african development fund o in y on of nity o...project document for the establishment of university...
TRANSCRIPT
AFRICAN DEVELOPMENT FUND
PROJECT : FEASIBILITY STUDY ON THE PROJECT TO
ESTABLISH UNIVERSITY TECHNOLOGY POLES OF
EXCELLENCE IN CENTRAL AFRICA
MULTINATIONAL : ECONOMIC COMMUNITY OF CENTRAL AFRICAN
STATES (ECCAS)
STUDY APPRAISAL REPORT
OSHD DEPARTMENT
December 2015
Translated Document
Pu
bli
c D
iscl
osu
re A
uth
ori
zed
P
ub
lic
Dis
clo
sure
Au
tho
rize
d
PR
OJE
CT
:
FE
AS
IBIL
ITY
ST
UD
Y O
N T
HE
PR
OJE
CT
TO
ES
TA
BL
ISH
UN
IVE
RS
ITY
TE
CH
NO
LO
GY
PO
LE
S O
F E
XC
EL
LE
NC
E I
N
CE
NT
RA
L A
FR
ICA
MU
LT
INA
TIO
NA
L
: E
CO
NO
MIC
CO
MM
UN
ITY
OF
CE
NT
RA
L
AF
RIC
AN
ST
AT
ES
(E
CC
AS
)
ST
UD
Y A
PP
RA
ISA
L R
EP
OR
T
Table of contents
I. STRATEGIC THRUST AND RATIONALE ................................................................................................... 1
1.1 STUDY LINKAGES WITH THE ECONOMIC COMMUNITY’S STRATEGY AND OBJECTIVES ................................. 1
1.2 RATIONALE FOR BANK INTERVENTION ......................................................................................................... 1
1.3 AID COORDINATION ...................................................................................................................................... 3
II. STUDY DESCRIPTION .................................................................................................................................... 3
2.1 CONTEXT ...................................................................................................................................................... 3
2.2 STUDY OBJECTIVE AND COMPONENTS .......................................................................................................... 4
2.3 TECHNICAL SOLUTIONS ADOPTED AND ALTERNATIVES EXPLORED ............................................................. 5
2.4 PROJECT TYPE .............................................................................................................................................. 6
2.5 STUDY COST AND FINANCING ARRANGEMENTS ........................................................................................... 6
2.6 STUDY TARGET AREA AND BENEFICIARIES .................................................................................................. 7
2.7 PARTICIPATORY APPROACH FOR IDENTIFICATION, DESIGN AND IMPLEMENTATION ..................................... 8
2.8 BANK GROUP EXPERIENCE AND LESSONS REFLECTED IN STUDY DESIGN .................................................... 8
2.9 KEY PERFORMANCE INDICATORS ................................................................................................................. 9
III. STUDY FEASIBILITY ...................................................................................................................................... 9
3.1 ECONOMIC AND FINANCIAL PERFORMANCE: NOT APPLICABLE .................................................................... 9
3.2 ECONOMIC, ENVIRONMENTAL AND SOCIAL IMPACT ..................................................................................... 9
IV. IMPLEMENTATION .................................................................................................................................. 10
4.1 IMPLEMENTATION ARRANGEMENTS ........................................................................................................... 10
4.1.1 STUDY COORDINATION AND MANAGEMENT ............................................................................................... 10
4.2 STUDY MONITORING AND EVALUATION ..................................................................................................... 12
4.3 GOVERNANCE ............................................................................................................................................. 13
4.4 SUSTAINABILITY ......................................................................................................................................... 14
4.5 RISK MANAGEMENT ................................................................................................................................... 14
4.6 KNOWLEDGE BUILDING .............................................................................................................................. 15
5. LEGAL FRAMEWORK .................................................................................................................................. 15
5.1 LEGAL INSTRUMENT ................................................................................................................................... 15
5.2 CONDITIONS FOR FUND INTERVENTION ...................................................................................................... 15
5.3 COMPLIANCE WITH BANK POLICIES ............................................................................................................ 16
VI. RECOMMENDATION................................................................................................................................ 16
CONSULTANT’S TERMS OF REFERENCE …………..………..……..
1/13
APPENDIX I : COMPARATIVE SOCIO-ECONOMIC INDICATORS OF ECCAS MEMBER
COUNTRIES………………………………………………………………. 1/18
APPENDIX II : TABLE OF BANK GROUP PORTFOLIO OF MULTINATIONAL OPERATIONS IN
CENTRAL AFRICA AS AT 30 JUNE 2015 (IN UA MILLION)…………………… 12/18
APPENDIX III : MAJOR RELATED PROJECTS FINANCED BY THE BANK AND ECCAS’ OTHER
DEVELOPMENT PARTNERS ………………..………………….. 14/18
APPENDIX IV : MAP OF THE STUDY AREA……….……………………….………………. 18/18
Currency Equivalents
(September 2015)
Currency Unit = CFAF
UA 1 = CFAF 821.074
UA 1 = AON 176.57
UA 1 = BIF 2 221.4
UA 1 = RWF 1 008.95
UA 1 = STD 31 157.2
UA 1 = USD 1.4038
UA 1 = EUR 1.25172
Fiscal Year
1 January – 31 December
Weights and Measures
1 metric tonne = 2 204 pounds
1 kilogramme (kg) = 2.20 pounds
1 metre (m) = 3.28 feet
1 millimetre (mm) = 0.03937 inch
1 kilometre (km) = 0.62 mile
1 hectare (ha) = 2.471 acres
ACRONYMS AND ABBREVIATIONS
AAU Association of African Universities
ADEA Association for the Development of Education in Africa
AFD French Development Agency
AIRD Inter-Agency Research Institutes for Development
AU African Union
CAMES African and Malagasy Council for Higher Education
CEMAC Central African Economic and Monetary Community
DISC Department of Social and Cultural Integration
DPBRAH Programme, Budget, Administration and Human Resources Department
ECCAS Economic Community of Central African States
EIMS Education Information and Management Systems
EU European Union
HTE Higher Technological Education
IAST Institute of Applied Science and Technology
IMF International Monetary Fund
IsDB Islamic Development Bank
OHADA Organization for the Harmonization of Business Law in Africa
PAU Pan-African University
PETU University Technology Pole of Excellence
REC Regional Economic Community
RISP Regional Integration Strategy Paper
SYSCOHADA OHADA Accounting System
UNESCO United Nations Educational, Scientific and Cultural Organization
ii
Study Information Sheet
Client Information Sheet
DONEE : Economic Community of Central African States (ECCAS)
EXECUTING AGENCY : ECCAS General Secretariat
Financing Plan
Source of Financing
Amount
Instrument
ADF
UA 2.2 million
Grant
ECCAS UA 0.21 million Counterpart Contribution
TOTAL COST UA 2.41 million
ADF Financing Information
Timeframe –Main Milestones (expected)
Grant Currency : UA
Interest Rate Type : NA
Base Rate : NA
Loan Margin : NA
Financing Margin : NA
Commitment Fee : NA
Other Fees : NA
Tenor: : NA
Grace Period : NA
Appraisal May 2014
Update of Appraisal Report September 2015
Negotiations November 2015
Study Approval December 2015
Effectiveness January 2016
Mid-term Review November 2016
Completion December 2017
Last Disbursement June 2018
iii
EXECUTIVE SUMMARY
Study Overview
Name: Feasibility Study on the Project to Establish University Technology Poles of
Excellence in Central Africa
Geographical Coverage: Multinational (ECCAS)
General Schedule: from December 2015 to 31 December 2017
Financing: UA 2.41 million (ADF: UA 2.2 million; ECCAS’ counterpart contribution: UA
0.21 million)
Operational Instrument: Preparatory Study
Needs
Assessment and
Relevance
The establishment of regional poles of excellence requires substantial resources
(infrastructure, equipment, personnel, programmes, etc.). The study will help to assess the
additional needs and capacity of candidate entities to host the Centres in order to pool
existing resources and limit new expenditure. It is also necessary to examine various issues
related to the establishment of Centres, particularly organizational, financial, regulatory,
legal, and partnership issues. The result of these different actions will be used to prepare a
project document for the establishment of University Technology Poles of Excellence.
Expected Study
Outcomes and
Beneficiaries
The expected outcomes are: (i) preparation of 11 country directories and 1 summary report
on the situation of university technology training institutions; (ii) preparation of a report on
the assessment of candidate institutions and a regional summary report; (iii) design of the
project document for the establishment of PETUs; and (iv) preparation of the science
diplomacy framework document.
The main direct beneficiaries of the study are the ECCAS General Secretariat as well as
ECCAS member countries and the training entities selected, which will be directly involved
in the various phases and activities to be implemented within the framework of the
establishment of PETUs.
Bank’s Value
Added
This operation will contribute to addressing strategic, institutional and operational
challenges in higher education, with a view to helping ECCAS to foster regional integration.
It should also contribute to reducing fragility and building resilience at the regional level
insofar as human resource capacity building is one of its key factors. The Bank has
undertaken to support regional economic communities (RECs) to implement the integration
process and develop skills in line with the strategy adopted for the region.
The study will enable the Bank to play a vital catalytic role in developing skills in Central
Africa. It will place the results of the analysis of candidate institutions at the disposal of
ECCAS and its member countries. The results will be used to enhance the appraisal of the
Project to Establish Poles of Excellence. The project document to be prepared will help to
mobilize partners to provide technical and financial contribution for the study.
Institutional
Development
and Knowledge
Building
The implementation of this study will contribute to building various types of knowledge,
including the capacity to analyse and design the institutional and pedagogical framework of
PETUs as well as carry out self-evaluation research. The technical assistance envisaged by
the study will contribute to transferring knowledge to institutions, the relevant ministries
and the training entities selected by involving national focal points in various activities. The
lessons to be drawn from implementing the study will be disseminated by validating and
publishing the results obtained.
iv
ECCAS: Feasibility Study on the Project to Establish University Technology Poles of
Excellence in Central Africa
Results-Based Logical Framework
Countries and Project Name: Feasibility Study on the Project to Establish University Technology Poles of Excellence in ECCAS
Member Countries
Project Goal: Conduct a diagnosis of higher technology education at the regional level with a view to preparing a project document for
the establishment of University Technology Poles of excellence (PETUs)
RESULTS CHAIN
PERFORMANCE INDICATORS MEANS OF
VERIFICAT.
RISKS/
MITIGATION
MEASURES Indicator (including ISC)
Baseline
Situation Target
IMP
AC
T
Build capacity in human
resource training by
establishing PETUs in the
technological areas
identified*
A decision is adopted by the
highest authorities of ECCAS
approving the PETU Project
and its implementation
arrangements
0 in 2015 1 decision in
2017
OU
TC
OM
ES
Outcome 1: Better
knowledge of university
technology training
institutions in the areas
identified *
A national and regional map of
university technology training
institutions is prepared and
validated
0 in 2015 10 in 2016 Directories
Risk: Difficulties in
reaching consensus
amongst States on
the choice of
institutions
Mitigation Measure:
Define clear and
transparent criteria;
involve all States at
all stages of the
document validation
process
Outcome 2: Detailed
analysis of the academic,
institutional, logistical
and financial
requirements for the
effective establishment of
PETUs
Feasibility study of PETUs
validated
0 in 2015 1 in 2017
Output 1.1: Inventory of
institutions and the
human capital needs of
the economy, taking into
account gender and social
inclusion dimensions in
the areas identified*
1. A detailed directory
(country and region) of
university technology
training institutions in the
selected areas prepared and
validated
2. Summary report on the
inventory of university
technology training
institutions prepared
3. A report on the assessment
of the human capital needs
of the economy (country
and region) prepared and
validated
1. 0 in 2015
2. 0 in 2015
3. 0 in 2015
1. 10 in 2016
2. 1 in 2016
3. 1 in 2016
Reports
Risk: ECCAS’ weak
institutional
capacity, which may
delay the
implementation of
the study
Mitigation Measure:
(i) recruit a regional
HTE expert to
support GS/ECCAS
in coordination; and
(ii) use the PARCI-
ECCAS fiduciary
pool
Output 1.2: Assessment
of the institutions
selected per country for
the areas identified*
1. National assessment reports
on the selected institutions
prepared and validated
1. 0 in 2015
1. 10 reports
in 2016
Reports
2. Regional assessment report
on the selected institutions
prepared and validated
2. 0 in 2015 2. 1 in 2016
Output 2.1:
Implementation of
feasibility study
1. A detailed feasibility study
report (academic,
institutional, logistical and
1. 0 in 2015 1. 1 in 2016
Reports
v
financial aspects, and
business plan) is prepared
Output 2.2: The regional
project (PETU) is
designed
1. A project document based
on the feasibility studies is
prepared
1. 0 in 2015 1 in 2016
Output 2.3: The
Partnership and Resource
Mobilization Strategy is
designed
1. Science diplomacy
framework document
prepared and validated
1. 0 in 2015 1 in 2017 Science
diplomacy
document
2. Round table of partners 2. 0 in 2015 2. 1 in 2017
Output 3: The executing
agency’s capacity is built
1. Number of experts recruited
in support of project
management
0 in 2015
1. 3 experts
Project Report
2. Furniture/equipment
acquired
0 in 2015 2. Furniture/
equipment
3. Quarterly and audit reports 0 in 2015 3. 8 quarterly
reports
and 2 audit
reports in
2017
4. Study implementation rate 0% in 2015 4. 100% in
2017
COMPONENTS RESOURCES
Component 1: Inventory and Appraisal of the Selected Institutions:
Consultancy services; national and regional workshops; trips and missions
Total: UA 2.41 million; ADF: UA 2.2 million;
ECCAS: UA 0.21 million
Component 1: 1 080 000
Component 2: 670 000
Component 3: 660 000
Component 2: Preparation of the Project Document for the
Establishment of PETUs: Services; workshops; study missions and trips
Component 3: Management Support: Operation of the Coordination
Team * (i) Agriculture, Livestock, Fisheries, Agro-industry and Biotechnology; (ii) Energy, Energetics, Electrical Engineering,
Biomedical Engineering, Heat Engineering; Renewable Energy and Hydroelectricity; (iii) Infrastructure, Mining and Metallurgy;
(iv) Petroleum, Gas and Chemical Engineering; (v) Forestry – Timber and Environment; (vi) Applied Mathematics, Mechanics and
Computer Science; and (vii) Computer Engineering, Telecommunications, and Information and Communication Technology.
vi
Study Implementation Schedule
1
BANK GROUP MANAGEMENT REPORT AND RECOMMENDATION TO THE
BOARD OF DIRECTORS CONCERNING THE FEASIBILITY STUDY ON THE
PROJECT TO ESTABLISH UNIVERSITY TECHNOLOGY POLES OF EXCELLENCE
IN CENTRAL AFRICA
Management hereby submits the following report and recommendation on a proposal to award an
ADF UA 2.2 million grant to the Economic Community of Central African States (ECCAS) to
finance the Feasibility Study on the Project to Establish University Technology Poles of
Excellence (PETUs).
I. STRATEGIC THRUST AND RATIONALE
1.1 Study Linkages with the Economic Community’s Strategy and Objectives
1.1.1 The study is in line with ECCAS’ objective to make higher technology education a
key economic development tool. The economic growth of the ten (10) countries of the region,
which have a huge agricultural potential, is based on natural resources (timber, minerals, oil, gas,
etc.). However, the processing of these resources to obtain greater value added is posing problems
due to lack of suitable skills. To address this situation, the Heads of State of ECCAS member
countries made university technology education a regional priority in October 2009. Against this
backdrop, the Ministers in charge of higher education in ten ECCAS member countries (Angola,
Burundi, Cameroon, Central African Republic, Chad, Congo, Democratic Republic of Congo,
Equatorial Guinea, Gabon, Rwanda, and Sao Tome and Principe) met in Yaoundé in June 2012
and signed a Declaration of Commitment to establish of university technology poles of excellence
(PETUs), the feasibility study of which was the subject of ECCAS’s request for Bank financing.
Rwanda was re-admitted to ECCAS at the Conference of Heads of State and Government of
ECCAS member countries held in N’Djamena, Republic of Chad, on 25 May 2015. This new
member country will be taken into account during the conduct of the study, depending on its area
of interest.
1.1.2 This study will enable the Bank to play a vital catalytic role in developing skills for
Central Africa, in line with its Regional Strategy and Human Capital Strategy. The study
plugs into Pillar 2 of RISP 2011-2015 entitled “Building Regional Human and Institutional
Capacity”, which was reviewed at mid-term in January 2014. Under this pillar, the Bank also seeks
to develop human competencies to meet economic diversification needs. The study is also
consistent with the Bank’s 2013-2022 Strategy (Skills and Technology Pillar) as well as its
Regional Integration Operational Priority and the Human Capital Strategy 2014-2018 approved in
June 2014 which emphasizes skills development for employment and competitiveness.
1.2 Rationale for Bank Intervention
1.2.1 The study will contribute to analysing the situation of higher technology education
in order to prepare the project document for the establishment of technology poles of
excellence in the growth sectors for diversification identified by the authorities of the region. The regional study on private investment in ECCAS carried out by the Bank in 2012: (i) showed
that one of the causes of structural weaknesses in this regional economic community is inadequate
training, particularly the mismatch between educational systems and the skills requirements of
businesses; and (ii) highlighted the advantage of prioritizing the pooling of efforts in the area of
training in order to achieve economies of scale, given that States are not effective enough when
operating alone. The proposed study will provide the issues to discuss to break the inertia observed
2
in the development of higher education systems, unable to gradually tailor training to the skills
requirements resulting from developments in the production sector, particularly the private sector.
1.2.2 PETUs will serve as thematic training and research centres made up of the region’s
best institutions selected according to well-defined criteria. PETUs will focus on the following
areas: (i) Agriculture, Livestock, Fisheries, Agro-industry and Biotechnology; (ii) Energetics,
Electrical Engineering, Thermal Biomedical Engineering, Renewable Energy; (iii) Infrastructure,
Mining and Metallurgy; (iv) Petroleum, Gas and Chemical Engineering; (v) Forestry – Timber,
Water and Environment; (vi) Applied Mathematics, Mechanics; and (vii) Computer Engineering,
Telecommunications, and Information and Communication Technology. PETUs seek, among
other things, to: (a) stimulate the mobility of the scientific community through higher education
and research training in the ECCAS Space; (b) support the culture of competitiveness and quality
higher education in Africa; and (c) establish student and researcher pools.
