AFRICAN DEVELOPMENT FUND MAU/PSEG/2001/01 LANGUAGE : FRENCH ORIGINAL : ENGLISH

ISLAMIC REPUBLIC OF MAURITANIA

TEN-YEAR EDUCATION SYSTEM DEVELOPMENT PROGRAMME SUPPORT PROJECT (PNDSE)

APPRAISAL REPORT

NB: This document contains errata or corrigenda (see Annexes)

COUNTRY DEPARTMENT OCDN NORTH REGION SEPTEMBER 2001

TABLE OF CONTENTS

Page PROJECT BRIEF, CURRENCY EQUIVALENTS, UNITS AND MEASURES, FINANCIAL YEAR, LIST OF TABLES, LIST OF ANNEXES, ACRONYMS AND ABBREVIATIONS, PROJECT BRIEF, PROJECT MATRIX, SUMMARY AND CONCLUSIONS (i)-(x) 1. PROJECT GENESIS AND BACKGROUND 1 2. THE EDUCATION AND TRAINING SECTOR 1 2.1 Structural Mechanisms 1 2.2 Organisational Mechanisms 2 2.3 Financing Sources and Mechanisms 3 2.4 Progress Made 3 2.5 System Inadequacies and Major Challenges 5 2.6 Contribution of PNDSE Financial Partners 6 3. THE TERTIARY AGRICULTURAL EDUCATION AND TECHNOLOGY

SUB-SECTOR AND THE JOB MARKET 6 3.1 Current Status 6 3.2 Major Thrusts of the Ten-Year Programme 7 3.3 Rural Employment Situation and Prospects 7 4. THE PROJECT 9 4.1 Project Design and Formulation 9 4.2 Participatory Approach 9 4.3 Project Zone and Beneficiaries 10 4.4 Strategic Context 10 4.5 Objectives 11 4.6 Description of Project Achievements 11 4.7 Impact on the Environment 15 4.8 Project Cost 16 4.9 Sources of Financing and Expenditure Schedule 17 5. PROJECT IMPLEMENTATION 19 5.1 Implementation Schedule 19 5.2 Institutional Arrangements 20 5.3 Implementation and Supervision Plan 20 5.4 Procurement of Goods and Services 21 5.5 Disbursement Arrangements 24 5.6 Monitoring and Evaluation 24 5.7 Accounting and Audit 24 5.8 Aid Co-ordination 25 6. PROJECT SUSTAINABILITY AND RISKS 25

6.1 Recurrent Expenditure 25 6.2 Project Sustainability 25 6.3 Major Risks and Mitigating Measures 26 7. PROJECT BENEFITS 27 7.1 Economic Benefits 27 7.2 Impact on Cross-cutting Issues and Project Focus 27 8. CONCLUSIONS AND RECOMMENDATIONS 28 8.1 Conclusions 28 8.2 Recommendations and Loan Conditions 28 Messrs. COULIBALY MEDJOMO, Education Analyst, MAIGA Lalla-Fatouma, Gender Specialist and NADO OTTEY Christophe, Architect (consultant) prepared this report following their mission to Mauritania in August 2001. Questions should be referred to the authors of the report, Mr. Bisi OGUNJOBI, Director, OCDN (Ext. 4040) or Mrs. Z.B. EL BAKRI, Division Manager, OCDN.3 (Ext. 4101).

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AFRICAN DEVELOPMENT FUND 01 BP 1387 ABIDJAN 01

Tel. : 20-20-44-44

PROJECT BRIEF Date : September 2001

The following information aims to provide some general guidelines to all suppliers, contractors, consultants and any other person interested in the procurement of goods and services for projects approved by the Board of Directors of the Bank Group. More detailed information can be obtained from the executing agency or the borrower. 1. COUNTRY : Islamic Republic of Mauritania 2. PROJECT NAME : Education System Development Support Project (PNDSE). 3. LOCATION : Rosso (Mauritania) 4. BORROWER : Islamic Republic of Mauritania 5. EXECUTING AGENCY : Directorate of Education and Training Projects (DPEF) 5.1 SECTOR : Social (Education) 5.2 ISSUES : 6. PROJECT DESCRIPTION : The project whose implementation is scheduled over four

(4) years comprises the following components:

I) Development of basic infrastructure (ISET, Rosso) II) Institution building III) Support to development research and technological

innovations IV) Support to project management

7. PROJECT COST i) Foreign exchange : UA 6.05 million (62%) ii) Local currency : UA 3.65 million (38%) iii) Total cost : UA 9.70 million 7. BANK GROUP FINANCING ADF : UA 8.30 million (86%) 8. OTHER SOURCES OF FINANCE: Government : UA 1.40 million (14%)

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9. DATE OF LOAN APPROVAL : November 2001 10. ESTIMATED START-UP DATE AND PROJECT DURATION : March 2002; four (4) years. 11. PROCUREMENT OF GOODS, SERVICES AND WORKS: Goods, works and services on ADF-funded expenditure categories will be procured in accordance

with Fund rules of procedures and the following modalities:

(i) Construction works: international competition. Too few local firms can implement such works according to the rule book and on time;

(ii) Rehabilitation and rural engineering works: local competition. The national counterpart

financing will fund the rehabilitation works; (iii) Goods (vehicles, equipment, computer hardware and teaching aids): international

competition, especially specialised equipment for workshops, amphitheatres, etc.;

(iv) Consultancy services: technical and special studies, technical assistance, works supervision will be subject to competition on the basis of a short list; the same for project accounts audit;

(v) Training: short list for selecting skills and/or specialised institutions for special training,

refresher courses and specialisation abroad. 12. ENVIRONMENTAL CLASSIFICATION Category II

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CURRENCY EQUIVALENTS

(August 2001)

UA 1 = US $ 1.29779 UA 1 = UM 324.473 UA 1 = Euro 1.39655

FINANCIAL YEAR 1 January - 31 December

WEIGHTS AND MEASURES

Metric System

LIST OF TABLES Table 4.1 : Project cost by component Table 4.2 : Summary of project cost by expenditure category Table 4.3 : Project cost by expenditure category and source of financing Table 4.4 : Project cost by sources of financing Table 4.5 : Expenditure schedule by component Table 4.6 : Expenditure schedule by source of financing Table 5.1 : Provisional Implementation Schedule Table 5.2 : Arrangements for the procurement of goods and services

LIST OF ANNEXES

1. Administrative Map of Mauritania 2. Project Implementation Schedule 3. Environmental Supplement 4. List of Documents Consulted 5. Enrolment Trend by Level of Education 6. List of Bank Group Operations (amount in UA million as at 30 June 2001)

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LIST OF ABBREVIATIONS ADB : African Development Bank ADF : African Development Fund AFD : Agence française de développement AFESD : Arab Fund for Economic and Social Development BD : Bidding Document BEPC : First Cycle Certificate (Brevet d’Etudes du Premier Cycle) BT : Technical Competence Certificate (Baccalauréat de Technicien) BTS : Advanced Technical Competence Certificate (Brevet de Technicien Supérieur) CAP : Vocational Aptitude Certificate (Certificat d’Aptitude Professionnelle) CEAP : Basic Teaching Aptitude Certificate (Certificat Elémentaire d’Aptitude

Pédagogique) CSET : Advanced Technical Education Centre (Centre Supérieur d’Enseignement

Technique) CTAP : Technical Apprenticeship and Skills Improvement Centre (Centre Technique d’Apprentissage et de Perfectionnement) DEA : Diplôme d’Etudes Approfondies DESS : Specialised Studies Certificate (Diplôme d’Etudes Supérieures Spécialisées) DESUP : Directorate of Tertiary Education DEUG : General University Studies Certificate

(Diplôme d’Etudes Universitaires Générales) DPC : Directorate of Planning and Cooperation DPEF : Directorate of Education and Training Projects DREN : Regional Directorate of Education ENA : National Institute of Administration (Ecole Nationale d’Administration) ENS : Teacher Training Institute (Ecole Normale Supérieure) EU : European Union GDP : Gross Domestic Product GIE : Economic Cooperative (Groupement d’intérêt Economique) GNP : Gross National Product ICB : International Competitive Bidding IDA : International Development Association IDB : Islamic Development Bank IGEST : General Inspectorate of Secondary Education

(Inspection Générale de l’Enseignement Secondaire Technique) IIPE : International Institute of Planning and Education INP-FTP : National Institute for the Promotion of Technical and Vocational Education

(Institut National de Promotion de la Formation Technique et Professionnelle) ISET : Advanced Institute of Technological Education

(Institut Supérieur d’Enseignement Technologique) ISS : Advanced Science Institute (Institut Supérieur Scientifique) LCB : Local Competitive Bidding MEN : Ministry of Education PNDSE : National Education Sector Development Programme

(Programme National de Développement du Secteur de l’Education) PTA : Parents Teachers Association SONADER : National Rural Development Corporation

(Société Nationale de Développement Rural) UA : Unit of Account UM : Ouguiya UNESCO : United Nations Education, Scientific and Cultural Organization UNICEF : United Nations Children’s Fund

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PROJECT MATRIX PROJECT NAME : Education System Development Support Project (PNDSE) DESIGN DATE : 13/09/2001 REVISION DATE : DESIGN TEAM : MEDJOMO COULIBALY, Education Officer, OCDN.3

HIERARCHY OF OBJECTIVES (HO) OBJECTIVELY VERIFIABLE INDICATORS (OVI)

MEANS OF VERIFICATION (MOV) MAJOR ASSUMPTIONS/RISKS

1. SECTORAL OBJECTIVE: Contribute to human resources development with a view to improving competitiveness, the quality of services and uprooting the causes of poverty.

Around 2010 1.1 Considerable improvement of the key training indicators in target fields (at least 20%) 1.2 Employment created in the agro-pastoral sub-sectors increases from 17% to 30% 1.3 Poverty in the project target zones falls from 60% to 35%.

1.1 School statistics 1.2 Employment statistics 1.3 Human Development Report (UNDP)

2. PROJECT OBJECTIVE: Improve education and research supply and quality in order to offer intermediate technical training (senior technicians) and managers (engineers) in agro-pastoral and technology fields.

Around 2005 1.1 Pupil retention rate reaches at least 70%

per field; 1.2 Admission application per field

increases yearly by 20%; 1.3 80% of those trained are recruited in

jobs that match their field of specialisation;

1.4 At least 50% of economic operators and rural development structures satisfied with the performance of those trained;

1.5 Increase in the competitiveness of major agricultural crops.

1.1.1MEN and university statistics 1.1.2 Surveys/school graduate tracer

studies 1.1.3 Employment statistics 1.1.4 Activity reports/agricultural unit

operating accounts. 1.1.5Project implementation report

1.1 Sustained economic growth and effective diversification of the agricultural sector; 1.2 The integrated rural development farm modernisation programme implemented; 1.3 Government fulfils its undertaking to reform the education sector; 1.4 The recurrent budget allocation to education increases from 13.6% to 16.8%.

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3. ACHIEVEMENTS: 3.1 ISET in ROSSO rehabilitated and

equipped. 3.2. The institutional set up and governance

at the tertiary level reviewed and effective

Basic infrastructure in place and operational: 3.1.1 Old premises entirely rehabilitated (100%) 3.1.2 New buildings for teaching and

housing purposes set up and commissioned (100%)

3.1.3 The percentage of enrolment

applications into ISET increases steadily and accounts for nearly 30% of high school graduates;

3.1.4 The proportion of girls enrolled in

the institute increases from 10% to 75%;

3.1.5 70% of students are enrolled in

short courses; 3.1.6 The workshops, experimental farms

and specialised laboratories are equipped and operational;

3.2.1 Qualified and experienced

administrative and education supervisory staff, 50% of which full time.

