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AFRICAN DEVELOPMENT FUND
BURKINA FASO
BASIC EDUCATION AND CAPACITY BUILDING
SUPPORT PROJECT (EDUCATION V)
PROJECT COMPLETION REPORT
(PCR)
OSHD DEPARTMENT
February 2014
1
I BASIC DATA
A Report Data
Report Date Date of report: 12 December 2013
Mission date From : 22 August 2013
From : 16 September
To : 30 August 2013
To : 25 September 2013
B RESPONSIBLE BANK STAFF
Positions At Approval At Completion
Regional Director NA F. J. M. PERRAULT
Head of Country Office NA G. K. NZAU-MUTETA
Sector Director Z. EL BAKRI A. SOUCAT
Sector Manager J. E. PORGO B. SAVADOGO
Task Manager M. G. BAYEMI A.R. OUEDRAOGO
Alternate Task Manager NA NA
PCR Team Leader Alfred R. OUEDRAOGO
PCR Team Members
Pierre C. OUEDRAOGO, Marianick
DIABIRA, Adèle KERE, Zounoubaté
N’ZOMBIE, Issaka ADAMOU, Samba-
Diom Bâ
C Project data
Project Name: Basic Education and Capacity Building Support Project (Education V)
Project Code:
P-BF-IAO-005
Financing Instrument(s) number(s): Loan No. 2100150007112
Grant No. 2100155001954
Project Type: Investment Sector: Education
Country: Burkina Faso Environmental Categorization (1-3): II
Processing milestones
– Bank approved financing only
Key Events Disbursements and Closing Dates
Financing Source/Instrument 1: ADF
loan: UA 12,000,000
Financing Source/Instrument 1:
ADF loan: UA 12,000,000
Financing Source/Instrument 1:
ADF loan: UA 12,000,000
Date Approved: 16/7/2003 Cancelled amount: UA
1,008,028.72
Original disbursement deadline:
Date signed: 2/9/2003 Supplementary financing: NA Original closing date: 31/12/2009
Date of entry into force: 12/05/2005 Restructuring: NA Revised disbursement date: 30/10/
2013 that is 3.83 years
Date effective for first disbursement:
29/12/2006
Extensions: 2009, 2011, 2013 Revised closing date: 30/10/2013
PROJECT COMPLETION REPORT FOR PUBLIC SECTOR OPERATIONS (PCR)
2
Date of actual first disbursement:
13/03/2007
Financing Source/Instrument 2:
ADF Grant: UA 5 000 000
Financing Source/Instrument 2 :
ADF Grant: UA 5,000,000
Financing Source/Instrument 2:
Don ADF Grant : UA 5,000,000
Date approved: 16/07/2003 Cancelled amount: UA
2 399 660.71
Disbursement deadline: -
Date signed : 02/09/2003 Supplementary financing: NA Original closing date: 31/12/2009
Date of entry into force: 2/9/2003 Restructuring: NA Revised disbursement date : 30/10/
2013 that is 3.83 years
Date effective of first disbursement:
29/12/2006
Extensions: 2009, 2011, 2013 Revised closing date: 30/10/2013
Date of actual first disbursement:
13/3/2007
Financing source (UA): Disbursed
amount
(amount, UA) :
Percentage
disbursed (%):
Amount
disbursed (UA):
Percentage
undisbursed
(%):
Financing source/instrument 1:
ADF loan
12 000 000 91.60 10 991 971.28 8.40
Financing source/instrument 2:
ADF Grant
5 000 000 52.01 2 600 339.29 47.99
Government: Burkina Faso 2 194 411 91.86 2 858 961.30 8.14
Other NA NA NA NA
TOTAL 19 194 411 78.4 16 451271.87 21.6
Executing and implementing agency (ies): Ministries of Secondary and Higher Education (MESS)/Education
Project Execution Unit (BEPE) supervised by a Steering Committee set up by an inter-Ministerial order and
chaired by the Secretary-General of MESS.
D Management review and comments
Report reviewed by Name Date reviewed Comments
Head of Country Office G. K. NZAU-MUTETA 12 December 2013
Date approved
Regional Director F. J. M. PERRAULT … December 2013 Date approved
Sector Manager B. SAVADOGO 12 December 2013 Date approved
12/12/2013
Sector Director A. SOUCAT … December 2013 Date approved
3
II Project Performance Assessment
A Relevance
1. Relevance of Project Development Objective
Rating* Narrative Assessment
4 The Poverty Reduction Strategic Framework (PRSF) adopted in 2000 identified education as one of the priority
sectors with a significant impact on poverty reduction. In consultation with the technical and financial partners
(TFPs), Burkina Faso developed a Ten-year Basic Education Development Plan (PDDEB 2000/2010). Education V
Project is in response to a request submitted to the Bank for support for the implementation of PDDEB and the
Secondary Education Development Programme. The project is in compliance with the guidelines of ADF IX,
particularly the focusing of programmed activities on the following main areas: policy reform, primary education,
adult literacy and the promotion of technical education and vocational training. As regards of investment, the
project falls within a programme approach and helps to boost the contribution of the other TFPs to the
development of education in Burkina Faso. The project is also in conformity with the Millennium Development
Goals and the orientations of the Bank’s CSP (2002-2004) for Burkina Faso, which highlights poverty reduction
and human resource development.
