/93 1993/94 1994/95 1995*6 1996*7 1997/98 1998/99 AnnGnRate

GDP (T.sh. millions) 17,746 25,987 34,697 43,975 57,975 71,631 91,532 . 1095.35 127,315 27.# %GDP/PA cajital (T.sh. m) 26,1 14 37,127 48,126 59,218 71,404 90,922 1 12,799 131,054 149,782 24.4%Development 69.97 89.95 31.25 16.48 26.95 ' 15.00 10.X 19.* 14.% -18.2%expendiuretrfLsh.m) ' .Recurrent Expenditure On 450,000 975.1* 1,227.89 1,310.94 1,443.89 2,598.56 3,229.78 4,535'.78 5,044.87 JJ.J%JEducation (T.Sh. m)Recurrent Expenditure onBuic Edu%tj on (T.Sh.m) NA 383.24 493.12 955.28 . 1,038.67 . 1,935.71 2,434.98 3,8.83.32 4.338.71 41.4%Recurrent Expendimre onBasic EducaEon/pupil NA 3,204 3,956 7,409 7,622 13,540 16,445 ' 24,710 27,607 36%(T.sh.m)Recurrent Expenditure onBasic NA 39.3 40.2 72.9 71.9 74.5 75.4 85.6 86.0 11.8%Educationsxpenditure Oneducation (%)Recurrent Expendimre onBuic Educa:on/GDP(%) NA 1.5 1.4 2.2 1.9 2.7 2.7 3.5 3.4 12.4%Recurrent Ekpendimre onBasic NA 8.6 8.2 12.5 10.7 14.9 14.6 18.9 17.6 10.8%Educatioe upil/GDp mrCapita

2 EFA 2000 Assessm ent M inistry of Educatiow GOZ4* N.A - Data not available.

5

2.5.2 On both the M ninland and in Znnzibar, GOT has stepped up cost shnring arrangementsw1t11 communities and parents in the provision of buildings, equipment, materials and operatingcosts. Teachers m ay be expected to coni bute resources for in-setvice M ining faciliées.W hereas the M inistry of Educaéon in Znnzibar pays the operating costs of the educationsystem (msinly teacher salades), communities share costs in the form of c%h, matedals, andin-kind contributions, pm icularly in the cons% ction of new schools and the rehabilitation ofclassroom s and school facilities.

2.6 Prevalence of Unemplovm ent

2.6.1 Unemployment is reported to be about 17 per cent with a 1ot of youth continuouslyjoining the pool. There are over 6,000 dropouts and 4,000 school leavers looking foremploym ent opporhmities every year. Net school enrolm ent is less th% 50 per cent withilliteracy rate of about 40 per cent which reflects on the quality of the labor force. Thesimation of women in tllis regard is even worse. They are the least employed in almost a1lsectors of the econom y.

2.6.2 The 1988 census estimated 65 percent of the population >t below 20 years of age.W ithout a clear population policy and incremsed availability of social services theconGbution of this yotmg labor force remains dubious. ln 1988, the working age group (15-64 years) wms estimated at 320,000. Land holdings are small and economically ineffcient.n e share of the agricultural sector in male emplom ent is 65 percent and 45 percent forZnnzibar and the Mainland, repectively (with Dar Es Salnmm at 4 percent). Unemplom entseem s to be a p eater problem for the islands than for the M ainland.

2.6.3 In inland areas of Zim zibar there are almost-no off-fsrm employment opportunities.One 5R11 of the men were found to be unemployed by the 1996 Demographic and HealthSurvey, compared to 1 1 percent on the Mninland (with tmemplom ent at 14 percent in Dar EsSalnnm). This makes the development of agriculture and apo-based small industries, and theconkol of prevailing lligh population growth imperative in Znnzibar. The average wage in thefonnal sector has been declining in the last 15 years, along with a sharp fall in public sectoremploym ent over the sam e period. Znnzibar lags behind the M ainland in the second mostimportant category of m ale emplom ent, ''skilled manual labor'', which accounts for 12percent of occupations on the Mninland (with Dar Es Salnqm at 25 percent) and 8 percent onthe islands. n e remnining categories of emplom ent are teclmical professionals, tmskilledmanual labor, and services / sales. Surveys in nineties have indicated that there is a

sio fcant informal sector emplom ent centered around tade, hotels and livestock renring,3but information about tllis is sparse .

2.6.4 Tourism is recognized as possessing signilicant potential for employment. The Foss4receipts 9om tourism in Znnzibar may have amounted to more than $ 54 million in 1998 .

'Fhe Govem ment of Znnzibar attaches great importance to this sector and tries to emulateisland economies such as Seychelles, M auritius and M aldives.

2.7 Effort to reduce Unemplom ent

In an effort to reduce poverty and tmemplom ent, the M inistry of State, W omen and ChildrenM fairs and the M inistry of Tomism, lnformation, Culture and Youth established micro-

3 2000 Tnnznnia Cotmtry Economic M emorandum4 Commiqsion for Tourism s Znnzibar, November 1999

6

finance institmions called W omen Entreprenemship b, evelopment Trust Fund (WEDTF). andthe Znnzibar Youth for Entepreneudal Developme:t Fund, respectively. The Znnzibar Ftmdfor Self Reliance, with no gender or age limit, was ejt#blished 'pqder the Auspiceq pf theMinistry of Finance, while the Minis> of A.gri.. çultur' e patronized th. e Vmallrholder Supportproject, with small agricultural businesses +s a tkgçt. Though not aj active as the onesindicated above, a micro-snance organizatloa càlled Znnzibar Youth EnkepreneurialDevelopment Ftmd was also established which benefted fm m a tripartite support ofGovernment, ILO and UNDP.

2.8 Intervention of Other PaA ers

2.8.1 M ost bilaterals donors withdrew direct fihancial support &om Znnzibarj follèwing the/ Salaam in Febnzary ,.2000, however,1995 elections. The last CG Meeting, held in Dàr s

recognized that the suspension of aid is affecting 'vuherable Fogps. Arab Countriqs andUnited Nations specialized agencies such as UM CEF; UNDP & UNFPA have contipukd 'to

b lc educationj primary health andsupport the Govemment of Znnzibar in areas such ws asï

nutrition, and reproductive health. UNDP hms b4envipvolked in developm g the N ationalProgram of Action for Sustainable lncom e Gçrfètation developed ; by the N ationalEmplom ent Policy. The 11,0 has also been supporting some sector minisG es such as theCommission of Labor and M inistry of Youth.

2.8.2 Other bilateral agencies such as Danidg, ip collaboration with UNDP, were alsosupporting the government in promoting acces: to creditlfor women Foups. The Aga KhanFoundation is also involved in promoting basic eduèation by imding operations ofcommllnity bmsed education stnzctures (M adrmssa). Tilis is also truq of the IslnmicDevelopment Bnnk (IDB) which has a strong interest'in the whole educatiön seqtor. Theareas of support of the various agencies for the year 1995-2000 are provided in the followingtable:

Table 1.2Sllmmary of Donors Assistance in Education and. .'lkaining ( 1995-2000) in Znnzibr

Projed Name Donor TypeGcant'(USD) Loan (USD)

. 1

Consmzction of Micheweni College Phase 11 IDB 300,0'00Multi-seçtoml resppnse to HIWM DS UNDP 9:4,340U'NV Mglti-sectoral Support UNQP . . 2,104,023 .n e Education 11 Pmject ( Znnzibar component) ADF ' ' ' ' 5,474,141Support'to the institute of Financial Administration BADEA 2/85,000Improvement of Primary Education OPEC Fu# 1,00D)0Q0Support to Project Implementation Unit WoR b BANK 500,000Z'bar Motherhood Project IJNF/A . 1,761 ,05B .

Moral Ethizs and Environmental Smdies in Z'bar UNFPA 573,00,0

3.

3.1 Basic Education

3.1.1 Though the offcial entry age for Stapdard 1 is 7 yiap, mbre th% half of the childrenentering primary education are aged 8-10. Unforftmately, the net enrollment rates, indicàtingthe proportion of cllildren enrolled at age 7-13 , agninjj the total 7-13 yeat old's gopulation,are available only until 1994. Access to education hés thereföre to be asàessed m terms of

TH E SUB-SECTOR

poss enrolment rates (GER), which are available up to 1997. Since GER include over-agedchildren, this approach hms a disadvantage when mssessing the nllmber of non-enrolledchildren in the 7-13 age r oup.

3.1.2 In 1998, the GER was 81.2 %. Tllik is a 1ow percentage given the vast proportion ofover-aged children in primary education (1 1994, 27% boys, 23% girls). The real number ofnon-enrolled children in the primary (intended) age Foup is much higher than GER wouldsuggest. According to the Znnzibar Education Sector Review (1995), the Net EnrollmentRate at the bmsic education level was below 50 %, indicating that more t11= half the numberof children aged 7-16 are not attending school. This clearly illuskates the extent of theproblem .

3.1.3 Apart from the children who did not have the chance of going to school for lack ofcl%srooms or because they were not registered for education, the group of out-of-schoolyouth also includes school dropouts. Table 1.3 shows the dropout rate in 1998 per pade (forboth primary and jllnior secondary). From the total number of children entering Standard 1,less than 50% com plete Standard Vl1. The llighest percentage of dropouts is found atStandard V11 and Form 1 (11% and 18% respectively). Furthermore, 71% of the cllildren donot continue aRer Form 2, the fmal ghase of buic education. It shotlld be noted that,althoug,h these may have completed baslc education, they are not yet necessarily of an age atwhich they can legally be employed. School leavers at Form 2 level are insufscientlyequipped for m eeting the dem ands of the labor m arket or for self-employm ent. In order toequip them with the appropriate skills, the availability of vocational knining programs isnCCCSSRFX.

Table 1.3. Drop-out Rates by Grade, 1999

% Dropout RateGrade Male Female Total

Std 1-11 7.21 4.44 5.87Std 11-111 7.03 3.37 5.25Std III-IV 4.72 1.44 3.17Std IV-V 8.64 4.47 6.68Std V-W 3.58 2.99 3.29Std VI-VII 10.56 8.88 9.76Std W I-W II/OSC 10.38 1 1.41 10.89Std VIII/OSC-FO= 1 9.63 7.04 ' 8.35 'Form l-2 14.96 21.12 18.09Form 2-3 68.94 73.52 71 .32Source: M OE Annllsl Statistical Abs% ct 1999

Vocational Trainina

3.2.1 There are five vocational tmining institutions in Znnzibar, of which three are operatedby the M inistry of Education, one Vocational Trnining Center, the M wanakwerekwe Center,lmder the Commission of Labor and one by an NGO. n e M wanakwerekwe Center has acapacity for kaining 16 youth in capentry and 25 in tailoring. Simple comparison of theneed for such type of facilities to absorb, at least. a certain proportion of the out-of-schoolyouth reveals that there is an urgent need to prodde such facilities in order to train the out-of-school youth in different skills that are nmenable to labor market requirements. Such TrainingCenters need to be established on both islands to provide services to clients in their own areams well as to limit internal mipation 1om one island to another.

8

3.2.2 In general, training is provided in two major roups which are stongly gender biased:

Technical: Carpentry and Joinery; technical drawing; wood machinerytechnology; wood teclmologyi'trade calculations/mathematics.

Science Catering and nutrition; tailoringi,laundry; home panagem ent; childcare and hygiene.

3.2.3 Fees are charged for most colzrses, w1t11 these fees paid by trainees (or their families).Although these fees are comparatively low, they fall heavily on the trainees, who arerelatively poor. Graduates of the technical comses are usually self-employed. A few whofollow the science course are self-employed, but fmd emplom ent as '''trainers'' in rural areas.

, '

3.2.4 Two major issues typically affecting the abpve Vocational Training Centers are: (1)the lack of corm ection between the school environm. ent and the business environment; and (2)the financial sustainability of the school itself A itgdent leaving the vocational school andw illing to start his own business faces difiiculties in' entering the business environment. Theseare m ainly of the following nature:

* Lack of linkages with and connections to, the businejs endronm ent;* Lack of Enancial resom ces to acquire neçd. çd eqjiipment/inâetructtlre to start a business,

as well ms to sustnin the working capital required, to,u pànd the business',@ Lack of advice on how to establish and develop' à businéss (for iiistnnte: how to prepare a

business plan, to carry out a small mbket analysij, ho* to keep accotmting books, etcl;u d

* Shortage of space with basic utilities.

Adult Education

iteracy is at a relatively low level in Znnzibar With'llly 6@% of mrn and 41 % of FomenL ,older th= 14 able to read and write, comparèd''tö 83 % of men and 64% respectively, on theMainland. The adult education progmm and ihe non-forinal eduçation sector suffer at present9om an acute shortage of funds. M ost of the adult education cènters aré badly in neçd ofrehabilitation, teaching materials and equipment. 'fhe two major areas of prornm activitiesare in litefacy and post-literacy classes.