3.2.2 At least 30% of the operating budget

sourced from employer contributions;

3.2.3 The tertiary education system is decentralised and financially semi-autonomous;

3.2.4 New vocational fields created and training modules experimented, evaluated and updated;

3.2.5 ISET management committee set

up and operational

Project activity reports Supervision reports MEN reports Regulatory texts School activity reports Mid-term evaluation report Project completion report MEN activity reports

1.1 Government undertaking to build ISET in ROSSO fulfilled; 1.2 Effective partnership between the private sector and training structures; 2. The administrative decentralisation policy is effective and statutory, and legal and incentive measures in connection with the education system implemented; 3.2.1 A reference framework for certifying

and validating programmes and certificates set up;

3.2.2 Application of new statutory

measures for teachers and researchers;

3.2.3 Approval and enforcement of the text

on the financial autonomy of training schools;

3.2.4 The legal framework instituting the

provision of services and institutional partnership set up;

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3.3 R-D, teaching and technological

innovations encouraged and sustained 3.4 A planning, management and follow-

up mechanism strengthened and fully operational

3.2.6 The status of the teacher-researcher

reviewed and upgraded; 3.3.1 Economic operators contribute at

least 30% of the laboratory research and research station budget;

4 Research and innovation support fund

set up; 5 At least 10 pilot projects or experiments

(activity-research-teaching) within the framework of “enterprise nurseries” conducted;

6 Specific research programmes

concluded with firms and implemented; 7 The proportion of “case study” courses

account for at least 60% of vocational subjects;

8 Number of outreach programmes for

neighbouring rural communities grows yearly by 5%;

3.4.1. Tertiary technical, administrative

and teaching staff rationally hired; 3.4.2. Competent staff promoted, based

on performance; 3.4.3. DPEF structure strengthened and

better performing; 3.4.4. MIS system operational

Audit report

8.3.1 The introduction of new courses, new

teaching programmes and training structures subject to opportunity studies;

8.3.2 An incentive and research

development framework put in place; 8.3.3Government contribution to the research

support fund regularly paid; 8.4 The guidelines in the education policy

letter implemented; 8.5 Trade union and parental support won; 8.6 Management procedures and staff

regulations put in place and enforced.

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4. KEY ACTIVITIES 1. Studies/civil engineering expertise 2. Construction and rehabilitation works

on existing premises 3. Installation of equipment, specialised

laboratories and “enterprise nurseries” 4. Governance support and improvement

activities 5. Institution capacity building activities 6. Support for economic operators and

rural communities (outreach programmes)

7. Support for project management

INPUT AND RESOURCES: ADF………………………… ……8.3 Govt……………………… ………1.4 Total : ……………………………9.70 Components: 1. Basic infrastructure : 5.397 2. Capacity building 1.017 3. R-D support 2.873 4. Project management……. .0.413

Project annual report Status of disbursements (FLAD) MEN/DPEF consolidated financial reports Audit reports Supervision reports Project completion report

Award criteria conform with Bank procedures, with no ADF objection to contracts approved; Goods and services procured on time; Activity programming, implementation and follow-up satisfactorily conducted.

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EXECUTIVE SUMMARY 1. PROJECT BACKGROUND 1.1 Within the framework of its poverty reduction strategy, the Islamic Republic of Mauritania prepared a ten-year education system development programme (programme national décennale de développement du système éducatif, PNDSE) to better supervise strategies and actions to improve the people’s living standard as well as the productivity and competitiveness of the national economy. These concerns lean towards the attainment of the key objectives of the poverty control strategy as set forth by the Government. With a view to meeting that challenge, the Bank responded favourably to Government request of January 2001. 1.2 The Bank, jointly with the World Bank, used the opportunity of its association in the mission to pre-appraise the Ten-Year Education Sector Development Programme (PNDSE) in February 2001 to identify the project. Furthermore, within the context of the May 2001 mission to appraise the Ten-Year Reform Action Plan (once more in collaboration with the World Bank), the Bank prepared the project and subsequently appraised it in August 2001. The appraisal report is based on the outcome of these missions, discussions with the Mauritanian authorities and engineering studies conducted while preparing the ten-year education programme. 2. LOAN OBJECTIVE ADF contribution aims at assisting the Government of Mauritania in implementing its ten-year education programme. The loan amounts to UA 8.30 million and will be used in funding 63.22% of the foreign exchange cost (UA 6.053 million) and 36.78% of the local currency cost (UA 2.64 million). 3. SECTORAL OBJECTIVE AND PROJECT OBJECTIVE 3.1 The project sectoral objective is to develop human resources with a view to improving the competitiveness of the national economy, the quality and performance of services and eradicating the causes of poverty. Hence, it will focus action on integrated centres of interest common to the social sector, the implementation and consolidation of which today seem indispensable for laying a scientific and technical base for the country. 3.2 The specific project objective is to diversify education supply, improve the quality of instruction and research with a view to providing intermediate technical training (senior technicians) and senior managers (engineers) in agro-pastoral, forestry and food technology fields. 4. PROJECT COMPONENTS The project will last four (4) years and have the following components: (i) development of basic infrastructure (ISET in Rosso); (ii) institution building; (iii) support to research/development, teaching and technological innovations; and (iv) support to the project management structure.

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5. PROJECT COST The total cost of the project, net of taxes and customs duty, is estimated at UA 9.70 million. The cost estimate is based on information from building professionals, cross-checked with the relevant administrative departments. The prices take into account international competitive bid reference prices on similar projects. Generally, going by information gathered, most of the construction materials and equipment for the kind of building planned for the ISET are imported. Therefore, inflation is projected at 5% and 6% yearly for the foreign exchange and local currency costs, respectively. 6. SOURCE OF FINANCE

The Government of the Islamic Republic of Mauritania and the ADF will jointly finance the project to the tune of UA 1.40 million and UA 8.30 million, respectively, representing 14% and 86% of the total project cost, in that order. ADF resources will fund all expenditure category components except rehabilitation works. 7. PROJECT IMPLEMENTATION 7.1 The implementation phase will cover four (4) years. It will require the establishment of a steering committee and a project implementation unit. The steering committee is common to all projects financed within the PNDSE framework and is headed by the Directorate of Planning and Cooperation under the Prime Minister’s supervision. The Directorate of Education Projects and Training (Direction des Projets Education et Formation, DPEF), which has managed all donor-funded projects in the education sector in Mauritania for the past twenty years, will oversee the project. 7.2 Furthermore, the project will require the establishment of a “Management Committee” and a “Scientific Council” as part of ISET’s operations. A “National Research Commission” and “Specialised Technical Committees” will also be set up to manage the “Research Support Fund” (RSF). The project will not necessitate the creation of a new implementation unit. 8. CONCLUSIONS AND RECOMMENDATIONS 8.1 The education system reform proposed by the PNDSE is timely and Government guidelines pertinent in the light of the current development context and challenges facing Mauritania, especially poverty control. 8.2 It is recommended that an ADF loan not exceeding UA 8.30 million be granted to the Islamic Republic of Mauritania for the purposes set forth in this report and subject to the conditions stated in the loan agreement.

1. PROJECT GENESIS AND BACKGROUND 1.1 Apart from the recurrent need to improve the quality of education, research/development and strengthen equity within the system, certain key thrusts of the education system reform lie in professionalization and introduction of short training courses to create an enabling environment for improving necessary skills to meet the country’s social development, economic productivity and competitiveness needs. Within the context of the education system reform, the extension and upgrading of the Rosso Training Institute addresses the two-fold concern for efficiency and anticipation of national development exigencies. In that regard, the Government during the official visit of a Ministry of Education delegation to the Institution requested technical and financial support from the African Development Bank to extend and upgrade the Rosso Science Institute (the Bank contributed to establishing the school in 1989). 1.2 Thus, the operation under consideration addresses Government and economic operators’ concerns in the agriculture and livestock sector. It falls within the framework of the national poverty reduction strategy and the ten-year education programme, both of which have been approved by national authorities. It is also in sync with the thrusts of the country strategy paper (CSP 2000 – 2002) in connection with human resources development and poverty reduction, even as it fits the operational leanings of the Bank’s programme documents, especially those on its Vision and the education sector assistance strategy. The project locks in with Bank Group’s operational guidelines and Government’s education sector policy letter for the 2001 – 2010 period. It equally takes into consideration Government set objectives within the context of the Mauritania Integrated Agricultural Development Programme (Programme de Développement Intégré de l’Agriculture en Mauritanie, PDIAM) and is a key component of the Strategic Framework on Poverty Control (Cadre Stratégique de Lutte contre la Pauvreté, CSLP) namely education, health and poverty reduction. Within that purview, the project is a key to attaining the expected results of all these crosscutting initiatives aimed at improving the people’s well being. 1.3 The Bank, in association with the World Bank, used the opportunity offered by the consultative mission on the Ten-Year Education Sector Development Programme (PNDSE) in February 2001 to identify the project. In May 2001, during the mission to pre-appraise the Programme jointly with the World Bank, it initiated project preparation. The project appraisal was conducted in August 2001. 2. THE EDUCATION AND TRAINING SECTOR 2.1 Structural Mechanism

Unlike several African countries, Mauritania’s Ministry of Education (MEN) is the only ministerial department in charge of the entire education apparatus (primary and secondary education, technical and vocational training, tertiary education). Compared with other countries, there is a proliferation of training structures under the supervision of other technical ministries. Among these include pre-school education (State Secretariat in charge of Women’s Welfare), informal literacy and traditional education or Mahadras (State Secretariat in charge of Illiteracy Control and Traditional Education); the Advanced Institute of Islamic Studies (Ministry of Culture and Islamic Orientation), the National Centre of Public Health and the Centre for Medical Specialities (Ministry of Health and Social Welfare), maritime

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training structures (Ministry of Fisheries and Maritime Economy), cooperative training (Boghe) and agricultural extension (Kaedi) centres (Ministry of Rural Development and Environment), to mention only a few. 2.2 Organisational Mechanism 2.2.1 The organisation of Mauritania’s education system has been modified as often as successive reforms, notably the reorganisation of the first cycle of general secondary education with the addition of a fourth year and linguistic combination (Arabic and French) introduced with the 1979 reform. Thus the current system framework is as follows: 2.2.2 Pre-school education admits children aged 3 to 6; instruction is dispensed in nurseries (72, of which only 12 are public). In 2000, the pre-school level enrolled 5040 children, including 840 in the public sector. Alongside these structures and at the initiative of women’s co-operatives, there are 67 community day-care centres catering for nearly 7050 children. 2.2.3 Basic education comprises six years of instruction and theoretically enrols children aged 6 to 11. At the end of the cycle, pupils sit for the Elementary Studies Certificate exam and the entrance exam into the first year of secondary education. Between 1985 and 1998, the sub-sector grew at an irregular pace: from 1990 to 1995, the growth rate was very slow at an annual average of 11%. Subsequently, between 1995 and 1999, enrolments increased substantially from 289 945 to 355 822 (an annual average of 52%). Although the reception capacity is still inadequate, the number of classes somewhat matched the growth and stood at 32% over the period. These factors combined had a determining impact on the crude enrolment rate which increased from 46% to 85% in the past decade. 2.2.4 General secondary education comprises a first and second cycle of four and three years, respectively. The first cycle is aimed less at preparing for employment and more at readying pupils for studies in the second cycle of general or technical education. A First Cycle Certificate (Brevet d’Etude du Premier Cycle, BEPC) is awarded at the end of the first cycle. The second cycle (high school) enrols BEPC holders and prepares them for tertiary education, depending on available space; a high school certificate (the Baccalaureate) is awarded at the end of the second cycle. 2.2.5 The aim of tertiary education is to prepare for working life by supplying human resources to suit national development needs. It comprises faculties, advanced institutes and a number of “grandes écoles” (Teacher Training Institute, National Institute of Administration, the Advanced Technical Education Centre, the Advanced Institute of Islamic Studies and Research, National Institute of Medical Specialities). It enrols holders of high school certificate or equivalent certificates to train them in various fields, at the end of which national tertiary level certificates are issued. In fifteen (15) years, tertiary enrolment more than doubled, from 5 542 to 12 912. The Faculty of Science and Technology set up in the nineties grew as steadily as other faculties (from 535 in 1990 to 820 in 1998). 2.3 Financing Sources and Mechanisms 2.3.1 The education sector is mostly funded through State budgetary allocations. On average, the country spends 4% of its GNP in the sector. In 1999, 25% of State operating expenditure went to the education and training sector. In addition, contributions come from households and external sources of finance via projects and programmes. In 1998, of the 6.8