1.2.3 The Bank’s intervention will be a contribution to the efforts made by ECCAS and
the governments of member countries to promote higher technology education. The efforts
have helped to increase access to higher education in ECCAS with enrolment rates rising from
3.8% in 2006 to 5.4% in 2009. However, higher education is still dominated by literary courses
and inadequately documented and professionalized. In 2009, agriculture, science and engineering
accounted for 21.1% of student enrolment in the CEMAC zone, against 70.3% for the social
science, literature and arts.
1.2.4 The study will also help to analyse the challenges of higher technology education
with a view to finding solutions through PETUs. Higher technology education in the CEMAC
zone is facing many challenges including: (i) inadequate/unsuitable infrastructure and equipment
(the intake capacity in terms of infrastructure does not keep pace with the student population); (ii)
training and supervision difficulties (in 2011, the training and supervision rate was 1 lecturer for
50 students in Cameroon and 250 students in Chad, against the standard ratio of 25 students per
lecturer recommended by UNESCO); (iii) high cost (the cost per student at the National Advanced
School of Engineering of Yaoundé is at least 20 times more than in the faculties of arts) and the
predominant use of public resources (about 80%); and (iv) mismatch between training and
economic needs (unemployment rate of more than 20% among graduates three years after
graduation). Furthermore, research and innovation tasks seem to be more oriented towards basic
(theoretical) research than applied research, which could concern and involve (public and private)
production sectors.
There is also lack of gender-disaggregated statistical data by sector. In 2009, enrolment in three
areas in the three countries with gender-disaggregated data (Cameroon, Gabon and Central African
Republic) in this zone was as follows.
3
Area Cameroon Gabon CAR Total
B G T B G T B G T B G % Girls
Science 20 074 8 534 28 608 23 21 44 907 90 997 21 004 8 645 29. 15%
Engineering 4 239 994 5 233 238 98 336 251 33 284 4 728 1 125 19. 22%
Agriculture 823 260 1 083 64 21 85 167 40 207 1 054 321 24.34%
Total 25 136 9 788 34 924 325 140 465 1 325 163 1 488 26 786 10 091 25.30%
The study will help to analyse the situation of institutions and areas of training from the gender
and social inclusion viewpoints (rural/urban origin, pioneer students, socio-professional categories
of parents, etc.) in the university to find appropriate solutions. These solutions will be considered
in the establishment of PETUs in order to significantly achieve social inclusion and gender
equality.
1.3 Aid Coordination
1.3.1 Appendix III provides a detailed presentation of the interventions of TFPs in
regional integration in Central Africa. The coordination of TFPs in the two regional
organizations (CEMAC and ECCAS) remains weak. There is no operational entity in charge
of coordinating and monitoring donor interventions. Furthermore, very few TFPs are involved in
education financing in the region. These include: (i) AIRD/France (research development
partnership); (ii) UNESCO and ADEA (operationalization of the Programme to Strengthen the
Education Information and Management Systems - EMIS); (iii) the African Union (support to
veterinarians); and (iv) AFD (various operations in the social sector of ECCAS member countries).
However, cooperation agreements exist and periodic meetings held between donors enable them
to share information with a view to coordinating and streamlining their operations. The
participation of TFPs involved in education and training (CEMAC, UNESCO and ADEA) in the
Steering Committee and study document validation workshops will enable ECCAS to involve
them in its activities. Furthermore, the Science Diplomacy Document and the round table of
partners on the project document for the establishment of PETUs will enable ECCAS to develop
an integrated resource programming tool, therefore an instrument for aid coordination.
II. STUDY DESCRIPTION
2.1 Context
2.1.1 The member countries of the Economic Community of Central African States have
abundant natural resources, a huge agricultural potential, a diverse climate and a young
population. These assets do not fully contribute to developing economies whose growth over the
last few years (annual average growth rate of 5.1% in 2014 against 4.9% in 2013) has mainly been
based on the tapping of raw materials, particularly petroleum and minerals. The region’s
economies are also characterized by low human resource development and the mismatch between
them and the fields, level and quality of jobs offered. Low economic diversification rate and weak
human resource capacity are among the main factors of fragility of the region and contrast with its
potential.
4
2.1.2 Thus, over the last few years, ECCAS initiated discussions on human resource
development, which led to the adoption of an education strategy paper by the Heads of State
of the sub-region. The said paper lays great emphasis on all the human resource weaknesses in
the technology sector in particular, and makes the technological component of higher education a
sub-regional priority. Building on this, the ministers in charge of higher education in ECCAS
member countries met in Yaoundé, Republic of Cameroon, from 26 to 29 June 2012 to sign a
Declaration of Commitment to establish university technology poles of excellence in the above-
mentioned areas.
2.1.3 The ECCAS region is grappling with political instability and security challenges.
Central Africa has experienced large-scale political instability in recent years. With the exception
of Cameroon, Gabon and Sao Tome and Principe, which enjoy relative socio-political stability,
other countries have experienced varying degrees of internal unrest, resulting in rebellion, civil
war and inter-State conflict in some countries, often fuelled by the exploitation of the region’s soil
and subsoil resources. In accordance with the Bank’s criteria, five (Burundi, CAR, Chad, Congo
and DRC) out of the ten ECCAS member countries are “fragile States”. Peace and stability are the
fundamental requirements for economic development and regional integration. Therefore, one of
the Community’s priorities is to achieve peace and stability through the implementation of its 2025
Strategic Vision, which could also contribute to reducing the region’s fragility insofar as building
human capacity is one of the main fragility reduction factors.
2.2 Study Objective and Components
2.2.1 The study’s sector objective is to support the economic development of countries by
building capacity in university technology training in the priority areas identified by Central
African countries. The specific objective is to determine the feasibility of University Technology
Poles of Excellence (PETUs). In this regard, the diagnosis of higher technology education will
help to assess the capacity of selected institutions and to define the national and regional academic,
institutional, policy and financial frameworks for the effective establishment of PETUs.
2.2.2 The study will be implemented in 26 months. The table below summarizes its
components and activities.
5
Table 2.1
Project Components
Component Cost in UA
Million Description
1. Inventory and
Assessment of
Selected Institutions
1.08
A detailed map of public and private university and technological training institutions
per country in ECCAS is prepared;
Analysis of the skills requirements of the economy of countries and of the region in
the areas identified*;
Evaluation of candidate institutions (staff, programme, organization, consideration of
the gender dimension, rules and regulations, infrastructure, equipment, etc.);
Gender equality aspects and inclusion of female students and lecturers.
2. Preparation of the
Project Document for
the Establishment of
PETUs
0.67
Preparation of the project document for the establishment of university technology
poles of excellence based on the study outcomes;
Preparation of the Science Diplomacy Framework Document;
Organization of a donors’ round table.
3. Study Management
Support 0.66
Provision of additional human resources to the Department of Social and Cultural
Integration (DISC);
Office furniture and equipment;
Laptops for country focal points;
Conduct of annual study audits;
Operating costs.
* : (i) Agriculture, Livestock, Fisheries, Agro-industry and Biotechnology; (ii) Energetics, Electrical Engineering, Thermal
Biomedical Engineering, Renewable Energy; (iii) Infrastructure, Mining and Metallurgy; (iv) Petroleum, Gas and Chemical
Engineering; (v) Forestry – Timber, Water and Environment; (vi) Applied Mathematics, Mechanics; and (vii) Computer Engineering,
Telecommunications, and Information and Communication Technology.
2.3 Technical Solutions Adopted and Alternatives Explored
2.3.1 During the preparation of the study, options concerning the scope of study activities
and beneficiaries, particularly the level of training, were considered. It was noted that the
problem of lack of skills arises at the intermediate (general and technical secondary education) and
higher education levels. Therefore, the study should cover those levels of education. However, the
option to regard university technology training as a regional priority chosen by the Heads of State
of ECCAS member countries is justified in that there is a need for sufficient qualified human
resources in higher education to manage training (tool and programme design and development,
and implementation) at the intermediate and basic education level. This approach will help to build
a critical mass of trainers to strengthen the different levels of education and establish an integrated
and inclusive system that mainstreams social inclusion and gender equality at the national and
regional level.
2.3.2 Furthermore, the Bank, through the African Union, is supporting the Pan-African
University (PAU) whose mission is to provide training and promote scientific research. The
Pan-African University comprises five (5) thematic areas hosted in various African regions,
namely: (i) Science, Technology and Innovation (Kenya: East Africa); (ii) Life and Earth Sciences,
including Health and Agriculture (Nigeria: West Africa); (iii) Water and Energy Sciences,
including Climate Change (Algeria: North Africa); (iv) Space Sciences (Southern Africa); and (v)
Governance, Humanities and Social Science (Cameroon: Central Africa). PETUs do overlap with
those of the Pan-African University, which are continental institutions and should be supported at
the regional and national level. Hence, PETUs are an intermediate link of the continental system
6
of excellence. Furthermore, the PAU and PETUs are complementary since the same disciplines
are not replicated in the same region.
2.4 Project Type
This is a feasibility study which will provide vital support to ECCAS in its quest for a strategy
to build the skills needed for the region’s economic development. Therefore, it is a regional
public good as it will help to create all the necessary conditions for project design. Its financing as
a “regional public good” will enable the Bank to play a vital catalytic role in this process.
2.5 Study Cost and Financing Arrangements
2.5.1 The total study cost, net of taxes and customs duties, is estimated at UA 2.41 million,
of which UA 1.35 million in foreign exchange (56%) and UA 1.06 million in local currency
(44%). This cost will be co-financed by the ADF (91.3%) and ECCAS (8.7%). The cost estimates
were determined based on unit prices and lump sum prices, in line with similar services
implemented in the region. ECCAS’ contribution is an estimate of the premises to be used as
offices by the study team and the appointment of a Study Coordinator. The cost includes an 8%
provision for physical contingencies and a 4% provision for yearly price escalation for foreign
exchange and local currency expenditure. Tables 2.1, 2.2, 2.3, 2.4 and 2.5 present the study cost
by component, source of financing, expenditure category and source of financing, respectively, as
well as the expenditure schedule by component. The detailed costs are presented in the Technical
Annex.
Table 2.1
Estimated Study Cost by Component
Components (CFAF Million) (UA Million)
% in F.E. L.C. F.E. Total L.C. F.E. Total
1. Inventory and Assessment of the
Selected Institutions 208.75 626.25 835.00 0.25 0.76 1.02 75
2. Project Document for the Establishment
of PETUs 127.50 382.50 510.00 0.16 0.47 0 62 75
3. Project Management 510.15 29.85 540.00 0.62 0.04 0.66 6
Total Base Cost 846.40 1 038.60 1 885 00 1.03 1.26 2.30 55
Physical Contingencies 17.46 52.38 69.84 0.02 0.06 0.08 75
Price Escalation 9.91 17.16 27.06 0.01 0.02 0.03 63
Total Project Cost 873.77 1 108.13 1 981.90 1.06 1.35 2. 41 56
Table 2.2
Study Cost by Source of Financing (in UA million) ADF ECCAS Total
Amount % Amount % Amount %
Foreign Exchange 1. 35 61 - - 1.35 56
Local Currency 0. 85 39 0.21 100 1.06 44
Total 2. 20 100 0.21 100 2.41 100
7
Table 2.3
Study Cost by Expenditure Category in CFAF and UA Million CFAF Million UA Million % in F.E.
Expenditure Categories L.C. F.E. Total L.C. F.E. Total
A. Goods 7.45 22.35 29.80 0.01 0.03 0.04 75
B. Services 338.75 1 016.25 1 355.00 0.41 1.24 1.65 75
C. Operation 500.20 - 500.20 0.61 - 0.61 -
Total Base Cost 846.40 1 038.60 1 885.00 1.03 1.26 2.30 55
Physical Contingencies 17.46 52.38 69.84 0.02 0.06 0.08 75
Price Escalation 9.91 17.16 27.06 0.01 0.02 0.03 63
Total Project Cost 873.77 1 108.13 1 981.90 1.06 1.35 2.41 56
Table 2.4
Study Cost by Category ADF Grant UA Million
UA Million
Expenditure Categories Local Devise Total
A. Goods 0. 01 0. 03 0. 04
B. Services 0. 41 1. 24 1. 65
C. Operation 0. 39 - 0. 39
Total Base Cost 0. 81 1. 27 2. 08
Physical Contingencies 0. 02 0. 06 0. 08
Price Escalation 0. 02 0. 02 0. 04
Total Project Cost 0. 85 1. 35 2. 20
Table 2.5
Study Cost by Expenditure Category and Source of Financing in UA Million
Expenditure Category Source of Financing Total
ADF ECCAS
A. Goods 0.04 0.04
B. Services 1.77 1.77
C. Operation 0.39 0.21 0.61
Total Cost 2.20 0.21 2.41
Table 2.6
Expenditure Schedule by Component in UA Million Components 2016 2017 Total
1. Inventory and Assessment of the Selected Institutions 1.08 - 1.08
2. Project Document for the Establishment of PETUs - 0.67 0.67
3. Project Management 0.32 0. 34 0.66
Total Project Cost 1.40 1.01 2.41
2.6 Study Target Area and Beneficiaries
2.6.1 The main beneficiaries of the Study are public and private entities in charge of
university technology education, the universities and training institutions selected for
assessment and ECCAS. All ECCAS Member States whose total population is estimated at 147
million, about 52% of them women and 43% youths under 15 years of age (in 2013, AfDB
sources), will benefit from the mapping of training entities as well as the human capital needs of
8
the economy in the areas identified. The training institutions selected will be evaluated and could
be supported to improve various aspects related to the weaknesses identified. Eventually, the
region’s economies will benefit from a sufficient number of quality skills in the areas identified
(see Pages vi and 6).
2.7 Participatory Approach for Identification, Design and Implementation
2.7.1 The participatory process will include consultations with the beneficiary
administrative entities, training institutions and technical and financial partners. During the
various missions carried out, consultations were held with donors, notably UNESCO, the World
Bank, bilateral donors, CEMAC and ADEA, as well as governments, academic communities, the
private sector and sub-regional higher education entities. These natural or legal persons were
consulted during the various information and working meetings held with the ten countries. They
expressed high expectations for the study and stressed the need to foster the spirit of inclusion so
that no country or institution is excluded. They proposed that differences (language and academic
facilities) should be analysed and solutions proposed to promote concerted development in
university technology training fields.
2.7.2 The participatory approach will be continued during the implementation of
activities. The mechanism involving governments, higher education institutions, the academic
communities, donors and the private sector will seek to enhance their involvement in all the study
phases. Thus, the mechanism will help to reach a consensus on the diagnosis as well as the
structural, institutional and educational orientations to be implemented in order to ensure the
establishment of university technology poles of excellence. Having been the linchpin of this
participatory approach by mobilizing countries, notably establishing a regional steering
committee, sensitizing and training national experts and focal points in the preparation of the study
information sheet and developing tools for assessing candidate institutions, UNESCO remains
committed to moving the activities forward.
2.8 Bank Group Experience and Lessons Reflected in Study Design
2.8.1 The analysis of the regional operations portfolio performance by ORCE as of 30
June 2015 shows that although project implementation has been revitalized, the main
constraints identified during the RISP mid-term review in January 2014 linger on. This
regional portfolio comprises 20 operations financed with AfDB and ADF window resources, of
which 15 investment projects, 2 institutional support operations and 3 feasibility studies. It also
comprises 13 regional operations financed through thematic trust funds, of which 5 feasibility
studies (NEPAD-IPPF/TAF-PRI) and 9 projects (CBFF). As of 30 June 2015, the average age of
AfDB and ADF window operations was 4.4 years, with a disbursement rate of 34.2%. The average
age of the 8 CBFF projects is 4.1 years, with a disbursement rate of about 40.7%.
These slippages reflect recurring difficulties attributable to: (i) the poor quality or unavailability
of feasibility studies within the prescribed timeframes; (ii) divergences between parties concerning
project structuring from the institutional standpoint; (iii) the weak commitment of States regarding
the preparation of some operations; and (iv) the inadequate or low quality dialogue, leading either
to significant changes in project design or the conduct of additional studies. In addition, the
procurement process is long due to: (a) project design (some procurement methods are
inappropriate); (b) poor knowledge of Bank rules and procedures by project executing agencies
9
(poor quality of procurement documents); and (c) poor activity planning (under-utilization of
procurement plans).
2.8.2 The following lessons learned from these operations are reflected in this study. The
issues that may be considered as conditions precedent to first disbursement have been reduced to
the strict minimum. The most relevant procurement methods depending on activities have been
selected and the Procurement Specialist of the ECCAS Institutional Capacity Building Support
Project (PARCI) retained. Concerning financial and accounting management, PARCI’s
Administrative and Financial Officer and Accountant (to be recruited) will use PARCI’s
accounting system and management software that will be configured to adapt it to the study data.
2.9 Key Performance Indicators
The performance indicators identified and the expected outcomes upon completion of the
study are those presented in the results-based logical framework. The monitoring and
evaluation system will draw on the study beneficiary structures and the Management Unit.
III. STUDY FEASIBILITY
3.1 Economic and Financial Performance: Not Applicable
3.2 Economic, Environmental and Social Impact
3.2.1 Economic Impact: skills development is a lever for economic development and
regional integration. The study outcomes will enable higher technology education in the region,
which is responsible for producing highly qualified senior officers, to fully play its role. PETUs
will enable the region to develop a common vision for university technology training, pool the
human, technological and financial resources needed to develop research and create a critical mass
Box: Key Performance Indicators
Output Indicators
Detailed directory of public and private university technology training institutions by country,
with the skills requirements of the economy in the areas identified;
Summary directory of the region’s institutions, with the skills requirements by area;
Report on the assessment of candidate institutions;
Regional summary report;
Project Document on the Establishment of University Technology Poles of Excellence;
Science Diplomacy Framework Document;
Donors’ round table.
Outcome Indicators
Detailed map of public and private university technology training institutions by country, with the
skills requirements of the economy of countries in the areas identified;
Feasibility study on PETUs validated.
Impact Indicators
A decision adopted by the highest authorities of ECCAS approving the project document on the
establishment of PETUs and its implementation arrangements.
10
of scientific and technical experts who can participate in national and regional economic
development projects. PETUs will also serve as areas of concentration of students, researchers and
enterprises, thus promoting regional economic integration.
3.2.2 Environmental Impact: this is a feasibility study to which environmental
classification is not applicable. The study activities will have no negative environmental impact.
Eventually, the development of skills and research in Agriculture, Agro-industry, Biotechnology;
Energy (renewable, hydropower, etc.); and Forestry – Timber and Environment will contribute to
improving the mastery of environmental issues and implementation of related programmes.