4. THE PROIECT

Proiect Concept and Rationale

4*.1.1 The formal education system is ppble to prpkid. e schoolin. g for :11. W hile recoglizing. N - r * '

. (.;

that the systém needs to be improved, alterhgtive l4nrnlng is dee>ed. picessary to provideeducation for a11, to reach those children who mlsséd.the opporhmity to' gb to school, and to

felntepate thé foral ebucatipn or withprovide them either w1t11 a second pppprtùni. .1 to ,basic life skills. Altem ative lesnung can iontribut: lù '> literate and shlled society, includingself-reliance skills, where necessary, someY ng 'the formbl system ismnot provide at them om ent.

G ameliorate the access to, and4.1.2 'I'he Govemment of Znnzibar, while incmoing effortsuality of, formal education (e.g the ADF Education H. Project), is accofding high priority toq

. r. Jap' '1:

9

the development of out-of-school complemento basic education with, a skong emphasis ongirls and women. The target groups in the category of out-of-school youth include schooldrop-outs, as well as yotmg adults who m issed the chance of going to school, which areswelling the rrmks of the under employed and/or the tmemployed.

4.1.3 Access to education and àaining propams, and projects for out-of-school youth arebeing developed. In the M ninland, UM CEF identifed appropriate and replicable approaches, 'desir ed a program and developed cuniculum to skengthen basic competence, life andsurvival skills. Since 1992, the GOT w1t11 UNICEF, have been supporting the<'Complementary Bmsic Education in Tnnznnia'' (COBET) provam covering only theM ainland. Tllis propam is intended to conG bute to fnnctional basic education oppoo mitiesfor 300,000 out-of-school children and adolescents, through altemative approaches. Znnzibaris not covered under COBET and there are no specifc prorams for out-of- school cllildren.

4.1.4 The third component of the ongoing Education 11 Project will provide and develop, onthe M ainland, an Altemative Education for Out-of-school Children and Adult Literacy inNon-Formal Education, with a skong focus on girls and women, involving:

a) Expansion of the Commtmity Bued Adult Education (CBAE) Program, currently beingimplemented in 4 disi cts, to 8 new districts; and,

b) Establishment of the Complemente Buic Educaéon in Trmzlmia (COBET) program forout-of-school children in the 12 CBAE die cts.

4.1.5 Preliminary %sessment of COBET programs and ongoing Education 11 Projectindicates that out-of-school basic education activity generates imm ense interest nmongparticipants in pttrslling educational activities as an effective means of tnining for self-employm ent.

4.1.6 The proposed Zlmzibar Altemative Lenrning and Skills Development Project has beendesir ed using a pm icipatory process (ref: para1.4). n e concept of an altemative educationwas discussed extensively. It was clarifed that an altem ative education is not m eant to be aparallel competitive system to form al education or is it a second clmss form of education forthose who are not reached by the formal system , at present. Altem ative education is notm eant to solve the problem s inherent to the formal system , such as clmssroom s shortages, orthe lack of quality and relevance of its cunicuillm, but is a means to address the speciscneeds of distinct target poups, through a different approach in the plnnning, desir anddelivery of education prop nms.

4.1.7 The Project will be the fourth Bnnk Group fmanced operation in the education sectorin Tnnzania. The srst project, the Technical Education and Vocational Trairlinz (Education1) Project, was approved in 1978. n e ADF'S participation was UA 6.45 million (86%) andGOT contribution was UA 1.07 million (14M9. lt involved the conversion of tltree existingsecondary schools to technical schools and the uppading of one Vocational TechnicalTraining Center. The project has been completed in 1998. The Emplovment and TechnicalEducation Studies was approved in 1993 for a TAF grant amotmting to UA 0.52 million. n estudy includet among others, the survey and analysis of performance profles for remunerativework in the formal and informal sector of the economy, and u sessm ent and analysis of the

actual teclmical and vocational education and H ining system relaéve to changing job marketrequirements in M ninland. The Study hms been complded in 1999. 'rhe Education 11 Proiectwas approved in December 1997 and becam e effective in January 1999. ADF pm icipation

1 0

was UA 20.00 millipn and GOT contribution was UA 2.5 million. In Znnzibar, n e ongoingEducation III Project involves (i) Rehabilitation of 9000m2 of buildings, including staffqum ers, at ah Teachers' Training College (NTTC) And provision of laboratoryequipment; (ii) Rehabilitation and Completion of 200 primary school classrooms; (iii)Development, production and distribution of 496,000 textbooks and. teacher guidesj in 8subjects per pade, for stnndard 4 to standard 7; and, (iv) Trnining for 1,000 Teacher Trainers9om NTTC and Teacher Centers (TCs),

4.1.8 Key lessons lea ed or emerging 9om the abeve operaions are: the need for Borrowercounterpart staff tnining in Bnnk procurem ent guidèlines and procedures; the need for adequatecotmterpart funding; the need for more thorough projed preparaéon and appraisal. The desirof the project takes accotmt of the lessons leamed goni the above- projects.

4.2 Proiect Area and Proiect Benesciaries

4.2.1 The project area covers both Unguja and Pemba Islands ( Znnzibar). While theproposed project activities are to be administered and managed in Unguja Island whereGovernment administative stnzctures and ministries are bmsed, the benefciaries targeted are

frorri both Islands. 'I'he targeted beneliciaries ( 64,617 by the end of the project) compriseout-of-school youth in both rural and tlrbatl areas.

4.2.2 Out-of-school Youth: The selection of target benefciaries 9om the out-of-schoolyouth was made by applying age and gender equity criteria using data 9om tk ee years(1996-1998). While age cdteria will limit the out-ofzschool youth to those belpnging to aé'e

ii iaries are female.poup 9-20, gender equity criteria will enstzre that 60% of the target beùe cThe target populations of out-of-schools youth belnnging to 9-20 years comprise differentsub-groups whose reasons for being out-of-school and needs are different. Thusidentifcation of the target beneficiaries under each sub-poup wms found necessary in orderto propose appropriate intervention. The 9-20 years out-of-school youth comprise two sub-v oups:

i) Sub-couo 1: Non-enrolled 9-14 vears of aqq: Using three years of aggregated dataand a non-em ollment ratio of 18.5%, it is estimated'lat 29,976 youth of age 9=14, who havenever been enrolled in any school system, wi 11 be tarj/ted. As a pilot initiàtive in one of themost density area in Unguja, 60% of the targeted benei'eiaries will be girls.

:

ii) Sub-crouo 2: brop-outs: The drop-out youth sWçlling the mnks of the out-of-schoolyouth that satisfy the age cdteria for selection are those belonging to agç' 9-20 years.However, it is fotmd necessary to break thq wide age group intb two further subugroujs inorder to minimize the age variations to address the specific needs of eàch sub-pbup.

(a) Drop-outs of age 9-14: using the averagp drop-ogt rate and the total number of cllildrenemolled, it is estim ated that the dropouts of age 9-14 are 8,390; and

(b) Drop-outs of age 15-20: using the ross enmlment ratio and the average dröp-out rate, itis estimated that the drop-outs of age 15-22 are 4,712.

4.2.3 The total nllmber of out-of-school youth that form the target population for the firstf which 60 V are gkls. 'I'lte project will target 10% moreyear of the project will be 43,078, o

each year. The project will benetk women thr. ough; .th. e , IEC program for .sensitizétion , on

11

health matters and awareness of oppormnities for improvement of life style. W om>n arealso equal benesciaries from the Micro-credit Ftmd (40% of the beneficiaries will bewomen groups/cooperatives). n ese and the taining programs of àis project willcontribute towards the betterment of the lives of women.

4.3 Skateaic Context

4.3.1 Skill Development: n e formal education system in Znnzibar faces differentchallenges that hinder the delivery of buic education to the school-age population. Amongthe challenges are: the lack of adequate facilities to accommodate the powing number of

school age population; the lack of kained teachinq staff and of a diversifed teaching systemthat can respond to changing needs; the increased nllmber of school drop-outs; and the pooradaptability of skills of school raduates to emplom ent. As a result of these problems anddue to the high rate of population rowth, an increasing number of the school-age populationis out of school. The youth of age 14-30, which is neither at school nor engaged in gainfulezployment has become a w%ted productive resomce, that crmnot conibute to the socio-economic development of the country. n e country does not have sufscient skillsdevelopm ent centers for these idle hllm an resources to be retrained to respond to the demandof the labor m arket and thereby conG bute to the human capital form ation.

4.3.2 Altemative Lexrninc: The pool of out-of-school children also includes those aged 9-14 who have never been enrolled in the formal school system due to limited classroom space,poverty, and negative attitudes of parents towards education. This group of out-of-schoolchildren require literacy, nllmeracy, basic education and skills. In order to satisfy the needs ofthis specisc poup, an altemative lenrning structure that would relate lenrning to productivitywill need to be put in place, ms a pilot intervention both in Unguja and Pemba. The altemativelearning structures will help to reduce the pressure on admissions and reduce the increasingnumber of skeet children. These altem ative lesrning structures will provide literacy,nllmeracy, and complementary bmsic education that will allow students either to continuetheir education, by joining the formal education system, or be admitted to skills developmentcenters.

4.3.3 lmproving educaional opportunides for out-of-school children will lead to erlhancedwage-enming prospects ms well as condbute towards poverty reduction. Enhanced extemalem ciency, will give paduate students improved quav caéons which will be better received andrewarded on the labor market, thereby also reducing poveo . Interventions will includemeuures to increase the pe cipaéon and achievement of women in formal and non-formaleducation and also to incre%e the propoion of women cooperatives in business incubatorprograms. This will, in the medium and long-ten enhance women's potenial to engage in morerewarding income-generae g acivities.

4.3.4 Business Incubator: The B.1. approach can usefully be applied to the proposedproject consguration to (i) ensure the necessary linkages between sllls development/vocational schools and the business environment in Znnzibar; (ii) support the Gmt businesssteps of vocational school vaduates by orgsnizing them in small productive entities providedwith adequate space, services, technical and snancial assistance; and (iii) catalyze/facilitatecontacts nmong these entities and the local business commlmity; this would also benest theschool as such interaction with the local economic environment would provide usefulfeedback to update/adapt curricula.

12

4.4 Proiect Obiectives

n e Project will contributç tdwqrds the s#:14q ,goal to contribute to hllman resourcedevelopment and poverty reduction by providi 'ing. alt:mative lenming, ski. . 11s and employm entoppo- nities to out of school youth. The objeçtike pf the project is to improve the quality oftraining, non-formal education and to link educàtion with the labor market needs.

).! .

.< tj

xk)x. N

'

j.xww 1. . ..x?,C . : l: #

4.5 Description of Proiect Outputs

4.5.1 'Fhe project, which will be implemented over a period of 5 years, will consist of thefollowing fve components:

1. Development of Altemative Lenrning;II. Establishm ent of Skills Devùlopmpnt Centers;111. Developm ent of Business Incubatör Fadlitiesi.IV. lnstitutional Strengthening; andV. Project Management.

4.5.2 Four outputs are to be achieved tmder this pmject, nqmely i) the establishment of aschool for an altemative lenming; ii) the establijhrn ent of two Skills Develppment Centersd rehabilitation of a Vocational Trairling C:rkiér; iii) the establishrn en1 of Business

Incubators in the two skills development centers; and iv) capécity building throughinstitutional stengthening of 5ve Ministries.

4.6 Detailed Descriotion of Proiect Compènents and Activities

4.6.1 'I'he project will include a range of activities within the following categories:

A.B.C.D.E.F.G.H .

Com ponent 1: Developm ent of M ternative Learning

4.6.2 This component will m ake provisions for cllildmn between the ages 9-14 who (Iid nothave the chance to be enrolled into the formal education system, to attend special clmsses atthe Altemative Lenrning Center to be constructeib :TMs will enable the best performingsmdepts to join the normal education system whilst' the others go to the Skillj DevelopmentCenters to acquire skills.

A. Professional Services

Professional SeM ces;Civil W orks;Fllrniture.Equipm ent',T Rinin *'r g,Technical Assistance;M icro Credit', andOperating Costs.

4.6.3 Architectural and Engineering designs, pro'duction of tender docllmenfs, tendering,.

'

tender evaluation and supervision of the works t4 'pSnàl accotml, will be undertaken by aconsultant. n e new designs will be in a post and lintel system, with a rah foundation to

13

th fety of the s% ctures in the clayey soils of the Island. The consultant will ensureensure e sathat a11 teclmical speciscations are followed and will also certify a11 requests for paym ent9om the conkactor. The consultant will be at the disposal of the PIU in order to resolve a11technical issues related to the cons% ction of the project. The PIU will monitor and supervisethe activities of this consultant.

B. Civil W orks

' o

'

a

'

4.6.4 The civil works tmder thls component will consist of a two-storey relnforced concretestructure with a total area of about 1,1 10 m7 consisting of:

i. 12 classroom s;ii. storeroom s;iii. preparation rooms; andiv. adm iniskation llnit.