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billion Ouguiya allocated to the education sector, staff salaries absorbed 5.4 billion Ouguiya or 79% of the recurrent expenditure on education. Social expenditure came next in line (12% of the education budget) comprising scholarships, transport expenses and financial charges in connection with university facilities. Based on the most recent information (1998), the breakdown of the budget allocated to the Ministry of Education is as follows: 43.3% for basic education, 28% for general secondary education, 19.70% for technical and vocational education and 19% for tertiary education. Allocations to basic education have been on the rise since the nineties, from a yearly average of 4% between 1986 – 1990 to 12.4% between 1991 – 1998, thus illustrating the priority that the authorities give to that level. Furthermore, it should be pointed out that investments make up an insignificant portion of the budget allocated to the sector. That gap is compensated by bi- and multilateral financing and grants. 2.3.2 Overall, education expenditure is high especially for low-income social groups. Average household expenditure per child at the basic, secondary and tertiary levels were estimated in 1998 at UM 4610, UM 10 600 and UM 16 500, in that order. However, in the absence of specific studies on these sources of finance, the contribution of local communities and families is still not well known. Nonetheless, family contribution through school fees, school supplies and support for the construction of school infrastructure (30% of the cost of building primary schools) offers a non-negligible back-up to education financing in Mauritania. 2.3.3 With a view to implementing the PNDSE, the Government plans to increase public resources allocated to education in the coming decade. The GDP portion will rise from 3.7% in 2000 to 4.7% in 2010. At the same time, the share of education in the State budget will grow by 2% to reach 15.5%. Furthermore, the country’s eligibility for the HIPC debt reduction initiative opens a new window for funding the social sector. Indeed, the debt reduction concerns US $ 1 120 million or 40% of the country’s annual commitments. In that connection, the country received an immediate relief of 90% of its due maturities up to the start of implementation of the initiative (June 2002) amounting to US $ 80 million. A wise use of these resources among various social sub-sectors will help to overcome certain budgetary constraints, especially with regard to operations and investment. 2.4 Progress Made 2.4.1 The performance of education and training policies and actions initiated for the benefit of citizens is reflected in the expansion and diversification of training infrastructure (establishments set up, class rooms), the increase in enrolment at all levels and declining illiteracy. Overall, the Mauritanian education system has recorded remarkable progress in enrolment since 1960, more so in the past decade. Infrastructure expansion (schools and class rooms) increased by 120% between 1990 and 1998, as did enrolment at the basic education level (10.3% yearly). Over the same period, the crude enrolment rate at the primary level rose from 45% (1990) to 86% in 1999; girls’ enrolment stood at nearly 81% against 87.6% for boys. However, the net enrolment rate remains relatively low, estimated at 64% in 1999. 2.4.2 However, these achievements hide the system’s weaknesses (low retention capacity, gender and locality disparities). According to the diagnostic document prepared under the PNDSE framework, only 55% of pupils enrolled into the first year of the basic level terminate the cycle. The dropout rate is partly linked with the considerable number of schools without a full cycle (85%). Nearly 60% of primary schools are unable to offer “Middle School” level instruction and as a result are reduced to four years of basic education. The sharp increase in

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enrolment into the basic level led to the rapid development of general secondary education, especially at the first cycle level (82.7% against 78.7% for the second cycle). In contrast, the crude rates recorded more moderate growth at 20.4% and 13.7%, respectively. The turnover rate remains high at the secondary level where 40% drop out or are dismissed and nearly 30% repeat, hence the low internal return and the very high unit cost. Indeed, only 210 out of 1000 pupils enrolled into the first year of the secondary level graduate out of high school, and even so after nine years of study instead of the normal six years. Only 7.7% of pupils pass high school exams at first try. In the light of class repetition and dismissal from school without a certificate, it may be inferred that the transition between cycles is poorly regulated, against the backdrop of the internal inefficiencies of the education system. 2.4.3 Technical and vocational education has undergone comprehensive changes with renovated structures and operations. The reception capacity increased by 87.24% between 1992 and 1999, while enrolment increased by 36% over the same period. Girls account for nearly 28% of the current intake and are enrolled in most fields of training. 2.4.4 For tertiary education, the number of students and education establishments grew significantly from 5542 to 12912 between 1985 and 1999. The intake is unequally distributed among the fields of study: 62% (legal and economic studies), 28% (arts and humanities) and 10% in other disciplines with only 8% in science and technology. 2.4.5 Lastly, there are relatively major or minor gaps between regions and gender in terms of access and representation in the technical and vocational fields. Indeed, although the crude enrolment rate stands at 86% at the national level, it hardly exceeds 70% in Inchiri, 77% in Tagant and 76% in Guidimakha, all localities with a high population density. However, it should be pointed out that the transition rate into secondary education amounts to about 37%; only 16% of schools at the basic education level have the full structure (6 classes). That alone limits the net schooling and enrolment rates. Hence the Mauritanian education system continues to face several problems which limit its internal efficiency and expected contribution to national development. 2.4.6 Specifically, girls’ access to various tertiary fields remains low (28%) and the proportion of women teachers is insignificant. That situation is, on the one hand, attributable to the initial low percentage accessing the education system and the high dropout rate at various education levels and cycles, and on the other hand, persisting socio-cultural and economic constraints that impact negatively on girls’ schooling, namely: (i) early marriage and maternity (one out of four women is married at age 12 and three girls out of four marry at age 17 latest); (ii) social practices that discriminate women and play down their role, as a result minimizing girls’ schooling; (iii) the high cost of education expenses for most families; and (iv) persisting gender stereotypes propagated by programmes, school textbooks and teaching methods which reinforce unfavourable traditional representations of women. Furthermore, the concentration of tertiary institutions in Nouakchott and the absence of university hostels are other non-negligible factors that contribute to parental resistance in the regions and other rural localities of the country. Thus, the prospect of having a high representation of women enrol in tertiary establishments, especially the Rosso ISET, will depend on efforts made to improve their status within the secondary education system and their propensity for technical and vocational courses where they currently account for only 13.25% of the number enrolled. In that regard, choices focus on two disciplines: draftmanship (18%) and bureautics (60%).

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2.5 System Inadequacies and Major Challenges 2.5.1 The education and training sector faces four major challenges on which its future development depends: (i) the need to meet an increasing social demand for schooling; (ii) the search for greater equity by reducing regional and gender disparities; (iii) strengthening the quality and relevance of education and apprenticeship; and (iv) improving the planning and management system. 2.5.2 Although women’s education and literacy have evolved substantially, gender disparity is still a major concern especially from the secondary cycle level. The under-representation of girls at the school level is a reflection of the current social, political and economic status of the Mauritanian woman. Government policy to improve women’s condition was materialised in the establishment of a State Secretariat on Women’s Welfare (1992) and the preparation of a national enhancement programme comprising, among other things, strategic thrusts with key implications for the education and training sector. 2.5.3 Designed as a long-term strategy (2001 – 2010), the PNDSE aims at correcting the operating inadequacies of the education system and offers the national economy prospects of increasing productivity and competitiveness. In that regard, the PNDSE guidelines are as follows: (i) strengthen the system’s steering capacity; (ii) strengthen and diversify education supply by putting in place a school map, reorganising university, technical and vocational training; (iii) improve the quality of education by reviewing programmes, enhancing education supervision and the administrative framework; (iv) improve human resources management and rational resources allocation; (v) reduce regional disparities and strengthen girls’ schooling; (vi) promote the private sector. The education policy letter approved by the Government assigns strategic objectives to each education sub-sector. 2.5.4 The project under consideration also plans to make an additional contribution by encouraging vocational training in agriculture, establishing an appropriate framework for training and reassuring reticent parents by opening university hostels, supporting women’s production and marketing cooperative activities through research/development, the Institute’s assistance and demonstration programmes (outreach programmes) to neighbouring communities, etc. 2.6 Contribution of PNDSE Financial Partners 2.6.1 The activities selected under the PNDSE were identified and appraised. They revolve around eight (8) components each of which targets a specific strategy: (i) early childhood [US $ 3.4 million]; (ii) literacy and traditional education [US $ 2.4 million]; (iii) primary education [US $ 77.9 million]; (iv) general secondary education [US $ 47.6 million]; (v) technical and vocational training [US $ 30.7 million]; (vi) tertiary education [US $ 38.5 million]; (vii) system management and co-ordination [US $ 18 million]; and (vii) school health [US $ 6.8 million]. The overall programme will cost US $ 225 million with US $ 100 million set aside for the first phase. 2.6.2 So far, the contribution of the major PNDSE donors to the first phase of the programme (2001 – 2005) is as follows: IDA (US $ 50 million); IDB (US $ 40 million); and ADF (US $ 8.3 million).

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3. THE TERTIARY AGRICULTURAL EDUCATION AND TECHNOLOGY

SUB-SECTOR AND THE JOB MARKET 3.1. Current Status 3.1.1 Tertiary education in general and vocational education in particular occupies a marginal place compared with other education levels. Despite a certain dynamism noted in recent years, tertiary education is limited to the Nouakchott University campus, part of which is in makeshift premises. The faculties of law, economics, arts and humanities are still located in former wheat and fertiliser depots. Only the faculty of science and technology received the support of the IBRD and Cooperation Française with regard to new construction. Overall, tertiary education is still in its embryonic stage since its introduction in 1985. Furthermore, it faces several problems connected with the near-total absence of reception infrastructure, under-equipping of the few existing laboratories, the limited number of academic staff especially at the higher end (associate professors and professors), shortage of textbooks in the libraries, etc. Under the current dispensation, the basic conditions for acquiring knowledge and excellence hardly exist. In addition, the external efficiency of tertiary education is low since programmes are largely out of tune with labour market demands. 3.1.2 Technical and vocational education whose aim is to prepare for employment is still in its infancy. However, apart from the public administration schools and the Teacher Training Institute (Ecole Normale Supérieure), there are no private or public tertiary institutions that offer technical or vocational training in industry, agriculture or services. Most structures train at the first and second general secondary and technical cycle levels, at the end of which, depending on the point of enrolment, the following certificates are issued: the Vocational Studies Certificate (Brevet d’Etudes Professionnelles, BEP), The Technical Certificate (Brevet de Technicien, BT), the Technical High School Certificate (Baccalauréat Technique, Bac T) and the Advanced Technical Certificate (Brevet de Technicien Supérieur, BTS). Mauritania currently has 2 700 pupils enrolled for technical and vocational studies. Schools and structures offering training opportunities include the National Agricultural Training and Extension School at Kaedi, the Cooperative Training Centre at Boghe, the Nouadhibou Technical High School and three vocational high schools (one offering vocational education at Boghe, the other two in Nouakchott running industrial and commercial courses). It is worth noting that other development structures also provide ad hoc training, mostly agro-pastoral. Certain projects contain a “training” component (e.g. the Livestock II Project and the Seed Multiplication Project). The Faculty of Science and Technology also offers training in agriculture and livestock. 3.1.3 To straighten out the inadequacies of technical and vocational training, the Government plans to remodel courses and programmes towards short and vocationalized training, while laying emphasis on development-focused research. 3.2 Major Thrusts of the Ten-Year Programme 3.2.1 The strategic objectives of the PNDSE for technical/vocational training and tertiary education aim at developing the reception capacity based on demand, enhanced co-ordination with other education level, formal and informal needs of production circles. To that end,

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specific measures were taken, of which a steering mechanism, a technical and vocational training promotion fund and setting up of new establishments in the regions. 3.2.2 Within that purview, the set tertiary education objectives are, on the one hand, to improve the internal and external efficiency in order to meet the need for managers and senior technicians, and on the other, research development. The thrust will focus on the following activities: (i) creation of new tertiary establishments to increase the local reception and training capacity especially in medical sciences and engineering; (ii) improved matching of training and employment prospects, and introduction of vocational courses in existing structures and those to be set up. The decision to create an Institute of Technology and locate it at Rosso falls within the framework of the new orientation. 3.3 Rural Employment Situation and Prospects

3.3.1 Job creation is a primary government policy objective, especially with regard to poverty control. A national strategy adopted in 1997 aims to promote employment in all growth sectors and improve income. The focus of the strategy is to: (i) encourage and support highly labour intensive operations and employment opportunities with a view to reducing unemployment by setting up public economic and social infrastructure; (ii) promote the private sector by creating an enabling environment for the development of private initiative (SMEs, micro-enterprises, cottage industry, etc.) and support economic operators; (iii) develop employment through sustained and better-targeted action in agriculture and cottage industry, and oversee the emergence and organisation of growth centres that give greater autonomy of action to local authorities; and (iv) increase the strategic role and efficiency of the vocational training structure through innovative, diversified approaches compatible with current and future national development needs. 3.3.2 Despite these favourable provisions, the overall national employment situation is bleak due basically to lack of precision or consistency in terms of implementation policies, programmes and instruments, on the one hand, and the absence of a co-ordinating organisational framework and inadequate resources to materialise the national political will, on the other. 3.3.3 Concerning performance, the activity rate estimated at 45.12% in 1995 dropped to 43% in 1999. Over the same period, the unemployment rate increased from 24.56% to 28.5%. The “informal” sector plays a key role in commerce and cottage industry, particularly in urban centres. According to official estimates, jobs in the sector increased from 55 000 in 1994 to nearly 97 000 in 2000. The rural sector has recorded a degree of dynamism compared with the building and public works sector. Indeed, from 1992 to 1998, there were 22 000 agricultural and 27 000 fishing sub-sector jobs. It should be pointed out that the employment capacity in the public and semi-public sector has dropped considerable following restrictions brought to bear by various economic adjustment programmes, hence the increase in the number of graduate unemployment and those in search of a first job. 3.3.4 In terms of external efficiency associated with the use and development of human resources trained in national institutions, the following comments can be made: (i) a “discrimination” against local graduates, in favour of those trained abroad, attributable to weaknesses in the training programme; (ii) the labour market’s absorptive capacity is low even if the employment opportunities are far better in the informal and agricultural sector, particularly in view of self-employment in the absence of wage-earning employment. The