At closure, the project met most of the following constraints identified during evaluation:
i) increase in resources and access to education and literacy;
ii) reduced disparities access to education; and
iii) Improvement of the sector coordination, planning and management capacities of the various Ministries involved
in education.
* For all ratings in the PCR, use the following scale: 4 (Highly satisfactory), 3 (Satisfactory), 2 (Unsatisfactory), 1
(Highly unsatisfactory)
2. Relevance of Project Design
Rating* Narrative Assessment (max 250 words)
4 A request was submitted to the Bank concerning the shortage of school and administrative infrastructure in
some areas (outskirts of Ouagadougou and Bobo-Dioulasso) and remote provinces of the country, as well
as the need to strengthen professional and technical studies.
Taking into account the constraints of Burkinabe education system, the project is part of a process already
instituted by the other development partners to implement the PDDEB and the Poverty Reduction Strategic
Framework (PRSF) which defines basic education as a priority, without neglecting the other levels of
education. By selecting these intervention areas and activities, the project is designed as a complementary
and coordinated contribution to the action of other TFPs involved in the PDDEB.
The project idea and planned activities were discussed and validated by government authorities, technical
and financial partners, teachers, students and parents of students, civil society and private sector
organizations, as well as education experts.
The project was placed under the supervision of MESS and covers activities of three other Ministries. This
organization showed some weaknesses in the implementation phase of the project with the lack of
involvement of MENA, which is the primary beneficiary of the outputs. This weakness was remedied by a
close monitoring mechanism established during the last year of the project.
Overall, the design is considered appropriate to achieve the outcomes.
4
3 Lessons learned related to relevance
B Effectiveness
1. Progress towards the project’s development objective (project purpose)
Comments
Provide a brief description of the Project (components) and the context in which it was designed and implemented.
State the project development objective (usually the project purpose as set out in the RLF) and assess progress.
Unanticipated outcomes should also be accounted for, as well as specific reference of gender equality in the project.
Indicative max length: 400 words.
The sector goal of the project is to contribute to the development of education and training so as to achieve the Millennium
Development Goals. The specific objectives of the project are as follows: (i) improve access and quality of basic education
in some disadvantaged areas, and (ii) build capacities and enhance coordination of the education and training sector.
COMPONENT 1: Increased Access and Improvement of the Quality of Basic Education: This component seeks to help
increase the intake capacities of basic education and the literacy rate by constructing schools equipped with furniture
(primary and secondary) and literacy schools (CPAF), as well as conducting literacy awareness campaigns (particularly for
girls). Prior to the project, children had access neither to schools nor desks for education. The project has also improved the
quality of education by supplying teaching aids. Overall, 1980 students have been admitted in the first cycle of secondary
education in nine departments without secondary schools. In all, 479 classrooms were built and equipped (desks, offices,
cupboards, boreholes or connection to drinking water network) in the project areas.
COMPONENT 2: Capacity building: This component helped to build the institutional capacity of the main Ministries in
charge of education and training by providing them with computers and office automation, and training MESS senior
administrative staff, science teachers and regional directorate teams. Prevention campaigns were conducted against high
prevalence diseases, especially HIV/AIDS, malaria and tuberculosis. A study was conducted on the operation and impact
of existing rural promotion centres.
COMPONENT 3: Project management: This component helped to finance the refurbishment of BEPE premises and
replacement of some computer and office automation equipment, as well as the operating costs and means of transport
(monitoring of activities).
Key Issues (max 5; add rows as needed Lessons Target Audience
Project management structure General education and vocational and technical
education are under the supervisory authority of
several Ministries. This situation is not conducive for
a holistic vision of the education system because it
reduces means and resources. The project was placed
under the supervisory authority of MESS, whereas
most (80%) of the project’s outputs fall within the
supervisory authority of MENA.
Bank/Borrower
Limit of project approach compared to
programme support or sector budget
support
The Bank will, in compliance with the Paris
Declaration and the Accra Forum on Aid
Effectiveness, continue to support reforms aimed at
strengthening public finance management systems,
procurement and auditing. This requires the use of
country systems in accordance with objectives and
conditionalities on reform priorities and
programmes.
Bank/Borrower
Multi-disciplinary BEPE experts Lack of a monitoring and evaluation specialist.
Implementation would have been more efficient if
the project had a specialist with this profile.