Fum iture

4.6.5 The Project will provide for ilrniture for the Center for M ternative Education. Fixedflzrniture will be provided for under the cons% ction conkacts. The main items of loosefLlrniture will be chairs, tables, desks, storage and display llnits and other such item s ofessential fllm iture required for the fllnctioning of the facility. Locally produced fllrniture willbe used as far as possible in order to make ftzture repairs and replacements cheaper andindependent of im ports.

D. Equipm ent

4.6.6 Equipment and teaihing matedals will be provided by the Project. These will includeaudio-visual equipment such as television sets and video cmssette recorders, a computersystem, text books, stationery and other teaching material that will enhance leaming.

E. Traininz

4.6.7 The teachers for the Center for M tem ative Lem ing will be qualifed teachersmssir ed by the M inistry of Education. The candidates will receive orientation cotzrses onspecial teaching methods for a period of 2 months. Two of them will go on a smdy totm fortwo weeks, to any of the cotmtries which have succeeded in altemative education.

F. Technical Assistance

4.6.8 Specialists, from the M ainland will, be required to train the teachers at the school fora period of two months.

Component II: Establishm ent of Skills Developm ent Centers

4.6.9 The formal education system in Znnzibar faces different challenges that hinder thedelivery of basic education to the school age population. 'I'he establishment of these centerswill conG bute to the socio-economic development of the cotmtry. The country does not have

sufscient shlls development centers where its lage idle human resource could be rekainedto satisfy the dem and of the labor market and conm bute to hllm an capital form ation.

14

4.6.10 The activities tmder this component include:

1) Establishment of M kokotoni Skills Developmentfenter in Uùguja;2) Establishment of Pemba Sldlls Development Cehter; .3) Rehabilitation and expansion of Mwanakwerekw: Vocational Training School; and4) Provision of equipment for the Miknmgtmi Techn,ical Secondo School.

A. Professional Services

4.6.11 Architectural and engineering deàir sj produqtion of tender documents, tendering andsupervision of the works to fnal accotmt for the, Mwanàlcwerikwe Skills DevelopmentCenter will be undertaken by force accotmt, through the PIU . The,new design will be of apost and lintel system, with a rah foundation tö liyure the safety of the structures in the

d The works will dpvér tEe rçpair and expanàion works on theclayey soils of the lslan .carpentry and tailoring' workshops, classrooms and the admin' is/âtion block, as well as the

king and rpair wotzhops. Extemal engineedngconstruction of a new block for the shoe-maservices concem ing the road network, drainage, sewerage and ext:rnal electrical installatipnswill also be provided. The works on the btlilding: Will cover a poss surface area of about1,050 m7. n e rehabilitation and expansion works will àe csrried' put by.force Taccouùtj usingcrahsmen and student co enters tmder the superviéijm of a buildinj inspector from the PlU,as was the m ethod used for the existing stnlctures.

4.6.12 A multi-disciplinary 51%1 of consultants will be redruited çàrry out the desipp for theMlcokotoni and Pemba Skills Development Centerx, 1'h' e new bebi'jrl will be of a post andlintol system with a raA fotmdation to ensure the safçty of the stftiçturrs in the clayey soils ofthe Island. The 517x1 will provide a tenm of architecfj; vngiheers Yivil, structupl, meche caland electrical services) and quantity surveyor: who W)11 be responsible for tlle preparation ofdesign drawings and tender documents as well as' for.site sup' erviéioh. n e buildings will begrouped so as to obtain suffcient space for practice felds fpr thq al cultural courses(horticulture, livestock and crop farming). 'I'he Grm wfll be tinanced by the Fund gnd will beselected in accordance with Brmk Rules of Ptocedukç. 'Fhe Consultant will also carry outevaluation of contactors' tenders w1t11 tlle Pru and provide post conkact services, includingperiodic supervision of works up to the stage of GIaI accounts.

B. Civil W orks

4.6.13 The M kokotoni and Pemba Skills Developments Center will consist of theconstnzction of: i) clmssrooms; ii) woruhops; iii) smdent ipstelb; , )v) cafeteria; v)administation block; vi) staff houses; vii) extemal .works cphsiqiing of the consH ction' ofinternal roads; viii) sewerage system; ix) laihage syétem; and' x). landscaping. A11 requiTedland must be legally secured by the GOZ before tendering.

C. Furnihce

4.6.14 'I'he project will provide fllrniture for the new skills devçlopment centers, as well msadditional fnrniture for M wanakwerekwe Vocational lfrâining Center. Built-in flarniture willbe provided for tmder the cons% ction contractsi. Tlte 'hlài'n itzms pf loèsè llrniture will be

' ' à ' itèms of çssqniial furniturebeds, chairs, tables, desks, storage and display lmlts.an .any suchrequired for the functioning of the facilities. Locally jrodlzced fllrnitttre will be used as far as

possible in order to m ake future repairs and replacem ents cheaper and independent ofimports. A detailed list of Elmitttre for each facility is provided in the Project ImplementationDocument (Pm ).

Equipm ent

4.6.15 A11 equipment required for the above facilities will be provided under the Project inaccordance w1t11 specised lists prepared in the preparation report and updated by theappraisal mission. 'rhe existing equipment in good condition at the M kokotoni VocationalTrnining Center will be mnintained, additional equipment will be provided wllile each of theskills centers at M kokotoni and Pemba will be provided with a double cabin pick-up and amotor cycle. Inkoduction of a Computer Center with Intemet access housing a battery of 10Computers and 2 Plinters in a Network will be provided to the Miktmplni TeclmicalSecondary School.

E. Traininc

4.6.16 The courses to be accommodated at the Skills Development Centers will includemmsonry, plumbing and electrical installations, catering and hotel management, handicrah,weaving, painting and decoration, repair of eleckoxlic appliances, vehicles and boats. A11 theteachers for the Skills Development Centers will be well qualified and assir ed by theGovemment. They will be given orientation courses for a period of 11 months spread over5ve years to make them more effective in teaching methods. It is expected that there will be 5additional teachers at M wanakwerekwe to boost up co entry and tailoring ms w ell as the shoemaking/repair unit. About 18 teachers will be mssir ed to M kokotoni and 12 to Pemba.

F. Technical Assistance

4.6.17 Technical assistance will be required for curriculum development, testing, evaluationand certiscation for a11 cotlrses. These technical mssistants will at the snme time give theorientation courses to the teachers for a period of 11 months mread over fve years.

Com ponent HI:

4.6.18 Skill Development Centers (SDC) are not an objective but a means offered to the out-of-school youth of Znnzibar as a way to develop (se19 employment. It is necessary tocomplete this lenrning process by putting in place a system that will enable the youth tosuccessfully initiate economic activities and seize business opportunities. The BusinessIncubator (B1) is tht most appropriate tool to orient the youth toward entrepreneurship andjob creations, as it will :

* promote the notion of 5r113 creation ;

* help the SDC vaduates to create their own jobs (or even create jobs for others) with thebest chances of success, tmder the best technical and snancial conditions;

* develop a set of good linkages between the kaining sector and the economic environmentin order to increase the chances of success in the process of enterprises' creation; and

@ help interested W omen's cooperatives develop income generae g enterpdse.

Support will be provided for the establishment at the M kokotoni and Pemba SkillsDevelopment Centers of Business Incubators.

D evelopm ent of Business Incubator

l

s ..k-:r.. 1

The M icro-credit Ftm d

4.6.19 Al1 requests for a loan will be presented tp, and evaluated by the Business IncubatorEvaluation Committee (BIEC) comprisitlgcof (i) the Director of the BI, (ii) a teacher comingfrom the seld of study that the entrepreneur is epgàged in, (iii) a representative of theMinistry of Education and (iv) a representative 61- t1% e NGO who wilt' muage jhe Micro-Credit Ftmd. The Micro-credit Ftmd will bç admM stered by an experienced local NGO,who will be selected by the BIEC and approvçd by the ADF. AMINAC will provideinstimtional capacity buildihg support tp intervening M icro-fnance N GO that will beselected based on the following criteria:

* A proven ability to serve a significant plmber of poor, wom en micro entrepreneurs inperi-tlrban and rural areas, and other disadvO tagG, p oups.J' .* Be legally-registered as a lending entity under 'the Banklng regulations of Tnnzania, andhave a business plan and sustainability skategy. . :

* Ability to offer credit and savings prpducts and seM ces at market rates of interest.* Have a sufscient and appropriately trained >taff tö handle their operations.

4.6.20 A deposit will be made into a reserve aècoznt ilt a commercial bnnk, and the NGOwill manage the accotmt. The NGO will be àccbtmtable and it will have to produce a detailed

hl report concenling the utilization of Iie Ftmd. .It will receive a fee, maximllm 10 %,mont yfor the adminiskation of loans, bmsed on the nmotmt of loans allocated. A performanceindicator will be included in the contract, wllich will be linked to overall fee paym ent. n eNGO will not be authorized to make any tansaction of money other t11= those authodzed bythe Committee. Every kansaction will be documented, according to a procedure to beestablished.

4.6.21 An Operational guidelines for the operation of the Business Incub>tor has beenproduced and ij attached as Annex XV of tlz Pm . Eayh. borrower 9om the M icro-creditFund will si> an apeement to pmicipate iil the fropam of business creation provided bythe Business Incubators. This apeement will ktipulate amonj others that the borrower willprepare and submit various documents detailed in the manual.

4.6.22 In general the loanK will be ranted either for Loan Working Ca/ital (LWC) orCapital Equipment (LCE) to applicants âom tlz following groups:

a) Loansfor Graduates.. The two SDC'S will p'adu>te about 400 smdents each year, it isestimated that 50% of the Faduates will request-fùr 'a loan, and an average of USD 1,200

(Total costs: 200 x 1,200= USD 240,000).

b) Loansfor Women Groups or Co-operàtives: It is estimated that 15 organizations willapply for a loan. It is fhrther assllmed that 5 boaowers 9om each cooperative /voup willapply for a loan of an average of USD 1,200 t'fùtal èöst: 5x1,$ 200x15 = USD 90,000).

4.6.23 Loan for Working Capital (LW C): T'he wtyki, ng capital loan will be used, forexample, to buy the materials or goods tö pmducçrtati order 9om a customer. n ese loanswill be made only if the borrower can provide eWdence of an order for a client, and he mustdemonstrate that tllis client is solvent. The amùtmt of the loan will be be> een USD 100 andUSD 1.500. The borrower will have to reimburje the loan in a duration period of 6 months as

')t' II

'!k'

12! '

17

soon as the bill haà been sent to the client. A grace period of one month will be given to theborrower for the srst repam ent. A business will not be permitted to beneft 9om more t11m1one loan a year.

4.6.24 Loan for Caoital Enuipment (LCE): The loan will be used to buy productiontools/eqipment only. 'lxis invese ent will serve as a guaranty for the loan. The amotmt ofthe loan will be between USD 200 and USD 2,000. A grace period of 2 months will be givento the borrower to begin the repam ent of the loan.

4.6.25 The rate charged for LW C and LCE loans will be determined each year; it will reflectm arket rate levels and cover the cost of m anagement.

D . Enuipm ent

4.6.26 Al1 equipment required for the BIs will be provided under the Project in accordancewith specifed lists prepared in the preparation report and updated by the appraisal mission. Asllmmary list of equipment by department is given in the Pm .

E. Trsinina

4.6.27 A Director will manage the Business Incubator, in each school, and facilities will beprovided to train them. n e NGO who will be responsible for the sensitization of these creditbenefciaries will orgnnize sem inars and workshops for the commllnl'ty-bmsed wom en creditbeneficiaries.

F. Technical Assistance

4.6.28 The Technical assistance will be provided to train the Directors of the BIs and also to

undertake follow-up activities for the srst 3 years of the project for a period of three monthseach year to consolidate the gnins made by the establishment.

Com ponent IV :

'I'he above component comprises two sub-component :

4.6.29 Information. Education. Communication (IEC): One of the main causes of parentsnot sending children to school is lack of appropriate information. n e IEC activities willfocus on sensitization of parents, religious leaders, and communities and project benesciariesabout the objectives of the project. It will also focus on project implementation skategies,impact and try to ensure the effective participation of the benefciaries. IEC will also tansmitinformation and create awareness lmong the population about socio-economic issues such asthe benests of education, environm ent safeguarding, hygiene, nui tion, law s relating towomen and children, reproductive health, HIW AD S, and micro-credit.