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Mauritanian economy is still predominantly agricultural, notwithstanding the relative growth in the industrial and tertiary sector: nearly 37% of employment generated is in the commerce and services sector, 15% in the civil service and related structures (parastatals, development programme and project implementation units) and barely 5% in industry. 3.3.5 Going by Government’s “optimistic scenario”, the top job creation pace (senior technicians and engineers) in the agricultural sector will increase further. Assuming the proportion rises from the current 17% to 30% in the next decade, we may project new job creation at that level at between 1 200 and 1 500. Taking into consideration Government efforts and actions to modernise the sector, these human resources needs are not over-estimated and under more favourable conditions, the current projection of ISET graduate turnover (320 graduates every two years) would, by about 2005, not exceed the economy’s absorptive capacity. 3.3.6 Under prevailing conditions, the agro-pastoral sector offers the best job-creation prospects. Generally and based on needs expressed by Government, small-scale farmers and economic operators, there are three types of rural training needs. For the State, the renewal and training of specialists from administrative structures and operations in the rural sector remain a key challenge. The needs of small-scale farmers generally concern the understanding of specific technical themes with regard to routine problems, i.e. acceptance and control of new cropping methods, production and marketing circuit management and organisation. In that connection, economic operators in the sector focus their choices on: (i) senior qualified staff (design or works engineers, management staff); (ii) medium-level skilled staff (technical certificate, works supervisor), livestock health, artificial insemination, rural engineering, cropping development and methods, and introduction of new high-yield varieties; and (iii) short-term training to meet ad hoc needs related to the market trends or problems encountered in farms, solutions to which demand specific skills. 3.3.7 Other promising sub-sectors will be developed, including new information and food technology vocations at the tertiary level. Such vocations will certainly contribute to improving the people’s living standard. Indeed, the processing and preservation of certain basic products (fish, cereals, fruits and vegetables) will enable the people not only to increase their income but also to have such products in one form or another throughout the year, with all their nutritive quality. Furthermore, if the processing and conservation circuit is well understood, fewer perishable goods will go to waste. 4. THE PROJECT 4.1 Project Design and Formulation 4.1.1 In terms of education design and in the wake of consultations, the major partners and potential beneficiaries agreed, on the one hand, on the assigned vocation of the Rosso Training Institute as a centre of excellence with regard to agricultural, pastoral and food technology education and research, and on the other hand, on the parameters to take into consideration in preparing various training programmes, namely: the demand/profile of senior technicians needed by national firms, the responsibilities and requisite qualifications to adequately perform tasks and functions, and the type of partnership between training institutions, local firms and other public and semi-public agencies. Furthermore, the project will run pilot “enterprise nurseries” designed as incubators for setting up firms, promoting the economy and creating jobs. As imagined, the “enterprise nurseries” could become catalysts

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for regional economic activity. The entire academic system will be backed by applied research and “enterprise nursery” activities aimed at improving the competitiveness of local SMEs/SMIs that lack the capacity to establish their own development laboratories and respond to specific needs for creating new products or improving existing ones. 4.1.2 The project design is largely influenced by the Bank’s experience on similar projects in Mauritania, on the one hand, and the PNDSE thrusts and implementation schedule, on the other hand. Indeed, there are two key lessons from the implementation of the first two ADF-funded operations: first, bureaucracy and lengthy contract award procedures hindered implementation of the two projects. Second, the departments of the Ministry of Education involved in the projects in question did not actively participate in managing and monitoring them since those responsibilities were devolved to the Directorate of Education Projects and Training (Direction des Projets Education et Formation, DPEF) – an implementation unit under the supervision of the Ministry of Economy and Development (MAED). The project under consideration will draw from these lessons in terms of implementation and activity follow-up. Solution to the first constraint mentioned has been initiated, thanks to the use of a standard Bank Group bidding document. As for the active involvement of the MEN in implementing projects in which it is the beneficiary, a solution will be found in the steering and co-ordination mechanism planned within the framework of implementing the PNDSE under which each of the eight (8) central directorates of the MEN is responsible for the PNDSE component for which it is accountable. That provision will allow for leadership and effective participation of MEN directorates in both applying the reform and implementing the project. 4.2 Participatory Approach 4.2.1 The MEN identified the project based on needs expressed by sector economic operators, rural community associations and co-operatives, and development companies. The project thrusts and education programmes to focus on were discussed extensively between the preparation mission and financing agencies, the federation of agricultural and pastoral operators and administrative structures directly concerned. The particularity of technology education institutes makes the participatory approach sine qua non both with regard to their design and routine operations. To meet these needs, the project preparation team held discussions with the political and administrative authorities at the central and regional level, local economic operators especially those in the agricultural and pastoral sub-sectors, women’s co-operatives and representatives of international development finance institutions in Nouakchott. The mission also held working sessions with the national teaching and research community as well as with various working groups involved in preparing the national poverty reduction strategy and the ten-year education programme. Thanks to views and recommendations from these sources and combined with missions, the objectives, the organisation system to promote, expectations and the need to create symbiosis between the Institute and its economic environment were put together. 4.2.2 This participatory-cum-iterative process will be pursued in the course of running the training institute. Indeed, to enable the Institute to find relevant and pragmatic solutions to problems that economic operators face, it should benefit from economic operators’ know-how in each field. Such a partnership could be expressed through the participation of entrepreneurs and business operators in defining programmes, management organs (management committee, scientific council), student supervision especially during apprenticeship and projects at the end of studies or after graduation. The project will extend

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these facilities to other existing agricultural training structures, particularly in Boghe and Kaedi. 4.3 Project Zone and Beneficiaries 4.3.1 The project targets the entire tertiary education sector, thus giving it a national outlook. However, the component related to the establishment of the Advanced Institute of Technology Education will be located four kilometres to the North-East of Rosso, with the Senegal River valley on the country’s Northern region as its catchment area. The region is most appropriate both at the local and national level and is a centre of development in view of the Diama irrigation infrastructure and extension of the irrigated and market garden plots (especially the Kaedi and Boghe rice programmes, and the M’pourie farm). 4.3.2 The area in which this project component is located is also characterised by several road infrastructure investments and pastoral development. 4.4 Strategic Context

The project fits in with the thrusts of the national poverty reduction strategy, the PNDSE and the operational choices jointly set forth in the Country Strategy Paper (CSP). Specifically, it conforms with Bank Group education policy guidelines. It also falls within the context of the holistic approach recently adopted by the Bank with regard to its Education Sector Operational Policy. Apart from the strong emphasis that it lays on quality basic education, the new approach focuses on demand-driven technical education and the quest for new forms of practical training combined with close co-operation with the labour market. Specifically, the policy document states that the Bank will conduct selective and innovative operations to assist the country in meeting the challenges of globalisation. The Rosso ISET strengthening project under consideration should be seen from the perspective of developing the necessary capacities in agriculture and livestock, thus preparing Mauritania to meet the challenges of an increasingly globalised world. Furthermore, the project aims to reduce the disparities in education infrastructure between the country’s North and South. 4.5 Objectives 4.5.1 As an instrument of the national poverty reduction strategy and the ten-year education programme, the project objectives are described below: 4.5.2 At the sectoral level, it aims at human resources development with a view to improving the competitiveness of the national economy, the services performance quality and uprooting the causes of poverty. 4.5.3 The project’s specific objective is to diversify education supply, improve the quality of instruction and research in order to dispense intermediate (senior technicians) and top technical skills (engineers) in agro-pastoral, forestry and food technology fields. 4.6 Description of Project Achievements 4.6.1 Anticipated project achievements include: (i) constitution of a scientific and technical catchment area by setting up the Advanced Institute of Technology Education (Institut Supérieur d’Enseignement Technologique, ISET) in Rosso; (ii) strengthening of the capacity

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to programme, manage and follow-up the education system at the central and local level; (iii) administrative and education administration reform aimed at granting a degree of management autonomy and initiative, establishing effective and institutionalised partnership relations between training establishments and production circles; (iv) promote and/or revitalise research/development and technological innovations (establish enterprise nurseries); (v) through appropriate training/production methods, support all women vocational integration or reconversion and self-employment programmes. The key project components include: (i) development of basic tertiary technical education; (ii) institution building (organisation and management); (iii) support for research/development and technological innovations; and (iv) support for the project management structure. Details on these components are given hereunder: Component 1 : Development of Basic Infrastructure (ISET, ROSSO) 4.6.2 The aim of this component is to diversify tertiary level training supply by setting up vocational courses and increasing the reception capacity by offering a conducive environment for quality education aimed at meeting the silvo-agro-pastoral demands of the rural sector via the upgrading of the former Rosso high school to a new establishment called the Advanced Institute of Technology Education (Institut Supérieur d’Enseignement Technologique, ISET). Activities under the component will focus on the construction of basic infrastructure on an area of nearly 47 ha. Specifically, it will involve the rehabilitation of existing infrastructure and erection of additional buildings adapted to the school’s vocation, providing them with necessary furniture and technical education equipment, and developing an experimental agricultural scheme (20 ha). 4.6.3 Studies: new buildings set up will be based on architectural designs prepared by an independent consulting firm in accordance with the ISET architectural programme. A consulting firm will be responsible for preparing the architectural plans and engineering studies. Beforehand and in collaboration with the consulting firm, a specialist will determine the specifications of the technical education equipment needed in each of the premises. 4.6.4 For the development of the experimental scheme, the project will fund preparation by a private consulting firm of development plans that take into account the construction of small-scale water control works and facilities. 4.6.5 Supervision: consulting firms will be responsible for studies follow-up and monitoring, under the supervision of the DPEF. The consulting firm in charge of engineering studies will assist the DPEF in appraising bids and awarding works contracts. Consulting firms and the DPEF will jointly follow-up and monitor works. 4.6.6 Rehabilitation: rehabilitation will mostly involve work on the administrative block, class rooms, amphitheatres, bookshops, laboratories and teachers’ quarters. 4.6.7 Construction: construction will basically concern the setting up of new buildings to supplement existing ones, in accordance with the architectural programme shown in annex. The buildings will include additional laboratories (eco-toxicology, food bio-technology, seed analysis and plant pathology, animal pathology and genetics), a research/development unit, student housing and catering and additional housing for academic and administrative staff. Provision has also been made to set up sport facilities. The area for each type of premises will be defined in specific architectural plans under a programme covering nearly 10 571 m2. The

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buildings will be linked to the respective road, potable water, electricity and telephone networks. 4.6.8 In designing university hostels, special provisions will be made to locate and build facilities for girls, taking cultural considerations into account, preserving their intimacy, providing for their security, catering for increasing numbers and reassuring parents whose concern is to preserve social ethos. If necessary, women’s hostels will be exclusively managed by women. 4.6.9 Civil Engineering: civil engineering works will involve the construction of an access ramp to ISET from the Rosso-Bogue road (500 m from the site), an adequate drainage network adapted to the nature of the soil and external space management. 4.6.10 Rural Engineering: rural engineering works will concern the development of an experimental agricultural scheme over nearly 20 ha, including the construction of small-scale water control works. 4.6.11 Furniture: the project will fund office furniture for administrative staff, school furniture and technical education equipment for class rooms, beds and tables for hostels. The technical specifications of technical education equipment will be determined according to the training courses dispensed. 4.6.12 Equipment: equipment to be procured includes those for laboratories and accessories, computer and office hardware, kitchen appliances and sports. Component 2: Institution Building 4.6.13 This component aims at a far-reaching reform of the entire framework for governance and management of higher education, through a series of appropriate actions and revision of existing regulatory texts. 4.6.14 Studies and Operating: the administrative and legislative framework reform targets greater autonomy of institutions of higher learning in their daily management and running. Consequently, the possibility for new statutes governing teaching staff and researchers, and new financing mechanisms will be explored. Costs for organising studies, validation workshops with the help of technical assistants recruited for 3 person/months, will be paid for under the project. 4.6.15 Training: under the project, plans have been made for the establishment of a ‘management committee’ and a ‘scientific council’ for Universities and Institutions of Higher Learning such as ISET. These mechanisms are intended as safeguards to ensure a better use of the leeway allowed in the areas of education, recruitment, evaluation of the performance of teaching supervisors, researchers, administrative officers, training programme design and duration, award and equivalence of certificates, arbitration between national type research programmes and other consultancies and services from private and public providers. Under the project, plans have also been made to set up a system within the Institute commissioned to collect data by type for regular publication under university statistics. To that end, training will be provided in programme module design, performance norms and procurement of technical and pedagogical reference documents.