3.2.3 Climate Change: study activities will have no negative impact on climate change.
However, it is expected that the quality training as well as research provided in the PETUs
established after the study will take into account the results of climate change analysis in various
areas, helping countries and the region to better deal with this issue.
3.2.4 Gender Issues: gender and inclusion issues will be mainstreamed into the study. The
“African Union Education Outlook 2012” report shows that despite efforts made, higher education
in ECCAS is dominated by men: the Gender Equality Index varies from 2 men for every woman
in Cameroon and Sao Tome and Principe to 2.3 in the Central African Republic and 6 and 5 in
Chad and the Democratic Republic of Congo, respectively. In addition, there is a lack of gender-
disaggregated statistical data by sector. The study will analyse the situation of institutions, training
areas and gender-related economic needs in order to provide relevant solutions to them. Such
solutions will be taken into account in the establishment of PETUs so as to achieve gender parity
in all areas. Furthermore, the gender dimension will be mainstreamed into institutions’
performance indicators.
3.2.5 Social Impact: the study will examine university technology training in the ECCAS
in terms of social inclusion. Social issues (students’ origin, socio-economic distribution,
rural/urban, etc.) as well as training cost, which is sometimes prohibitive, will be considered in the
mapping and assessment of the training institutions selected. The poles of excellence ensuing from
this study will offer opportunities for providing quality training to youths at the regional level in
the priority areas retained and take into account the results of the different diagnoses. PETUs will
also provide further training for senior officers to upgrade the skills of those who have already
been trained in these areas. The development of scientific and technical skills will help to
strengthen the production sectors of the different national economies, promote job creation and
contribute to reducing the brain drain. The training system in PETUs will be oriented towards
providing sustainable solutions to meet the needs of the population, thus contributing to improving
their living conditions and to economic and social development.
3.2.5 Involuntary Resettlement: the study will not entail any involuntary resettlement of
people.
IV. IMPLEMENTATION
4.1 Implementation Arrangements
4.1.1 Study Coordination and Management
4.1.1.1 The study will be implemented by the Department of Social and Cultural Integration
(DISC) of the ECCAS General Secretariat based in Libreville. In accordance with the
provisions of the Paris Declaration on the harmonization and alignment of project management
11
with national systems, the DISC of ECCAS will be the Executing Agency of the study. Given that
the department lacks adequate human resources (no competence in higher technology education)
and practical experience in managing projects financed by partners, it will be strengthened so as
to enable it to perform its new task. To that end, it will be reinforced by: (i) a regional higher
education and technology expert; (ii) a management assistant; and (iii) an accountant. The study
will be coordinated by SGA/DISC, with the support of the Department’s Education Expert. The
staff needed to strengthen the department will be recruited on a competitive basis through a call
for candidature and remunerated with ADF resources. Prior to recruitment, the Bank shall deem
satisfactory the qualifications of this staff. Concerning accounting management and procurement,
the study will, in accordance with the spirit of the ECCAS Institutional Capacity Building Support
Project (PARCI), use the services of the PARCI Fiduciary Team comprising an administrative and
financial officer, a procurement specialist and an accountant. However, given the incumbent
accountant’s current workload, another accountant will be recruited for the study. Since PARCI
will be completed in December 2016, the study will pay the administrative and financial officer’s
allowances in 2017.
4.1.1.2 The institutional framework for study management will also include focal points in
member countries, a Management Committee (CoGes) and a scientific advisory body. CoGes
will oversee the implementation of the study through strategic orientation, general coordination
and validation of work programmes and related budgets. Focal points will be competent senior
officers appointed by ministries in charge of higher education. They should be specialized in one
of the areas identified for the establishment of PETUs and capable of organizing and coordinating
study activities at the national level, in conjunction with all stakeholders. A detailed description of
the institutional framework is provided in Technical Annex B3. Women as well as gender experts
are encouraged to participate in this task force.
Besides CoGes, DISC will be supported by a scientific advisory body comprising representatives
of CEMAC, ADEA and AAU. At CoGes’ request, this scientific committee will contribute to
implementing the study, depending on specific scientific needs. Similarly, in each country, the
study will benefit from the support of the national focal point of poles of excellence appointed by
the State. The focal points will conclude a performance contract with DISC to ensure the proper
monitoring of study activities in their respective countries.
4.1.2 Procurement Arrangements
4.1.2.1 Goods and services financed with ADF resources will be procured in accordance
with Bank Rules of Procedure, namely Bank Rules of Procedure for Procurement of Goods and
Works (May 2008 Edition, revised in July 2012) and Bank Rules of Procedure for the Use of
Consultants (May 2008 Edition, revised in July 2012), using the relevant Bank standard bidding
documents. However, given the participatory approach adopted (establishment of a PETU
Regional Steering Committee, the work of national experts and the appointment of focal points)
from the time the idea to establish PETUs was put forward and UNESCO’s relevant competencies,
an agreement will be concluded with this body for the implementation of the first phase of the
study (inventory and assessment of candidate institutions).
4.1.2.2 The Procurement Specialist of the Bank-funded ECCAS Institutional Capacity
Building Support Project (PARCI-ECCAS) will assist DISC in procurement-related matters. PARCI-ECCAS has a procurement specialist with wide experience in Bank rules and procedures.
The ToRs indicate that he/she is responsible for procurement in all Bank-funded projects in
12
ECCAS. He/she is also responsible for training colleagues in ECCAS who will be senior officers
appointed by the Programme Budget Administration and Human Resources Department. The
procurement of consultancy services will be through a shortlist. The procurement of goods needed
to put in place the study team will be through prudent shopping. A procurement plan prepared for
this purpose will be updated every eighteen (18) months. The details of procurement methods and
review procedures are presented in Annex B.5.
4.1.3 Financing Arrangements
4.1.3.1 Disbursement: ADF Grant resources will be disbursed in accordance with Bank
rules of procedure in force. The direct payment and special account methods will be used to
finance activities. A special account will be opened in a commercial bank and used to fund
operating expenses and staff benefits. Goods, services as well as auditing costs will be paid using
the direct payment method. The special account will be replenished based on justification of the
use of 50% of the previous cash advance and 100% of earlier advances. The provision of evidence
of opening the special account is a condition precedent to first disbursement.
4.1.3.2 Financial Management and Auditing: DISC will be responsible for the financial,
administrative and accounting management of the study. Under the technical supervision of
PARCI’s administrative and financial officer, the accountant to be recruited will handle the
bookkeeping of study activities and ensure that annual financial reports are prepared on time, in
accordance with SYSCOHADA, the accounting principles of the Organization for the
Harmonization of Business Law in Africa (OHADA). ECCAS’ Department of Social and Cultural
Integration will prepare and submit the work programme and annual budget as well as the progress
report and annual financial statements to the Bank for approval. The accounting software and
procedures manual acquired by ECCAS under PARCI will be tailored to the needs of the study
since PARCI’s administrative/financial officer and the accountant have already been trained in its
use. The annual audit of study accounts will be conducted by an approved independent accounting
firm. ECCAS will submit the annual accounts audit report of the study to the Bank latest six months
following the end of each financial year.
4.2 Study Monitoring and Evaluation
4.2.1 The study will be implemented over a 25-month period, from December 2015 to
December 2017. This schedule is deemed reasonable given the scope of activities to be
implemented. In addition, the recruitment, with study resources, of a higher technology education
expert and use of PARCI-ECCAS’ procurement specialist to support the study Executing Agency
should help to reduce procurement timeframes and to properly monitor the implementation of
study components.
4.2.2 The Higher Technology Education Expert will be responsible for the internal
monitoring and evaluation of the study and logical framework indicators. As soon as the Grant
Agreement is effective, a launching mission will be fielded to train members of the study
implementation team in Bank procedures. Supervision missions involving the competencies
required and Bank Field Offices in ECCAS member countries will be fielded at least twice a year.
Quarterly progress reports will also be prepared based on the progress reports of national focal
points and submitted to the Bank. Major indicative monitoring phases are presented in Table 4.1
below.
13
Table 4.1: Monitoring Phases and Feedback Loop
Schedule Phases Monitoring Activities/Feedback Loop
December 2015 Grant approval by the Board of
Directors Notification of ECCAS General Secretariat
January 2016 Grant effectiveness Signing of Grant Protocol Agreement
January 2016 NGA and NSA UNDB; national and regional newspapers
February 2016 Fulfilment of conditions
precedent to first disbursement
Evidence of fulfilment of conditions
submitted to the Bank
March 2016 Project launching
Training of the project team; Launching of the
initial activities; preparation of the work
programme.
March 2016 Implementation of activities Quarterly progress reports and audit reports
May and
November Supervision missions Supervision mission reports
November 2016 Mid-term review Mid-term review report
31 December 2017 End of activities Audit report at project end
Completion report
June 2018 Last disbursement
4.3 Governance
4.3.1 The study governance risks relate to procurement decisions, the use of study assets,
the organization of validation workshops, and the performance of related tasks. The risks
will be mitigated by preparing a detailed procurement plan as well as ensuring the rigorous
selection of contractors, in accordance with Bank Rules of Procedure. Regarding the organization
of various events, a control mechanism will be put in place for stakeholders. Compliance with
these arrangements will be reviewed during supervision missions.
4.3.2 Concerning the financial governance of the study, the Executing Agency will keep
separate accounts for the study using software that meet the Bank’s management
requirements. This will enable cost accounting and reporting, indicating expenditure by
component, category and source of financing. The study accounts will be audited annually by an
audit firm recruited for this purpose. Financial and audit reports will be submitted to the Bank
within six months following the end of the accounting period.
14
4.4 Sustainability
4.4.1 No financial contribution is required from ECCAS Member States to carry out this
study. The study will be financed by the Bank with ECCAS’ contribution in kind. Its
implementation will not only help to make an inventory of university technology training
institutions in the areas identified, but also to assess the capacity of the training institutions selected
for the establishment of poles of excellence. It will also provide member State governments with
the data needed for structuring training systems in the areas selected. Therefore, the achievement
of study outcomes will have an undeniable impact on the improvement of member countries’ and
ECCAS’ visibility in higher education, science and technology. This data will be used to prepare
a project document and a scientific partnership framework document that will subsequently serve
as a basis for the effective establishment of university technology poles of excellence. In addition,
the study will help to better integrate university technology training programmes at the regional
and continental level.
4.4.2 The effective establishment of poles of excellence in countries will require substantial
human and financial resources to correct the inadequacies that would be identified. According to UNESCO, a pole of excellence and innovation is “a combination, in a given
geographical area, of universities, higher educational institutions, training centres, foundations and
public or private research units operating in synergy on common innovative projects. This
partnership focuses on a given domain or theme which is consistent with priority areas, and should
seek to attain a critical mass to enable quality and international visibility”. The establishment of
PETUs will require sufficient resources (human, material, organizational and conceptual) to
achieve high quality and international visibility.
However, considering ECCAS’ objective to make higher technology education a key economic
development tool, the Declaration issued by the Heads of State of the Central African Economic
and Monetary Community (CEMAC) in Libreville in February 2005 on the construction of the
African higher education, research and vocational training space in CEMAC and the commitment
of ministers in charge of higher education in ECCAS Member States to establish poles of
excellence, it is necessary to mobilize sufficient national resources (public and private).
Furthermore, the involvement of partners in implementing the study and organizing a round table
on the project to establish PETUs will also help to mobilize partners for the establishment of
PETUs.
4.5 Risk Management
4.5.1 The table below presents a summary of residual risks (excluding those related to
governance and sustainability) and mitigation measures.
15
Table 5.1: Risks and Mitigation Measures
Risks Level Mitigation Measure
Difficulties in reaching consensus
among States on the choice of
institutions
Moderate Define clear and transparent criteria; involve all States
at all stages of the document validation process
ECCAS’ weak institutional
capacity which may delay the
implementation of the study
Low There are plans to: (i) recruit a regional expert in
higher technology education to support DISC in study
coordination; and (ii) use the PARCI-ECCAS
fiduciary pool during study implementation.
4.5.2 The analysis presented above shows that the study has relatively moderate risk
levels. However, ECCAS’ achievements and the regional context are an argument for the Bank’s
support to the study, given the expected significant changes to be made in higher education by
member countries and the Bank’s commitment to support the transformation of RECs within the
framework of its strategies (long-term, human capital and regional integration).
4.6 Knowledge Building
The implementation of this study will lead to the building of various types of knowledge,
particularly on the university technology training system and entities (mapping, institutional and
legal framework, infrastructure and equipment, curricula and programmes, teaching and research
staff, student profiles, etc.) and meet the skills requirements of economies in the areas selected.
Building the capacity of members of the study implementation team, focal points and members of
the Management Committee will facilitate the transfer of skills among study teams. National and
regional reports will be disseminated among member States through the validation and
dissemination of study findings. This knowledge will be acquired through processes involving the
preparation of the Consultant’s reports, the progress reports prepared by the Executing Agency,
supervision reports, and the project completion report. These reports will also be disseminated
within the Bank.
5. LEGAL FRAMEWORK
5.1 Legal Instrument
To finance the study with an ADF grant not exceeding UA 2.2 million, a Protocol Agreement will
be signed between the ADF and ECCAS.
5.2 Conditions for Fund Intervention
5.2.1 Conditions Precedent to Grant Effectiveness: ADF grant effectiveness shall be subject to
the signing of the Protocol Agreement between the ADF and ECCAS.
5.2.2 Conditions Precedent to First Disbursement: in addition to the entry into force of the
Grant Protocol Agreement, the first disbursement of grant resources shall be subject to fulfilment
by the Donee of the following conditions to the Fund’s satisfaction:
(i) Provide evidence of appointing the SGA/DISC as Study Coordinator;
(ii) Provide evidence of opening a special foreign exchange account in the name of the
study in a bank acceptable to the Fund to receive grant resources (§ 4.1.4); and
16
(iii) Provide evidence of recruiting an accountant whose qualifications and experience
are deemed acceptable by the Fund.
5.2.3 Other Conditions: to improve the implementation of the study, the following conditions
should be implemented within three months following the the signing of the Grant Protocol
Agreement :
(i) Review and adapt the PARCI procedures manual to the needs of the study;
(ii) Configure and install the software acquired under PARCI for the financial
management of the study;
(iii)Submit to the Bank, no later than two months after the signing of the Grant Protocol
Agreement, the specific agreement concluded between ECCAS and UNESCO for the
implementation of the first phase of the study.
5.3 Compliance with Bank Policies
This study complies with all applicable Bank policies.
VI. RECOMMENDATION
Management recommends that the Board of Directors approve the proposal to award a UA 2.2
million ADF grant to the Economic Community of Central African States (ECCAS) to finance the
Feasibility Study on the Project to Establish University Technology Poles of Excellence in Central
Africa (PETUs) under the conditions set forth in this report.
1 of 13
ANNEX I
FEASIBILITY STUDY ON THE PROJECT TO ESTABLISH UNIVERSITY
TECHNOLOGY POLES OF EXCELLENCE (ECCAS)
CONSULTANT’S TERMS OF REFERENCE
Duty Station : The Consultant will be posted to Libreville to facilitate collaboration with
the Executing Agency.
Responsible Authority: Study Executing Agency (Department of Social and Cultural Integration)
of the General Secretariat of the Economic Community of Central African States (ECCAS).
Total Duration : 16 months
Duration of Phase 1 : 10 months
Duration of Phase 2 : 6 months
Study Context and Rationale
Growth rates in member countries of the Economic Community of Central African States have
been impressive over the past years. Most of these countries have huge natural resources and all
of them have considerable, insufficiently tapped agricultural potential. All economic strategies
being developed profess the shared determination to achieve emerging country status around 2035.
These strategies are obviously based on the need to ensure national mastery of emerging
knowledge and critical resources by being effectively and appropriately present at each place of
blossoming new technologies. Human resource development is a key lever for the success of these
development plans. All ECCAS member countries believe that only highly qualified human
resources with strong technology implementation capacity could enable them to achieve and
sustain the growth rate required to reduce poverty and achieve the emergence objective within the
set deadlines.
Consequently, ECCAS has for some years now embarked on a reflection on human resource
development that has resulted in an education strategy paper adopted by the Heads of State of the
sub-region. The said paper lays special emphasis on all the human resource weaknesses in the
technology sector in particular, and makes the technology component of higher education a sub-
regional priority.
At the same time, CEMAC had its economic strategy paper (PER) adopted. Its growth levers are
the agriculture and fisheries, energy, mining, infrastructure, information and communication
technology and forestry and timber sectors. It was against this backdrop that the Ministers in charge
of higher education in ECCAS member countries met in Yaoundé, Republic of Cameroon, from
26 to 29 June 2012 to sign the Declaration of Commitment to establish university technology poles
of excellence focused on the following areas:
2 of 13
i. Agriculture, Livestock, Fisheries, Agro-industry and Biotechnology
ii. Energy, Energetics, Electrical Engineering, Thermal Biomedical EngineeringRenewable
Energy
iii. Infrastructure, Mining and Metallurgy
iv. Petroleum, Gas and Chemical Engineering
v. Forestry – Timber–Water and Environment
vi. Applied Mathematics, Mechanics
vii. Computer Engineering, Telecommunications and Information and Communication
Technology
Understood as the concentration of community investment in the specific area of higher technology
education, the establishment of university technology poles of excellence in Central Africa takes
a strategic dimension. The objective of establishing PETUs, which are international quality
university institutions open to all and for the common interest of producing quality elite, falls
within the framework of this resource pooling drive.
To that end and according to UNESCO’s definition, a centre of excellence should be able to:
Conduct research that promotes partnerships between research and the industrial
and tertiary sectors;
Master the use of technologies, especially those of distance teaching, to provide
high-level training in its field;
Combine public and private resources to ensure the success of the goods and
services provided;
Provide the production sector with the possibility of using research findings to carry
out gainful activities with an impact on sustainable development;
Innovate today to build the future;
Be the engine of technological innovation in the area of education (for example, by
creating leading-edge software);
Be a pole of strategic resources for knowledge and experience sharing;
Actively contribute to developing its sector of activity at the national and/or
regional levels;
Propose international research activities in line with its environment, and acquire
resources by having the capacity and autonomy to implement projects;
Have created a research and information institutional environment which may be
virtual, documentation and a website.