Bank/Borrower
5
2. Outcome Reporting
3. O
u
t
c
o
m
e
I
n
d
i
c
a
t
o
r
s
Baseline
Value (year) (A)
Most
Recent
Value (B)
End
target (C)
(expected
value at
project
completion)
Progress
towards
realization of
target (%
realized) [(B-
A)/(C-A)]
Narrative Assessment
(indicative max length:
50 words per outcome)
Core Sector
Indicator
(Yes/No)
Outcome 1: Access to and quality of basic education in some disadvantaged areas has been improved
1.1 Increase in the
number of pupils in
the priority
provinces of Soum,
Séno and
Namentenga
1.2 Increase in the
number of pupils in
primary education in
Ouagadougou
(Kadiogo) and
Bobo-Dioulasso
(Houet).
0
0
3432
1612
3744
1612
91.66%, 47 %
of whom are
girls
100%, 51% of
whom are girls
Objective virtually met.
The unsuccessful
procurement hampered
complete success.
Objective met.
Yes
1.3 Increase in the
number of students in the
first cycle of secondary
education in nine
departments without
CEG.
0 1440 1620 89%, 47% of
whom are girls
Objective partially met
because of unsuccessful
procurement.
Yes
Outcome 2: The capacity of Ministries in charge of the basic education sector is strengthened.
2.1 Number of Ministries
in charge of basic
education producing
national and provincial
statistics yearbook as well
scorecards and
management indicators.
0
4
4
100%
Objective met. Yes
2.2 Percentage of schools
benefiting from
implementation of
secondary school projects.
0 33% 100 % 55% Objective partially met.
Government opted for
gradual implementation.
Yes
6
2.3 Number of production
units transferred to private
operators.
0 0 3 0% Not achieved because of
change of priority. The
transfer process has
started pending
identification of units,
selection of private
operators and signing of
agreements.
Yes
Rating (See IPR
methodology)*
3 Access and quality of basic education in some disadvantaged areas has been improved, as well as the
capacity of Ministries in charge of the basic education sector.
Based on activities carried out compared to projection, the overall implementation rate was slightly
above 90%. The infrastructure helped to increase intake capacity and provided a conducive working
and learning environment for teachers, students and learners. The implementation time frame
generally exceeds the expected time limit.
3 Output Reporting
Output Indicators (as
specified in RFL: add
rows as needed)
Most
Recent
Value
(A)
End target (B) (expected value at
project completion)
Progress
towards target (% realized)
(A/B)
Narrative Assessment
(indicative max length: 50
words per output)
Core Sector
Indicator
(Yes/No)
Output1: Increase in primary education supply in towns (Ouagadougou, Bobo-Dioulasso) and provinces (Soum, Séno
and Namentenga) covered by the project.
1.1 Number of
classrooms constructed
and equipped in the
project areas
72 77 94% Objective almost met.
The shortfall is due to
unsuccessful procurement
Yes.
1.2 Number of boreholes
drilled for students and
teachers
0 101 87% Objective almost met.
The shortfall is due to
poorly constructed
boreholes.
Yes.
Output 2: Overall level of literacy improved
2.1 Number of learners
received after evaluation
of the literacy level in
2008/2009
42 295
47 789
88.5 %, 53%
of whom are
women
Objective almost met
despite the suspension of
financing to FONAENF.
Yes.
2.2 Number of learners
received after evaluation
of the literacy level in
2011/2012.
50 359 53 913 87.2%, 55% of
whom are
women
Objective almost met
despite the suspension of
financing to FONAENF.
Yes.
7
Output 3: Building management and planning capacity of central and decentralized education services.
3.1 Number of training
seminars organized for
teams in charge of
management and school
life.
27 64 42.18% Objective below average
due to suspension of
disbursements.
Yes.
Output 4: CPR programmes have been readapted.
4.1 Number of training
seminars organized on
the skill-based modular
concept.
0 8 0% Not achieved due to the
suspension of
disbursements.
Yes.
Output 5: Skills of science teachers have been improved
5.1 Number of science
teachers trained
657 1000 66%, 42% of
whom are
women
Objective met above
average. Activity not
completely carried out
due to the suspension of
disbursements.
Yes
Output 6: Fight against high prevalence diseases, STIs and tobacco abuse has been intensified
6.1 Number of students
whose awareness is
raised on high prevalence
diseases and tobacco
abuse
105 000 200 000 52.5%, 55% of
whom are
women
Objective partially met.
Activity not completely
carried out due to the
suspension of
disbursements.
Yes
6.2 Number of teachers
whose awareness is
raised on the HIV/AIDS
pandemic, malaria,
tuberculosis and tobacco
abuse
1 585 5 000 31.7%, 60% of
whom are
women
Objective not met due to
the suspension of
disbursements.