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4.6.16 Technical Assistance: the project is designed to help improve budget management and planning with a view to fostering conditions for a successful change from a centrally-planned system to autonomous and better managed training entities. Accordingly, training in strategic planning and management especially human and financial resource planning, and the adoption of modern management methods will be required. The support activities are tailored to improve decision taking, consolidate the efficiency and performance of executing structures, and guarantee best results and optimum impact. Lastly, efforts will be made for increased transparency, efficient management and an approach geared to obtaining results, good performance and further delegation of powers to players at various levels of the decision making process, and working towards academic standards close to those of high calibre institutions. Thus, under the project training will be provided for department and branch managers. Similarly, management officers and front line supervisors will be provided with further training, and budget-planning staff will be retrained. The training modules of the administrative and academic staff categories will be designed and given by technical assistants recruited for 6 person/months. Component 3:Support to Research-Development and Educational and Technological

Innovations 4.6.17 Activities under this component are aimed at improving the quality and relevance of education and research, either independently or in collaboration with development structures external to the Institution. 4.6.18 Furniture and Equipment: the establishment of an integrated education technology mechanism (information technology, modern libraries, information equipment, Internet) using for as much as possible the opportunities offered by modern means of communication (satellite video). Such an initiative should encourage utilisation of the technology for teaching and learning to demonstrate and illustrate special courses, designing teaching aids as well as for popularising the medium outside the walls of the training structures. 4.6.19 Operating: resources the Research Support Fund will be granted on the basis of competition, to research teams working in the education departments, Institutions of Higher Learning and Research Centres. The purpose being to encourage innovation, excellence and the search for appropriate solutions to concrete development problems. These funds are also aimed at increasing the volume of scientific publications while ensuring their quality and utility. The Research Support Fund will be replenished by the ADF (UA 500.000) and the Government, and provisions will be laid down in the Utilisation Manual to ensure that at least 30% of the research programmes and projects focus primarily on women’s development concerns. 4.6.20 ‘Enterprises nurseries’ will be created as laboratories for nurturing new ideas, technological innovations and future enterprises. They should also act as a point of confrontation between the requirements of economic operators and small-scale producers with ideas and the creativity of teachers, researchers and other designers. To that end, technical assistance, supervision, organisation of services and activities for enterprises will be entrusted to two supervisors (design engineers) for a duration of 18 person/months. 6.6.21 Sensitisation of Women: in order to maximise the project’s impact and promote entrance of girls into institutions of higher learning, sensitisation activities will be organised. Support will be given for social mobilisation in each region with a view a view to promoting

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education of girls and more so to encourage parents to send girls to hostels and talk them into choosing scientific and technical subjects. Plans are underway to make girls aware of the vocational training options and support they can expect of the project. In collaboration with the Secretariat of State for Women’s Welfare, Literacy, the Ministry of National Education and the Ministry of Communications, plans have also been made and funds earmarked to launch a campaign to inform, mobilise and sensitise parents, community leaders, associations and associations of women and youths to the importance of education as a factor of social advancement and income and its vital role in taking up the challenges of the contemporary world. 4.6.22 Sensitisation to STD/AIDS: since the project impact area is a meeting point for foreigners, a local approach to communication and information will be used to work out strategy to control STD/AIDS among populations at risk. To that end, the project could collaborate with the Secretariat of State for Women’s Welfare, the Ministry of Health and NGOs involved in that field. 4.6.23 Outreach Programme: through its programme of demonstration and support to neighbouring communities, the project will allocate some space on the project demonstration area to women and provide them with technical supervision in their activities and guidance on cropping techniques with a view to contributing to productivity and the competitiveness of their products. Component 4: Support to the Project Management Structure 4.6.24 The objective of this component is to build the management capacity of the Education and Training Projects Directorate (DPEF) which is the structure officially responsible for managing education and training projects in the country. To enable it to meet the specific needs of this project and facilitate co-ordination and monitoring of project activities, additional furniture, equipment, staff and funds will be necessary and provision has been made accordingly. 4.6.25 Furniture and Equipment: concerning this section, additional furniture will be purchased for the support staff recruited under the project. Funds have also been earmarked for the procurement of information equipment and a cross-country vehicle for supervision and technical inspection missions of the teams. 4.6.26 Technical Assistance: technical assistance will be required from an international expert to prepare the curricula and define specifications for education equipment, and from an architect or civil engineer to draw the architectural plans and supervise works. 2 foremen recruited locally will assist him. 4.6.27 Operating: funds will be set aside for benefits, fuel, repairs and maintenance of the DPEF vehicle, and other general as well as auditing expenses. 4.7 Impact on the Environment

4.7.1 The project is classified under Category II because the expected impacts will be minor and kept under control by the Project Management. Problems are expected from the nature of the soil (clay soil bearing deficiencies in the event of supersaturation) and advance age of the buildings (over 50 years old). Problems could also arise from poorly built structures (faulty

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control joints, poor quality materials, etc). In addition, difficulties could stem from poor maintenance of the structures as has been the case since rehabilitation in 1990, a situation that has accentuated deterioration of the existing buildings. 4.7.2 Rehabilitation and/or construction activities and the operational programme scheduled under the project will address such problems and improve the environment of the institution whose landscape, social and educational environment will improve. Concretely, specifications will be given to enterprises for the construction of lecture rooms, specialised premises (workshops, laboratories, multipurpose and specialised rooms) and wet cores bearing in mind the aesthetics of the complexes. Moreover, measures aimed at better security, hygiene and for averting health risks will be taken. The project impact area boasts ample land for playing and landscaped areas. In addition, a programme has been designed to develop the main campus sites and the areas outlying the river Garack, in an attempt to create harmony between the physical and educational surroundings. The cost of construction and development works will cover these mitigating measures. 4.7.3 The training courses, pilot actions and widespread application of technical skills devised under the project will contribute in the medium and long terms to a better environmental balance at a time when grazing areas are on the decline, the land is saturated, the plant cover is dwindling, the soils are becoming salty and water borne diseases are on the rise as a result of the migration and settlement of one time nomads in the south and south-east. This movement to already highly populated regions where cattle abound exacerbate the vulnerability of the ecosystem and farmland. Leavers from the Rosso Institute represent a pool of potential skilled workers who will take up the challenge of environmental protection for sustainable development. 4.7.4 The project co-ordination unit will be responsible for environmental follow-up. It will be assisted by an environmentalist from the Ministry of Rural Development and the Environment. The ADB supervision missions will also monitor the project’s environmental impact and periodic reports will have a chapter on project environmental issues. 4.8 Project Cost 4.8.1 Total project cost excluding taxes and customs duties is estimated at UA 9.70 million, on the bases of information collected from building construction professionals and confirmed by the relevant administrative departments. The amounts take into account shadow prices for bids launched for similar operations. An amount has been earmarked for equipment and worked out on the basis of a percentage of construction costs. Provision was also for site development, designs, supervision and technical assistance. Based on information collected in Nouakchott, building materials and equipment for such constructions are usually imported. Consequently, price escalation has been estimated at 5% a year for the foreign exchange cost and 5% for the local currency cost. All base costs were adjusted by 5% for contingencies. Therefore, there is an average price rise of about 10% on total project cost. The table below (4.1 and 4.2) summarise project costs by component and expenditure category.

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Table 4.1 Project Cost by Component

Component MU (million) UA million % F.E. L.C. Total F.E. L.C. Total Devise

I. Basic infrastructure development 883.548 729.198 1612.746 2.688 2.218 4.906 27.71% II. Institution building 198.200 105.800 304.000 0.603 0.322 0.925 9.53% III. Support to development research and innovations

703.405 155.095 858.500 2.140 0.472 2.612 26.92%

IV. Support to the project management structure

35.830 87.470 123.300 0.109 0.266 0.375 1.12%

Total Base Cost 1820.943 1077.563 2898.546 5.540 3.278 8.818 90.90%Contingencies 91.049 53.878 144.927 0.277 0.164 0.441 4.55

Price escalation 91.049 53.878 144.927 0.277 0.164 0.441 4.55 Total Project Cost 2003.081 1185.320 3188.401 6.094 3.606 9.700 100 Percentage of project cost 62.82% 37.18% 100.00% 62.82% 37.60% 100.00%

Table 4.2 Summary of Project Cost by Expenditure Category

Category MU million UA million % F.E. L.C. Total F.E. L.C. Total F.E.

A.Design and supervision 93.600 5.000 98.600 0.285 0.015 0.3007 3.09B. Construction 289.670 449.505 739.175 0.881 1.367 2.249 23.18C. Rehabilitation 0.000 189.999 189.999 0.000 0.578 0.578 5 .46%D. Furniture 26.074 104.294 130.3687 0.079 0.317 0. 397 4.04%E. Equipment 773.505 215.000 988. 500 2.3 53 0.654 3.007 31.00 %F. Formation 110.080 27.520 137.600 0.335 0.084 0.419 4.32G. Technical assistance 72.500 0.000 72.500 0.600 0.000 0.221 2.27H. Research Support Fund 197.125 10.375 207.500 0.761 0. 032 0.631 6.51%I. Operating 258.430 75.870 334.300 0.786 0.231 1.017 10.48%Total Base Cost 1820.983 1077.563 2898.546 5. 540 3.278 8.818 90.90%Contingencies 91.049 53.878 144.927 0.277 0.164 0.441 4.55%Price escalation 91.049 53.878 144. 927 0. 277 0. 164 0.441 4.55%Total Project Cost 2003.081 1185.320 3188.401 6.0 94 3.606 9.700 100.00%Percentage of Project Cost 62.82% 37.60% 100.00% 62.40% 37.60% 100.00%

4.9 Sources of Financing and Expenditure Schedule 4.9.1 The project will be financed by the Government of the Islamic Republic of Mauritania and the ADF to the tune of UA 1.40 million and UA 8.30 million representing respectively 86% and 14% of total project cost. The Bank’s participation was made possible following the decision to reallocate ADF VIII resources in the light of performance judged satisfactory for Mauritania under the country performance evaluation (CPE). Tables 4.3 and 4.4 below give the breakdown of these contributions by sources of financing, component and expenditure category.

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Table 4.3: Project Cost by Expenditure Category and Source of Financing (UA million)

EXPENDITURE CATEGORY ADF GVT Total Total

F.E. L.C Total L.C L.C F.E. Total %

A.Design and supervision 0.313 0.000 0.313 0.017 0.017 0.313 0.330 3.40

B.Construction 0.969 1.504 2.473 0.000 1.504 0.969 2.472 25.50

C.Rehabilitaion 0.000 0.000 0.000 0.636 0.636 0.000 0.636 6.55

D.Furniture 0.087 0.349 0.436 0.000 0.349 0.087 0.436 4.50

E.Equipment 2.588 0.000 2.588 0.719 0.719 2.588 3.308 34.10

F.Training 0.368 0.092 0.460 0.000 0.092 0.368 0460 4.74

G.Technical Assistance 0.2 43 0.000 0.243 0.000 0.000 0.2 43 0.243 2.50

H.Research Support Fund 0660 0.000 0.660 0.035 0035 0660 0.694 7.16

I.Operating 0.865 0.254 1.119 0.000 0.254 0.865 1.119 11.53

Total cost 6.094 2.199 8.293 1.407 3.606 6.094 9.700 100.00

Table 4.4 Project Cost by Sources of Financing

(UA million)

Source F.E. L.C. Total Cost % by source ADF 6.094 2.199 8.293 Government 0.000 1.407 1.407 Total 6.053 3.606 9.700 % of cost 62.82% 37.17% 100.00%

85.49% 14.51% 100.%

4.9.2 The ADF contribution represents 85.49% of total project cost, that of the Government 14.51%. The ADF’s share in the financing of the local currency cost (UA 2.199 million) represents 37.17% of total project cost and can be justified as follows:

i) The project is social in character and is in keeping with the strategic framework for poverty reduction. Consequently, local currency will be needed for operating expenses and activities such as training at national level, sub-contracts for construction, setting up enterprise nurseries as well as for the community outreach programme;

ii) Within the framework of the projects financed under the PNDSE, the Government should provide counterpart funds. The counterpart contribution for this project is estimated at 14% of total project cost and will be set aside primarily for expenditure categories concerning technical expertise, rehabilitation of old buildings, establishment of a farm for experiments and contribution to the research support fund. .