3 of 13
However, these fundamental questions should be asked: What are these poles of excellence? How
do we establish and develop these major institutions that will seek to carve out an honourable place
for themselves in the hall of fame of institutions that have made a name in the generation and
application of knowledge? How do we organize them legally and academically so that they
effectively become “regional public property”? How do we consolidate their capacity to meet the
requirements of this globalized competition? How do we mobilize and involve partners, especially
the production sector (public and private) in a concerted action? How could these poles of
excellence contribute to advancing the scientific human capital in general, and that of women in
particular? How do we ensure teaching quality and the employability of graduates? How do we
incorporate social inclusion aspects in the development of poles of excellence?
In addition, poles of excellence exist or are being established in other countries or regions, notably
the Pan-African University and the project to establish higher education poles of excellence in Benin,
Burkina Faso, Cameroon, Ghana, the Gambia, Nigeria, Senegal and Togo, and the Association of
African Universities funded by the World Bank. Experiences, complementarity and concerted
actions will have to be established.
Objectives
The objective of the study is to carry out a diagnosis of higher technology education in ECCAS
member countries with a view to preparing a project to establish University Technology Poles of
excellence (PETUs).
Functions/Duties
1. The Consultant will be responsible for conducting the study under the supervision of the
Executing Agency. The study seeks to carry out a diagnosis of higher technology education in
ECCAS member countries in order to prepare a project to establish University Technology Poles
of Excellence (PETUs) in the areas identified by the countries through the 2012 Yaoundé
Declaration by the Ministers in charge of higher education. This study will help to define the skills
requirements of the economy in these areas, as well as the national and regional academic,
institutional, policy and financial frameworks for the effective establishment of PETUs. To that
end, it will assess the capacity of the entities selected to host PETUs. The study will cover all the
countries of the Community, namely: Angola, Burundi, Cameroon, Central African Republic,
Chad, Congo, Democratic Republic of Congo, Gabon, Equatorial Guinea and Sao-Tome and
Principe. The Consultant will organize himself/herself to cover all the ten countries within the
framework of this diagnosis and the collection of information required for the study.
1.2 The Consultant must analyse the relevant crosscutting issues that should be taken into
consideration in his/her proposals. The issues include gender and social inclusion, equity, the
environment, good governance and poverty reduction. The incorporation of these issues will help to
improve the content and impact of the planned project.
2. The Consultant should generate a number of outcomes during the conduct of the study to
achieve the set objectives. In that connection, the Consultant will strive to create conditions for
national and sub-regional dialogue on reforms to be implemented in order to establish university
technology poles of excellence. He/she will carry out the required surveys and studies, and organize
national and regional consultation workshops on the main study themes. As such, he/she will be
especially responsible for the following tasks:
4 of 13
2.1 Preparing a map of the public and private university technology training entities in the
areas identified in the Yaoundé 2012 Declaration by Ministers in charge of higher education in
ECCAS member countries, as well as the skills and human capital requirements in the above-
mentioned areas. This map should provide key administrative and pedagogic information (types
of training, certificates, etc.) on the entities identified. The diagnosis reports will have a social
inclusion component with the profile of students and lecturers in the various areas (sex, rural-urban
origin, first university generation and other relevant considerations). The studies will also
underscore best gender practices in the various universities, whether there are programmes to
address gender disparities in scientific fields, needs in terms of facilities, gender considerations in
the curricula, etc.
Given that training in the PETUs must address the needs of the population and the economy, it is
important to have knowledge of the current situation as well as possible short-, medium- and long-
term trends. To that end, the Consultant will collect data on the needs of the national and regional
economy in terms of skills in these areas.
2.2 Assessing the institutions selected: such assessment seeks to examine, based on relevant
criteria, the situation of the institutions selected to host PETUs. This will help to analyse strengths
and weaknesses as well as improvement measures. The assessment will take all the aspects into
account, especially programmes and curricula (initial and/or continuing training), infrastructure,
equipment, teaching and administrative staff, organization, rules and regulations, public/private
partnerships, costs and financing. The institutions selected by area and by country are:
Area Country Institution
Agriculture, Livestock,
Fisheries, Agro-industry and
Biotechnology
BURUNDI (Agriculture,
Livestock and Agro-
industry)
University of Burundi, Faculty of
Agronomy and Bio-engineering
ANGOLA (Agriculture,
Agro-industry and
Industrial Maritime
Fisheries)
Escola Superior de Technologias do
Namibe
CHAD (Agriculture,
Livestock, Fisheries and
Agro-industry )
SARH University Institute of
Agronomic and Environmental
Science (IUSAE) (it is part and
parcel of the University of Sarh since
2011)
EQUATORIAL
GUINEA (Maritime
Fisheries)
UNGE-Malabo/Bata
Energetics, Electrical
Engineering, Thermal
Biomedical Engineering and
Renewable Energy
CAMEROON
National Advanced School of
Engineering, University of Yaoundé
I
5 of 13
EQUATORIAL
GUINEA
UNGE-Malabo/Bata
Infrastructure, Mining and
Metallurgy
DEMOCRATIC
REPUBLIC OF CONGO
ISTA, INBTP, University of
Lubumbashi
EQUATORIAL
GUINEA
University of Bata (Infrastructure)
Petroleum, Gas and Chemical
Engineering
ANGOLA Institu Superior Politecnico de
Tecnologias e Ciencias (ISPTEC)
Faculdade de Engenharia,
Universidade Agostino Neto
CONGO National Advanced School of
Engineering, Mariem Ngouabi
University
GABON Port-Gentil Oil and Gas Institute
CHAD Mao National Advanced Institute of
Oil and Gas (INSPEM).
EQUATORIAL
GUINEA
UNGE (Oil)
Forestry, Timber and
Environment
CENTRAL AFRICAN
REPUBLIC
Advanced Institute of Rural
Development
GABON Libreville National School of
Forestry (ENEF)
EQUATORIAL
GUINEA
Faculty of Environment
Applied Mathematics,
Mechanics and Computer
Science
GABON African Computer Science Institute
EQUATORIAL
GUINEA
Institute of Engineering/Bata
(Mechanics)
Computer Engineering,
Telecommunications, and
Information and
Communication Technology
CAMEROON National Advanced School of
Engineering, University of Yaoundé
I
2.3 Preparing a project to establish university technology poles of excellence comprising the
description of project components, detailed costs as well as institutional arrangements: This will
entail preparing PETU financing plans according to various scenarios (self-financing, financing
by the countries, TFPs and the private sector), based on assessment findings (academic profiles,
equipment and infrastructure needs; institutional and legal framework). Actions likely to produce
6 of 13
a strong value added on the effective establishment of PETUs in the areas identified should be
selected, particularly:
i) Structural reforms leading to improved university technology education budgetary
framework;
ii) Improvement of the quality of recruitment of the best students and lecturers;
iii) Improvement of the quality of training, research and integration of graduates into
active life;
iv) Institutional reforms leading to improved governance and management;
v) Promotion of total gender equality and social inclusion;
vi) Regional and international cooperation actions for establishing training poles of
excellence, research and lecturer and student mobility;
vii) Actions to encourage students to become partners responsible for their training and
in the life of the university institution;
viii) Development and use of information and communication technologies and distance
learning.
2.4 Preparing a science diplomacy framework document: Developing partnership will require
designing a practical framework, conducting scientific partnership conclusion missions and
organizing a round table of partners on PETUs. Partnerships will be national (public and private)
and international, and will seek to:
i) Identify existing partnerships;
ii) Define the types of partnership with standard agreements;
iii) Prepare target-based approaches;
iv) Propose an organization and actions for a permanent and dynamic partnership.
Expected Outcomes/Reports
3. The Consultant will submit to the study Executing Agency and ADF the reports described
below, drafted in French and covering all the work carried out, as defined in the preceding
paragraphs. All the reports will comprise provisional and final versions. The various versions
(provisional and final) will be submitted in hard and soft copies. Three reports (inception, interim
and final) will be submitted by the Consultant for the entire mission. Regarding the various
components of the study, the Consultant will produce specific reports by country, together with
summary reports for the region.
Inception Report
3.1 Two months after study start-up notification, the Consultant will produce and submit a
summary report of the practical measures taken to ensure service delivery: organizations of teams,
methods used to collect data, detailed operational planning, observations, conclusions and
recommendations on the proposed final work methodology. This report should also contain precise
guidelines for continuing the study.
Interim Report
7 of 13
3.2 The interim report will respectively deal with the outcomes achieved, the difficulties and/or
constraints with proposed solutions and proposals for continuing service delivery. This report will
be accompanied by required technical documents and annexes, depending on the objectives of the
study. It will be produced six months after study start-up by the Consultant.
Final Report
3.3 This report will summarize the conduct of the study mission, the outcomes achieved with
respect to the two study components and study conclusions and recommendations. The report will
be produced at the end of service delivery by the Consultant, i.e. 15 months after start-up.
3.4 Specific Reports
Subject Country/Region Region
1. Map of public and private university
technology training institutions
1 report per ECCAS
member country
Summary report
2. Analysis of country economy skills
requirements in the areas identified
1 report per ECCAS
member country
Summary report
3. Assessment of candidate training institutions 1 report per country
concerned
Summary report
4. Preparation of a project document for the
establishment of university technology poles
of excellence using the Bank format
1 report for the
ECCAS region
Summary report
5. Preparation of the scientific diplomacy
framework document
1 report for the
ECCAS region
Regional report
6. Round table of partners 1 round table of
partners
Regional report
Methodology
The work methodology will be based on the collection and processing of data required to achieve
the objectives of the study. In that connection, the participating countries and institutions will
provide all the technical documents, studies and reports in their keeping and relating to the study.
Such documentation will be supplemented by the Consultant’s documentary research in
recognized related sources. The data should also be supplemented by questionnaires and/or light
surveys.
In addition, the Consultant should prepare the criteria and tools for collecting information for the
map and the economy skills requirements, taking into account the labour market and economic
prospects, human capital development, social inclusion and promotion of gender equality,
assessment of institutions and partnership.
8 of 13
Duty Station and Assistance
The participating countries and the Study Implementation Unit should provide the Consultant with
functional premises and sufficient furniture during the study duration. The Management Unit, the
ministries in charge of higher education and focal points will provide the assistance required to
obtain authorizations (entry visas and residence permits, access to sites, internal movements, etc.)
and the required information and documents that they have for the conduct of the entire study.
Team Composition (required qualifications)
The study mission will be conducted by a firm comprising the experts listed below. The
participation of women is encouraged.
1. An expert specialized in higher education systems planning and management, Mission
Head
2. An expert in education economy
3. An expert in higher education engineering
4. An expert in information and communication technologies (ICTs)
5. An expert in employment and training needs study
6. An expert in research and cooperation
7. An infrastructure and equipment expert
8. A gender and social inclusion expert
9. Experts in the areas identified (see paragraph on context above).
Language: the various study documents and reports will be produced in French
1. MISSION HEAD
The Mission Head will be a higher education systems planning and management specialist with at
least 15 years of solid experience in higher education in Africa. He/she should also be conversant
with issues of technology poles of excellence, pedagogic innovations, new higher education
technologies and regional integration. He/she will get acquainted with the approaches of the key
donors and other partners in the higher education sector. In addition to requisite experience in
similar projects, he/she should have solid references in multidisciplinary team leadership and
facilitation. The Mission Head should be proficient in the French language and have functional
knowledge of the other ECCAS languages (Portuguese and Spanish). The main tasks to be
performed by the Mission Head will be to:
(i) Coordinate relations with the study Executing Agency;
(ii) Organize and supervise the work of the team of consultants and coordinate the
drafting of study documents;
(iii) Organize consultation meetings with all the partners as well as validation
workshops, in close collaboration with government and regional authorities;
(iv) Coordinate the delivery of all services;
(v) Ensure permanent contact with the partners concerned by the study in order to
coordinate interventions;
(vi) Organize the validation of options put forward by the study;
(vii) Ensure the proper completion of works.
9 of 13
2. EDUCATION ECONOMY EXPERT
The education economy expert should have solid references in the area of higher education and
sound knowledge of Central Africa and its education problems, especially in the higher technology
education sub-sector, with at least 10 years of experience. He/she must have wide experience in
educational project evaluation, budgeting and the calculation of effectiveness and efficiency ratios.
He/she should be able to work in a multidisciplinary team and under pressure. In addition, he/she
should be proficient in French and have functional knowledge of the other ECCAS languages
(Portuguese and Spanish). The main tasks to be performed by the education economy expert are
to:
(i) Calculate the actual costs of budgets and expenditure for establishing PETUs in the
countries concerned according to relevant and comparative choices/options;
(ii) Conduct the financial, legal and technical feasibility study on the establishment of
an incentive financing mechanism;
(iii) Calculate the relevant comparative effectiveness indicators and ratios for all the
countries concerned;
(iv) Propose operational financing mechanisms likely to enable the effective
establishment of PETUs;
(v) Propose operational financing mechanisms to close gender gaps and promote social
inclusion (rural-urban, socio-economic classes, etc.);
(vi) Facilitate national and regional education economy workshops.
3. HIGHER EDUCATION ENGINEERING EXPERT
The higher technology education engineering expert should be a specialist in higher education
programmes and curricula with at least 10 years of experience in the design and implementation
of projects and reforms in this area. He/she should have solid references in the implementation of
adapted pedagogic reforms in the sector and sound knowledge of Central Africa and its education
problems. He/she must have wide experience from involvement in higher education production
sectors (public and private). He/she should also be able to work in a multidisciplinary team. In
addition, he/she should be proficient in French and have functional knowledge of the other ECCAS
languages (Portuguese and Spanish). The main tasks to be performed by the higher education
engineering expert are to:
(i) Conduct a diagnosis of university technology training programmes and curricula in
the areas identified;
(ii) Identify actions to help improve university technology training programmes and
curricula in the areas identified for each country concerned and at the regional level;
(iii) Propose reforms likely to improve the quality and relevance of programmes to
address the needs of the countries concerned and the region;
(iv) Make a proposal for the incorporation of gender and social inclusion aspects into
educational programmes;
(v) Make proposals for the implementation of reforms within the framework of the
establishment of PETUs;
(vi) Facilitate national and regional higher education engineering workshops.
10 of 13
4. INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) EXPERT
The ICT expert should be a specialist in the area with at least 5 years’ experience in the design and
implementation of ICT development projects in educational systems, especially higher education.
He/she should have solid references in the area of higher education and sound knowledge of
Central Africa and its ICT problems. He/she should also be able to work in a multidisciplinary
team. In addition, he/she should be proficient in French and have functional knowledge of the other
ECCAS languages (Portuguese and Spanish). The major tasks to be performed by the information
and communication technology expert are to:
(i) Conduct an ICT diagnosis in identified areas of higher technology education with a
gender and inclusion perspective;
(ii) Identify actions to enable the improvement of ICT mechanisms in these higher
education systems of the region;
(iii) Propose actions likely to improve the quality and availability of ICTs in the region;
(iv) Propose actions likely to improve ICT gender equality in the region;
(v) Propose actions to reinforce ICT regional cooperation;
(vi) Facilitate national and regional ICT workshops.
5. EXPERT IN EMPLOYMENT AND TRAINING NEEDS STUDY
The expert in employment and training needs study should be a specialist in the area with at least
10 years of experience in prospective study of employment needs and the design of educational
branches that address the needs of the economy and entrepreneurship. He/she should have solid
references in the area of higher technology education and sound knowledge of Central Africa and
its employment problems. He/she should also be able to work in a multidisciplinary team. In
addition, he/she should be proficient in French and have functional knowledge of the other ECCAS
languages (Portuguese and Spanish). The main tasks to be performed by the expert in employment and
training needs study are to:
(i) Conduct a diagnosis of training/employment match in identified areas by country
and in the region with a gender perspective;
(ii) Identify skills requirements in specific areas and their future trends;
(iii) Identify the major employment growth sectors in the areas and countries concerned;
(iv) Propose actions likely to improve the training/employment match;
(v) Propose actions likely to improve gender equality in the job market and other social
inclusion aspects;
(vi) Propose actions and measures that could be taken into account in the future project
with respect to improving training/employment match and the integration of
graduates into active life (business incubators) for the selected establishments;
(vii) Propose actions that could be the subject of regional cooperation and the
establishment of university technology poles of excellence;
(viii) Facilitate national and regional workshops on employment and training needs
study.
11 of 13
6. RESEARCH AND COOPERATION EXPERT
The research and cooperation expert should be a specialist in university research with at least 10
years of experience in project design and implementation in the sector. He/she should have solid
references in the area of research and sound knowledge of Central Africa and its research problems.
He/she must have wide experience in economic, social and cultural development research
promotion. He/she should also be able to work in a multidisciplinary team. In addition, he/she
should also be proficient in French and have functional knowledge of the other ECCAS languages
(Portuguese and Spanish). The main tasks to be performed by the research and cooperation expert
are to:
(i) Conduct a diagnosis of the status of cooperation and partnerships (training, research
and production) in the identified areas;
(ii) Identify actions to improve the relevance and quality of cooperation and
partnerships in each country and in the region;
(iii) Propose reforms likely to improve the quality and relevance of cooperation and
partnerships;
(iv) Propose measures to align university technology training and research with its
economic environment;
(v) Propose actions that will contribute to strengthening regional cooperation and
establishing poles of excellence;
(vi) Propose actions that will contribute to strengthening regional cooperation in the
area of gender and women’s empowerment in science and technology;
(vii) Facilitate national and regional research and cooperation workshops.
7. INFRASTRUCTURE AND EQUIPMENT EXPERT
The infrastructure and equipment expert should be an engineer or architect specialized in scientific
infrastructure and equipment with at least 10 years of experience in university infrastructure
design, equipping and management. He/she should have solid references in the area of
maintenance and problems specific to university infrastructure in Central Africa. In addition,
he/she should be proficient in French and have functional knowledge of the other ECCAS
languages (Portuguese and Spanish). He/she should also be able to work in a multidisciplinary
team. The main tasks to be performed by the infrastructure and equipment expert are to:
(i) Contribute to assessing the institutions selected for university infrastructure and
equipment (existing and critical needs analysis);
(ii) Identify investments to be carried out alongside actions to improve the relevance
and quality of the entities selected to host PETUs;
(iii) Propose actions likely to improve infrastructure and equipment maintenance;
(iv) Facilitate national and regional infrastructure and equipment workshops;
(v) Evaluate the costs of actions likely to be financed under a future project.
12 of 13
8. GENDER AND SOCIAL INCLUSION EXPERT
The gender and social inclusion expert should be a gender and social inclusion specialist with at
least 10 years of experience in the analysis of the status and implementation of projects in the area.