Institutional Strengthening

4.6.30 Caoaciw buildinc: This will concem MOE and representatives of key projectpm icipating ministries and instimtions, namely the M inistry of Phning and Invese ent(MOPI), Commission of Labor (COL), Ministry of State, Women and Cllildren Affairs(MOWC) and Ministry of Information, Culture, Tourism and Youth (MOICTY). Capacitywill be stengthened through: (i) the upgrading and equipping documentation centers at the

18

above ministries; and (ii) the training and smdy tours in Statistics and lnformationM anagement for a stAf member 9om each ntirlistry.B. Consm zction

4.6.31 In a11 the 5ve ministries (M OE, COL, MOPI, MOW C and MOTICY), a space will berehabilitated as a docllmentation center where up-to+date statistics anè information will bemanaged or obtained. n e rehabilitation works Will concem replacing partition walls,windows, doors, ceiling, etc., as well as paint works.

Furniture

4.6.32 OfEce fttrniture will be provided tmder the Project for the docllmentation centers.These will be tables, chairs, shelves and cabiûets. n e flz' rniture Will be locally produced inorder to make future repairs and replacements eheapet.

D . Equipm ent

4.6.33 'Fhe newly refurbished documentation centers will be provided with air conditioning,computer systems, w1111 intemet service cormections, and other ofsce equipment.

E. TraininR

4.6.34 A major impact of the taining category of 'the proposed Project will be to improveconditions, which will enable the 5 GOZ ministries t: better meet their plnnned output targetsfor the various kained cadres in statistics and .infonhétion management systems. The projectwill also provide the means of sensitizing tlw public on awareness, by means ofseminars/workshops for about 40 staff 9om a11 those ministries for two days, and awarenesscampair s through news media for the genepl publiciôn generàl hygiene, f?mily plnnning,HTWM DS, and taking advantage of the project to improve the quality of lifestyleé.

Technkal Assislançq

4.6.35 The Project will engage two technical assissânts for the preparation of the lECprogram package which will include monitoling, impàct and beneficiary assessment, for aperiod of Eve m onths.

Component V: Project M anagement

4.6.36 To ensure the effective implementation of thi, Project, the Project Implementationo .

'

Uzlit IPIU) set up withln the Ministry of Educgtiom ffor supirvising the implementation ofthe ongoing Education 11 Project ( ref, para. 4.1.7) will be skengthened. To manage andimplement the activities plnnned under this Proj'ect, tlz following göods will be provided :

B. Civil W orks

4.6.37 Additional office space for the PIU will. be rehabilitated within the M inigtry ofEducation. This will comprise the replacement of windoWà, doors, displacement ofpartitioning wall, painting and provision of air conditioners. '

19

*

C. Furniture

4.6.38 Additional oo ce flzrniture will be provided for tlle PIU in the form of tables, chairs,sling cabinets and drawers as necessary.

D. Epuioment

4.6.39 The Plu will be provided w1t11 additional general offce equipment, a desk-top

computer with the necessary so> are and intemet connection, a photocogier, a laser pdnter,fax, telephones, as well as such other equipm ent necessary for the effectlve m anagem ent of

the project. One 4x4 vehicle, two double cabin pick-ups and two motorcycles will beprovided for the supervision, and monitoring of Project activities in Unguja and Pemba.

F. Tecbnical Assistance

4.6.40 An experienced Architece ngineer will be engaged for a period of twelve months tomssist in recnziting the desir and supervision consultants for the Skills Development Centersand the Center for M temative Lesrning, as well as the review of desir and tenderdocllments. He/she will kain the Deputy PRJ Manager in managing the Project according tothe Bnnk's Procurem ent Rules and Procedures. An extem al auditor will be engaged to audit

the Project accounts once every year.

H . Operating Cost

4.6.41 The Project will lnance operating costs, including salary top-ups for the Deputy PHJManager, Oukeach and Monitoring Offcer, Procurement Ofscer, an Accotmtant (FinancialConkoller), an Architect, an Engineer, two Technicians a Secretary and threeDriversN essengers. Other costs related to project implementation, including general offceexpenses, telecommllnications, and vehiclemmning costs, will be snanced by the Project.

4.7 Environm ental Im pact

n e Project is clmssised as Category 3. It is not expected to result in an adverseenvironmental impact. The Project will include the following activities: a) ProfessionalServices; b) Civil W orks (12 classrooms; storerooms; preparation rooms; administation llnit;with a total area of about 1,110 m2.)., c) Furnittlre; d) Equipment; e) Training; f) TecbnicalAssistance; Operating Costs. The linlited size of the works to be performed and them itigating m easures that will be applied will create a linlited adverse impact. The memsuresintepated in the Project desir and implementation are: 1) rehabilitating and cons% ctingschools using appropriate desir s standards and speciscations, as well norms complying withhygiene guidelines; 2) use of ahti-erosion techniques (including trees, grmss planting andlandscapingl; 3) safe wmste management (including laboratory waste). Waste disposal willinclude septic tnnks, incinerators, and conkolled landfll as required.

4.8 Proiect Costs

4.8.1 n e Project costs, net of taxes and based on April 2000 prices, are broken down bycomponent and by category of expenditure in Tables 4.4 and 4.5 respectively. The detailedcost estimates are given in the Pm . For the pupose of costing a11 items have been priced inthe US Dollar and converted into UA and TZS at the exchange rate applicable for the month

20

of April 2000 in the Bsnk. 'I'he total cost of the Project is estimated at TZS 7,80 0.45 billion,i.e. UA 7.29 million, oi-which UA 4.11 million is in fbreir exchange and UA 3.18 million inlocal costs. '

4.8.2 Construction cost estimates are based on prices on the implementation of theEducation 11 Project by the Plu and 9om bui. l/ing conkactors. Yhe costs of desir ,supervision, consultancy serdces have been caleuvted using Govemment rates. Costs offurniture have been estimated as a sxed pemçntage bf. the costs of constnzction of the SkillsC ters and the Center for Altemative Lenno ing. P'çjglé of equipmènt and materials are basedenMOE standard lists of equipment and suppliçs 'ibr Skills Trining Centers and primaryon

schools. Physical contingencies of 10 % have been tbjcluded in 'all item s, and price ùscalation' ..... . -. .

has been calculated based on 5% rmnual rate of 'infl. ation. rfhi. share ,ùf foreir exchange ofthe various categories of expenditure wag Estimaled as follows: 80.0 % for consultancy

fl 5 100 % for eqyipment, 65.2 % forseM ces, 71.5 % for cons% ction, 34.2 % fot ' lrmtttre,

taining, 55.4% for technical assistance, and 78.4 % for various item s under operating costs.

TABLE 4.1PROJECT COST BY CQMPONENT. J .tirl rllillitl rl )

' .. - . . . ii TZS' r ,- - .. - .. . .. .- .. .. .. .. jn UA 7 - r - .. ,-T , .

COMPONENT F.E. . . .'MJC'. . : oTotal' . F.E. L.C. Total % FE1. DEV. OF ALTERNATIVE LEARNING 357.17 Ju j.0k18 ' 447.35 . 0.33 0.08 0.41 ' 79.8II. DEVELOPMENT OF SKILLS CENTERS 2.528.92 792.55 3,228.47 . 2.31 0.M 2.96 78.1111. BUSINESS INCUBATORS (Poverty redudon) 31.99 . ' 919K3' 7.93 1.869.92 0:03 1.68 1.71 1.9lV. INSTITUTIONAL STRENGTHENING ' . 89.97 219:92 309.89 . 0.08 0.20 0.28 96.0

Info. Eduœtion Communicaion (IEC) ' i71*.2é ' 11,50 282.70 0.25 0.01 0.26 . 29.0V. PROJECT COORD. & MANAGEMEMT 4:7.93.. 151.24 569.17 0.37 0.15 0.52 72.6

'6V' ' 18 153/4;4:32 6;707.49 3.37 2.77 6.14 54.9BASE COST . 3, : ; ,PHYSICAL CONTINGENCIES b20tùd 'i V'.X 685.69 0.34 0.28 0.61 M.8

SUB-TOTAL 4 021.'13' 3,2V.0# 7,309.18 3.73 3.05 6.77 73.9PRICE ESCALATION 362.91 1$2br*37' 491.27 0.38 0.13 0:52 56.3

TOTAL PROJECT COST 4,3> 1% :,41::42 7,800.45 4.11 3.18 7.2% 118.4

TABLE 4.2PROJECT COST BY CATEGORY OF EXPENDITURE

(ir! fllillitl r! )

CATEGORY F.E. L.Ct' Tètal . F.6. L.C. Tptal % FEa) Design / Supervision 200.35 50.'09 250.43 0.$8 0.05 0.23 ' 80.0b) Civil Works 1,879.07 749.66 2.62$1/3 1.72 0.'69 2.41 71.5c) Fumiture 93.95 180292 274.87 0.09 0.17 0.25 34.2d) Equipment 657.34 - 657.% 0.60 0.00 0.60 100.0e) Traininq 283.20 151.44 434/64 0.26 0.14 0.40 65.2f) Techniœl Asslstanœ 347.87 240' .50 628.37 0.32 0.26 0.58 55.4

Micrœcredit - 1,549.44 1 549.44 0.t0 1.42 1.42 -g)h) Operating Costs 222.40 41.27 1:;$:.67 0.20 0.06 . 0.:6 78.4

BASE COST 3,6M .18 3,023.32' 6,707.49 3.37 2.77 6.14 M .9JPhysical Conùngencie.s 320.96 264.73 585.69 0.34 0.28 0.62 54.8

SUB-TOTAL 4,021.13 $ 3.288.05 7,309.18. 3.73 3.05 6.77 55.0. . y () a a c j a c 52 p'a gPRICE ESCALATION 362.91 12:.3 7 ..4.Q1..R ., . . . .

TOTAL PROJECT COST 4,384.% 3,416.42 7,*8:0.45 4.11 3.18 7.29 56.3

TABLE 4.3 'SOURCES OF FINANCE

(ih UA miiiionl'F.E. % L.c. % Total %

A D F 3.47 84.6 ' ' ?!q!' 65..4 5.56 76.2TAF :.63 15'k4. ' 0'.37 ' . ' '1..1.8 1.01 13.8

GOVERNMENT . 0.73 ' ' 22.8 0.73 10.0

T O T A L 4.11 ' 1.00.0 , 3.18 100.0 ) 7.29 100.0Percentage 56.3 43.7 e, ' 100.0

21

4.9 Sources of Financinc and Expenditure

4.9.1 n e Project will be jointly G anced by ADF, TAF and the Govemment, ms shown inTable 4.4 below:

Table 4.4EXPENDITURE SCHEDULE BY COMPONENT AND BY CATEGORY OF EXPENDITURE

(in million UA)2001 2002 2003 2004 2005 2006 TOTAL %

COMPONENTI: DEVELOPMENT OF ALTERNATX E LEARNINGA Design I Supervision 0.01 0.01 0.01 0.02 0.00 0.00 0.05 0.7

B Civil W orks 0.00 0.08 0.17 0.09 0.00 0.00 0.35 4.7C Furniture 0.00 0.01 0.02 0.00 0.00 0.00 0.03 0.5D Equipment 0.00 0.02 0.03 0.00 0.00 0.00 0.05 0.7

E Training 0.01 0.00 0.00 0.00 0.00 0.00 0.01 ' 0.2Total: Component 1 0.02 0.12 0.25 Q.11 0.00 0.00 0.49 6.8

COMPONENT II: DEVELOPMENT OF SKILLS CENTERSA Design l Supe-ision 0.03 0.06 026 0.07 0.00 0.00 0.22 3.1

B Civil W orks 0.00 0.54 1.13 0.59 0.00 0.00 2.26 31.1C Furniture 0.00 0.07 0.15 0.00 0.00 0.00 0.22 3.1

D Equipm ent 0.00 0.14 0.30 0.05 0.00 0.00 0.50 6.8E Training 0.00 0.00 0.07 0.03 0.03 0.03 0.15 2.1F Technical Assistance 0.00 0.00 0.10 0.04 0.04 0.05 0.23 3.2

Total: Component 11 0.03 0.82 1.82 0.79 0.07 0.08 3.60 49.3COMPONENT 1II - BUSINESS INCUBATORS

D Equipment I Materials 0.00 0.01 0.01 0.01 0.01 0.00 0.M 0.5E Training: Sem .M shops for 0.00 0.00 0.00 0.00 0.00 0.00 0.01 0.1

Credit BeneficiariesF Technical M sistance 0.03 0.06 0.06 0.0T 0.07 0.04 0.32 4.4G Microœ redit 0.16 0.31 0.31 0.31 0.31 0.16 1.56 21.4

Total: Component III 0.59 0.38 0.38 0.39 0.39 0.20 1.93 26.4COMPONENT IV - INSTITUTIONAL STRENGTHENINGB Civil W orks 0.20 0.00 0.00 0.00 0.00 0.00 0.20 2.8

C Furniture 0.02 0.00 0.00 0.00 0.00 0.e0 0.02 0.3D Equipment 0.06 0.00 0.00 0.00 0.00 0.00 0.06 0.8

E Training 0.05 0.00 Q.00 0.00 0.00 0.00 0.05 0.6Information Education and communication (IEC)E Training 0.03 0.06 0.06 0.96 0.Q5 0.03 0.29 3.9F Technical Assistance 0.00 0.00 0.02 0.00 0.00 0.02 0.04 0.5

Total: Com ponent IVI 0.33 :.06 0.08 0.06 0.05 0.05 0.65 0.65COMPONENT V - PROJECT IMPLEMENTATION UNIT

B Civil Works 0.08 0.00 0.0Q 0.00 0.00 0.00 0.08 1.1C Furniture 0.02 0.00 0.00 0.9Q 0.00 0.00 0.02 0.3

D Equipment 0.07 0.00 0.00 0.00 0.00 0.00 0.07 0.9F Technical M sistance 0.02 0.M 0.04 0.02 0.01 0.00 0.13 1.8

H Operating Cost 0.03 0.06 0.16 0.07 0.07 0.04 0.32 4.4Total: Component V 0.21 0.1Q 0.10 0.09 0.08 0.04 0.62 8.5

TOTAL 0.81 1.48 2.63 1.43 0.59 0.36 7.29 100.0Percentage 11.1 20.3 36.0 19.6 8.1 5.0 100.0

22

Table 4.5EXPENDITURE SCHEDULE BY CATEGORY AND BY SOURCE OF FINANCE

(in UA million)T O TA V

CATEGORY 2001 2002 2003. 2804 2005 2006 TOTAL %.:. , t; ' . ..