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Table 4.5 Expenditure Schedule by Component

(in UA million) COMPONENTS 2002 2003 2004 2005 Total I.Basic infrastructure development 0.122 2.362 2.484 0.430 5.397II.Institution building 0.151 0.348 0.167 0.351 1.017III.Support to development research and technological innovations 0.025 0.075 1.286 1.488 2.873IV.Support to the Project Management Structure 0.119 0.074 0.139 0.081 0.413Total 0.416 2.859 4.076 2.349 9.700 4.9.3 Expenditures will be consistent with the list of goods and services and expenditure schedules shown in table 4.6 below:

Table.4.6 Expenditure Schedule by Source of Financing

(in UA million) SOURCES OF FINANCING 2002 2003 2004 2005 Total ADF 0.399 1.684 4.042 2.169 8.293GOVERNMENT 0.017 1.175 0.035 0.180 1.407TOTAL 0.416 2.859 4.076 2.349 9.700Percentage 4.29% 29.48% 42.02% 24.22% 100.00% 5. PROJECT IMPLEMENTATION Concerning the institutional arrangements there are provisions relative to PNDSE and those relative specifically to the project financed by the Fund. 5.1 Implementation Schedule 5.1.1 The project will be managed by the Directorate of Education and Training Projects (DPEF) whose director will be responsible for implementing the project under the supervision of the Steering Committee so established. For twenty years the DPEF has had the onus of managing all education projects in Mauritania. It has acquired considerable experience (having been party to all projects in the sector financed by various donor agencies involved in the country including the World Bank, and is manned by qualified staff with the right profile (a financial administrator, a procurements specialist, a technical unit with support staff and three mobile units for monitoring activities in the field). It is equipped with adequate material means (premises and computer equipment, vehicles, duplicating service) that have been bolstered by previous projects. 5.1.2 However, the team serving will be strengthened by an additional mobile unit (comprising a training programme designer, an architect and two foremen) and an appointed project co-ordinator. The project implementation unit will be expected to carry out the following tasks: (i) co-ordinate all project activities; (ii) ensure administrative management of all project components; prepare proper bidding documents for construction/rehabilitation works and procurement of equipment, furniture and rolling stock; (iii) launch bids and

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supervise works, delivery and installation of equipment and furniture; (iv) organise and monitor the various training programmes;(v) prepare disbursement requests; (vi) prepare and send to the Bank, activity and project account audit reports (vii) liase with the representatives designated by the structures involved in the project and (viii) liase with Bank. 5.2 Institutional Arrangements 5.2.1 The PNDSE’s implementation will be dependent on several institutional mechanisms. The organisational framework comprises the Directorate of Planning and Cooperation (DPC) of the MEN, the Directorate of Education and Training Projects (DPEF) under the MAED and eight (8) Central Directorates in charge of the eight components of the PNDSE. Concerning role and responsibility sharing, the DPC is responsible for planning and co-ordinating all PNDSE activities and for relations with donor agencies; the DPEF is required to lay down the conditions for programme implementation, administrative and financial management as well as for monitoring all operations of financial partners involved in the ten-year programme. Each Central Directorate of the MEN will be expected to implement the component assigned to it and make sure that objectives are met in line with the established performance level and schedule. 5.2.2 In order to harmonise the assignments of the various structures listed above, steer and supervise Programme actions, the structure will be headed by the Programme Co-ordination Committee (CCP) responsible for co-ordinating and harmonising the responsibilities of the eight Central Directorates, and the Programme Management Committee under the aegis of the Prime Minister, and required to supervise implementation of the entire PNDSE. 5.2.3 Implementation of this project will also require the steering committee and the DPEF; both organs are already established and will be used by all projects financed under the PNDSE. The specific assignments of the Steering Committee are to: (i) make sure that the project objectives are reached in line with the established schedule; (ii) ensure that all parties concerned are actually involved; and (iii) facilitate liaison between the DPEF, government structures and civil society. However, some components or activities such as the ISET of Rosso and the Research Support Fund (FAR) will demand the establishment of other mechanisms. For instance, ISET will need a management committee and a scientific council for strictly educational issues, and FAR will require a National Research Commission and Technical Scientific Committees. 5.3 Implementation and Supervision Plan 5.3.1 Based on the schedules for implementing the activities of each project component, project implementation will span 48 months starting form the date of approval of the loan by the Bank in November 2001; final delivery of all project works and outputs has been scheduled for December 2005. The detailed project implementation schedule is given as Annex 4. The implementation and supervision schedule can be summarised as follows:

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Table 5.1 Provisional Implementation Schedule

COMPONENTS ACTIVITIES DATES AUTHORITIES

Loan negotiations November 2001 ADF/GVT Loan approval November 2001 ADF I BASIC INFRASTRUCTURE Design and supervision July 2002-Dec2002 DPEF/Consultants/GVT Construction March 2003-May2004 DPEF /Enterprises/ADF Rehabilitation March 2003-Dec2003 DPEF /Enterprises/GVT Furniture Jan.2004-Dec 2004 DPEF/Enterprise/ADF Equipment Jan.2004-Dec2004 DPEF/Enterprise/ADF

II INSTITUTION BUILDING Studies July 2002-Dec2002 DPEF/Consultants/GVT Equipment Jan.2004-Dec2004 DPEF/Enterprise/FAD Training March 2003-Dec2004 DPEF/Experts/University Technical Assistance March2003-Oct. 2005 DPEF/Experts/University

III DEVELOPMENT RESEARCHSUPPORT.

Studies July 2002-Dec2002 DPEF/Experts/GVT Rural Engineering works March 2003-Dec2003 DPEF/Enterprises/FAD Equipment Jan. 2004-Dec2004 DPEF/Enterprise/FAD Training Jan.2004-Dec2004 DPEF/Experts/University Technical Assistance Janv2003-Oct2005 DPEF/Experts/University Support Fund Jan.2003-Nov.2005 DPEF/Expert/ADF/GVT/ Micro-projects Jan.2003-Nov.2005 DPEF/Institute/ADF/GV

T

IV MANAGEMENT STRUCTURESUPPORT

Furniture July 2002-Dec2002 DPEF/Enterprise/FAD Equipment July 2002-Dec2002 DPEF/Enterprise/FAD Technical Assistance July 2002-Dec2004 DPEF/Experts Operating July 2002-Dec2005 DPEF/ADF/GVT

ADF SUPERVISION Launching mission March 2002 ADF Supervision missions 2 missions/year ADF Completion mission June 2006 ADF

5.4 Procurement of Goods and Services 5.4.1 Goods and services will be procured in accordance with bank rules of procedure. Procurement arrangements can be detailed as follows:

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Table 5.2

Arrangements for the Procurement of Goods and Services

Expenditure category ICB LCB other Short List Total 1.Works 1.1 Construction 2.404

(2 404)

1.2. Rehabilitation 0.636 1.3.Rural engineering works 0.067

(0.067)

Sub- total 2.404 (2 .404)

0.067 (0.067)

0.636 3.508 (2.586)

2.Goods 2.1. Furniture 0.472

(0.472)

2.2.Educational equipment 2.180 (2.180)

2.3.Rolling Stock

0.256

2.4. Agricultural equipment 0.230 (0.230)

2.5.Computer, office and various equipmen 0 .710 (0.710)

Sub- total 2.410 (2.410)

1.182 (1.182)

0.256

2.729 (3.964)

3. Consultancy services 3.1.Studies and supervision 0.051 0.256

(0.260) 3.2.Technical assistance 0.241

(0.254) 3.3.Studies and consultation 0.160

(0.134) 3.4..Audit of Accounts 0.048

(0.048) Sub- total 0.051 0.664

(0.664) 0.711

(0.711) 4.Training 4.1. Local training 0.270

(0.131)

4.2. Training abroad 0.274 (0.098)

Sub- total 0.544 (0.229)

0.229 (0.229)

.5.Miscellaneous 5.1.Operating 1.071

(1.071)

5.2.Research Support Fund 0.694 (0.595)

Sub- total

1.765 (1.666)

1.765 (1.666)

Total general 4.814 (4.814)

1.571 (1.571)

2.651 (1.300)

0.664 (0.664)

9.700 (8.325)

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5.3.2. The DEPF will be responsible for procuring goods and services as follows: Construction (UA 2.404 million): construction works will be financed with the loan and subject to international competitive bidding from a large number of top level enterprises in order to ensure keen competition and that the structures planned will be of the right quality. Rehabilitation (UA 0.636 million): rehabilitation of the existing buildings will be financed with the national counterpart funds and implemented following national procurement rules of procedure. Rural Engineering Works (UA 0.067 million): rural engineering works will be subject to national competitive bidding because amounts involved are low and national enterprises have the capacity to implement such works. Furniture (UA 0.472 million): several packages of furniture totalling not more than UA 0.15 million will be procured through national shopping because the amounts involved are low. Equipment (UA 2.180 million): teaching aids estimated at UA 2.19 million will be procured through international competitive bidding. Rolling Stock (UA 0.256 million): rolling stock will be financed with national counterpart funds. Computer, Office and Other Equipment (UA 0.710 million): computer, office and other equipment will make up several bid packages, estimated at not more than UA 0.06 million, will be procured through national shopping because the amounts involved are low. Agricultural Equipment (UA 0.230 million): agricultural machines and tools will be procured through international competitive bidding because of the specific nature of the package and local suppliers are few thus precluding competition at national level. Consultancy Services (UA 0.711million): services for studies and supervision including architectural and technical designs, works inspection and supervision of a total cost estimated at UA 0.27 million will be procured through competition based on a short list. Technical assistance required for preparing the management manual for the Research Support Fund, training administrative officers and teaching staff in the fields of NTIC and providing the DPEF with support to lay down specifications for equipment and their delivery, estimated at a total of UA 0.25 million will procured through competition based on a short list. Studies for institutional building (enterprise nurseries) and for raising the standard of subjects and training modules estimated at a total of UA 0.13 million will be procured through competition based on a short list. Lastly, services for auditing project accounts will be procured through competition based on a short list. Training (UA 0.229 million): study and information tours as well as training of the administrative and teaching staff of the future institution estimated at a total of UA 0.22 million, will be financed with the loan through competition based on a short list at international level for training abroad, or at local level for national training. Operating (UA 1.666 million): resources earmarked for operating will be used to finance campaigns to sensitise girls, technical support for women’s co-operatives, and micro-projects

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in the context of the enterprise nurseries. The resources for micro-projects will be used in accordance with the provisions of the procedures manual that must be approved by the Bank prior to utilisation. These resources will serve to give concrete expression to project ideas from students and teachers in the context of the enterprise nurseries. Research Support Fund (UA 0.72 million): the support fund will be used in line with the provisions of the management manual that must be approved by the Bank prior to utilisation. The Fund will be opened with an initial provision of UA 0.49 million by the ADF and UA 0.23 million by the Government. 5.5 Disbursement Arrangements 5.5.1 Resources for contractors and suppliers involved in major contracts such as the rural engineering works, furniture and equipment will be disbursed through direct payment. The same method will be used for consultancy services. 5.5.2 Expenses for operating, benefits, fuel and travelling will be disbursed in the form of a revolving fund using the special account method. 5.6 Monitoring and Evaluation During implementation, project activities will be monitored both by the DPEF and the Bank through its supervision missions. Monitoring will take the form of continued inspection of civil engineering works, of actions aimed at institution building, training and research, against the provisional implementation schedule on the one hand, and the loan resources utilisation arrangements on the other. Mechanisms will include monitoring of the day-to-day management of the project by the DPEF and follow-up of the Rosso Institute construction site, two ADF supervision missions every year, a joint annual meeting with other financing partners (IDA and BID) to review the activity programme of the previous year and plan the programme for the current year (to coincide with the annual supervision missions), a midterm project implementation review and an evaluation of project achievements, performance and ripple effects at the end of implementation. This last report (completion) should provide information needed for the midterm review of the first phase of the PNDSE and for identifying entry points for a possible ADF intervention in the second phase. 5.7 Accounting and Audit The DPEF will keep accounts of the entire project, according to source of financing, expenditure category and component, highlighting expenses incurred, committed and amounts available. Accounts will be audited annually by an independent audit firm certified by the International Audit Federation and the related audit reports will be sent to the Bank for review every quarter throughout project duration. Audit reports should comply with the appropriate Bank guidelines. 5.8 Aid Co-ordination 5.8.1 The project is consistent with operations scheduled under the PNDSE whose activities have the financial support of the ADF, IDA, UNICEF, IDB, French Cooperation, OPEC, AFESD, etc. This operation is complementary to actions that are ongoing and/or being prepared by various donors, and past activities financed by the ADF in the human resources

24

and rural development sector. Based on discussions between the project team and financial and national partners, it is highly desirable that assistance programmes be co-ordinated if complementarity and mutual assistance for implementation is to be ensured. Therefore, for the purpose of continuity, actions supported by all when the PNDSE is finalised will be pursued with the intention of preparing a joint implementation plan and a plan for integrated staff training, annual meetings and midterm review of programme actions. 5.8.2 In addition, specific measures have been planned to keep the pulse on activities under the framework of the project with the World Bank and IDB. The project will also make use of the local monitoring mechanism introduced by UNICEF during its project on the schooling of girls, as well as of the Regional Directorates of Education especially in the ISET impact area, launched under French Cooperation. Thus, plans have been made for joint planning and supervision missions. 6. PROJECT SUSTAINABILITY AND RISKS 6.1 Recurrent Expenditure 6.1.1 During project implementation, recurrent charges will include operating expenses incurred by DPEF in managing the project especially for fuel and travelling by the team monitoring the construction sites. These charges will be financed with the loan and are estimated at UA 0.24 million. Post project expenditures relative to salaries for the ISET administrative and teaching staff (32 permanent and 40 short-term) [UA 0.13 million], maintenance of infrastructure and equipment (UA 0.74 million) will be covered by the budget allocated to Education plus the institution’s own resources from services, and produce of the demonstration farm. Estimated at UA 0.88 million, these expenses represent 0.003% of the Education budget (2001) and chargeable to the Government. 6.1.2 Prospects for establishing a maintenance (agricultural and industrial) and partnership network between operators of the sector and ISET are further chances for ensuring that the facilities built under the project are adequately maintained. 6.2 Project Sustainability 6.2.1 The project is in keeping both with the Ten-Year Education Programme and the National Poverty Reduction Programme priorities of the Government and financial partners for the next decade. The new institutional arrangements aim at creating an environment propitious to sound project management and more so to myriad achievements. Moreover, the involvement of technical and administrative entities and economic operators in the project’s implementation as well as in the management of the Rosso Training Institute are promises of support and subsequently of reproducing the skills taught and experiments carried out under the project.