He/she should have solid references in gender and social inclusion in higher education, and sound
knowledge of Central Africa and its gender and social inclusion problems. He/she must have wide
experience in gender and social inclusion mainstreaming in economic, social and cultural
development. He/she should also be able to work in a multidisciplinary team. In addition, he/she
must be proficient in French and have functional knowledge of the other ECCAS languages
(Portuguese and Spanish). The main tasks to be performed by the gender and social inclusion
expert are to:
(i) Conduct a diagnosis of the status of gender and social inclusion in university
technology training institutions;
(ii) Contribute to evaluating the institutions selected with respect to gender and social
inclusion;
(iii) Identify actions and measures required to improve the quality and relevance of
social inclusion in the entities selected to host PETUs;
(iv) Ensure gender mainstreaming in various aspects (programme, curricula, equipment,
etc.) of university technology training in the project document;
(v) Ensure social inclusion mainstreaming in the PETU establishment project;
(vi) Facilitate national and regional gender and social inclusion workshops;
(vii) Evaluate the costs of actions likely to be financed under a future project.
9. EXPERTS IN THE AREAS IDENTIFIED
For each of the areas identified for the establishment of PETUs, the experts concerned will be
responsible for the aspects specific to the said areas, in conjunction with the thematic experts and
the Mission Head (see context above). In addition, they must be proficient in French and have
functional knowledge of the other ECCAS languages (Portuguese and Spanish).
13 of 13
Indicative Distribution of the Tasks of Experts (Person/Months)
Profile of Experts Component 1:
Inventory and
Assessment of
Institutions (10
months)
Component 2:
Preparation of Project and
Science Diplomacy
Documents
(6 months)
Total
p/m
1. Mission Head/ Higher Education
Systems Planning and Management
Expert
10 5 16
2. Education Economy Expert 5 5 10
3. Higher Education and Innovation
Engineering Expert 5 3 8
4. ICT and Distance Learning Expert 4 2 6
5. Employment and Vocational Training
Needs Study Expert
6
4
10
6. Research and Cooperation Expert 3 3 6
7. Infrastructure and Equipment Expert 6 4 10
8. Gender and Social Inclusion Expert 4 2 6
9. Experts in the areas identified 3 2 5
Total International Experts (Consulting
Firm)
46 30 77
1 of 17
Appendix I: Comparative Socio-economic Indicators of ECCAS Member Countries Source: AfDB Statistics Department Database; World Bank WDI; UNAIDS; UNSD; WHO, UNICEF, UNDP, Country Reports. Last Update: September 2015
Notes: n.a. Not Applicable; … : Data Not Available. ANGOLA
Year Angola Africa Developing
Countries
Developed
Countries
Basic Indicators
Area (0̍00 km2) 2014 1 247 30 067 80 386 53 939
Total Population (million) 2014 22.1 1 136.9 6.0 1.3
Urban Population (% of Total) 2014 61.5 39.9 47.6 78.7
Population Density (per km2) 2014 17.8 37.8 73.3 24.3
GNI per Capita (USD) 2013 5 170 2 310 4 168 39 812
Labour Force Participation – Total (%) 2014 70.0 66.1 67.7 72.3
Labour Force Participation – Female (%) 2014 46.2 42.8 52.9 65.1
Gender-Related Human Development Index Value 2007-2013 ... 0.801 0.506 0.792
Human Development Index (Rank among 187 countries) 2013 149 ... ... ...
Population Living Below USD 1.25 a Day (%) 2008-2013 43.4 39.6 17.0 ...
Demographic Indicators
Population Growth Rate – Total (%) 2014 3.1 2.5 1.3 0.4
Population Growth Rate – Urban (%) 2014 4.3 3.4 2.5 0.7
Population ˂15 Years (%) 2014 47.3 40.8 28.2 17.0
Population ˃= 65 Years (%) 2014 2.4 3.5 6.3 16.3
Dependency Ratio (%) 2014 91.0 62.4 54.3 50.4
Sex Ratio (per 100 Women) 2014 98.4 100.4 107.7 105.4
Female Population 15-49 years (%) 2014 22.4 24.0 26.0 23.0
Life Expectancy at Birth – Total (years) 2014 52.3 59.6 69.2 79.3
Life Expectancy at Birth – Female (years) 2014 53.8 60.7 71.2 82.3
Crude Birth Rate (per 1000) 2014 43.5 34.4 20.9 11.4
Crude Death Rate (per 1000) 2014 13.6 10.2 7.7 9.2
Infant Mortality Rate (per 1000) 2013 101.6 56.7 36.8 5.1
Under-five Mortality Rate (per 1000) 2013 167.4 84.0 50.2 6.1
Total Fertility Rate (per Woman) 2014 5.8 4.6 2.6 1.7
Maternal Mortality Rate (per 100 000) 2013 460.0 411.5 230.0 17.0
Women Using Contraception (%) 2014 17.7 34.9 62.0 ...
Health and Nutrition Indicators
Physicians (per 100 000 People) 2004-2012 16.6 46.9 118.1 308.0
Nurses (per 100 000 People) 2004-2012 166.0 133.4 202.9 857.4
Births Attended by Trained Health Personnel (%) 2009-2012 47.3 50.6 67.7 ...
Access to Safe Water (% of Population) 2012 54.3 67.2 87.2 99.2
Healthy Life Expectancy at Birth (years) 2012 44.0 51.3 57 69
Access to Health Services (% of Population) 2012 60.1 38.8 56.9 96.2
Percent. of Adults (Aged 15-49) Living with HIV/AIDS 2013 2.4 3.7 1.2 ...
Incidence of Tuberculosis (per 100 000) 2013 320.0 246.0 149.0 22.0
Children Immunized Against Tuberculosis (%) 2013 85.0 84.3 90.0 ...
Children Immunized Against Measles (%) 2013 91.0 76.0 82.7 93.9
Underweight Children (% of Children Under 5 years) 2005-2013 15.6 20.9 17.0 0.9
Daily Calorie Intake per Capita 2011 2 400 2 618 2 335 3 503
Public Expenditure on Health (as % of GDP) 2013 2.5 2.7 3.1 7.3
Education Indicators
Gross Enrolment Ratio (%)
Primary - Total 2011-2014 140.5 106.3 109.4 101.3
Primary - Female 2011-2014 109.6 102.6 107.6 101.1
Secondary - Total 2011-2014 31.5 54.3 69.0 100.2
Secondary - Female 2011-2014 24.8 51.4 67.7 99.9
Primary School Female Teaching Staff (% of Total) 2012-2014 36.8 45.1 58.1 81.6
Adult Literacy Rate – Total (%) 2006-2012 70.6 61.9 80.4 99.2
Adult Literacy Rate – Men (%) 2006-2012 82.5 70.2 85.9 99.3
Adult Literacy Rate – Women (%) 2006-2012 59.1 53.5 75.2 99.0
Percentage of GDP Spent on Education 2009-2012 3.5 5.3 4.3 5.5
Environmental Indicators
Arable Land (as % of Total Land Area) 2012 3.9 8.8 11.8 9.2
Agricultural Land (as % of Land Area) 2012 0.5 43.4 43.4 28.9
Forests (as % of Total Land Area) 2012 46.7 22.1 28.3 34.9
Per Capita CO2 Emissions (metric tons) 2012 1.5 1.1 3.0 11.6
GNI per Capita, USD
Angola Afrique
Population Growth Rate, (%)
Angola Afrique
Life Expectancy (Years)
Angola Africa
Infant Mortality Rate (Per 1000 )
Angola Afrique
2 of 17
BURUNDI
Year Burundi Africa Developing
Countries
Developed
Countries
Basic Indicators
Area (0̍00 km2) 2014 28 30 067 80 386 53 939
Total Population (million) 2014 10.5 1 136.9 6.0 1.3
Urban Population (% of Total) 2014 11.8 39.9 47.6 78.7
Population Density (per km2) 2014 376.7 37.8 73.3 24.3
GNI per Capita (USD) 2013 260 2 310 4 168 39 812
Labour Force Participation – Total (%) 2014 82.7 66.1 67.7 72.3
Labour Force Participation – Female (%) 2014 51.4 42.8 52.9 65.1
Gender-Related Human Development Index Value 2007-2013 0.904 0.801 0.506 0.792
Human Development Index (Rank among 187 countries) 2013 180 ... ... ...
Population Living Below USD 1.25 a Day (%) 2008-2013 81.3 39.6 17.0 ...
Demographic Indicators
Population Growth Rate – Total (%) 2014 3.1 2.5 1.3 0.4
Population Growth Rate – Urban (%) 2014 5.6 3.4 2.5 0.7
Population ˂15 Years (%) 2014 44.8 40.8 28.2 17.0
Population ˃= 65 Years (%) 2014 2.4 3.5 6.3 16.3
Dependency Ratio (%) 2014 66.8 62.4 54.3 50.4
Sex Ratio (per 100 Women) 2014 97.6 100.4 107.7 105.4
Female Population 15-49 years (%) 2014 23.7 24.0 26.0 23.0
Life Expectancy at Birth – Total (years) 2014 54.5 59.6 69.2 79.3
Life Expectancy at Birth – Female (years) 2014 56.6 60.7 71.2 82.3
Crude Birth Rate (per 1000) 2014 44.3 34.4 20.9 11.4
Crude Death Rate (per 1000) 2014 12.5 10.2 7.7 9.2
Infant Mortality Rate (per 1000) 2013 54.8 56.7 36.8 5.1
Under-five Mortality Rate (per 1000) 2013 82.9 84.0 50.2 6.1
Total Fertility Rate (per Woman) 2014 5.9 4.6 2.6 1.7
Maternal Mortality Rate (per 100 000) 2013 740.0 411.5 230.0 17.0
Women Using Contraception (%) 2014 26.5 34.9 62.0 ...
Health and Nutrition Indicators
Physicians (per 100 000 People) 2004-2012 2.8 46.9 118.1 308.0
Nurses (per 100 000 People) 2004-2012 19.1 133.4 202.9 857.4
Births Attended by Trained Health Personnel (%) 2009-2012 60.3 50.6 67.7 ...
Access to Safe Water (% of Population) 2012 75.3 67.2 87.2 99.2
Healthy Life Expectancy at Birth (years) 2012 48.0 51.3 57 69
Access to Health Services (% of Population) 2012 47.5 38.8 56.9 96.2
Percent. of Adults (Aged 15-49) Living with HIV/AIDS 2013 1.0 3.7 1.2 ...
Incidence of Tuberculosis (per 100 000) 2013 128.0 246.0 149.0 22.0
Children Immunized Against Tuberculosis (%) 2013 95.0 84.3 90.0 ...
Children Immunized Against Measles (%) 2013 98.0 76.0 82.7 93.9
Underweight Children (% of Children Under 5 years) 2005-2013 29.1 20.9 17.0 0.9
Daily Calorie Intake per Capita 2011 1 604 2 618 2 335 3 503
Public Expenditure on Health (as % of GDP) 2013 4.4 2.7 3.1 7.3
Education Indicators
Gross Enrolment Ratio (%)
Primary - Total 2011-2014 134.1 106.3 109.4 101.3
Primary - Female 2011-2014 134.5 102.6 107.6 101.1
Secondary - Total 2011-2014 33.1 54.3 69.0 100.2
Secondary - Female 2011-2014 29.2 51.4 67.7 99.9
Primary School Female Teaching Staff (% of Total) 2012-2014 52.8 45.1 58.1 81.6
Adult Literacy Rate – Total (%) 2006-2012 86.9 61.9 80.4 99.2
Adult Literacy Rate – Men (%) 2006-2012 88.8 70.2 85.9 99.3
Adult Literacy Rate – Women (%) 2006-2012 84.6 53.5 75.2 99.0
Percentage of GDP Spent on Education 2009-2012 5.8 5.3 4.3 5.5
Environmental Indicators
Arable Land (as % of Total Land Area) 2012 42.8 8.8 11.8 9.2
Agricultural Land (as % of Land Area) 2012 0.8 43.4 43.4 28.9
Forests (as % of Total Land Area) 2012 6.6 22.1 28.3 34.9
Per Capita CO2 Emissions (metric tons) 2012 0.0 1.1 3.0 11.6
0
10
20
30
40
50
60
70
80
90
100
20
00
20
05
20
08
20
09
20
10
20
11
20
12
20
13
Infant Mortality Rate (Per 1000 )
Burundi Afrique
0,0
0,5
1,0
1,5
2,0
2,5
3,0
3,5
4,0
20
00
20
05
20
08
20
09
20
10
20
11
20
12
20
13
20
14
Population Growth Rate (%)
Burundi Afrique
0
500
1000
1500
2000
2500
20
00
20
05
20
07
20
08
20
09
20
10
20
11
20
12
20
13
GNI per Capita, USD
Burundi Afrique
0
10
20
30
40
50
60
70
80
20
00
20
05
20
08
20
09
20
10
20
11
20
12
20
13
20
14
Life Expectancy at Birth (Years)
Burundi Africa
3 of 17
CAMEROON
Year Cameroon Africa Developing
Countries
Developed
Countries
Basic Indicators
Area (0̍00 km2) 2014 475 30 067 80 386 53 939
Total Population (million) 2014 22.8 1 136.9 6.0 1.3
Urban Population (% of Total) 2014 53.8 39.9 47.6 78.7
Population Density (per km2) 2014 48.0 37.8 73.3 24.3
GNI per Capita (USD) 2013 1 290 2 310 4 168 39 812
Labour Force Participation – Total (%) 2014 70.4 66.1 67.7 72.3
Labour Force Participation – Female (%) 2014 45.7 42.8 52.9 65.1
Gender-Related Human Development Index Value 2007-2013 0.872 0.801 0.506 0.792
Human Development Index (Rank among 187 countries) 2013 152 ... ... ...
Population Living Below USD 1.25 a Day (%) 2008-2013 27.6 39.6 17.0 ...
Demographic Indicators
Population Growth Rate – Total (%) 2014 2.5 2.5 1.3 0.4
Population Growth Rate – Urban (%) 2014 3.6 3.4 2.5 0.7
Population ˂15 Years (%) 2014 42.8 40.8 28.2 17.0
Population ˃= 65 Years (%) 2014 3.2 3.5 6.3 16.3
Dependency Ratio (%) 2014 77.5 62.4 54.3 50.4
Sex Ratio (per 100 Women) 2014 100.0 100.4 107.7 105.4
Female Population 15-49 years (%) 2014 23.8 24.0 26.0 23.0
Life Expectancy at Birth – Total (years) 2014 55.5 59.6 69.2 79.3
Life Expectancy at Birth – Female (years) 2014 56.7 60.7 71.2 82.3
Crude Birth Rate (per 1000) 2014 36.8 34.4 20.9 11.4
Crude Death Rate (per 1000) 2014 11.5 10.2 7.7 9.2
Infant Mortality Rate (per 1000) 2013 60.8 56.7 36.8 5.1
Under-five Mortality Rate (per 1000) 2013 94.5 84.0 50.2 6.1
Total Fertility Rate (per Woman) 2014 4.7 4.6 2.6 1.7
Maternal Mortality Rate (per 100 000) 2013 590.0 411.5 230.0 17.0
Women Using Contraception (%) 2014 28.3 34.9 62.0 ...
Health and Nutrition Indicators
Physicians (per 100 000 People) 2004-2012 7.7 46.9 118.1 308.0
Nurses (per 100 000 People) 2004-2012 43.8 133.4 202.9 857.4
Births Attended by Trained Health Personnel (%) 2009-2012 63.6 50.6 67.7 ...
Access to Safe Water (% of Population) 2012 74.1 67.2 87.2 99.2
Healthy Life Expectancy at Birth (years) 2012 48.0 51.3 57 69
Access to Health Services (% of Population) 2012 45.2 38.8 56.9 96.2
Percent. of Adults (Aged 15-49) Living with HIV/AIDS 2013 4.3 3.7 1.2 ...
Incidence of Tuberculosis (per 100 000) 2013 235.0 246.0 149.0 22.0
Children Immunized Against Tuberculosis (%) 2013 82.0 84.3 90.0 ...
Children Immunized Against Measles (%) 2013 83.0 76.0 82.7 93.9
Underweight Children (% of Children Under 5 years) 2005-2013 15.1 20.9 17.0 0.9
Daily Calorie Intake per Capita 2011 2 586 2 618 2 335 3 503
Public Expenditure on Health (as % of GDP) 2013 1.8 2.7 3.1 7.3
Education Indicators
Gross Enrolment Ratio (%)
Primary - Total 2011-2014 110.6 106.3 109.4 101.3
Primary - Female 2011-2014 103.2 102.6 107.6 101.1
Secondary - Total 2011-2014 50.4 54.3 69.0 100.2
Secondary - Female 2011-2014 46.4 51.4 67.7 99.9
Primary School Female Teaching Staff (% of Total) 2012-2014 51.2 45.1 58.1 81.6
Adult Literacy Rate – Total (%) 2006-2012 71.3 61.9 80.4 99.2
Adult Literacy Rate – Men (%) 2006-2012 78.3 70.2 85.9 99.3
Adult Literacy Rate – Women (%) 2006-2012 64.8 53.5 75.2 99.0
Percentage of GDP Spent on Education 2009-2012 3.0 5.3 4.3 5.5
Environmental Indicators
Arable Land (as % of Total Land Area) 2012 13.1 8.8 11.8 9.2
Agricultural Land (as % of Land Area) 2012 0.2 43.4 43.4 28.9
Forests (as % of Total Land Area) 2012 41.2 22.1 28.3 34.9
Per Capita CO2 Emissions (metric tons) 2012 0.3 1.1 3.0 11.6
0
20
40
60
80
100
20
00
20
05
20
08
20
09
20
10
20
11
20
12
20
13
Infant Mortality Rate (Per 1000 )
Cameroun Afrique
0,0
0,5
1,0
1,5
2,0
2,5
3,0
20
00
20
05
20
08
20
09
20
10
20
11
20
12
20
13
20
14
Population Growth Rate (%)
Cameroun Afrique
0
500
1000
1500
2000
2500
20
00
20
05
20
07
20
08
20
09
20
10
20
11
20
12
20
13
GNI per Capita, USD
Cameroun Afrique
0
10
20
30
40
50
60
70
80
20
00
20
05
20
08
20
09
20
10
20
11
20
12
20
13
20
14
Life Expectancy at Birth(Years)
Cameroon Africa
4 of 17
GABON
Year Gabon Africa Developing
Countries
Developed
Countries
Basic Indicators
Area (̍000 km2) 2014 268 30 067 80 386 53 939
Total Population (million) 2014 1.7 1 136.9 6.0 1.3
Urban Population (% of Total) 2014 87.1 39.9 47.6 78.7
Population Density (per km2) 2014 6.4 37.8 73.3 24.3
GNI per Capita (USD) 2013 10 650 2 310 4 168 39 812
Labour Force Participation – Total (%) 2014 61.0 66.1 67.7 72.3
Labour Force Participation – Female (%) 2014 46.1 42.8 52.9 65.1
Gender-Related Human Development Index Value 2007-2013 0.748 0.801 0.506 0.792
Human Development Index (Rank among 187 countries) 2013 112 ... ... ...