Yes
8
Rating (See IPR
methodology)* Narrative Assessment
3 Most of the activities on training, literacy and more generally capacity building of structures in
charge of education, technical training and vocational training were carried out. An evaluation
report was prepared. Studies and other reports are available and reflect what was envisaged in the
evaluation report. The Ministries in charge of basic education have a statistical production
mechanism.
In light of the activities carried out compared to those proposed, the overall implementation rate
stands at 90%. This implementation level is due to the suspension of disbursements that made it
impossible to carry out activities financed by the revolving capital (training, awareness campaigns,
etc.). Furthermore, supplier deficiencies led to the termination of some contracts (mechanic kits,
computer hardware).
The drilling of boreholes or connection of schools (22) to water supply enabled teachers and
students to prevent water-borne diseases, improve their hygiene conditions, and care for vegetable
gardens and trees.
The construction and equipping of classrooms helped to improve the supply and quality of
teaching by offering an ideal working environment to teachers and students. Distances covered by
the children and teachers have been effectively reduced.
4. Development Objective (DO) Rating
DO rating (from IPR
update )*
Narrative Assessment
3 The sector goal of the project is to contribute to the development of education and training so as to achieve the
Millennium Development Goals. Despite considerable delays at project start-up, the level of project execution
and expected outcomes clearly demonstrate that most of the outputs and outcomes were satisfactorily achieved.
The Government was informed of activities pending implementation, and undertook to complete the unfinished
activities. This will increase and strengthen the outcomes already achieved.
By helping to improve the level of literacy, education and training, the project has contributed to enhancing and
boosting economic growth required for poverty reduction. The building of primary school classrooms in the
three priority provinces and in urban outskirts has offered the most underprivileged people access to basic
education.
The project lays particular emphasis on women and young girls through different types of training. However,
the creation of income-generating activities was not mentioned.
The construction of school infrastructures helped to create jobs which had a positive impact on poverty.
The outcomes and outputs are rated as satisfactory.
9
5. Beneficiaries (add rows as needed)
Actual (A) Planned (B) Progress towards target (%
realized A/B) % of women Category (e.g. farmers,
students)
92 654 101 702 91.10% 54 % Learners (literacy)
10 10 100% 40 % Staffs from the Ministries
concerned were trained.
657 1 000 66% 33 % Science teachers trained
85 80 106,25% 55 % Peer educators trained
6. Gender Equality
Assessment of gender performance analysis in the arrangement(indicative max length: 250 words)
The women trained, representing approximately 45.5% or slightly below average, have strengthened their technical skills. This
capacity building offers them more opportunity to qualify for better managerial jobs at both central and decentralized levels. To
sustain this process, however, the level of representation of women in decision-making bodies of the administration should be
increased and improved.
7. Unanticipated or additional outcomes
Type (e.g. gender,
climate change,
social , other)
Positive or
negative
Impact on project
(High, Medium, Low)
The International Court of Justice at The Hague issued a ruling on the
border dispute between Burkina Faso and Niger that modified the
territory of Burkina Faso. Following this decision, two schools built
before the decision of the Court are now on Niger territory.
Social and political Positive Low
Creation of temporary jobs during the works Economic and
social
Positive Medium
Hygiene improved through drinking water supply, and the boreholes
in primary schools and CEG are also beneficial to local residents,
especially women.
Environment Positive High
8. Lessons learned related to effectiveness
Key issues(5 max; add rows as needed ) Lessons learned Target Audience
Improvement of literacy
The financing method of this activity hampered its
implementation. The disbursement method of
resources allocated to literacy also hampered the use
of funds. Attempts by FONAENF to submit a third
plan of action were unfruitful because of the
suspension of disbursements and the time left for
closing the project. The expected objectives were not
fully met for these reasons.
Learners, youths
and women
Reduction of gender and location disparities The project outputs helped to reduce gender and
location disparities (rural, semi-urban and urban) in
the project areas.
The proportion of girls in functional schools in the
project area increased. This improvement is,
however, slightly below 50%.
Male and female
students
10
Training adapted to needs The report on all the training confirms the relevance
of the training offered by the project. A little more
flexibility in the choice of training would have
achieved better results.
Ministries
concerned
Close monitoring Considering the start-up difficulties, the location of
the project officer at the Bank Headquarters during
the early years of the project did not allow for
effective monitoring of project implementation.
Bank
Visibility of project outputs The lack of a strategy and resources for
communication activities did not allow for project
visibility.
Government
C Efficiency
1. Timeliness
Planned Project Duration – year (A)
(as per PAR) Actual Implementation Rate –
year (B) (from effectiveness for 1st
disbursement)
Ratio of planned and actual
implementation time (A/B)
Rating*
5 years–31 December 2009 7 and one half years -30 June 2013 66.6% 2
Narrative Assessment
The project was approved on 16 July 2003. The deadline for the last disbursement initially set at 31 December 2009 was
extended to 30 December 2011, then to 31 December 2012, and finally to 30 October 2013. The operational activities of the
project began at end of 2006. The Bank’s first disbursement (ADF Loan and ADF Grant) was made in March 2007.