6.2.2 It must be underscored that project actions target the core areas and vital needs of the Mauritanian education system and therefore are likely to improve it greatly. The expansion of tertiary education, in particular the emergence of technical fields is a priority of PNDSE, therefore of the Government’s strategy. This convergence of project fields and Government priorities will facilitate mobilisation of the necessary human and financial means for reaching the set objectives. Lastly, the provisions and technical standards set out for implementation of the architectural programme should make it possible to guarantee long term use of the

25

structures despite environmental constraints. Training of specialised staff, choice of equipment for the workshops, method for organising courses will have considerable impact on the development of skills and consequently haven lasting ripple effects on the level of culture, institutional management, as well as maintenance of teaching and agricultural equipment. 6.3 Major Risks and Mitigating Measures 6.3.1 On the basis of the components and institutional arrangements, there are no major risks likely to jeopardise implementation of the project. Nonetheless, the risks described below could arise. 6.3.2 The possibility of a delay especially in construction as has been generally the case in Mauritania for all past projects could be a risk to project implementation. To mitigate this risk, plans have been made under the project to use the services of a short-term consultant and technical assistance to help the DPEF. In addition, a programme steering committee will be set up, a concerted plan drawn and the implementation schedules of the various programme components harmonised. Furthermore, the ADF will field more supervision and follow-up missions. 6.3.3 The second risk concerns the remote location of the ISET of Rosso. Its isolation will depend on the type of courses taught, whether they are practical and in tune with the economic outlook, and more so, whether the institution can provide adequate supervision by a pool of A1 teachers proficient from the standpoints of theory, technology and educational method particularly in preparing modular training programmes adapted to the current and future requirements of the job market. Weaknesses in these areas could worsen the impact from the location of the Rosso Training Institute situated at 200 km from Nouakchott, the political and economic centre where most university facilities and know-how are found. The Government gives priority to such training courses and has decided to encourage part-time lecturing by teachers of schools and faculties in Nouakchott, to second administrative and teaching staff and create a new technology teachers corps. Alongside these measures, ISET could call upon professionals of the job market to train and supervise students.

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7. PROJECT BENEFITS 7.1 Economic Benefits As designed, the project could have positive ripple effects on economic development and the activities of the populations and operators of the rural world, especially agricultural production, livestock development, preservation and in the long term agricultural produce processing. In addition, the project could mean a better control over marketing channels, agricultural diversification (market gardening, fruit tree and flower growing). Thus, economic growth in the next two decades will be dependent on productivity gains generated by the agricultural sector and the development of the services sector. Contrary to standard and secondary education, only post-secondary education can ensure this workforce of adequate skills and know-how capable of increasing productivity and promoting innovations compatible with the demands advocated by the Government for modernising the agricultural sector. 7.2 Impact on Cross Cutting Issues and Project Focus 7.2.1 The social implications of the project will be positive and visible on various fronts: firstly, the effects on the training structure through popularisation of the approach to and philosophy of training that is designed to be more practical and useful for the emergence of an enterprising culture; secondly, the repercussions will be encouraging on regional economic activity thanks to a mastery of technology, diversification and increase in production and lastly, the welfare of the populations and condition of women will advance. Support to the surrounding communities through the outreach programme especially for the women’s co-operatives will make it possible to improve cropping techniques, production and better control trading channels. The project will also contribute to more independence and break the ground for a more enterprising culture. Women will be able to train other women and the sensitisation campaign will contribute to women’s economic independence and step up their role as link in the context of a positive change. . 7.2.2 As an education and training institution, ISET in Rosso will provide study opportunities to school leaving certificate holders, further training opportunities to agents and technicians already on the job through continuous training sessions, evening courses, retraining and upgrade courses and the possibility for senior technicians to move up the career ladder of their specific areas. In fact, over and beyond their professional functions, the men and women trained will arrive at a clearer understanding and knowledge of their environment so as to better control their own destiny and better communicate. The project will contribute to improving well being, increasing incomes especially of women and people at risk. 7.2.3 From the standpoint of agricultural production, the project will, alongside other completed or ongoing development actions, contribute to increasing the national grain production from 40% to about 60%, and reduce significantly food expenses in the household budget by 75% in the rural area and 50% in the urban area. The increase in productivity and enhancement of labour will mean an annual production growth of about 7%, a 10% increase per annum in the value added of grain other than rice, more competitiveness of crops, and a reduction of poverty from 60% to 35% in the project impact areas. Project actions will contribute to a gradual increase in the productivity and competitiveness of products through an improvement of the skills of agricultural operators and stockbreeders, a better management of natural resources, better farming techniques, a better control over management instruments,

27

product diversification, and an easier access to the market. Seen from that angle, the project will consolidate several rural development actions financed by bilateral and multilateral financing institutions including the African Development Bank, and will improve the service quality and performance level of structures like SONADER, the Economic Interest Groups (GIE), the Federation of Operators in the main sectors. 8. CONCLUSIONS AND RECOMMENDATIONS 8.1 Conclusions 8.1.1 The education system reform proposed under the PNDSE seems fitting and the guidelines worked out by the Government relevant in light of Mauritania’s development context and current challenges. Over and beyond its setting, the initiative testifies to the resolve and commitment of the powers-that-be and the determination of the staff of the Ministry of Education. It shows the stamp of unanimity on the need to look for more encouraging alternatives that not only national economic operators but also international development finance institutions are calling for. 8.1.2 This ADF operation falls perfectly into line with and offers to be an innovating contribution to the Government’s undertaking and has the full support of national economic operators. 8.2 Recommendations and Loan Conditions 8.2.1 In view of the foregoing it is recommended that a loan not exceeding UA 8.30 million be granted to the Islamic Republic of Mauritania for the purpose set out in this report subject to the following conditions:

A. Conditions Precedent to Entry into Force of the Loan 8.2.2 Entry into force of the loan agreement shall be subject to the fulfilment by the Borrower of the conditions set out in Section 5.01 of the General Conditions Applicable to ADF Loan and Guarantee Agreements. In addition, the loan shall be subject to the following specific conditions:

B. Conditions Precedent to First Disbursement 8.2.3 The obligations of the Bank to make the first disbursement of the loan shall be conditional upon entry into force of the Agreement and fulfilment by the Borrower of the following conditions:

i) Provide evidence that a special account has been opened in a Bank judged acceptable by the Fund, for the loan resources and a sub-account into which the research support fund resources will be paid (paragraph 5.5.2);

ii) Provide the Fund with the document that testifies to allocation of the current

site (47 ha) for the lay-out of the administrative buildings, teaching and living areas for the ISET of Rosso, and an additional plot of land (at least 20 ha) for the experimental farm (paragraph 4.6.2);

28

iii) Provide evidence of the appointment of a project co-ordinator whose qualification and experience shall have been judged acceptable by the Fund (paragraph 5.1.2);

C. Other Conditions: i) Communicate to the Fund not later than 30 June 2003, proof of the

establishment of the National Research Commission and the Technical Scientific Committees (CTS), their number, composition and operating terms (paragraph 5.2.4);

ii) Provide evidence not later than three (3) months following the opening of the

Rosso Institute, of the establishment of the Institution’s Management Committee comprising in particular representatives from the MEN, teachers’, and employers’ unions, the Federation of Economic Operators (farmers, stockbreeders, etc.), the Women’s Welfare Secretariat (paragraph 5.2.3);

iii) Provide the Fund not later than 30 June 2003, with the Research Support Fund

Management Manual which states clearly the criteria for selecting eligible research projects and programmes, for allocating resources, the terms for their disbursement and for validating research results (paragraph 5.2.4);

iv) Establish in each report on the audit of project funds, proof of payment of the

national contribution to the Research Support Fund (FAR) estimated at UM 75 million per annum (paragraphs 5.2.4 and 4.6.1);

v) Provide the Fund not later than 31 December 2004, proof that university

regulations contain provisions giving girls priority of access to accommodation (paragraph 4.6.3).

ANNEX I

ISLAMIC REPUBLIC OF MAURITANIA TEN-YEAR EDUCATION SYSTEM PROGRAMME SUPPORT PROJECT (PNDSE)

ADMINISTRATIVE MAP

This map has been drawn exclusively for the use of the readers of the report to which it is attached. The names used and the borders shown do not imply on the part of the Bank Group and its members any judgement concerning the legal status of a territory or any approval or acceptance of these borders.

Cette carte est destinée exclusivement à l’usage des lecteur du rapport auquel elle est jointe. Les dénominations utilisées et les frontières figurant sur cette carte n’impliquent de la part du Groupe de la BAD et de ses membres aucun jugement concernant le statut légal d’un territoire ni aucune approbation ou

ANNEX 2 MAURITANIA: TEN-YEAR EDUCATION SYSTEM PROGRAMME SUPPORT PROJECT

PROJECT IMPLEMENTATION SCHEDULE

L a u n c h in g

C o m p o n e n t I B a s ic In fra s tru c tu re S tu d ie s a n d s u p e rv is io nC o n s tru c tio nR e h a b ilita t io nF u rn itu reE q u ip m e n tC o m p o n e n t II C a p a c ity B u ild in gS tu d ie s E q u ip m e n tT ra in in gT e c h n ic a l A s s is ta n c e

C o m p o n e n t II I R e s e a rc h S u p p o rt S tu d ie sR u ra l e n g in e e r in g w o rk s lE q u ip m e n tT ra in in gT e c h n ic a l A s s is ta n c eF u n d S u p p o rtM ic ro -p ro je c tsC o m p o n e n t IV P ro je c t M a n a g e m e n tF u rn itu reE q u ip m e n tT e c h n ic a l A s s is ta n c eO p e ra tin g C o s ts

M id -te rm R e v ie wC o m p le t io n R e p o rt

ANNEX III Page 1 of 3

ISLAMIC REPUBLIC OF MAURITANIA TEN-YEAR EDUCATION SYSTEM DEVELOPMENT PROGRAMME SUPPORT

PROJECT (PNDSE)

ENVIRONMENTAL SUPPLEMENT 1. Introduction. 1.1 Within the framework of its poverty reduction strategy, the Islamic Republic of Mauritania, undertook to formulate a ten-year education system development strategy aimed at strategies and fields of action to be given pride of place with the prospect of improving living conditions, productivity and competitiveness of the national economy. 1.2 Accordingly, the ADF was asked to assist the Government of Mauritania in implementing its education programme. The latter is aimed at diversifying the education package, improving the standard of education and research with a view to increasing the number of workers with intermediate skills (senior technicians and officers [engineers]) in the fields of agro-stock farming, forestry and food technologies. 1.3 The project was identified by the MED on the basis of needs expressed by economic operators of the sector, associations and co-operatives of rural communities and development corporations. The main project lines and educational programme to which priority must be given have been the subject of detailed discussions between the ADB and financing organisations, the Federation of Economic Operators in the agriculture and stock breeding sector, and the administrative structures directly concerned. 2. The Education Sector Overall, Mauritania’s education system has made remarkable progress in the area of enrolment since 1960 and especially in the last decade. Facilities (schools and classrooms) increased by 120% between 1990 and 1998. Similarly, at primary level there has been an average increase of 10.3% per annum. Concurrently, the crude enrolment rate at primary level rose from 45% (1990) to 86% in 1999 with a girls enrolment rate of 81% against 87.6% per boys. However, the net enrolment rate is still relatively low at about 64% in 1999. These figures overshadow the low retention capacity of the system and the gender and regional differences. 3. The Environmental Sector.