Population Living Below USD 1.25 a Day (%) 2008-2013 6.1 39.6 17.0 ...
Demographic Indicators
Population Growth Rate – Total (%) 2014 2.3 2.5 1.3 0.4
Population Growth Rate – Urban (%) 2014 2.7 3.4 2.5 0.7
Population ˂15 Years (%) 2014 38.4 40.8 28.2 17.0
Population ˃= 65 Years (%) 2014 5.1 3.5 6.3 16.3
Dependency Ratio (%) 2014 62.5 62.4 54.3 50.4
Sex Ratio (per 100 Women) 2014 101.1 100.4 107.7 105.4
Female Population 15-49 years (%) 2014 23.9 24.0 26.0 23.0
Life Expectancy at Birth – Total (years) 2014 63.8 59.6 69.2 79.3
Life Expectancy at Birth – Female (years) 2014 64.8 60.7 71.2 82.3
Crude Birth Rate (per 1000) 2014 31.5 34.4 20.9 11.4
Crude Death Rate (per 1000) 2014 8.9 10.2 7.7 9.2
Infant Mortality Rate (per 1000) 2013 39.1 56.7 36.8 5.1
Under-five Mortality Rate (per 1000) 2013 56.1 84.0 50.2 6.1
Total Fertility Rate (per Woman) 2014 4.0 4.6 2.6 1.7
Maternal Mortality Rate (per 100 000) 2013 240.0 411.5 230.0 17.0
Women Using Contraception (%) 2014 33.7 34.9 62.0 ...
Health and Nutrition Indicators
Physicians (per 100 000 People) 2004-2012 29.2 46.9 118.1 308.0
Nurses (per 100 000 People) 2004-2012 501.7 133.4 202.9 857.4
Births Attended by Trained Health Personnel (%) 2009-2012 89.3 50.6 67.7 ...
Access to Safe Water (% of Population) 2012 92.2 67.2 87.2 99.2
Healthy Life Expectancy at Birth (years) 2012 54.0 51.3 57 69
Access to Health Services (% of Population) 2012 41.4 38.8 56.9 96.2
Percent. of Adults (Aged 15-49) Living with HIV/AIDS 2013 3.9 3.7 1.2 ...
Incidence of Tuberculosis (per 100 000) 2013 423.0 246.0 149.0 22.0
Children Immunized Against Tuberculosis (%) 2013 92.0 84.3 90.0 ...
Children Immunized Against Measles (%) 2013 70.0 76.0 82.7 93.9
Underweight Children (% of Children Under 5 years) 2005-2013 6.5 20.9 17.0 0.9
Daily Calorie Intake per Capita 2011 2 781 2 618 2 335 3 503
Public Expenditure on Health (as % of GDP) 2013 2.1 2.7 3.1 7.3
Education Indicators
Gross Enrolment Ratio (%)
Primary - Total 2011-2014 164.9 106.3 109.4 101.3
Primary - Female 2011-2014 162.4 102.6 107.6 101.1
Secondary - Total 2011-2014 53.9 54.3 69.0 100.2
Secondary - Female 2011-2014 ... 51.4 67.7 99.9
Primary School Female Teaching Staff (% of Total) 2012-2014 52.9 45.1 58.1 81.6
Adult Literacy Rate – Total (%) 2006-2012 82.3 61.9 80.4 99.2
Adult Literacy Rate – Men (%) 2006-2012 84.9 70.2 85.9 99.3
Adult Literacy Rate – Women (%) 2006-2012 79.9 53.5 75.2 99.0
Percentage of GDP Spent on Education 2009-2012 3.8 5.3 4.3 5.5
Environmental Indicators
Arable Land (as % of Total Land Area) 2012 1.3 8.8 11.8 9.2
Agricultural Land (as % of Land Area) 2012 0.2 43.4 43.4 28.9
Forests (as % of Total Land Area) 2012 85.4 22.1 28.3 34.9
Per Capita CO2 Emissions (metric tons) 2012 3.3 1.1 3.0 11.6
0
20
40
60
80
100
20
00
20
05
20
08
20
09
20
10
20
11
20
12
20
13
Infant Mortality Rate (Per 1000 )
Gabon Afrique
0,0
0,5
1,0
1,5
2,0
2,5
3,0
20
00
20
05
20
08
20
09
20
10
20
11
2012
20
13
20
14
Population Growth Rate (%)
Gabon Afrique
0
2000
4000
6000
8000
10000
12000
20
00
20
05
20
07
20
08
20
09
20
10
20
11
20
12
20
13
GNI per Capita, USD
Gabon Afrique
0
10
20
30
40
50
60
70
80
20
00
20
05
20
08
20
09
20
10
20
11
20
12
20
13
20
14
Life Expectancy at Birth (Years)
Gabon Africa
5 of 17
CENTRAL AFRICAN REPUBLIC
Year CAR Africa Developing
Countries
Developed
Countries
Basic Indicators
Area (̍000 km2) 2014 623 30 067 80 386 53 939
Total Population (million) 2014 4.7 1 136.9 6.0 1.3
Urban Population (% of Total) 2014 39.8 39.9 47.6 78.7
Population Density (per km2) 2014 7.6 37.8 73.3 24.3
GNI per Capita (USD) 2013 320 2 310 4 168 39 812
Labour Force Participation – Total (%) 2014 78.7 66.1 67.7 72.3
Labour Force Participation – Female (%) 2014 47.2 42.8 52.9 65.1
Gender-Related Human Development Index Value 2007-2013 0.776 0.801 0.506 0.792
Human Development Index (Rank among 187 countries) 2013 185 ... ... ...
Population Living Below USD 1.25 a Day (%) 2008-2013 62.8 39.6 17.0 ...
Demographic Indicators
Population Growth Rate – Total (%) 2014 2.0 2.5 1.3 0.4
Population Growth Rate – Urban (%) 2014 2.7 3.4 2.5 0.7
Population ˂15 Years (%) 2014 39.5 40.8 28.2 17.0
Population ˃= 65 Years (%) 2014 3.8 3.5 6.3 16.3
Dependency Ratio (%) 2014 76.2 62.4 54.3 50.4
Sex Ratio (per 100 Women) 2014 96.9 100.4 107.7 105.4
Female Population 15-49 years (%) 2014 25.0 24.0 26.0 23.0
Life Expectancy at Birth – Total (years) 2014 50.8 59.6 69.2 79.3
Life Expectancy at Birth – Female (years) 2014 52.8 60.7 71.2 82.3
Crude Birth Rate (per 1000) 2014 33.9 34.4 20.9 11.4
Crude Death Rate (per 1000) 2014 14.5 10.2 7.7 9.2
Infant Mortality Rate (per 1000) 2013 96.1 56.7 36.8 5.1
Under-five Mortality Rate (per 1000) 2013 139.2 84.0 50.2 6.1
Total Fertility Rate (per Woman) 2014 4.3 4.6 2.6 1.7
Maternal Mortality Rate (per 100 000) 2013 880.0 411.5 230.0 17.0
Women Using Contraception (%) 2014 22.9 34.9 62.0 ...
Health and Nutrition Indicators
Physicians (per 100 000 People) 2004-2012 4.8 46.9 118.1 308.0
Nurses (per 100 000 People) 2004-2012 25.7 133.4 202.9 857.4
Births Attended by Trained Health Personnel (%) 2009-2012 53.8 50.6 67.7 ...
Access to Safe Water (% of Population) 2012 68.2 67.2 87.2 99.2
Healthy Life Expectancy at Birth (years) 2012 43.0 51.3 57 69
Access to Health Services (% of Population) 2012 21.5 38.8 56.9 96.2
Percent. of Adults (Aged 15-49) Living with HIV/AIDS 2013 3.8 3.7 1.2 ...
Incidence of Tuberculosis (per 100 000) 2013 359.0 246.0 149.0 22.0
Children Immunized Against Tuberculosis (%) 2013 37.0 84.3 90.0 ...
Children Immunized Against Measles (%) 2013 25.0 76.0 82.7 93.9
Underweight Children (% of Children Under 5 years) 2005-2013 23.5 20.9 17.0 0.9
Daily Calorie Intake per Capita 2011 2 154 2 618 2 335 3 503
Public Expenditure on Health (as % of GDP) 2013 2.0 2.7 3.1 7.3
Education Indicators
Gross Enrolment Ratio (%)
Primary - Total 2011-2014 95.2 106.3 109.4 101.3
Primary - Female 2011-2014 81.3 102.6 107.6 101.1
Secondary - Total 2011-2014 17.8 54.3 69.0 100.2
Secondary - Female 2011-2014 12.1 51.4 67.7 99.9
Primary School Female Teaching Staff (% of Total) 2012-2014 19.9 45.1 58.1 81.6
Adult Literacy Rate – Total (%) 2006-2012 36.8 61.9 80.4 99.2
Adult Literacy Rate – Men (%) 2006-2012 50.7 70.2 85.9 99.3
Adult Literacy Rate – Women (%) 2006-2012 24.4 53.5 75.2 99.0
Percentage of GDP Spent on Education 2009-2012 1.2 5.3 4.3 5.5
Environmental Indicators
Arable Land (as % of Total Land Area) 2012 2.9 8.8 11.8 9.2
Agricultural Land (as % of Land Area) 2012 0.1 43.4 43.4 28.9
Forests (as % of Total Land Area) 2012 36.2 22.1 28.3 34.9
Per Capita CO2 Emissions (metric tons) 2012 0.1 1.1 3.0 11.6
Population Growth Rate (%)
République CentrafricaineAfrique
GNI per Capita, USD
République Centrafricaine
Life Expectancy at Birth (Years)
Central African Republic
Africa
Infant Mortality Rate(Per 1000 )
République Centrafricaine
6 of 17
DEMOCRATIC REPUBLIC OF CONGO
Year DRC Africa Developing
Countries
Developed
Countries
Basic Indicators
Area (̍000 km2) 2014 2 345 30 067 80 386 53 939
Total Population (million) 2014 69.4 1 136.9 6.0 1.3
Urban Population (% of Total) 2014 35.9 39.9 47.6 78.7
Population Density (per km2) 2014 29.6 37.8 73.3 24.3
GNI per Capita (USD) 2013 430 2 310 4 168 39 812
Labour Force Participation – Total (%) 2014 72.0 66.1 67.7 72.3
Labour Force Participation – Female (%) 2014 49.8 42.8 52.9 65.1
Gender-Related Human Development Index Value 2007-2013 0.822 0.801 0.506 0.792
Human Development Index (Rank among 187 countries) 2013 186 ... ... ...
Population Living Below USD 1.25 a Day (%) 2008-2013 87.7 39.6 17.0 ...
Demographic Indicators
Population Growth Rate – Total (%) 2014 2.7 2.5 1.3 0.4
Population Growth Rate – Urban (%) 2014 4.3 3.4 2.5 0.7
Population ˂15 Years (%) 2014 44.8 40.8 28.2 17.0
Population ˃= 65 Years (%) 2014 2.9 3.5 6.3 16.3
Dependency Ratio (%) 2014 91.6 62.4 54.3 50.4
Sex Ratio (per 100 Women) 2014 98.7 100.4 107.7 105.4
Female Population 15-49 years (%) 2014 23.0 24.0 26.0 23.0
Life Expectancy at Birth – Total (years) 2014 50.3 59.6 69.2 79.3
Life Expectancy at Birth – Female (years) 2014 52.0 60.7 71.2 82.3
Crude Birth Rate (per 1000) 2014 42.3 34.4 20.9 11.4
Crude Death Rate (per 1000) 2014 15.2 10.2 7.7 9.2
Infant Mortality Rate (per 1000) 2013 86.1 56.7 36.8 5.1
Under-five Mortality Rate (per 1000) 2013 118.5 84.0 50.2 6.1
Total Fertility Rate (per Woman) 2014 5.8 4.6 2.6 1.7
Maternal Mortality Rate (per 100 000) 2013 730.0 411.5 230.0 17.0
Women Using Contraception (%) 2014 23.0 34.9 62.0 ...
Health and Nutrition Indicators
Physicians (per 100 000 People) 2004-2012 10.7 46.9 118.1 308.0
Nurses (per 100 000 People) 2004-2012 52.9 133.4 202.9 857.4
Births Attended by Trained Health Personnel (%) 2009-2012 80.4 50.6 67.7 ...
Access to Safe Water (% of Population) 2012 46.5 67.2 87.2 99.2
Healthy Life Expectancy at Birth (years) 2012 44.0 51.3 57 69
Access to Health Services (% of Population) 2012 31.4 38.8 56.9 96.2
Percent. of Adults (Aged 15-49) Living with HIV/AIDS 2013 1.1 3.7 1.2 ...
Incidence of Tuberculosis (per 100 000) 2013 326.0 246.0 149.0 22.0
Children Immunized Against Tuberculosis (%) 2013 78.0 84.3 90.0 ...
Children Immunized Against Measles (%) 2013 73.0 76.0 82.7 93.9
Underweight Children (% of Children Under 5 years) 2005-2013 24.2 20.9 17.0 0.9
Daily Calorie Intake per Capita 2011 ... 2 618 2 335 3 503
Public Expenditure on Health (as % of GDP) 2013 1.9 2.7 3.1 7.3
Education Indicators
Gross Enrolment Ratio (%)
Primary - Total 2011-2014 110.9 106.3 109.4 101.3
Primary - Female 2011-2014 103.6 102.6 107.6 101.1
Secondary - Total 2011-2014 43.3 54.3 69.0 100.2
Secondary - Female 2011-2014 32.2 51.4 67.7 99.9
Primary School Female Teaching Staff (% of Total) 2012-2014 25.5 45.1 58.1 81.6
Adult Literacy Rate – Total (%) 2006-2012 61.2 61.9 80.4 99.2
Adult Literacy Rate – Men (%) 2006-2012 76.9 70.2 85.9 99.3
Adult Literacy Rate – Women (%) 2006-2012 46.1 53.5 75.2 99.0
Percentage of GDP Spent on Education 2009-2012 1.6 5.3 4.3 5.5
Environmental Indicators
Arable Land (as % of Total Land Area) 2012 3.1 8.8 11.8 9.2
Agricultural Land (as % of Land Area) 2012 0.1 43.4 43.4 28.9
Forests (as % of Total Land Area) 2012 67.7 22.1 28.3 34.9
Per Capita CO2 Emissions (metric tons) 2012 0.0 1.1 3.0 11.6
GNI per Capita, USD
Rép. Démocratique du Congo
Population Growth Rate (%)
Rép. Démocratique du CongoAfrique
Life Expectancy at Birth (Years)
Congo, Dem. Republic
Africa
Infant Mortality Rate(Per 1000 )
Rép. Démocratique du CongoAfrique
7 of 17
CONGO
Year Congo Africa Developing
Countries
Developed
Countries
Basic Indicators
Area (̍000 km2) 2014 342 30 067 80 386 53 939
Total Population (million) 2014 4.6 1 136.9 6.0 1.3
Urban Population (% of Total) 2014 64.9 39.9 47.6 78.7
Population Density (per km2) 2014 13.3 37.8 73.3 24.3
GNI per Capita (USD) 2013 2 590 2 310 4 168 39 812
Labour Force Participation – Total (%) 2014 70.7 66.1 67.7 72.3
Labour Force Participation – Female (%) 2014 48.7 42.8 52.9 65.1
Gender-Related Human Development Index Value 2007-2013 0.928 0.801 0.506 0.792
Human Development Index (Rank among 187 countries) 2013 140 ... ... ...
Population Living Below USD 1.25 a Day (%) 2008-2013 32.8 39.6 17.0 ...
Demographic Indicators
Population Growth Rate – Total (%) 2014 2.5 2.5 1.3 0.4
Population Growth Rate – Urban (%) 2014 3.1 3.4 2.5 0.7
Population ˂15 Years (%) 2014 42.5 40.8 28.2 17.0
Population ˃= 65 Years (%) 2014 3.4 3.5 6.3 16.3
Dependency Ratio (%) 2014 78.7 62.4 54.3 50.4
Sex Ratio (per 100 Women) 2014 100.0 100.4 107.7 105.4
Female Population 15-49 years (%) 2014 23.6 24.0 26.0 23.0
Life Expectancy at Birth – Total (years) 2014 59.2 59.6 69.2 79.3
Life Expectancy at Birth – Female (years) 2014 60.7 60.7 71.2 82.3
Crude Birth Rate (per 1000) 2014 37.1 34.4 20.9 11.4
Crude Death Rate (per 1000) 2014 10.0 10.2 7.7 9.2
Infant Mortality Rate (per 1000) 2013 35.6 56.7 36.8 5.1
Under-five Mortality Rate (per 1000) 2013 49.1 84.0 50.2 6.1
Total Fertility Rate (per Woman) 2014 4.9 4.6 2.6 1.7
Maternal Mortality Rate (per 100 000) 2013 410.0 411.5 230.0 17.0
Women Using Contraception (%) 2014 46.9 34.9 62.0 ...
Health and Nutrition Indicators
Physicians (per 100 000 People) 2004-2012 9.5 46.9 118.1 308.0
Nurses (per 100 000 People) 2004-2012 82.4 133.4 202.9 857.4
Births Attended by Trained Health Personnel (%) 2009-2012 93.6 50.6 67.7 ...
Access to Safe Water (% of Population) 2012 75.3 67.2 87.2 99.2
Healthy Life Expectancy at Birth (years) 2012 50.0 51.3 57 69
Access to Health Services (% of Population) 2012 14.6 38.8 56.9 96.2
Percent. of Adults (Aged 15-49) Living with HIV/AIDS 2013 2.5 3.7 1.2 ...
Incidence of Tuberculosis (per 100 000) 2013 382.0 246.0 149.0 22.0
Children Immunized Against Tuberculosis (%) 2013 92.0 84.3 90.0 ...