'

a) Design I Supervision 0.M. - 0.08 0.08 928 0 0 *.*21 3.8b) Civil Works Q.28. 0.62 1.3.0 0.68 . 0.00 0.00 2.89 . '39.7

. . . z' .

c) Furniture ' 0:04 0éQ8 : ' 0'.5'T Q;00 9.00 Q.00 0.30 !.1. . Y > y u : ' . #.

d) Equipment 9.17 ' ' 0..17 0.M ' --0.06 . ' 0.01. ' 0.'00 0.71 ' 9:8e) Training 0.09 0'.06 0.13 ' 0'.09 0.08 0.06 0.51 - 7*.03, , .

f) Tecbàical Assistance 9.05 t.19' , 9.22 0.13 0.12 9.11 9.72 9.9g) Microcredit ' 0.16 0.31 . 0.31 0.31 0.31 0.16 1.56 21.42

. . .

h) Opeotiqg Costs 0.03 '0.06 0.06 : 0.07 0.07 0.M 0.32 4.4$ .

Project Cost . 0.81 1.48 . ' 2.63 1.43 0.59 0.36 7.29 100.0. ê

Percentaqe of Total 11.1. 20.3 36.0 19.6 8.1 5.0 100.0

A D F 2001. 2001 . 2003 2004 ' 2005 2006 TOTAL %b) Civil Works 0.21 0.47 0:98 0.51 0.00 0.00 2.17 74.9c) Furniture 9.74 0.08. 0:17 0.00 0.00 0.00 0.30 100.0.: .

d) Equipment 0.13 ' 0.1r7: v . 0.34' 0:06 0.01 0.'00 0.71 100.0'

e) Training 0.08 ' 04ç, .. l 0..12 0.08 0.08 0.05 0.46 .90k99 Technical Assistance 0.90 .. Q.0j .0.11 u 20.01 0.01 . 0.09 0.03* . 4.8g) Microcredit QJ6 ' 025 :.31 Q:31 0.34 0.16 4.56 ' 5.KtQh) Opèrating Costs 023 0.06 0.06 0.07 ' 0.07 0:04 0.32 '100.0

Total Cost 0.65 1.15 (1'.9*9' . 1.04 '0.47 0k25 5.56 76.2

Percentage of Total 11.7 20*.7 ' 35.9 1827. 8.5 4.6 100.0

' ' ê. 1 'Y A F 2001 ' .2'002 $ ) 42003 . ' 2004 2:05 2076 TOTXE %

a) Design I Supervision ' 0204 0':0'8 v ' ' '0'.Q8 0,.08 0.00 0.,00 : 4.27 1.00.0- . . . . '' ' .

e) Training :.94 c';B'1. ' ' f). :.'01 @.M 9;c$ 9.:1' 7.:5 9.1. .< . ' .

f) Technical Assjstance 0k94 '0.09 0.21 0.17 '0.1 1 0.10 0.69 95.2, . . J

' ;-. v. . .. k . . .-lJ .. a .Total Cost 0

.09 . 0.1,7 v 0k3Q 0:22 9.12 0.11 1.01 13.8Percentage of Total ' 8.7 17.-1. ' 30.1 21.5 12.0 10.: 100.0

' ' ''. . l ' '

G O V'E R N M E N T 2001 20-02 . .2003* 2004 2005 2006 TOT-AL %. : uuà x ... . , .. (b) civil Works 0.07 0:16: 9.33 0.17 '0:00 0.00 0.73 10.0

Total Cost 0.07 0:16 ' 0.33 0.17 0.00 0.00 0.'73. '' ' 10.0

Percentage of Total 9.7 '21.5 ' 45.1 ' 23.7 0.0 0.0 100.0 '

4.9.2 The ADF loan contribution, estimatzd at UA s.s'6'milliùn,'will meet 84.6% ( UA 3.47million) of a1l foreiN exchange costs and 65.4 % of local ibtts (UA 2.08 mitlion). TAF willfinance 13.8 % (UA 1.01 million) of the total. proj'ect, 'rh'ich constitutes 15.4% of foreir. . )exchange costs and 11.8 % of the local èosts. The GoyTrnment will Gne ce 22.8 % of thelocal costs, estimated at UA 0.73 milliort wlli/ c6nsiitutes 10.0 % of the total projeqt eostk'In addition, Government will cover a11 taxes and duties.

23

1

4.9.3 The TAF will snance desir and supervision fees, valued at UA 0.27 million. TheConsultants will be selected as soon as the loan becomes effective, and preparation ofdesirand tender docllments will be completed six months aRer their selection. n e TAF will alsofmance the tm ining and study tour of the 5ve offcials 9om the minisi es tmder thecomponent of Institutional Skengthening, as well as a11 the teclmical assistance under theproject with the exception of the project auditors.

Justiscation for ADF Financinc of Local Costs

4.9.4 ADF Snancing part of the local costs is justifed given the following developments:

a) with ADF and other donor support, GOT is implementing economic reforms whoseobjective is to achieve accelerated economic growth and poverty reduction. As part of thereforms, GOT is expanding its revenue collection efforts. However, until domestic resomcemobilization hms improved signiscantly, the Government will continue to rely on extemalresomces to fmance a large share of its development expendiu es. Meanwltile, theGovem m ent is rationalizing its public expenditures to focus the extem ally and dom esticallym obilized resources on sectors that are key to poverty reduction, pm icularly the socialsector;

b) much of the extemal assistance received by GOZ is used predominantly to meet theforeir exchange costs of projects and propams. Counterpart ftmds generated fromadjustment support by donors are used for budget support;

c) the prevailing hig,h interest rates on resources mobilized from the domestic bimkingsystem cnnnot support the local fmancing of projects of a social nature. Hence the need forconcessional resources 9om extemal sources to meet part of the local cost comppnent; and

d) the nature of the project is such that a large percentage of requirements forimplem entation can only be procured locally and, furtberm ore there is already a 1ot ofongoing comm unity involvem ent.

5. PROJECT IM PLENG NTATION

ExecutinR Aaencv

n e Project will be implemented by the existing Project Implementation Unit (P1U).n e PRJ will be skengthened throug,h the addition of a Deputy Project Manager (who will besolely responsible for this Project). The existing Inter-Ministerial Steering Committee will bealso expanded to include the other pM icipating M inistries. The organizational chart of theexpanded existing Pr is fotmd in Annex H, and will be located in Znnzibar, in Unguja, onthe premises of the M OE. The PRJ W II be reponsible for the day to day management of the

Project including snancial management; a11 procurement related matters and the preparation ofquarterly propess repoM to be submitted to the Bnnk.

5.2 Institutional Arranzem ents

5.2.1 n e Plu will be headed by the existing Project Manager, while a new Deputy will beseconded by the Govem m ent to be responsible for the overall coordination, m anagem ent and

24

supervision of the proposed Project. Construction works, consultants will be engaged for theprofessional services required for cong% ction workg.

5.2.2 An experienced Architece ngineer will ,be m gaged for a period of twelve months inthe frst year of the project. He/she will be responsible for the procute@ent of the desir andsupervision consultants, supervision of the desir ahil tender documents and the taining ofthe new Deputy Project Manager in the Bsnk's pmçtuzment procedmes. External Auditorswill be engaged for the nnnual audiéng of Project accotmts.

5.2.3 The existing Accountant, Pmcurement O#fV4r, Architecc ngineer, secretaries anddrivers/messengers, will a1l bè maintained and will çontinue to receive incentives from theEducation 11 Project based on satikfactory performance of their duties. At the end of theEducation 11 Project the incentives will be fmanced 9om thià'project.

5.2.4 n e implementation of the Project will reqttire a s% cture presented in Annex Hcomprising an Inter-M inisterial Steeling Commiq4e, the Plu and other stakeholders(fmancial intermediaries, NGOs, consultants). An InteruMinisterial Steering Committve will

S der.tlze project with the objective of ensudngbe created to comprise a11 tlle 6ve minisGes tmthat project activities are in keeping with the .s# côals of the project. The Committee will

. ' '' (C A-- ,

equally be in charge of the supervision of the prèled s. extérnal evaluation and will meet atleast once a month. The Steering Committee will be made up of ihe principal secretaries of(MOPI), (M0E), (COL), (MOW C) and (MOICTYI; The Principal Secretary of MOE shallchair it.

5.3 Suoervision. Implementation Schedules and M id-Term Review

The project will be implemented over a period of 5 years 9om the ap/roval of tlte loan,mssllm ed to be in the flrst quarter of 2001. Imp lementation schedule are presented in Annex111. The Bank supervision plan is presented as an nnnex to the Project ImplementationDocllment (Pm ). A mid-term review willlbe conduded two yeap &h' er startwup , in order toevaluate the activities implemented, ensure that they' meet thè t'bbj:ectives set, exnmine the

th t could affect its implementation, and propose necessary measures andproblems aadjustment.

5.4 Procurement ArranRem ents

5.4.1 n e procurement arrangements are sllmmarized in Table 5.1 below and described indetail in the Pm . A11 procurem ent of goods, works and services fmanced by tl.le Bnnk will bein accordance with the Bank's Rules of Procedure for Procurement of Goodg, W orks and theRulés of Procedm es for the Use of Consuliantà, using the rdevant Bnnk Standnrd BiddingDocuments. Timzania's national procm ement laws and regulations have been reviewed anddetermined to be acceptable to the Bsnk.

5 MOF and M OH will pprticipate as observers

25

Table 5.1PROCUREMENT ARRANGEMENTS (in million UA)

Int Nat. Shod OtherC A T E G O R I E S ICB NCB Sh'ing Sheing Listing Proc'mt TOTAL

1 Consultancv Se- icesDesign & Supe- isionAlternative Learning (0.05) 0.05 (0.07) 0.05Skills Centres (0.22) 0.22 (0.22) 0.22

(0.27) 0.27 (0.27) 0.272 Civil W orksMwanakwerekwe Skills Center (0.19) 0.25 (0.19) 0.25Mkokotoni Skills Center (1.13) 1.50 (1.13) 1.50Pemba Skills Center (0.38) Q.51 (0.38) 0.51Rahaleo Alt-Learning School. (0.26) 0.35 (0.26) 0.35Documentation Centers (0.15) 0.20 (0.15) 0.20Rehabilitation of PIU (0.06) 0.08 (0.06) 0.08

(1.51) 2.02 (0.35) 0.35 (0.40) 0.53 (2.17) 2.893 GoodsFurniture (AIt. Learning) (0.03) 0.03 (0.03) 0.03Furnituret Skills Centers) (0.22) 0.22 (0.22) 0.22Fumiture (Inst. Strengthening) (0.02) 0.02 (0.92) 0.02Fumiture (PIU) (0.02) 0.02 (0.02) 0.02

4 Equipmentxat. (Alter. Learn) (0.05) 0.05 (0.05) 0.05Equipmentxach-tskills Centers) (0.50) 0.50 (0.50) 0.50EquipmentYat. (B. I.) (0.04) 0.04 (0.04) 0.04EquipmentYat. (Inst. Strength) (0.06) 0.06 (0.06) 0.06Equipment (PIU) (0.Q7) 9.07 (0.07) 0.07

(0.50) 0.50 (0.26) 0.26 (0.21) 0.21 (024) 0.04 (1.01) 1.015 TraininoTraining: Teachers of Alt. Learn. (0.01) 0.01 (0.01) 0.01Training: Teachers of Skills Centers (0.15) 0.15 (0.15) 0.15Seminars/Wshops for Credit Beneficiaries (0.01) 0.01 (0.01) 0.01Training for Institutional Strengthening (0.05) 0.05 (0.05) 0.05Training : SeminarsW shoo for IEC (0.29) 0.29 (0.29) 0.29

6 Technical AssistanceTechnical Assist. for Skillscentres (0.23) 0.23 (0.23) 0.23Technical Assist. for Credit Benesciaries (0.32) 0.32 (0.32) 0.32Technical Assist. for IEC (0.M) 0.04 (0.04) 0.04Technical AA-qist. for PIU (0.13) 0.13 (0.13) 0.13

(0.72) 0.72 (0.50) 0.50 (1.23) 1.23

7 Microrredit (1.56) 1.56 1.56

8 PIU - Operating Costs (0.32) 0.32 0.32(1.88) 1.88 1.88

T O T A L (2.01) 2.52 (0.61) 0.61 (0.22) 0.22 (0.M ) 0.04 (0.99) 0.99 (2.77) 2.91 (6.57) 7.29

5.4.2 M OE will be responsible for the procurem ent of goods, works and services. Theresources, capacity, the proposed new appoine ents to facilitate project implementation willenhance expertise and experience of the M OE. Selection and appoinu ent of these newoK cers be a loan conition. This will be tmdertaken where necessary in accordance with theBnnk's Rules of Procedm e for the Use of Consultants.