The project start-up was hampered and delayed by difficulties in recruiting the Project Manager, the provision of the national
counterpart contribution, the quality of procurement files and the relatively long processing time of files, especially during the
early years of the project.
This situation was compounded by: (i) the late establishment of BEPE and release of the initial revolving capital; (ii) the
significant decline in UA/CFAF parity resulting in considerable drop in value that required resizing of activities (reduction of
works, goods and services) in July 2007 leading to the counterpart taking measures to mitigate the loss in value; and (iii)
frequent changes of school and borehole sites (unsuccessful drilling), in particular, extended the implementation time frames.
The suspension of disbursements from December 2011 to the end of the project had negative consequences on effectiveness and
even efficiency, leading to extensions of project implementation time frames.
2. Resource Use Efficiency
Median % physical implementation
of RLF outputs financed by all
financiers (A) (see II.B.3)
Commitment Rate (%) (B) (see
Table 1.C – Total commitment rate
of all financiers)
Ratio of the median percentage
physical implementation and
commitment rate (A/B)
Rating*
54.90% 90.33% 60.7% 2
Narrative Assessment
The places offered in basic education have increased access by people in the most disadvantaged provinces and in the outskirts of
Ouagadougou and Bobo-Dioulasso to education, training and literacy. The new buildings and equipment of infrastructure have
improved admission conditions as well as the work of students and teachers, thereby leading to better academic performance in the
short and medium- term.
Non-implementation of some activities in vocational and technical training, such as training seminars in the skills-based modular
concept and practical training in scientific disciplines will not fallow for better quality of teaching in this area.
Literacy for youths and women, community communication and the production of awareness-raising brochures have helped to
reinforce learning and the relevance of education in rural areas.
Under-consumption of the grant is largely due to the specificity of FONANEF which operates on the basis of advances received
from contributors. This provision is inconsistent with the Bank’s rules.
11
Overall, there is some consistency between the mobilized/used resources, the project objectives and the expected outcomes. Most
of the project objectives have been achieved.
3. Cost-benefit Analysis
Economic Rate of Return (at approval) Updated Economic Rate of Return
(at completion)
Rating*
NA NA NA
Narrative Assessment
A cost-benefit analysis was not conducted to assess the project efficiency.
4. Implementation Progress (IP)
IP Rating
(derived from
IPR update) *
Narrative Comments (commenting specifically on those IP items that were rated Unsatisfactory or
Highly Unsatisfactory, as per last IPR.
3 Based on the outcomes, the physical implementation rate is estimated at 90%. The disbursement rates stand
at 91.60% and 52.01% for the Loan and Grant respectively. Up to 91.86% of the counterpart funds was
disbursed. The commitment rates are as follows: Loan 93.07%, Grant 52.01% and Government 97.86%.
The commitment rate for the entire project is 90.33%.
The implementation level of component 1 (90%) is satisfactory in relation to the expectations. The slight
gap is partly due to shortcomings of some businesses and monitoring firms that led to the termination of
contracts, as well as to difficulties in disbursement of funds to FONAENF for literacy activities.
The implementation level of component 2 (90%) is satisfactory, and could have been higher. Suspension of
disbursements did not allow for implementation of activities financed by the revolving capital (training,
awareness campaigns, literacy, etc.). The deficiencies of suppliers also led to the termination of some
contracts (mechanical kits, competitive hardware).
The construction works of primary school classrooms, latrines, colleges and boreholes have been
completed. All the equipment was purchased. Training for senior staff in Ministries and teachers has been
partially conducted. Component 3 has been fully and satisfactorily implemented.
Delays in release of the counterpart funds affected the implementation of project activities, particularly the
works. Thereafter, its release rate was satisfactory.
Following the Bank’s internal audit, the 2009, 2010 and 2011 audit reports had to be redone due to
procedural flaws in the recruitment of the audit firm. Disbursements were therefore suspended (December
2011 until the end of the project). The situation has now been restored and is satisfactory. All audit reports
have been redone and approved by the Bank.
5. Lessons learned related to efficiency
Key Issues (max 5; add rows as needed) Lessons Learned Target Audience
Maximum use of resources Given the delays in project start-up, other
partners constructed school facilities on some
sites initially identified for the project, thereby
leading to frequent changes of sites (schools,
colleges) or infrastructure congestion (latrines).
This occurred about once in six cases. Proper
planning and greater flexibility would have
prevented such a situation.
Government
12
Implementation time frame and arrangements
In most cases, the contract execution time
frames are not respected.
Furthermore, implementation by a civil society
organization (RCS NGO) was not efficient. The
same activity carried out by governmental
structures was more effective than the activity
carried out by the NGO.