Children Immunized Against Measles (%) 2013 65.0 76.0 82.7 93.9
Underweight Children (% of Children Under 5 years) 2005-2013 11.8 20.9 17.0 0.9
Daily Calorie Intake per Capita 2011 2 195 2 618 2 335 3 503
Public Expenditure on Health (as % of GDP) 2013 3.2 2.7 3.1 7.3
Education Indicators
Gross Enrolment Ratio (%)
Primary - Total 2011-2014 109.4 106.3 109.4 101.3
Primary - Female 2011-2014 113.4 102.6 107.6 101.1
Secondary - Total 2011-2014 53.7 54.3 69.0 100.2
Secondary - Female 2011-2014 49.8 51.4 67.7 99.9
Primary School Female Teaching Staff (% of Total) 2012-2014 53.5 45.1 58.1 81.6
Adult Literacy Rate – Total (%) 2006-2012 79.3 61.9 80.4 99.2
Adult Literacy Rate – Men (%) 2006-2012 86.4 70.2 85.9 99.3
Adult Literacy Rate – Women (%) 2006-2012 72.9 53.5 75.2 99.0
Percentage of GDP Spent on Education 2009-2012 6.2 5.3 4.3 5.5
Environmental Indicators
Arable Land (as % of Total Land Area) 2012 1.6 8.8 11.8 9.2
Agricultural Land (as % of Land Area) 2012 0.3 43.4 43.4 28.9
Forests (as % of Total Land Area) 2012 65.6 22.1 28.3 34.9
Per Capita CO2 Emissions (metric tons) 2012 1.5 1.1 3.0 11.6
GNI per Capita, USD
Congo Afrique
Population Growth Rate (%)
Congo
Afrique
Infant Mortality Rate (Per 1000 )
Congo Afrique
Life Expectancy at Birth (Years)
Congo
Africa
8 of 17
RWANDA
Year Rwanda Africa Developing
Countries
Developed
Countries
Basic Indicators
Area (̍000 km2) 2014 26 30 067 80 386 53 939
Total Population (million) 2014 12.1 1 136.9 6.0 1.3
Urban Population (% of Total) 2014 20.0 39.9 47.6 78.7
Population Density (per km2) 2014 459.4 37.8 73.3 24.3
GNI per Capita (USD) 2013 630 2 310 4 168 39 812
Labour Force Participation – Total (%) 2014 85.7 66.1 67.7 72.3
Labour Force Participation – Female (%) 2014 52.3 42.8 52.9 65.1
Gender-Related Human Development Index Value 2007-2013 0.950 0.801 0.506 0.792
Human Development Index (Rank among 187 countries) 2013 151 ... ... ...
Population Living Below USD 1.25 a Day (%) 2008-2013 63.0 39.6 17.0 ...
Demographic Indicators
Population Growth Rate – Total (%) 2014 2.7 2.5 1.3 0.4
Population Growth Rate – Urban (%) 2014 4.3 3.4 2.5 0.7
Population ˂15 Years (%) 2014 42.1 40.8 28.2 17.0
Population ˃= 65 Years (%) 2014 2.4 3.5 6.3 16.3
Dependency Ratio (%) 2014 84.7 62.4 54.3 50.4
Sex Ratio (per 100 Women) 2014 95.5 100.4 107.7 105.4
Female Population 15-49 years (%) 2014 25.2 24.0 26.0 23.0
Life Expectancy at Birth – Total (years) 2014 64.5 59.6 69.2 79.3
Life Expectancy at Birth – Female (years) 2014 66.2 60.7 71.2 82.3
Crude Birth Rate (per 1000) 2014 34.5 34.4 20.9 11.4
Crude Death Rate (per 1000) 2014 6.9 10.2 7.7 9.2
Infant Mortality Rate (per 1000) 2013 37.1 56.7 36.8 5.1
Under-five Mortality Rate (per 1000) 2013 52.0 84.0 50.2 6.1
Total Fertility Rate (per Woman) 2014 4.4 4.6 2.6 1.7
Maternal Mortality Rate (per 100 000) 2013 320.0 411.5 230.0 17.0
Women Using Contraception (%) 2014 52.5 34.9 62.0 ...
Health and Nutrition Indicators
Physicians (per 100 000 People) 2004-2012 5.6 46.9 118.1 308.0
Nurses (per 100 000 People) 2004-2012 68.9 133.4 202.9 857.4
Births Attended by Trained Health Personnel (%) 2009-2012 69.0 50.6 67.7 ...
Access to Safe Water (% of Population) 2012 70.7 67.2 87.2 99.2
Healthy Life Expectancy at Birth (years) 2012 55.0 51.3 57 69
Access to Health Services (% of Population) 2012 63.8 38.8 56.9 96.2
Percent. of Adults (Aged 15-49) Living with HIV/AIDS 2013 2.9 3.7 1.2 ...
Incidence of Tuberculosis (per 100 000) 2013 69.0 246.0 149.0 22.0
Children Immunized Against Tuberculosis (%) 2013 99.0 84.3 90.0 ...
Children Immunized Against Measles (%) 2013 97.0 76.0 82.7 93.9
Underweight Children (% of Children Under 5 years) 2005-2013 11.7 20.9 17.0 0.9
Daily Calorie Intake per Capita 2011 2 148 2 618 2 335 3 503
Public Expenditure on Health (as % of GDP) 2013 6.5 2.7 3.1 7.3
Education Indicators
Gross Enrolment Ratio (%)
Primary - Total 2011-2014 133.8 106.3 109.4 101.3
Primary - Female 2011-2014 135.3 102.6 107.6 101.1
Secondary - Total 2011-2014 32.6 54.3 69.0 100.2
Secondary - Female 2011-2014 33.7 51.4 67.7 99.9
Primary School Female Teaching Staff (% of Total) 2012-2014 53.1 45.1 58.1 81.6
Adult Literacy Rate – Total (%) 2006-2012 65.9 61.9 80.4 99.2
Adult Literacy Rate – Men (%) 2006-2012 71.1 70.2 85.9 99.3
Adult Literacy Rate – Women (%) 2006-2012 61.5 53.5 75.2 99.0
Percentage of GDP Spent on Education 2009-2012 4.8 5.3 4.3 5.5
Environmental Indicators
Arable Land (as % of Total Land Area) 2012 47.9 8.8 11.8 9.2
Agricultural Land (as % of Land Area) 2012 0.8 43.4 43.4 28.9
Forests (as % of Total Land Area) 2012 18.4 22.1 28.3 34.9
Per Capita CO2 Emissions (metric tons) 2012 0.1 1.1 3.0 11.6
Infant Mortality Rate(Per 1000 )
Rwanda Afrique
Population Growth Rate(%)
Rwanda Afrique
GNI per Capita, USD
Rwanda Afrique
Life Expectancy at Birth (Years)
Rwanda
Africa
9 of 17
SAO TOME AND PRINCIPE
Year Sao Tome
and Principe Africa
Developing
Countries
Developed
Countries
Basic Indicators
Area (̍000 km2) 2014 1 30 067 80 386 53 939
Total Population (million) 2014 0.2 1 136.9 6.0 1.3
Urban Population (% of Total) 2014 64.7 39.9 47.6 78.7
Population Density (per km2) 2014 206.3 37.8 73.3 24.3
GNI per Capita (USD) 2013 1 470 2 310 4 168 39 812
Labour Force Participation – Total (%) 2014 33.0 66.1 67.7 72.3
Labour Force Participation – Female (%) 2014 38.0 42.8 52.9 65.1
Gender-Related Human Development Index Value 2007-2013 0.894 0.801 0.506 0.792
Human Development Index (Rank among 187 countries) 2013 142 ... ... ...
Population Living Below USD 1.25 a Day (%) 2008-2013 43.5 39.6 17.0 ...
Demographic Indicators
Population Growth Rate – Total (%) 2014 2.5 2.5 1.3 0.4
Population Growth Rate – Urban (%) 2014 3.5 3.4 2.5 0.7
Population ˂15 Years (%) 2014 41.5 40.8 28.2 17.0
Population ˃= 65 Years (%) 2014 3.3 3.5 6.3 16.3
Dependency Ratio (%) 2014 72.7 62.4 54.3 50.4
Sex Ratio (per 100 Women) 2014 97.6 100.4 107.7 105.4
Female Population 15-49 years (%) 2014 24.6 24.0 26.0 23.0
Life Expectancy at Birth – Total (years) 2014 66.5 59.6 69.2 79.3
Life Expectancy at Birth – Female (years) 2014 68.4 60.7 71.2 82.3
Crude Birth Rate (per 1000) 2014 33.1 34.4 20.9 11.4
Crude Death Rate (per 1000) 2014 6.7 10.2 7.7 9.2
Infant Mortality Rate (per 1000) 2013 36.7 56.7 36.8 5.1
Under-five Mortality Rate (per 1000) 2013 51.0 84.0 50.2 6.1
Total Fertility Rate (per Woman) 2014 4.0 4.6 2.6 1.7
Maternal Mortality Rate (per 100 000) 2013 210.0 411.5 230.0 17.0
Women Using Contraception (%) 2014 39.8 34.9 62.0 ...
Health and Nutrition Indicators
Physicians (per 100 000 People) 2004-2012 49.1 46.9 118.1 308.0
Nurses (per 100 000 People) 2004-2012 186.7 133.4 202.9 857.4
Births Attended by Trained Health Personnel (%) 2009-2012 81.7 50.6 67.7 ...
Access to Safe Water (% of Population) 2012 97.0 67.2 87.2 99.2
Healthy Life Expectancy at Birth (years) 2012 57.0 51.3 57 69
Access to Health Services (% of Population) 2012 34.4 38.8 56.9 96.2
Percent. of Adults (Aged 15-49) Living with HIV/AIDS 2013 0.6 3.7 1.2 ...
Incidence of Tuberculosis (per 100 000) 2013 91.0 246.0 149.0 22.0
Children Immunized Against Tuberculosis (%) 2013 97.0 84.3 90.0 ...
Children Immunized Against Measles (%) 2013 91.0 76.0 82.7 93.9
Underweight Children (% of Children Under 5 years) 2005-2013 14.4 20.9 17.0 0.9
Daily Calorie Intake per Capita 2011 2 676 2 618 2 335 3 503
Public Expenditure on Health (as % of GDP) 2013 2.0 2.7 3.1 7.3
Education Indicators
Gross Enrolment Ratio (%)
Primary - Total 2011-2014 116.6 106.3 109.4 101.3
Primary - Female 2011-2014 115.1 102.6 107.6 101.1
Secondary - Total 2011-2014 80.4 54.3 69.0 100.2
Secondary - Female 2011-2014 84.6 51.4 67.7 99.9
Primary School Female Teaching Staff (% of Total) 2012-2014 55.1 45.1 58.1 81.6
Adult Literacy Rate – Total (%) 2006-2012 69.5 61.9 80.4 99.2
Adult Literacy Rate – Men (%) 2006-2012 80.3 70.2 85.9 99.3
Adult Literacy Rate – Women (%) 2006-2012 60.1 53.5 75.2 99.0
Percentage of GDP Spent on Education 2009-2012 9.5 5.3 4.3 5.5
Environmental Indicators
Arable Land (as % of Total Land Area) 2012 9.1 8.8 11.8 9.2
Agricultural Land (as % of Land Area) 2012 0.5 43.4 43.4 28.9
Forests (as % of Total Land Area) 2012 28.1 22.1 28.3 34.9
Per Capita CO2 Emissions (metric tons) 2012 0.7 1.1 3.0 11.6
GNI per Capita, USD
Sao Tomé-et-Principe
Population Growth Rate (%)
Sao Tomé-et-PrincipeAfrique
Life Expectancy at Birth (Years)
Sao Tome and Principe
Africa
Infant Mortality Rate(Per 1000 )
Sao Tomé-et-Principe
10 of 17
EQUATORIAL GUINEA
Year Equat.
Guinea Africa
Developing
Countries
Developed
Countries
Basic Indicators
Area (0̍00 km2) 2014 28 30 067 80 386 53 939
Total Population (million) 2014 0.8 1 136.9 6.0 1.3
Urban Population (% of Total) 2014 40.0 39.9 47.6 78.7
Population Density (per km2) 2014 27.7 37.8 73.3 24.3
GNI per Capita (USD) 2013 14 320 2 310 4 168 39 812
Labour Force Participation – Total (%) 2014 86.7 66.1 67.7 72.3
Labour Force Participation – Female (%) 2014 44.9 42.8 52.9 65.1
Gender-Related Human Development Index Value 2007-2013 0.700 0.801 0.506 0.792
Human Development Index (Rank among 187 countries) 2013 144 ... ... ...
Population Living Below USD 1.25 a Day (%) 2008-2013 ... 39.6 17.0 ...
Demographic Indicators
Population Growth Rate – Total (%) 2014 2.7 2.5 1.3 0.4
Population Growth Rate – Urban (%) 2014 3.2 3.4 2.5 0.7
Population ˂15 Years (%) 2014 38.7 40.8 28.2 17.0
Population ˃= 65 Years (%) 2014 2.8 3.5 6.3 16.3
Dependency Ratio (%) 2014 70.9 62.4 54.3 50.4
Sex Ratio (per 100 Women) 2014 104.9 100.4 107.7 105.4
Female Population 15-49 years (%) 2014 23.4 24.0 26.0 23.0
Life Expectancy at Birth – Total (years) 2014 53.5 59.6 69.2 79.3
Life Expectancy at Birth – Female (years) 2014 55.1 60.7 71.2 82.3
Crude Birth Rate (per 1000) 2014 34.9 34.4 20.9 11.4
Crude Death Rate (per 1000) 2014 12.9 10.2 7.7 9.2
Infant Mortality Rate (per 1000) 2013 69.3 56.7 36.8 5.1
Under-five Mortality Rate (per 1000) 2013 95.8 84.0 50.2 6.1
Total Fertility Rate (per Woman) 2014 4.7 4.6 2.6 1.7
Maternal Mortality Rate (per 100 000) 2013 290.0 411.5 230.0 17.0
Women Using Contraception (%) 2014 15.4 34.9 62.0 ...
Health and Nutrition Indicators
Physicians (per 100 000 People) 2004-2012 30.2 46.9 118.1 308.0
Nurses (per 100 000 People) 2004-2012 53.5 133.4 202.9 857.4
Births Attended by Trained Health Personnel (%) 2009-2012 64.6 50.6 67.7 ...
Access to Safe Water (% of Population) 2012 50.9 67.2 87.2 99.2
Healthy Life Expectancy at Birth (years) 2012 47.0 51.3 57 69
Access to Health Services (% of Population) 2012 88.9 38.8 56.9 96.2
Percent. of Adults (Aged 15-49) Living with HIV/AIDS 2013 ... 3.7 1.2 ...
Incidence of Tuberculosis (per 100 000) 2013 144.0 246.0 149.0 22.0
Children Immunized Against Tuberculosis (%) 2013 71.0 84.3 90.0 ...
Children Immunized Against Measles (%) 2013 42.0 76.0 82.7 93.9
Underweight Children (% of Children Under 5 years) 2005-2013 5.6 20.9 17.0 0.9
Daily Calorie Intake per Capita 2011 ... 2 618 2 335 3 503
Public Expenditure on Health (as % of GDP) 2013 2.7 2.7 3.1 7.3
Education Indicators
Gross Enrolment Ratio (%)
Primary - Total 2011-2014 90.7 106.3 109.4 101.3
Primary - Female 2011-2014 89.6 102.6 107.6 101.1
Secondary - Total 2011-2014 28.2 54.3 69.0 100.2
Secondary - Female 2011-2014 23.6 51.4 67.7 99.9
Primary School Female Teaching Staff (% of Total) 2012-2014 38.9 45.1 58.1 81.6
Adult Literacy Rate – Total (%) 2006-2012 94.5 61.9 80.4 99.2
Adult Literacy Rate – Men (%) 2006-2012 97.2 70.2 85.9 99.3
Adult Literacy Rate – Women (%) 2006-2012 91.6 53.5 75.2 99.0
Percentage of GDP Spent on Education 2009-2012 0.7 5.3 4.3 5.5
Environmental Indicators
Arable Land (as % of Total Land Area) 2012 4.3 8.8 11.8 9.2
Agricultural Land (as % of Land Area) 2012 0.1 43.4 43.4 28.9
Forests (as % of Total Land Area) 2012 57.1 22.1 28.3 34.9
Per Capita CO2 Emissions (metric tons) 2012 7.6 1.1 3.0 11.6
GNI per Capita, USD
Guinée Equatoriale Afrique
Population Growth Rate (%)
Guinée Equatoriale Afrique
Life Expectancy at Birth (Years)
Equatorial Guinea Africa
Infant Mortality Rate(Per 1000 )
Guinée Equatoriale
11 of 17
CHAD
Year Chad Africa Developing
Countries
Developed
Countries
Basic Indicators
Area (0̍00 km2) 2014 1 284 30 067 80 386 53 939
Total Population (million) 2014 13.2 1 136.9 6.0 1.3
Urban Population (% of Total) 2014 22.1 39.9 47.6 78.7
Population Density (per km2) 2014 10.3 37.8 73.3 24.3
GNI per Capita (USD) 2013 1 020 2 310 4 168 39 812
Labour Force Participation – Total (%) 2014 71.6 66.1 67.7 72.3
Labour Force Participation – Female (%) 2014 44.9 42.8 52.9 65.1
Gender-Related Human Development Index Value 2007-2013 0.762 0.801 0.506 0.792
Human Development Index (Rank among 187 countries) 2013 184 ... ... ...
Population Living Below USD 1.25 a Day (%) 2008-2013 36.5 39.6 17.0 ...
Demographic Indicators
Population Growth Rate – Total (%) 2014 3.0 2.5 1.3 0.4
Population Growth Rate – Urban (%) 2014 3.5 3.4 2.5 0.7
Population ˂15 Years (%) 2014 48.2 40.8 28.2 17.0
Population ˃= 65 Years (%) 2014 2.4 3.5 6.3 16.3
Dependency Ratio (%) 2014 90.9 62.4 54.3 50.4
Sex Ratio (per 100 Women) 2014 100.4 100.4 107.7 105.4
Female Population 15-49 years (%) 2014 21.9 24.0 26.0 23.0
Life Expectancy at Birth – Total (years) 2014 51.6 59.6 69.2 79.3
Life Expectancy at Birth – Female (years) 2014 52.5 60.7 71.2 82.3
Crude Birth Rate (per 1000) 2014 45.3 34.4 20.9 11.4
Crude Death Rate (per 1000) 2014 13.9 10.2 7.7 9.2
Infant Mortality Rate (per 1000) 2013 88.5 56.7 36.8 5.1
Under-five Mortality Rate (per 1000) 2013 147.5 84.0 50.2 6.1
Total Fertility Rate (per Woman) 2014 6.2 4.6 2.6 1.7
Maternal Mortality Rate (per 100 000) 2013 980.0 411.5 230.0 17.0
Women Using Contraception (%) 2014 5.8 34.9 62.0 ...