26

Civil-W orks

5.4.3 Procurement of construction works for M kokosoni and Pemba Skills DevelopmentCenters, nmotmting to UA 1.50 million altd UA 0.11 npilliow respeçtively, will be càrried outtmder ICB, whilst that of Rahaleo Center fo# Altemative Lenming will be tsrriçd out tmderNCB procedmes. Procurement of cons% ction works for the expansion o,f M wàn.akw erekweSldlls Developm ent Center, the rehabilitation of the Docllmentation ' Centeis in the fiveministries and of the Pfu ofikes at M OE will be calmied out under fo#ce accomgg to bemanaged by the PlU. The rehabilitatioh and exp* siph can nöt att#à4t local private orcommercial lnance. Force Accotmt will be used to facilitate and speed up the work.

Goods

5.4.4 Furniture for tlle Skills Development Centers and for Center fot Als:m ative LesrmèngCenter, ejtimated at UA 0.22 million and UA 0.04 million respeetively, will bé procuredd NCB Fllrniture for Instimtional Stengtheniùg and 'the Pr each estim ated at U A 0.02un er . ,

million, will be cnrried out tmder National Shojping.

5.4.5 Equipment for the Shlls Development Centers, estimated at UA 0.55 million, willeach be procured under ICB. Equipment and materials for the for Altemative LenrnipgCenter, Institutional Strengthenlng component K d for the Plu will be cam ed out underNational Shopping due to the small nmount involved in each and also due to the fact thatthese can be obtained locally.

Consultine and Trninina Services

5.4.6 Consultancy and training services will b e procured through Short. Listipg in

accordance with the Bnnk's Rules of Procedme for Use of Consult.ants. 'These will include

consulting services for the supervision of construction works, businèss incubators, technicalassistants and extemal auditors. The' selection procedure of teclmical quality w1:11 priceconsideration will be followed.

General Procm em ent Notice

5.4.7 The text of a General Procurement Notice (GNP) hms been agreed with the GOZ. TheBnnk will publish it in the United Nations Development Business M agazine, upon theapproval of the loan.

Review Procedures

5.4.8 The following docllments are subject to review and approval by the Bsnk beforepromulgation: (i) Specifc Procurement Notices; (ii) tehder documents/ request for p. roposalsfor consultancy services and taining institutions; (iii) tender and'proposal evaluation reports,including recommendations for conkact award; and '(iv) Dra; conkacts.

Disbursement Arrmwements

It is envisaged that the following disbursement arrangements will be followed for thevarious components and categories of expenditure:

*

- One Special Account for operating costs (related to the ADF Loanl and oneSpecial Account for local kaining (related to the ADF/TAF Grant), theestablishm ent of which will be a loan condiéon;

- One Special Account for the M icro-credit Fund; and- Direct Pam ent method for a1l other expenses.

5.6 M onitolinc and Evaluation

5.6.1 In order to ensure effcient monitoring of Project implementation, the PFU willmaintnin separate project accounts. Detailed accotmts concee ng expendiu e snanced by theBnnk and Govemment should allow identiscation of expenditure by component, category ofexpenditure and source of snance. The accotmts and ledgers will be kept separately 9omother projects tmder implementation by the MOE. Project accounts will be audited rmnuallyby extem al auditors acceptable to the Bnnk. The audited accotmts will be presented nnnuallyto the Bnnk, within six m onths following the end of each accotmting period.

5.6.2 'rhe PRJ will submit to ADF qum erly project progress reports (QPPR) in accordancewith the established format covedng a11 apects of the project, within tltirty (30) daysfollowing the end of each quarter. The PIU will also prepare and submit project completionreports in accordance with the form at recom mended by the Bsnk. Additional reports andclariscations w ill be submitted to the Brmk as and when required.

Financial Reoortinc and Audiénc

5.7.1 The existing arrangement will be modifed to accommodate tllis Project. The Plu willmaintain two separate accotmts corremonding to the project budget. Detailed accotmtsconceming expenditure fmanced by ADF and GOZ should facilitate the identification ofexpenditure by project component, category of expenditure and source of fnance. Theaccotmt should show a11 disbmsed amounts 9om the ADF and GOZ by category ofexpenditure and the stams of the revole g f'und. The accotmts and ledgers will be keptseparately 9om other projects under implementation by the PlU.

5.7.2 The project accotmts will be audited nnnually by extemal auditors acceptable to theBnnk. The timely appoin% ent of the auditors is a necessity. The accotmts will be presentednnnually to the Bnnk, six m onths aRer the end of the accounting year.

5.8 Aid Coordination

5.8.1 The Depnrtment of Plnnning and Finance is responsible for coordinating theoperations of Development pnrtners in the education sector. The major donors have noofsces in Znnzibar, as a result of which meeting among the partners is diffcult and irregular.

5.8.2 The preparation and appraisal missions met resident donors on the M ainlandGN CEF, SD A, Danish, GTZ, WFP and EI.D to explain the rationale behind the proposedproject. Following these meetings, a11 donors reacted favorably to the project initiative.Such meetings will continue during the implementation. Moreover, the proposed projectdesir took into account the previous interventions of different donors in the formal andnon-formal education in Timzania such as: (i) UM CEF ''Complementary Basic Education inTrmzania'', (ii) UNFPA ''Motherhood Project in Znnzibar, (iii) UNDP ''Multi-sectoralResponse to HIV/AD S,'' and (iv) Aga Kban '' Child to Cilild Propam in Znnzibma'.

28

6.

Recurrent Costs

6.1.1 The Project's mm'n recurrent exp'enditur: will be the salaries of the 42 teachers thatwill be assir ed to the M tokoni and Pem ba SD'Cs atld'the Altenwtive Lenrning 'Centers. n eestimated nmotmt for salaries is Tsh 2, 040,.000 per' nnnllm, Fhich is not expected to have anysignificant budgetary implication as the exiséhg téAchers will be redeployed to the project.The other recurrent cost is maintenance (Tsh 1, 005:000), to wltiih local .communities willcontribute. lt is expected that part of the revezues ftb. m the business incubators (operations)would also be used to cover the operational costs asgociated with the project.

PROJECT SUSTM NM ILITY AND RISM

6.1.2 During the preparation and appraiqal 'pisqiqn the GOZ was requested to include a11recurrent costs associated w1t11 the projeci in t12': bud. get. Accordingly, the project wasincluded in the government budget for education fèr the. 2000/01 Sscal year. Givèn the highpriority that the GOZ attaches to basic and non-formal education, thé project is expected toreceive regular budgetary allocatipns. :

6.2 Proiect Sustainabiliw

6.2.1 The proposed Altemative Lenrning and Skills D evelopment Ptoject has been desir edas a short-term operation with a clear-cut preparatbry role. Its str.alegies and components nimto serve ms building block and to create meclium-and-long-teM conditions for à morenmbitious vocational kaining and teclmicàl edu4atiop sectbr andipbverty reduction projects inthe ftzture. The project promotes long-term sustainabllity' by: (a) improving M OE and otherministries' capacities to manage better its human and. fmancial resources; '(b) paduéllyincreasing education's share of total recurrent budget resources; aùd (c) bucessing socialprotection mechqnism andjobs creation.

6.2.2 The beneficiaries will repay the rate charged to. LW C and LCE loans, which will beo

'

determlned each year (para. 4.6.24 and 4.6.25); . At th e énd of the project, the credit will bereplenished. These funds will be available foltllen4. ihg to other youths for economic activitiesin the snme areas of intervention for a period to be determined, so as to consolidate the gainsmade by this Project before dissemination tè other 'areas. In this regard, one year before theend of the project, a study will be conducted w1t11 a view to analyzing the sustninability of thesystem to d etermine tim e required for the cönsolidvtion of such gaips in the pilot regions ofthe project. This study will àlso spell out the 1,*. agement mechnnisms of the' credit operationin order to ensme continuity and replicafion t6 btlpr amas. In the long term, this ftmd will bereserved solely for the fnrtberance of the ecortöril. ic âdivities of the youth, cooperatives andwom en r oups. '

6.2.3 The project is fully consistent with the ADF Vl/j CSP and'the ADB Education SectorPolicy to support Non Formal sectors and hllmaù ri:tlurces development.' The Project will. '

pursue tllis goal by supporting the Govern 'm' eùt's efforts tp implilent its national Non-Formél Education Program to reduce poverty and give a éicond chancêe to out-of-schoolcllildren in Znnzibar.

29

*

Critical Risks and M itiaatina M easnm s

6.3.1 Project assllmptions have been sllmmarized in the MPDE maix. n e most importantMsllmption is that Project activities will be implemented on schedule, the risk being thatdelays could cause cost ovem ms. To avoid delays, the Pr will be stengthened to

effectively manage the project. Provision hms been made for the taizting of various teachers,Pfu and minisi es' staff to mitigate the problems of human deficiency in the social sector.

6.3.2 Supervision of project implementation by the key stnkeholders (Borrower and ADFIwill be crucial to its success. n erefore, lapses on Project supervision could pose seriousrisks. To minimize tllis risk, the Bsmk will closely supeM se project activities. ln particular,dllring the &st two years of project implementation at least two supervision missions and amid-term review will be scheduled. To ucertnin that project and ADF fmancial nzles andpractices are adhered to, these supervision m issions will include an auditor.

6.3.3 Since 1996 a11 key bilateral donors have pulled out from Zrmzibar. The decision waspolitically m otivated and seemed to be a reflection of their countries' positions regarding the1995 post-election. United Nations agencies such as UM CEF, UNDP & IJNFPA , however,are still supporting the Govemment of Znnzibar mainly in arems such as basic education,primary health, nuGtion and reproductive health. n e risk for the project is that theGovemm ent may not be able to mobilize sufscient extem al resources to sustain its povertyreduction propnms. Nonetheless, it is anticipated that the political simation will normalizeaher the October, 2000 Presidential and General Elections, which will mitigate tllis risk. It isexpected that there will be explicit and skong concrete political commi% ent to support thesocial sector activities witbin the project

7. PROJEW BENEFITS

7.1 Social Imoact Analvsis

7.1.1 Previously tmder-served sepnents of the population, in particular girls and poorchildren in the nzral commllnities where the new centers will be built, will benest 9omhaving increased access to taining. Other benests will include the consolidation of M OE'sinstitutional capacity, including its information, plnnning and policy analysis capabilities, soms to improve its management capabilities. The project will inkoduce several innovativememsures, with possible far-reaching effects, such ms the intoduction of an experimental''altemative lenrning'' and ''business incubator'' desir ed to give a second chance to out-of-school children and women F oups.

7.1.2 The proposed Project will extend ADF hwolvement into an area considered by theGov- ment and ADF to be a criécal prerequisite for developing a shlled and literate laborforce. The management s% cture for project implementation is desir ed to develop closecollaboradon among a11 the major adors, delegate decision-mAing to the lowest appropriatelevels, and skengthen managerial capacity in the sector.

30

7.1.3 The social impact on the Skills Development Centers' , graduates will result in thedecrease of the unemployment rate and ençouràge elgerprises shilting from the informal tothe formal sectors. The Information, Education, Communication (IEC) will also tansmitinformation and create awareness among the populatiön about socio-economic issues such asthe beneft of education, environmçnt safqguardilg) .hygiçne, ngtdtion; laws relating towomen and children, reproductive healtli, HIV/AD S and nilcromcredit.

' #'. eJ#N'

)L , .j. j'y. ..'