Government/Bank
D Sustainability
1. Financial Sustainability
Rating* Narrative Assessment
3 The project, which was approved on 16 July 2003, officially started up in January 2007. The four (4) years delay
resulted in a loss of ADF resources because of significant fluctuation of Unit of Account (UA) rates.
All the infrastructure built under the project is allocated to the relevant Ministries (MENA and MESS), which
bear the recurrent costs. The construction of education infrastructure requires financial resources for basic
servicing and maintenance. In addition to local initiatives by the education community (especially parents of
students), the Government (MENA) plans to provide schools with funds to meet the related expenditures.
The project activities have helped to establish mechanisms to ensure financial sustainability for consolidation of
outputs.
2. Institutional Sustainability and Capacity Building
Rating* Narrative Assessment
3 Under the "Capacity Building" component, the following training courses were conducted: (i) the training of 10
administrative senior staff, (ii) management teams of MESS regional directorates for the implementation of
institutional and school life projects, (iii) programme on the prevention of HIV and high prevalence diseases, and
(iv) scientific disciplines in teaching activities. The training of senior staff was included in the strategic plan for
MENA capacity building.
The suspension of disbursements of grant did not allow for implementation of all the planned activities, such as
the widespread implementation of institutional and school life projects, training, literacy, etc.
In all, 657 out of 1,000 teachers in programmed scientific disciplines were trained. The training sessions: (i)
contributed to the initial and continued training of teachers of physics, mathematics, and life and natural sciences,
(ii) improved formative assessment, (iii) promoted interdisciplinary activities, and (iv) explored the teaching and
learning of physics, mathematics, and life and natural sciences using the skills-based approach.
Overall, the institutional capacity building activities were carried out satisfactorily. The systems and human
capacity of the Borrower were increased to ensure continuous flow of project benefits.
3. Ownership and Sustainability of Partnerships
Rating* Narrative Assessment
3 The outcomes (constructions) were defined in partnership with the relevant Ministries on the basis of the
expressed needs.
In most cases, Parent/Teachers’ Associations were associated at certain levels, from the design to the
implementation of activities.
Since the project fell within PDDEB, the interventions of other basic education TFPs were considered. BEPE
participation in consultation meetings with the Government and other TFPs provided information on PDDEB
implementation. The project approach in this project isolates it from other TFPs that provide funds through a
special treasury allocation based on a programme approach.
13
Difficulties encountered in financing the master plan for vocational and technical education and the
implementation of ensuing measures led Government to implement the plan with the support of other TFPs; this
shows complementarity of the activities.
Project activities were considered effective in involving most of the stakeholders. Ownership among beneficiaries
is progressive. Partnerships have been established with the stakeholders, and are considered sufficient to ensure
preservation and proper management of project outputs.
4. Environmental and Social Sustainability
Rating* Narrative Assessment
3 Project activities (Category II) have no negative impact on the environment. The construction of infrastructures is
usually accompanied by tree planting in schools and by the use of solar energy (CEG). In addition, boreholes and
drinking water supply to schools allow for regular watering and growth of planted trees. The awareness raising of
communities on the environment will contribute positively to its protection. During site visits, there was no cause
for concern about the sound management of the environment.
Social sustainability seems to be guaranteed by the management of infrastructures by the beneficiaries.
Poverty of the people in the project areas is a medium risk in effective maintenance of the infrastructure and
equipment.
Institutional capacity and funding are considered sufficient to ensure environmental and social sustainability of
the operation.
5. Lessons learned related to sustainability
Key Issues(max 5; add rows as needed ) Lessons Learned Target Audience
Standard plan and models of education infrastructure Adapt building plans to the context and the
natural environment.
Government/municip
alities
Involvement and participation of the people and
municipalities
The beneficiary population and municipalities
concerned are the best guarantors of
sustainability of the outputs. Their role and
responsibility will be clearly identified and
defined.
The neighbouring communities and residents do
not always recognize the boundaries of the
school land, and this result in trespassing on
school grounds.
Bank /Government
Financial and accounting management
Delays in signing the works and supplies
contracts, as well as implementation time
frames that are extended beyond the closing
date rendered some expenses ineligible for Bank
financing.
Proper financial implementation requires the
preparation of an administrative, accounting and
financial procedures manual as well as the
installation of a powerful accounting software
upon project start-up.
Bank/Government
14
III Performance of Stakeholders
A Relevance
1. Bank Performance
Rating* Narrative assessment by the Borrower on the Bank’s performance as well as other aspects of the project
(both quantitative and qualitative). See guidance note on issues to cover.
3 The processing time of files received at the Bank was considered relatively long (2-4 months on average). This
lasted until end-2011.