Health and Nutrition Indicators
Physicians (per 100 000 People) 2004-2012 3.7 46.9 118.1 308.0
Nurses (per 100 000 People) 2004-2012 18.8 133.4 202.9 857.4
Births Attended by Trained Health Personnel (%) 2009-2012 22.7 50.6 67.7 ...
Access to Safe Water (% of Population) 2012 50.7 67.2 87.2 99.2
Healthy Life Expectancy at Birth (years) 2012 44.0 51.3 57 69
Access to Health Services (% of Population) 2012 11.9 38.8 56.9 96.2
Percent. of Adults (Aged 15-49) Living with HIV/AIDS 2013 2.5 3.7 1.2 ...
Incidence of Tuberculosis (per 100 000) 2013 151.0 246.0 149.0 22.0
Children Immunized Against Tuberculosis (%) 2013 62.0 84.3 90.0 ...
Children Immunized Against Measles (%) 2013 59.0 76.0 82.7 93.9
Underweight Children (% of Children Under 5 years) 2005-2013 30.3 20.9 17.0 0.9
Daily Calorie Intake per Capita 2011 2 061 2 618 2 335 3 503
Public Expenditure on Health (as % of GDP) 2013 1.3 2.7 3.1 7.3
Education Indicators
Gross Enrolment Ratio (%)
Primary - Total 2011-2014 103.2 106.3 109.4 101.3
Primary - Female 2011-2014 89.5 102.6 107.6 101.1
Secondary - Total 2011-2014 22.8 54.3 69.0 100.2
Secondary - Female 2011-2014 14.3 51.4 67.7 99.9
Primary School Female Teaching Staff (% of Total) 2012-2014 15.4 45.1 58.1 81.6
Adult Literacy Rate – Total (%) 2006-2012 37.3 61.9 80.4 99.2
Adult Literacy Rate – Men (%) 2006-2012 46.9 70.2 85.9 99.3
Adult Literacy Rate – Women (%) 2006-2012 27.8 53.5 75.2 99.0
Percentage of GDP Spent on Education 2009-2012 2.3 5.3 4.3 5.5
Environmental Indicators
Arable Land (as % of Total Land Area) 2012 3.9 8.8 11.8 9.2
Agricultural Land (as % of Land Area) 2012 0.4 43.4 43.4 28.9
Forests (as % of Total Land Area) 2012 9.0 22.1 28.3 34.9
Per Capita CO2 Emissions (metric tons) 2012 0.0 1.1 3.0 11.6
0
500
1000
1500
2000
2500
20
00
20
05
20
07
20
08
20
09
20
10
20
11
20
12
20
13
GNI par Capita, USD
Tchad Afrique
0,0
0,5
1,0
1,5
2,0
2,5
3,0
3,5
4,0
20
00
20
05
20
08
20
09
2010
20
11
20
12
20
13
20
14
Population Growth Rate (%)
Tchad
Afrique
0
10
20
30
40
50
60
70
80
20
00
20
05
20
08
20
09
20
10
20
11
20
12
20
13
20
14
Life Expectancy at Birth (Years)
Chad Africa
0
20
40
60
80
100
120
20
00
20
05
20
08
20
09
20
10
20
11
20
12
20
13
Infant Mortality Rate(Per 1000 )
Tchad Afrique
12 of 17
Appendix II: Table of Bank Group Portfolio of Multinational Operations in Central Africa as at 30 June 2015 (in UA million)
Sector Source of
Financing Project Name
Approval
Date
Age (as at
30 Sept 15)
Closure
Date
Amount
Approved
(UA m)
Amount Disb.
(UA m)
Disburs.
Rate (%)* Type
Agri. ADF Chad – Cotton-Textile Sector Support Project - 4 Countries 29 Nov. 06 8.84 30 Sep. 15 5.00 3.16 63.15 Inv.
Trans. ADF CEMAC Zone Transport and Transit Facilitation Programme 5 Jul. 07 8.24 30 Nov. 16 18.20 5.87 54.90 Inv.
Com. AfDB RASCOM Satellite Telecommunication 24 Jul. 07 8.50 31 Dec. 15 50.00 41.61 83.24 Inv.
Soci. ADF African Programme for Onchocerciasis Control (APOC III) 15 Jul. 08 7.21 31 Dec. 16 15.00 15.00 100.00 Inv.
Ener. ADF NELSAP Interconnection Project - DRC 27 Nov. 08 6.84 30 Dec. 16 27.62 2.16 6.63 Inv.
Tran. ADF Study on the Kinshasa - Brazzaville Bridge and Kinshasa Railway 3 Dec. 08 6.83 31 Dec. 15 5.00 2.59 51.77 Studies
Envi. ADF Lake Chad Basin Sustainable Development Programme (PRODEBALT) 11 Dec. 08 6.81 31 Dec. 16 30.00 15.83 52.78 Inv.
Envi. ADF Programme for the Conservation of Congo Basin Ecosystems 11 Mar. 09 6.56 30 Jun. 16 32.00 17.03 53.21 Inv.
Trans. ADF Bamenda-Mamfe-Ekok-Mfum-Abakaliki Road (Cameroon/Nigeria) 31 Mar. 09 6.3 30 Jun. 17 204.8 103.6 54.94 Inv.
Trans. ADF Cameroon/Congo: Ketta-Djoum Road (Phase I) 25 Sep. 09 6.02 30 Dec. 16 121.17 80.46 66.42 Inv.
Trans. ADF Study on the Ouesso-Bangui-N’Djamena Road and Navigation of the Congo, Oubangi and
Sangha Rivers 1 Dec. 10 4.83 30 Nov. 16 8.00 1.02 12.79 Studies
Ener. ADF Interconnection of the CAR-DRC Electricity Grids from the Boali 3 System 19 Sep. 12 3.03 31 Dec. 17 35.28 0.09 0.72 Inv.
Gov. ADF Institutional Capacity Building Support Project 19 Dec. 12 2.78 30 Dec. 16 7.00 0.77 10.97 Inst. Sup.
Env. ADF Project for Biodiversity Conservation in Central Africa 22 Jul. 13 2.19 31 Dec. 17 3.00 0.07 3.92 Inv.
Ener. ADF Cameroon-Chad Electricity Interconnection Project Study (Chad) 7 Oct. 13 1.98 31 Dec. 16 2.50 0.38 15.23 Studies
Ener. ADF Inga Development and Electricity Access Support Project 20 Nov. 13 1.86 31 Dec. 19 44.41 4.25 5.44 Inst. Sup.
Trans. ADF Trans-African Road Project (RTS) Chad - Niger 11 Dec. 13 1.80 31 Dec. 19 41.30 0.07 0.18 Inv.
Trans. AfDB/ADF NDENDE-DOLISIE Road and Transport Facilitation Project 18 Dec. 13 1.78 30 Jun. 19 94.45 0.00 0.00 Inv.
Envi. ADF Chad: Programme to Build Resilience to Food and Nutrition Insecurity 15 Oct. 14 0.96 30 Jun. 20 9.77 0.00 0.00 Inv.
Envi. ADF Rehabilitation and Reinforcement of Resilience Systems 17 Dec. 14 0.79 30 Sep. 19 20.00 0.00 0.00 Inv.
Agri. ADF DRC- Lakes Edward and Albert Integrated Fisheries and Water Resources Manag. Project 20 May. 15 0.36 0 Jan. 00 6.00 0.00 0.00 Inv.
Tran. ADF Project for Support to the Air Transport Sectors of West and Central Africa 6 Jul. 15 0.24 31 Dec. 19 2.00 0.00 0.00 Inst. Sup.
Nat. Res. CBFF Reconciling the Needs of the Logging Industry with those of Forest-dependent… 9 Jun. 10 5.30 30Sep15 1.22 1.00 84.60
Nat. Res. CBFF Development of Forest Wastes and Reforestation 9 Dec. 11 3.80 31 Dec. 15 1.20 0.80 64.20
Nat. Res. CBFF Support for REDD Process Multi-actor Participation 13 Dec. 11 3.8 31 Dec. 16 1.52 1.42 93.46
Ener. NEPAD/IPPF Extension of the Kinshasa-Ilebo Railway 15 Jul. 12 3.21 30 Jun. 15 0.76 0.32 42.61 Studies
Nat. Res. CBFF Reinforcing the Contribution of Non-wood Forest Products to Food Security in Africa 12 Apr. 13 3.50 31 Dec. 15 2.69 1.30 48.10
Ener. NEPAD/IPPF North Kivu 220kv Transmission Line 7 Jun. 13 2.32 30 Jun. 15 1.33 0.00 0.00 Studies
Ener. NEPAD/IPPF Support For Inga - 3 Development 23 Aug. 13 2.10 31 Dec. 16 1.42 1.12 78.82 Studies
Nat. Res. CBFF Collaborate with the Population to Reduce Deforestation and Mitigate Poverty in Virunga-
Hoyo Region
28 Nov. 14 0.80 31 Mar.18 1.98 0.00 0.00
13 of 17
Appendix III: Major Related Projects Financed by the Bank and ECCAS’s Other Development Partners
No. Area/Project Source of Financing Project
Number Grant Number Approval Date
Date of
Signature Effectiveness
Closing
Date Status
Amount Approved
(CFAF)
Peace, Security and Stability Sector
100 941 172 483
1 Peace and Security Support to ECCAS I (PAPSI)
EU, 9th and 10th EDF 15-May-06 15-May-06 1 May 2007 31-Oct-11 Completed 3 148 593 600
2
Support to the ECCAS and
Security Council Peace Building
Mission (MICOPAX) in CAR:
EU, France, ECCAS, CAR
9ACP RPR 160/5
10-Nov-08 25-Nov-08 25-Nov-08 Apr-09 Completed 3 279 785 000
MICOPAX1A Idem 9ACP RPR 160/6
20-Jan-09 20-Jan-09 Dec-09 Completed 9 593 432 785
MICOPAX1B Idem 9-Nov-09 9-Nov-09 12-Jul-08 Dec-13 Completed 25 072 077 664
MICOPAX1C Idem Completed 23 928 543 142
MICOPAX1D Idem EDF/2011/282-
313 Ongoing 23 122 768 016
3 Peace Facility 2 (PF) EU,9th EDF 15-May-06 1 July 2007 30-Apr-11 Completed 441 299 683
4 Peace Facility 3 (PF) EU,9th EDF 16-May-06 1 May 2007 30-Apr-11 Completed 1 034 901 358
5 Peace Facility 4 (PF) EU,10th EDF 17-Dec-10 1 May 2011 31-Dec-13 Ongoing 3 500 763 795
6 Peace and Security Support to ECCAS II (PAPS II)
EU,10th EDF RCE/002/10 CRIS 22262 2-Dec-10 17-Dec-10 17-Dec-10 31 June
2015 Ongoing 7 819 007 440
Infrastructure Sector (Transport & ICT)
270 352 243 830
7 Institutional and Operational Support to ECCAS for PDCT-
AC Implementation Monitoring
FPPI_NEPAD 27-Sep-10 6-Oct-10 6-Oct-10 30-Nov-13 Ongoing 494 100 000
8 Road-Rail Bridge and Extension
of the Kinshasa-Ilebo Railway
AfDB/ ECCAS/
Congo & DRC P-Z1-D00-016
2 100 155 015
516 0-Jan-00 3-Dec-08 13-May-09 31-Dec-12 Ongoing 3 630 000 000
9
Study on the Doussala-Dolisie
Road and Transport Facilitation on the Libreville-Brazzaville
Corridor
AfDB/FPPI-NEPAD
PRI/ ECCAS, Congo
Gabon
18-Apr-10 19-Apr-10 23-May-11 31-Jul-13 Ongoing 1 371 031 830
10
Study on the Ouesso-Bangui –
Ndaména Road and Navigation
of the Congo, Oubangui and Sangha Rivers
AfDB/ ADF
ECCAS / CEMAC 29-Apr-11 29-Apr-11 31-Dec-14 Ongoing 6 324 472 000
No. Area/Project Source of Financing Project
Number Grant Number Approval Date
Date of
Signature Effectiveness
Closing
Date Status
Amount Approved
(CFAF)
14 of 17
11
Ouesso-Sangmelima Road
Expenditure in Association with ECCAS Coordination
AfDB /ADF ECCAS (Cameroon, Congo)
11-Jan-10 11-Jan-10 31-Dec-15 Ongoing 1 862 640 000
12
CEMAC Zone Transport and
Transit Facilitation Programme
(Cameroon, Chad, CAR, CEMAC)
ADF
5-Jul-07 31-Dec-15 Ongoing 1 863 000 000
13 Upgrading of the Ketta-Djoum
Road
ADF 25-Sep-09 31-Dec-18 Ongoing 84 819 000 000
14 Bamenda-Mamfe-Ekok-Mfum-
Abakaliki Road
ADF 31-Mar-09 31-Mar-17 Ongoing 143 360 000 000
15 Rascom Satellite Telecommunication
AfDB 24-Jul-07 31-Dec-12 Ongoing 23 408 000 000
16 COSCAP Programme in WCA(Capacity Building)
ADF/AfDB 27-Apr-05 31-Dec-12 Completed 3 220 000 000
Energy and Water Sector
118 899 497 460
17 Study on Interconnection of Electricity Grids of ECCAS
Member Countries (EIRE)
BAD P-Z1-FA0-004 2 100 155 001
965 21-Jul-07 25-Sep-03 1-Jan-05 12/31/2010 Completed 1 750 000 000
18 Project to Implement the Central African Regional Water
Policy
AfDB/AWF & IPPF-
NEPAD P-Z1-E00-001
5 600 155 001
701 Feb-09 2/4/2010 2/4/2010 12/30/2013 Ongoing 1 257 497 460
19 Crossborder Electrification in
ECCAS AfDB/IPPF-NEPAD Feb-12 9/30/2013 Ongoing 32 900 000 000
20 Inga-Cabinda-Pointe Noire AfDB/IPPF-NEPAD May-08 9/30/2014 Ongoing 21 700 000 000
21 CAR-DRC Electricity
Interconnection (Phase 1-RCA)
ADF Sep-12 12/31/2012 Completed 24 696 000 000
22 Inga Study and Related
Interconnections
ADF 30/0408 10/31/2013 Ongoing 6 657 000 000
23 NELSAP-DRC Interconnection
Project
ADF Nov-08 12/31/2014 Ongoing 29 939 000 000
Environment Sector
75 339 560 000
24
Support Project for the Conservation of Forest
Ecosystems in the Congo Basin
(PACEBCo)
ADF/AfDB 2 100 155 014
717 Feb-09 3-Apr-09 3-Apr-09 12/31/2014 Ongoing 22 400 000 000
No. Area/Project Source of Financing Project
Number Grant Number Approval Date
Date of
Signature Effectiveness
Closure
Date Status
Amount Approved
(CFAF)
15 of 17
25 Project for Fragile Ecosystems in Central Africa (ECOFAC V )
EU, 10th EDF RCE/001/10 CRIS 22072 24-Nov-10 17-Dec-10 17-Dec-10 16-Dec-14 Ongoing 19 678 710 000
26
ECCAS-ITTO-CFC Further Timber Processing Sector
Support Systems Project in the
Five Countries of the Congo Basin
CFC-ITTO CFC/ITTO/457/
07 Rev. 5(i) 15-Oct-10 Ongoing 563 850 000
27 Lake Chad Basin Sustainable Development Programme
(PRODEBALT)
ADF 19-Dec-08 12/31/2015 Ongoing 21 000 000 000
28 Lake Tanganyika Development
Programme ADF 17/1104 12/31/2013 Ongoing 11 697 000 000
Agriculture Sector
5 736 526 750
29
Comprehensive Africa
Agriculture Development Programme (CAADP)
BM_FS TF 097554 27-Oct-10 22-Nov-10 1-Oct-10 31-Dec-13 Ongoing 2 000 000 000
30
Project to Support Phytosanitary
Capacity Building in ECCAS
and CEMAC Member Countries
FAO TCP/RAF/3312 Jun-11 8-Jun-11 Jul-11 Jan-13 Ongoing 222 750 000
31 Subsistence Stock Breeding
Project (L4LP) AU-BIRA 012/L4L/2010 Feb-11 1-Feb-11 Jul-11 Jul-13 Ongoing 13 776 750
32 Chad: Cotton-Textile Sector
Support Project ADF Nov-06 Dec-13 Completed 3 500 000 000
Trade/EPA Sector
2 623 828 000
33 Trad Com Facility EU, 9th EDF Completed
34 PACCIA II ITC Ongoing
35 Private Sector Support CDE Ongoing
36
Project to Support the
Implementation of RIP
Coordination and Monitoring Mechanism, 10th EDF (PAMEC)
EU,10th EDF RCO/FED/022-
797 1/14/2013 12/12/2016 Ongoing 2 623 828 000
No. Area/Project Source of Financing Project
Number Grant Number Approval Date
Date of
Signature Effectiveness
Closure
Date Status
Amount Approved
(CFAF)
16 of 17
Governance Sector
9 572 000 000
37
ECCAS General Secretariat
Institutional Support Project
(API_BAFD)
ADF/AfDB 17-Nov-04 14-Nov-05 14-Nov-05 31-Dec-10 Completed 2 135 000 000
38 ECCAS General Secretariat
Capacity Building (RENFOR)
ACBF, ECCAS,
OTHERS 37 16-Dec-04 7-May-05 5-Oct-05 30-Nov-09 Completed 1 150 000 000
39 Central Africa Parliamentarians
Capacity Building (REPAC)
ACBF, ECCAS,
OTHERS 225 18-Dec-07 18-Dec-07 18-Dec-07 30-Jun-12 Ongoing 750 000 000
40
ECCAS Institutional Capacity
Building Support Project (PARCI-BAD)
ADF 19-Dec-12 31-Dec-17 Ongoing 5 537 000 000
ESTIMATED GRAND TOTAL 583 464 828 523
17 of 17
Appendix IV: Map of the Project Area*
* Updated map including Rwanda not yet available.
This map has been provided by the staff of the African Development Bank for the exclusive use of the readers of the
report to which it is attached. The denominations used and the boundaries shown on this map do not imply, on the part
of the Bank Group and its members, any judgment on the legal status of any territory or any endorsement or acceptance
of such boundaries.