'

Imoact on Povertv

7.1.4 Improving educational opportunities and skills development for out-of-schoolchil/en will lead to enhanced enming prospects as well as contribyte towad. q povertyreduction. Enhanced extemal effciency will give graduate smdeàts improvçd qualk/caiionsthat will be better received and rewarded on the labot market, thereby alsb rèducing poverty.

7.1.5 Over 90% of the educators involved in the altem ative lenrning are women. TheProject will therefore support and complementaGoz Jfforts to improve the status of Fomen,by increasing the capacity of educators through the various knininj programs elaborated.Interventions will include m easures to increase the pm icipation and trairling of out-of-schoolchildren and w omen in form al and non-form al education.

7.1.6 The support provnms for enkeprenems (technical and fmancial) will strengthen therational development of their business. This is expected to curtail the problemsf presentlyfaced by businesses in the informal sector. The ,BI will serve as a local economic regulatorisitwill contribute to the creation of complementary àtïd innovative entepdses.

7.1.7 Such a progrnm w ill conG bute to the reduetion of youth and fem ale tm employm ent,incremse.their income and create more micro enterprises. This should, in tlle medium andlong-term, enhance women's potential io engage in. more rewarding income-genùratingactivities.

8.

8.1 Conclusions

The proposed Project is line with the Government's policy apd within the gnmeworkof the Bnnk's Cotmtry Skategy Paper for 1999-2001 period whose focus is povertyreduction, with human resotlrces development as a major priority grea. It seeks to enlyancethe capàcity of the youth in acquiring basic education; skillj >nd gçneràting added income. Intllis regard, the Proj.ect will provide functionàl literacyv t$Z1'l development for bènelciaries,IEC kainipg courses and access to fihancial. resoeces offered in business incubators.Capacity building will be extended to the concem ed ministries in rehabilifating and equippingtheir docllmentation llnits and kaining staff to enable them to ensure the coordinétion,m onitoring and evaluation of activities towards the advancem ent of the out-of-school youth.

CONCLUSIONS AND RECOM M EO ATIONS

8.2 Recomm endations

It is recommended that an ADF loan not exceeding UA 5.56 milliop, and a TAF grantnot exceeding UA 1.01 milEon be panted to the Government 'of 'the United Republic of

*

Tnnzania as described in this report. The loan shall be subjected to the following speciscconditions:

A. Conditions Precedent to Entrv into Force

The entry into force of the Loan Apeement shall be subject to the fulfltment by the borrowerof the provisions of Section 5.01 of the General Conditions.

B. Conditions Precedent to First Disbursem ent

n e obligations of the Ftmd to m ake the & st disbursement shall be conditional upon entryinto force of the Areement and the fulfllment by the borrower of the following conditions.The Borrower shall have:

(i)

(ii) provided evidence of appointment of a Deputy Project Manager to the Education 11Project Implementation Unit (pararaph 5.2.1 and 5.2.2);

submitted evidence satisfactory to the Fund of land acquisition for the cons% ction ofthe Mkokotoni and Pemba Shlls Developments Centers (paragraph 4.6.13);

(iii) submitted evidence acceptable to the Fund of appoine ent of the Steering Committeethat is chaired by the M inistry of Education and includes the principal secretaries ofM inistry of Plnnning and lnvese ents, Commission of Labor, M inistry of State,W om en and Children, and M inistry of Information, Culture, Toudsm and Youth(paragraph 5.1.1); and

(iv) opened two special accotmts, which shall be used exclusively for the pupose ofreceiving and disbursing Project ftmds (parapaph 5.5.1).

Other Conditions

n e Borrower shall in addition have:

(i) ftlrnished the Fund, six months before the start of the academic year followingcompletion of the cons% ction works of the Altemative Lenrning School and the twoSkills Development Centers, with the list of qualifed teachers, facilitators to beposted to the establishments (parapaph 4.6.7 and 4.6.18);

(ii) furnished the Fund, six months before the start of the academic year followingcompletion of the cons% ctions works of the two Skills Development Centers,evidence of appoinM ent of qualised Directors to the two Business Incubators(paragraph 4.6.28); and

(iii) furnished the fnnd, six months aher the start of the academic year followingcompletion of the cons% ction works of the two skills Development Centers, evidenceof appoine ent of an experienced local NGO to manage the micro-credit activities(paragraph 4.6.20).

TANZAM AALTERNATM LEARNW G AND SKJLLS DEW LOPM ENTIN ZANZD AR

PROJECT SIH S

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Annex V

ALTERNATM LEARM G M D SKR LS DEVELOPM ENT IN ZANZD AR LISTOF ANNEXES IN PROJECT H LEG NTATION DOCUMENT (Pm )

Project Cost by Component, Category of Expenditure, Source of Finance,Financing Plan by Component, Financing Plan by Category of Expenditure.

11. Detailed costs of the Project111. Expenéture Schedule by Category of Expenditure and by Solzrce of FinanceIV. Expenditure Schedule by Component and by Category of ExpenditureV. Supervision and Implementation PlanVI. Supervision PlanVH. Project Implementation ScheduleVHI. Procurement Arrangem entsIX. D etailed Procm em ent Arrangem entsX. List of Goods and Services by Component and by Category of ExpenditmeM . Basic List of Equipment and FnrnitureX11. M tem ative approaches to poverty Reduction tllrough the Creatioro evelopment

of Enteprises (Business Incubators), Enkepreneurship and the Provision ofCredit.

M I1. Business Incubators: Operational Guidelines

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o & * ko (D % * v- o * v- % to m *- (N >. u:: o o o o (N u: o v- o (N - (D o (D rq e >. >:= - R d c5 d 6 d J =' c; c; c; & d d z; d & u5 or c c I w!P =o PLo < i=S = E 'n ' --; * < 'o X

= cs (o * tn to to to o % (N to * to to % % % o= >. co v- (x x- m q) % % to >. o to < s; c; oj v- n

z j G' 4 ei ei < = ' c; .6 ei c; c; t6 + œ; =; v- c; q-c % v= = v-o .0 2< H

:E .* ::) .-< & w X

(p v- m œ F) % % % œ * * o & % % % A *c >. * * * * * * * * * * G1 = œ = O c) =o - >. >. N N N >. >. >. - >. - - N >. w >. >.w- w * (D (D % Cq A (D œ œ G$ U8 % & C) >' œ œ) œo == o & D D r & & r' r' c o & & & o o o QNN N N N N N N > N N N - - N < No O (N o o % (o o ua m (o ro to % = X ru % * X+' = * * (N e) ro m o o ru = rv v- v- c v- o m x- o v-O œ tz o(D -Q ku o

(p m v- v' (N to e7 tn to * * = o: = rx eo e: *z ?< = * * * v- * * * * * * * ot cn o (p mN N N - N N - N - - N - - N -xr eo o e) > cu ru ko 25 to uo >- ?< cq ru > v. wGo 2 o o o o o o o o o o o o o o c c c oX - N >. >. >. - >. - N >. >. >. >. -* c % o o o * % % v- >. >. >. to ua % m % % X

:1 qj o v- = = o o o v' o o o o o o o (N (N (N& v)'

cp o e: >. o = >. % v' % % ?< (N tp v- m rv v' v> >. œ) v' e) (N % tn to tn * % v' tn % (N (o (D cp vc

= =m + + e; < v; c; < + c; c; a; tu (6 c; o; c; =' œ; mq

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= o o c v' (N (N rg lrz >. >. * * o (N e) (n p->. * * * * * * * * * * * * c) 0) (D 0) o)w. = >. w. '- .- >. ..- w. '- .>. '< .>. >. .< m >. >. >. .>.o Q (N o D (N v- % % % (N (N (N * * = (D ?< = v-- o C c r: IZ r: Cz .x Q 1: r: r: ow Qz < o.w -x o-- cœ < - to- m * * * * o * * % (N W) % e) e) m >. o e4 tDO *œ (N r/ (N m *- o o v- v- (N v- (N (N w m v- o (Nc R 77<

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* œ >v '.- '*' @) <. o &) ,-.w. g = x ku .. o x o ku@) 0. = = c c o .- <s. ,.w ..w >. = < ,.- o ..w m o x o s.c u. .Q @) .. . u. u u. u. . ju w . cX (5c c œ œ = O 0. c F- (v xf < < *> . 62 = 9 <. .9 <. .

= Mo Mo a.= lz.''- g . .%w '-- o t * = o o o o . u. wo .... ,-. = (v o x c c a a w w oo = x- o m tv q) = o s m u: < o. . u h e .t .- w w o o .uz w o < zz .-. v- x- . :0 . n. c (u (0 z z o .. w oku n. n. x t - u uj = a< 0

. ck :6 - m n. x .D .& S = mO = = = œ o u = t: t t tz tz ..* w * m o* œ < o x cp . m o - - x o ul w xz x w .e, & w. œ w. v c5 o s z . o o< S = -62 = o m * * . . (v o cpo m m (: . = u u = = q) .(7 y- .2 .2 .2 ts = > * .2 t ' ' o) 0) z > cp t E= = (z œ œ X ts :K c la X X < < = - (v au. tv o o (v tv - x (a o ..tu D o (v tv tv (rj u-o a: (v (v oj oj a a ço o E oO 0- 1 R @ g.z = =) < R 8 = c = c : o 9 z * y-tv ro o sl = o (p tv o = = q 9 (v G m = .F- X x .x x = o. w x = 0. n. = = x m 0) B .9 m&) * (v m o o o o E o o (v (v tv (v (v t tv m o rn < c & (D 14 M > * (a c M M z = c Lu M > (n *

X Q) X '* U c Up c c c o o m%

./ .(: .9 z z aw- (v (5 (5 = = wM o Q = = Om 2 0-

m = = = = .. = = = = = = = *t: *'ïz . k?>. = = = = = = =CNI S * Q) * mu Q) * r * = * Q) * œ rn nl vnl ' , Ro . eœ >.q) .N o,œ eœ -X ..œ= o .* -* -* .* z -* .* .* .* .* a .* a .* .s = *- - . .* .* .* .* .* .* .*n. o. n. 0. = n.'î 0.-: o. 0. o. = o *' * *' ' o. n. cx n. ' n. 0. o.U1 O o tz 0) > >k > ' ' '= m s s E s = E E . E . E E E E , . - .. - s E E E . E E E

r O o O o O O o (s O œ O o D O c ' O o o o c O O o O oX LL O O O O (D O O o O o (D O (D O O . X X ' M O O O O O O Oto kn o tn tn >. >. >. <M t<. o = ol ex . to p> %* * c> * cp = c) = 5) = : o o o o '. = (D *N N N N - N h - N >- N - N N > . N N WQD Oq QN CN Gl & m CN (N W m œ Gl v' Oq (N CVx .o X: M c c q2 = r: :7 r: = 1: M N: :7 Q M& v' m - v' o = > v' v' o v- m D v' v' >

j O O O F> F) F) D F) F) O & X F) F) O O O

o o D r9 o œ) (D * (> tD t/ o œ to o œ % = (N * & (D o v-o o o v- & o v- œ) % (N % o o >. o @! F) o v: v= v- CN o (D6 d c; d d 6 =' & n-' (b c5 d =' oi V . œ c; c; o 6 d d G VU W W W i

& v- >. v' U1 W) & & c) e) m & C ' & & * * C X œ o X * r'C> tD C5 A * c (N d r' U1 & & & & & Pq & r X X X % 01 c+ W < (6 os & V-' rq & V =' c; 6 6 6 o & x-' & + d 6 rg #

m m * r

u: = 0) (N to % % % ' * (N (N O ' *?< P< * tp J) = cp = >. * = <> >'& N & N Nw N. - N N N % N M= >. to >. to G) . = * >. (N (N

j Q o 1 , IZ o o o o o I . t , ow ca ow = c& N & - >. - - B= o o r- o fo % o r< D O ' koQ œ <. e: = (o m v- lo v' to v- mm too o ' .kD œ) N (n to ?< = = (N e) (9 e) * = Gz (N (o >. v' = (N (D

' >' N >' * * * 0) (M U) (D = Cp CD 0) C >' b' >' * U) = ?vN N > . N < < - >. - < N >. . - N N . < >. N %= to co tn ko 7: cu ru ru tN = > o tn >. . tn to to = ' cu ko =12 0-. O.< 62 Q M Q Q Q 62 Q Z: Q xo . c ' GD O ' C C: ' O C QB > %' '> >'œ) o. * = v. o % < m o % >. = v- c> % to % % . tov. cu cu .- = to o o o cq tu v- v- o * (N m cu o o = t-

o v- N % U) * (D * * * >. o (D G. to & o q ' o o & o : CD % *& tD (0 œ = œ O * œ v' % c! o r< o ' N o' <) o D >' N W!+ W < ei 0$ & & & ei J =' o G c; 4 e: ei =' ei ui 6 d e:

m O N m m o . rr

% K) >- O O >- & o œ N 0* Pw * * Ui 7 ' v- (o >' v' & 7% *N >- >w * * X 0) O QD O C 01 U1 ' U> 03 * ' P- Pk >. X C 01 P<N N N N N N N < N N N N N N N < N N N N N % *

W) œ % % œ & * O & Uh ' D 0: e * ; : & * Pq œ m' P% *' r o & D & D & & r E c' c . D r c ' ' o D D c e &'- '- '< '- '- '- '- '- '- - '- N '- '- '- '- '-* = % % * m v' C v' m * (D œ U< * * O CD & œ %re(N m (N m v- v' m v- (N N e) c o m v' (N v- (N o (N (N fN

u. '&< ..,.- u. k.