The establishment of a new emergency system in January 2013 resulted in more expeditious processing of files
(less than 10 days on average). Availability of the Bank’s project managers in the field helped to meet the
Government’s requests. In addition, there was close Bank monitoring. Over the past two years, 3-4 supervisions
undertaken on average per year. Besides, the first mission did not always include all the required experts to solve
the problems.
The last extension request was not granted in a timely manner for continuation and realistic programming of
activities.
The Bank should pay special attention and ensure compliance with time limits for execution of contracts signed
during the six months preceding the closing date of projects (late signing of some contracts).
Bank performance may be considered satisfactory despite the difficulties noted at certain moments of project
execution.
Use national procurement procedures and speed up the processing of files to reduce reaction time to project requests.
Key Issues (related to Bank performance, max 5;add rows as
needed) Lessons Learned
Close Bank monitoring and supervision
Bank decentralization to Burkina Faso as from 2007, revision
of its procurement rules and procedures in 2008, and
implementation of the delegation of authority matrix in 2009
for procurements helped to improve the effectiveness of the
project’s fiduciary functions.
2. Borrower Performance
Rating* Narrative assessment on the Borrower’s performance to be inserted by the Bank (both quantitative and
qualitative, depending on the available information) See guidance note on issues to cover
2 Project start-up was delayed for about 4 years (between signature and first disbursement). Lack of familiarity or
non-compliance with Bank rules and procedures resulted in deadlock at several levels such as works, site
monitoring, audit and complaints. The regular production of quarterly progress reports did not provide solutions,
especially during the early years of the project. The Borrower complied with most of the social and environmental
protection requirements. The late and random release of counterpart funds helped to slow down the works. The
procurement plan was not respected.
The lack of capacity of construction companies was frequently raised. The Government inadequately
implemented the regulations in force concerning non-compliance with implementation time frames or fraudulent
practices (furniture contract).
The Government did not set up an internal monitoring and assessment system in BEPE to inform and alert the
team on the level of project outcomes. Most (3/4) of the recommendations made by the supervisory or audit
mission have been implemented. Some shortcomings in contract management made project implementation
(audit, works, and goods) more complicated.
15
Key Issues (related to Borrower performance, max 5; add
rows as needed) Lessons Learned
Capacity building
Capacity building of the project implementation team is
essential for effective and efficient implementation of projects.
This was not the case due to suspension of disbursements.
Discussions on ways of strengthening the capacity of local
contractors and service providers should be organized.
Monitoring and supervision Close monitoring of files and their diligent processing at all
levels are prerequisite for proper project implementation.
The institution of permanent dialogue between the
management units, donors, Government, contractors and
beneficiaries upon project start-up allows for proper
coordination and effective project implementation.
Application of instruments in force The Government submitted a request for the lifting of delay
penalties on construction companies. The request was rejected,
and the penalties rigorously enforced.
3. Performance of other Stakeholders
Rating* Narrative assessment on the performance of other stakeholders, including co-financiers, contractors and
service providers. See guidance note on issues to cover.
2 Companies awarded contracts for the supply of goods (equipment, furniture and materials) supplied goods
corresponding to the descriptions and of acceptable quality. There were delays in delivery, particularly for works
and equipment due to the weak capacity of the companies and difficulties in accessing some parts of the country,
especially during the rainy season.
Firms and consultants were qualified to carry out the mission assigned them. The quality of technical assistance
and some studies was considered satisfactory on the whole. However, works monitoring and control encountered
many difficulties. Most contractors had financial and organizational weaknesses, which resulted in non-
compliance with contractual deadlines; in some cases (1/7), the procedure was relaunched, resulting in delays.
Close control of work sites would have helped to avoid delays and poor execution of certain works. Irregular
monitoring resulted in some works being redone. The NGO “Reseau des communications sociales” (RCS), that
was recruited, was not effective in raising awareness on the education of children in the underprivileged
provinces.
Parents/Teachers’ Associations expressed interest in project activities, particularly in monitoring infrastructure
equipment.
Key Issues (related to the
performance of other stakeholders,
max 5; add rows as needed)
Lessons Learned (max 5) Target Audience (for
lessons learned)
Increased involvement by
municipalities
Burkina Faso has opted for territorial decentralization. A sub-
sector like basic education has been placed under the
management of councils. Appropriate participation and
involvement of municipalities would have helped to produce
more positive outcomes.
Better partnership is required for maintenance and minor
infrastructure repairs.
Government/Bank
16
IV Summary of key lessons learned and recommendations
1. Key lessons learned
Key Issues(max 5; add rows as
needed) Key Lessons Learned Target Audience
Quality at entry and
implementation of activities
Better selection of activities prevents dispersal of activities and
work sites with many small contracts in several areas. This
would have allowed for achievement of better outcomes.
Shortcomings in the quality of files (procurement,
disbursements, and audit reports) by the Borrower and long
processing times by the Borrower and the Bank had a negative
impact on the achievement of objectives. There is need for
national capacity building for use, at very short notice, of the
country’s fiduciary system in line with the Paris Declaration.