,.- *- < &m ' F- < ,.- . #*'** w w ku . && '-' o

. o< œ 0. >% z Ow c = = < < ''-t: w w. mc < * a .= .-. ,-. (a9 w w @) '-' o r m ,-. * m= = = u.''- m c œ o u. : ,-. c ,-. <wo . v) z' o . < (D >= = . < u.= = = c < c ô- < = w c .:.>zr o '-' o < m ,-, 9 u '-' w w u O o.m w oh . = a. u. . = o < (n <* O o O = o ,-. (v = < 'm 1$ . u. .-. - '-' . G= z

= o ku u s. w s. o m +. cc ,-. (p=o = < = (v . - u.(a (5 w = t5 = 'ö' < o o. '=' a o = - o y-o ,-. o = fs w. s. c. .-. x m u m h- - < .-'o w .- u (p m œ w u u. g? FH a. x ;w o y- a(5 ' t = O

.0 o = - . ts(v .- œ = = * t) < * + = r >. e.x x .o ,-. ep o. = x , q p s. g = J tu , (v >.z œ. .0 = u: Rœ ku c cu = tv o w zo >. w ..- . o ' +. 'o o o a .-. -. c :> = = p = m = (5 (0 c * * m u œ. y- :eis < = o = o x ., : g? = = X X ' = = +- (a * <y- O w œ w tv = x @) = = (s .o (u or (a o x h- D S* @) v) . O = z o 6 = o (v 0) . . w- o ..- .u w. p LuX (5 * = * = a: = x = x ' = x . o < >. o o s O o x o 01O > œ = œ =

j .m = *' . t o . p x s uj o w = a oj0) . o) I x a q) o q (/) m u X 11 . w o s ..œ ' o o 4 z y. a o =. o :K - 7.2 - .- -. v (< = v) .w (v m , : o -. q) .S = .j o o .. m> tnh- E: mK- t p x- - (s = '-x ro 'g ' =.q > w. . g. = = '-' = m y- = 's= o = = = = * sl o lu . ' 0. o .z * y. m u= c m c * X - m *2 c c. Z = = o = o M o . = :4é o o = o = < = o = œ . h :> o = . .g; ' D - ry u

.h (j Zs- tl kuku .= Dx Xw>- > F- X b- X F- > (t F- F- < > N ua œ z * G-

*

Q) œ Q)- o t) t) >. o o> = c c o o o% -q .9 .9 = c (v (v œ a(v tv (v m

.m l (v *- - uk 'BM *- œ m m = q) o tO (D t) X &o -

q5 = = c c m s s ajm = = = = = = = o o c = = = ljzO o = m œ = o = a m q) >' = = o o) cn o) s œ :..2 wp * œ U) o œ = .e = * 0) o)= œ .* = .* .: q; .* m .* .e -* oo aq Oo < .S . S . S . G = .* .* .* -Q ' o em .* -Q2 .!? -Q2 .* . S . Gc. U c. c eg c. e'o c. c. c. = M'o * O O c O * c c. c. c. *' c. V c. V c. o O= U1 E = E E = E = 8 s s a = =. r- e =, e = = E E E E 0, >. E o E o E 0) =O

O ' * * c c ' 'o O o o œ o O o o o o * o c c c = = o o o o = o o o o o o = c< œ (J D tl (a (J (a D (a û) c (n t) = (n o o o o * c (J tl c o z (a o t) o (2 o o% m % * 0: D >. >. >. N. >. & m c >. >. m eq* U1 C . U1 = 01 03 = 0) C U) & o = 0) Uh o cN N N N N N >. N N N N N N - Nw N - Nto cu (N ru (N (N (N ru ru to cu to (N (N (N e) (N (NQ c ZZ c Q Q C: ZZ ZZ .x c C2 c ZZ ZZ Q Z: r:D v' v- v- v' v' > v' v' D v' o m m m v- m v.1 . I : F) O O 1 1 O X F) O O O O F) W) O F) F) F) O O

* & D o & D o o D v- F) v- eq O >w N. * * * .* 01 Gl Cu D D& D Pw C< o o & > & * m * œ o (N m >. >: * ..* o v- & o o6 d c; d c; c; c; =' c; =' gi 3 + c; c; c5 ci o J to'l G d c5 :6 c;

m m

% D & N. % & % U) & v' >. eq v' Wh & Gl A & & % œ >. & o o0) c O >. o * c o' o (D * œ eq & >. œ) N % F) % o o o< >: c; G & c; c; ei c; =' & < ei c; c; c; ri tM t6 d c; . c; c;

r

% c) * & % % % (o & % % X o o to G) c)* * * = c) = Cp (D = (D G) = * * = cp =& N >. N >. N N - N N w. >. >. >. >. -X tn œ * * e) o o (D to c: >. to tn = mQ

1 zz o I , o o o o c c ow ow ow ow ow ow ow woCD to 77 ru >. >. tx e) ro to to to * e) to o oM o .- m = = rx = m m x- o tx tx v- v- o

oo o = O * to tD >. N * G1 04 04 eq Gl F) & N U) Gh Gh F) * ** * * * * * * * * * 0: = c 0: = œ = c) Gh >. * Gh œ œN N N N > . > . > . >. > . > . - N >. - > . N N N N N > . > . -(N rx e) (N œ) rx (x to r: >. (u ru ru rx (x >. = >. m ko to ?< tn koOx Q CQ w.w. Q Q Q <2 O Cz X: Z: X: C: Z: Ox Z: c C: Q Q Q Cz xoo v .- x- .- (o to to .- .- v- .- . (0 % a- = (o o (0 to to& o v- o v' v' v' ' o o o o o & o QN (N m v' m & eq o o

& & & >w % * % O o eq o O O œ o Gh o * * r A 0) A c oo & D C œ * c v- D GI & o * % D c c N * N % to c c o66 & c; W & c; c; + c; ei t6 e; < e6 d d & d m' = (6 cs 6 ui c;

> m - 04 m v. m m m

* O D eq O (D (D œ e 01 v- v- v' (N m O & >. C * 03 e) >. >wN >. * * * * * * * * 01 0) D 0) U3 (n 0) 0) C N * * 0) cN N - > . N - N < >. < - - N - - < >. > . >. > . - -= (x * o % X X ru (u m (N (N ru œ to ko o (o o (u e) (o ru (NQ Q Ox xo 62 C: c 17 IZ Cz IZ Q Q Q Ox CQ Z: Q c IZ CQ .-& X: QN * >. % % >. >. (N o = to to to % % v- v' >. o = e) e) e) o(N m (N eq v. (N (N (N e) = = = = (N ru ru ru o ru .- ru (N o v-

m - <LL a.-œ < % >

c m > w< > <,e< ,'- < u. ,- < w. s. *,- X X a'- w cl u. ..w m x . pc & (D u- .-. o u- F- = ,-. .-. :0c m S < Q < ''J a => tu m = '-'.ID < < .< w '-' < v. x w s. '-' F- @) = c < -w .- = w c. = x w' Q- w * - < F- * O

' J; n. = = >v (3 '-- >. <* .z.> * w w = <= m œ

. .. < u. .0 x w9 cp = i5 = @) >,= = w o % n. = o) = 9 u'* œ œ * * * .R 2 o 0. 9 s = =g? u u (v v n. E < (z) a. = = ' ., O œ. œ q) .zv = .;z. '-' * w o (v .G @) o .aE % : X * Q- Q' '-' '-' 2* -8 M ts :> u, o. o. o J v .& u- :n s- c u a = o

.* œ * .s cx u = .c x cx a o n. E o 4s s. ;. m .= s) * . = o = < u g) 0. 0. . .- =m . w ..- @) w = < < = o tv @) a n. a u.u o œ p tu w a u w w g) n u . c: vj u.m oF- cp (r) o u q u : m o * = = . j. s o .2 o <w o œ z o o j p u u u r = wœ

. E . S % o ed o o o m * * m,œ r . * = = XR (v (v = >. y O u u. ,-. '-< *d = = (v = *- tu =) t) z Uu u m 7 = .* = ku u- m q p g? v * t: s o o oO (a c = .t tv (p x (v s. ca R = = ur .- 7 o :c: s. n .s.X tv B m >- r n z < œ (v o c > o o .:s u u s? s = w w % .2 .2 E (a * .u jv e a.* -* >= u m E G .m E u = c tv 'B c) = o .. XS e

tv (v x , .+. * ' v) a * > > = = = .q (5 u- zr (v s. = =Y : : t) o = œ œ u. œ - - (E E E tu E x= = a G) 6 =

x o. o' .!? cp o. 2. = . c. A & w m = * . u '@ F1 E -8 := ro (v H fo .0 .0 tv E E . .= = t) o u m x o w' E E L1 t5 E rg ; (u r9 .= .= r9 o o m o = = - < 'c E m r mZ o o a x - o = sp u u x o o * = = o . -0 n z 0. s oœ = = u S O = a = = = .* .!? 2. = = n = o =5.2 o o = := R tv ço (v (u .* .* o o o = o o u r o o = E tr =< (D c t @) > N M o. :4 u2 ul N F- F- c > > D * @) F- > ul iu ua

ov,- (> o.* fa = => % * o *

0 =(v .m a .a u a

w- w a) (v 'y -q5M o fa = .e = tg ocm = = = o = o uzX % = cn ro ..-.- e ..* c:. a '- 1.. mo

Xo= o .g .G ., .g? .g! .1! x 0) .* D= 'o o * o. o. o. G o. OG < U U= D) a tr) x g s : = kp s fo .e) .*x , . .. u: = = s. s.= c o o o o u o o o w- ur u,< œ o o z (a (o (a s. o.tp a. o . a. œ

D * & % % * c '* *o c o & c * D C O DN >. - - - N N ' ' N >.a = o œ œ m m N mQ O O- O< Ox Q c Q Mm > o o o m m . w m* * o o o o o * *

m o to * e) o o o o to œ *- ' ' ' * o *= >. >. % vc c o o o u7 - A ' p: o >:d t6 X * ru d 6 t6 6 d % * * ui *

* v' -' - v' œr r

& o o m rq e) ro o ru o e: * . t = o mo G) o N % (D (D (o (D *w m ' ' m o rd G d - (D' V V 6 v e: d d o

(N (N Gl > *%

N N N - >. N N. N N= >. Gl * œ) CN * m (N& o - & & m ' & & oN >w N - >. N < N -% m œ œ œ % - A *œ m œ o m m m m m

* * O N m m - = = m mw - p a w p w w z* % œ m v m cQ Q Q Q O Q Q Q Q Q Q* m m O X = N A c 0 0o > - > c & > o m m m

R o r e A c c o m c œ œ N o NO & N N N c c o œ c - * O & Pd i - o * < < 1 6 6 P N i 3 o* (N (N (N % * m m œ

m mv e

N * O N & m N = C m mN - N < N < - - N N(N v- >. o = œ) 72 (N r< (0 (oZZ Q Q c 62 (2 ZZ Q Ox 62 Qe) v- < (o >. to o % % >. >.o m v- (N v' rx o o m m ' .-

< -œF-

o* <+ ku ... *= c u. E ''- 'e'ma

. . u. X@) < ,.> - c E cj : cj.- w u. o < ,.- m '..b < <= & < u; <' u. = .'- w w ,* F- ch (D U1 tLFE w * s. ow o = =E c' m < < a. < . we :-9q) tv = w

h tz. * m = - >. '.-' (v œ'= + o c = = u 62o' = = >- q) œ o != !=o tv ., (J 0) g g o u u(x o * - < == = w G :g q, o9 == O = = = Y X tE! (v œ s :5* :& o .-. o oœo = (; w' = < < E '- u. :p m* r œ a u v. v ts- c .= = o o (a . -(5 'B= m * O FI ., = < < .- = =m u = - m U u :5. w. w m = =* Q.. g o (v œ q) .. = % r (s (u. = (/) ut < *- o = =r a 0) a u: q) = = s o as- = œ .. @) x a a -ii m (v - - = *-tu tu (< o .s . . = . o au- wo .uo v.

o =. ' .j ï ï y.or9 = o - - o v c o , c , g g 1:4 tv m 0. = .t; = . . = x x n o . = m= E *- 3 = m = G zo u- u- D w = < < Dtv = .N (= >+ * > m S Lu @) * &) * (5 1 h- F- *

< 'T*M ''

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