Bank/Government
Procurement
Use, as much as possible, of national rules and procedures
(national procurements) better mastered by national
stakeholders.
There is need to increase the average size of contracts. Focus on
specific areas with fewer activities but larger size is
recommended.
Bank decentralization to Burkina Faso as from 2007, revision of
its procurement rules and procedures in 2008 and
implementation of a delegation of authority matrix in 2009 for
procurements helped to improve the efficiency of the project’s
fiduciary functions.
Bank/Government
Disbursement Agree on best disbursement methods adapted to the country’s
context and realities. A case in point is the low disbursement to
FONAENF. Since the methods are standard, the Government
should clearly define its specific expectations at appraisal and
negotiation.
Bank
Financial and accounting
management
Since the closing audit had to be conducted after 30 September
2013, the project was faced with the need to keep staff
necessary to carry out that mission although ADF funds could
not be obtained after 30 September 2013. This constraint should
be considered in future.
Government
Monitoring and supervision As regards high risk projects, provide for a close monitoring
mechanism and means involving key stakeholders (civil society
organizations).
Bank/Government
Local ownership Greater empowerment of direct beneficiaries (communities and
municipalities) in project implementation.
Government/
municipalities:
beneficiaries’
associations
17
2. Key Recommendations (with particular emphasis on ensuing sustainability of project benefits)
Key Issues (max 10; add rows as needed) Key Recommendation Responsible Deadline
Planning quality and quality at entry
Reduce time frames for effectiveness
of projects.
Government/ Bank Ongoing
Capacities of project implementation team
Strengthen the recruitment process
so as to employ people with proven
expertise and experience within the
required time limit.
Government
Ongoing
Strengthening of high-level permanent dialogue Revitalize dialogue between
management units, the Bank,
Government, contractors, other TFPs
and beneficiaries at project start-up
to ensure better coordination and
effective project implementation.
Government/
Bank/Other TFPs
Ongoing
Involvement of stakeholders concerned and local
management
Set up a framework to facilitate
participation of the civil society,
including Parents/Teachers’
Associations, in monitoring activities
that guarantee better ownership and
implementation of the activities.
Government,
Bank, and civil
society
organizations
Ongoing
Close monitoring and diligent processing of files Diligent processing of files at all
levels for proper project
implementation.
Make efforts to reduce the time
frames for approval of procurement
files.
Government
Bank
Ongoing
Technical and financial ability of national contractors Ensure stricter criteria for capacity
of contractors so as to make them
more realistic in terms of the
economic environment of the
Borrower. This could ensure better
quality work and compliance with
execution deadlines.
Government
Ongoing
Sustainability of outputs
Obtain from Government assurance
(budget estimate) that measures will
be taken to finalize the routine
maintenance and servicing strategy
for the infrastructures under
construction.
Government
Ongoing
Financial and accounting management Require, at project start-up, the
preparation of an administrative,
accounting and financial procedures
manual and an efficient accounting
software for proper financial
implementation.
Bank Ongoing
18
V Overall PCR Rating
Dimensions and criteria Rating*
DIMENSION A : RELEVANCE 4
Relevance of the programme development objective (II.A.1) 4
Relevance of project design (II.A.2) 4
DIMENSION B : EFFECTIVENESS 3
Development Objective (DO) (II.B.4) 3
DIMENSION C : EFFICIENCY 2.33
Timeliness (II.C.1) 2
Resource use efficiency (II.C.2) 2
Cost-benefit analysis (II.C.3) NA
Implementation Progress (IP) (II.C.4) 3
DIMENSION D: SUSTAINABILITY 3
Financial sustainability (II.D.1) 3
Institutional sustainability and strengthening of capacities (II.D.2) 3
Ownership and sustainability of partners (II.D.3) 3
Environmental and financial sustainability (II.D.4) 3
DIMENSIONS AVERAGE 3.08
OVERALL PROJECT COMPLETION RATING S
VI Acronyms and Abbreviations
Acronyms Description
AfDB African Development Bank
BEPE Education Project Execution Unit
CAST Special Treasury Allocation Account
CEG Secondary Schools
CPAF Continuing Literacy Centre
CSP Country Strategy Paper
DECF Directorate of Schools and Training Centres
HIV/AIDS Human Immuno-deficiency Virus/Acquired Immuno-Deficiency Syndrome
MASA Ministry of Agriculture and Food Security
MENA Ministry of National Education and Literacy
MESS Ministry of Secondary and Higher Education
MJEFP Ministry of Youth, Employment and Vocational Training
NGO Non-Governmental Organization
PAEN National Education Support Project
PRSF Poverty Reduction Strategic Framework
TFP Technical and Financial Partners
UA Unit of Account