In Mauritania, the Ministry of Rural Development and Environment defines the environmental policy. The framework legislation concerning environmental protection was enacted on 26 July 2000 but no decree for its application has been promulgated to date. In its Articles 76 to 78 it legislates on aspects relative to environmental aesthetics, constructions, pollution or other common nuisance.

ANNEX III Page 2 of 3

4. The Project

The expected outputs of the project whose implementation will span 4 years can be summarised as follows: (i) Basic Infrastructure Development of the Rosso Institute of Higher Technological Learning

(ISET) on a site of 47 ha (rehabilitation of existing infrastructure, including 29 ha for the experimental farm (20 ha).

(ii) Institution Building of higher education; (iii) Support to Development Research and Technological Innovations which comprises basically

the creation of a research support fund, activities to sensitise girls to the new training opportunities, AIDS/HIV and malaria control, as well as programmes for technical support to local authorities, co-operatives and Federations of Farmers and Stockbreeders Associations;

(iv) Support to the Project Management Structure is aimed at building the management capacity

of the Education and Training Project Management Directorate (DPEF). 5. Environmental Impacts 5.1 The Bank has classified the project under category 2 because negative impacts are insignificant and will be easily controlled by Project Management. 5.2 These potential negative impacts could come from poor organisation of the construction sites (traffic, sound and gas nuisance, accident hazards, inadequate storage of construction materials, etc) or building development. They could also stem from the type of the soil (clay of low bearing capacity in the event of water over-saturation), age of the buildings to rehabilitate or poor maintenance of the installations post-project. No mention is made of implications of land expropriation. To address these risks, the bidding documents will state clearly the responsibility of contractors and measures to take for mitigating all environmental risks. Measures will include drainage of humid clayey soils, regulation of traffic to the sites, planting on bare areas, rehabilitation of storage areas for construction materials and site utility areas, etc. Funds have been earmarked for these measures under works to implement. 5.3 The positive effects identified will stem from the rehabilitation of infrastructure, improvement of hygiene and safety conditions, treatment of liquid and solid waste from the buildings rehabilitated. The environmental setting of the institution will be improved through a better management of open spaces, community and teaching areas thus ensuring more harmony between the physical and teaching environments. In addition, through the courses, pilot initiatives and know-how conveyed, the project will contribute in the medium and long terms to a better environmental balance against the deterioration of grazing areas, flooding, decreasing the plant cover, salinity, waterborne diseases made worse by migration and settlement of one-time nomads in the south and south-east regions. The future certificate holders of the Rosso Institute create a pool of potential skilled workers who will take up the challenge of environmental protection aimed at sustainable development. The project will have major socio-economic impacts especially for

ANNEX III Page 3 of 3

jobs in the agricultural sector (rural engineering, animal health, diversification of crops and techniques, development of trading channels, processing and preservation of agricultural produce, etc). The project will contribute to the settlement of the young in their community and control rural urban migration. 5.4 The project’s environmental follow-up will be the responsibility of the project co-ordination unit assisted by an environmentalist of the Ministry of Rural Development and Environment. Supervision missions will be organised by the ADB and will take into account this aspect of the project. The periodic activity reports will comprise a chapter on the environmental aspect of the project. 6. Conclusions There will be no particular deteriorating project effect on the environment to compromise its development objective in the long term and its social impact will be over-riding.

ANNEX IV

ISLAMIC REPUBLIC OF MAURITANIA TEN-YEAR EDUCATION SYSTEM DEVELOPMENT PROGRAMME SUPPORT

PROJECT (PNDSE)

LIST OF DOCUMENTS CONSULTED

Abdallahi M. O. SIDYA : « Study of Rural Employment in Mauritania », March, 1966

(51 pages). Ministry of Nat. Education: National Education Sector Development Programme

2001/2010 (Tomes I and II), April 2001 (301 pages).

DIABIRA Moussa : Agricultural Development Policy in Mauritania 1985/1997:Performance & Prospects Masters Dissertation (159 pages)

DIALLO A. Alassane : Livestock Sector Production in Mauritania

Masters Dissertation 1998/1999 Academic Year (39 pages).

World Bank : Mauritania: Poverty Reduction Strategy Paper Joint IDA

-IMF staff assessment of the PRSP, January 2001 (75 pages).

- Poverty Reduction Strategic Framework, 77 pages, January 2001;

- The Education System in Mauritania points for analyses for examination of new policies, 111 pages, May 2000, MEN;

- Higher Education Sector Restructuring Study, 38 pages, July 1999, BIEF;

- Identification and quantification of training needs in the rural sector, 57 pages, October

1997, Assane SOUMARE;

- Self-training guide on the various approaches of the Government’s Basic Education Programme/UNICEF, 60 pages, January 2000, MEN/SEAO/UNICEF.

ANNEX V

Enrolment Trend by Level of Education

School Year 1985-86 1990-91 1992-93

1995-96 1996-97

1997-98

1998-99

Primary Number of Pupils

Population 6-11 yrs Crude enrolment rate (%)

140 871 339 448

41.5

166 036 355 073

46.8

218 215 350 747 62.2

268 216 352 815

76.0

312 654 365 119 85.6

330 199 382 841 86.3

346 222 404 766 85.5

Lower Primary Number of Pupils

Population 12-14yrs Crude enrolment rate

20 493

138 466 14.8

20 168

137 573 14.7

23 633

149 360 15.8

28 796

167 327 17.2

30 497

173 008 17.6

34 455

178 412 19.3

37 449

183 372 20.4

Upper Primary Number of Pupils

Population 15-17 yrs. Crude enrolment rate

12 655

110 043 11.5

15 053

122 624 12.3

16 514

130 716 12.6

15 643

147 560 10.6

19 315

153 628 12.6

20 321

159 609 12.7

22 620

165 459 13.7

Technical Secondary Number of Pupils

Population 17-19 yrs. Crude enrolment rate

1 107

103 689 1.1

860

115 153 0.75

1 088 121 408 0.90

1 414

134 580 1.05

1 448 140 268 1.03

1 590 146 269 1.08

1 682 152 319 1.10

Higher Education Number of Pupils

Population 18-21yrs Crude enrolment rate

5 542

144 889 3.8

7 527

147 313 5.1

10 014

154 326 6.5

10 768

168 640 6.4

11 619

174 926 6.6

13 000

182 036 7.1

12 912

189 741 6.8

Source: Sector Study 1999

ANNEX VI

P R O J E C T G R O S S C A N C E L - N E T D I S B U R S E . % A P P R O V A L S I G N - E F F E C T I V E - C L O S I N G O B S E R V A T I O N S

L O A N L A T I O N L O A N D I S B U R S E T U R E N E S S1 . A G R I C U L T U R ES t u d y o f 1 4 D a m s i n t h e T a g a n t R e g i o n ( A D F ) 0 . 1 7 0 . 0 0 0 . 1 7 0 . 1 7 1 0 0 .0 0 1 6 / 0 1 / 7 4 0 4 / 1 0 / 1 9 7 4 3 1 / 1 2 / 7 6 2 8 / 0 2 / 7 9 C o m p l e t e dB o g h é P l a i n D e v e l o p m e n t ( A D F ) 3 . 9 6 0 . 0 0 3 . 9 6 3 . 9 6 1 0 0 .0 0 2 6 / 1 1 / 7 4 1 8 / 1 2 / 7 4 3 1 / 1 2 / 7 6 3 1 / 1 2 / 9 0 C o m p l e t e d , P C R a v a i l a b l eC o n s t r u c t i o n o f 3 2 S h e d s f o r G r a i n S t t o r a g e ( A D F ) 6 . 4 5 0 . 8 6 5 . 8 9 5 . 6 0 8 6 .8 2 2 2 / 1 1 / 7 8 1 6 / 0 5 / 7 9 2 6 / 0 7 / 8 2 3 1 / 1 2 / 8 4 C o m p l e t e d , P C R a v a i l a b l eB o g h é P l a i n D e v e l o p m e n t s p p l ( A D F ) 2 . 5 5 0 . 0 1 2 . 5 4 2 . 5 4 9 9 .6 1 1 1 / 1 1 / 1 9 8 2 2 4 / 0 3 / 8 3 3 1 / 1 2 / 8 3 3 1 / 1 2 / 9 0 C o m p l e t e d , P C R a v a i l a b l eL i v e s t o c k D e v e l o p m e n t ( A D F ) 7 . 4 1 0 . 0 0 7 . 4 1 6 . 9 3 9 3 .5 2 1 8 / 0 6 / 8 6 1 6 / 0 2 / 8 7 0 9 / 0 4 / 1 9 8 7 3 1 / 0 6 / 9 9 C o m p l e t e dO p e n i n g u p a n d D e v . o f M e d . - s i z e d I r r i g . A r e a s ( A D F ) 1 0 . 2 7 0 . 0 0 1 0 . 2 7 9 . 5 4 9 2 .8 9 2 6 / 0 6 / 8 7 1 5 / 0 2 / 8 8 3 0 / 0 3 / 8 9 3 1 / 1 2 / 1 9 9 9 O n g o i n gA r t i s a n a l F i s h e r i e s ( A D F ) 5 . 2 7 0 . 0 0 5 . 2 7 5 . 1 5 9 7 .7 2 2 2 / 0 6 / 8 8 3 1 / 0 8 / 8 9 2 7 / 0 6 / 9 0 3 1 / 1 2 / 1 9 9 9 C o m p l e t e dS u p p o r t f o r t h e F i s h e r i e s S e c t o r ( A D F ) * 1 0 . 1 3 6 . 4 0 3 . 7 3 2 . 0 1 5 3 .8 9 0 1 / 0 9 / 1 9 9 3 2 8 / 1 0 / 9 3 0 8 / 1 1 / 1 9 9 4 3 1 / 1 2 / 2 0 0 1 O n g o i n gA H A B r a k n a S t u d y ( T A F ) 0 . 7 9 0 . 0 0 0 . 7 9 0 . 0 7 0 .0 9 2 0 / 1 1 / 9 7 2 7 / 0 1 / 9 8 0 3 / 1 0 / 1 9 9 9 3 1 / 1 2 / 0 0 A t s t a r t - u p s t a g eA r t i s a n a l F i s h e r i e s , P h a s e 2 5 . 0 0 0 . 0 0 5 . 0 0 0 . 0 0 0 .0 0 1 2 / 1 3 / 9 9 0 1 / 1 1 / 2 0 0 0 0 3 / 1 0 / 1 9 9 9 3 1 / 1 2 / 2 0 0 4 A t s t a r t - u p s t a g eL i v e s t o c k D e v e l o p m e n t a n d S t o c k M a n a g e m e n t 5 . 0 0 0 . 0 0 5 . 0 0 0 . 0 0 0 .0 0 0 4 / 0 4 / 2 0 0 1 1 5 / 0 4 / 2 0 0 1 2 0 / 0 3 / 2 0 0 1 3 1 / 1 2 / 2 0 0 6 A t s t a r t - u p s t a g eP i l o t F o o d S e c u r i t y P r o g r a m m e 0 . 7 5 0 . 0 0 0 . 7 5 0 . 0 0 0 . 0 0 % 2 0 / 0 6 / 9 9 3 7 1 0 6 . 0 0 2 9 / 0 3 / 0 1 3 1 / 1 2 / 2 0 0 4 A t S t a r t - u p S t a g e

5 7 . 7 5 7 . 2 7 5 0 . 4 8 3 5 . 8 8 7 1 0 0 .0 0 %2 . T R A N S P O R TT r a n s m a g r é b i n e R o a d ( A D F ) 8 . 9 0 1 . 1 0 7 . 7 8 7 . 7 8 9 9 .0 0 0 9 / 1 1 / 1 9 9 6 1 0 / 0 3 / 1 9 9 6 3 1 / 1 2 / 2 0 0 0T o t a l 0 . 0 0 1 . 1 0 0 . 0 0 7 . 7 8 9 9 0 0 .0 0 %

3 . C O M M U N I C A T I O N S T e l e c o m m u n i c a t i o n s D e v e l o p m e n t ( A D B ) 0 . 8 5 0 . 0 0 0 . 8 5 0 . 8 5 1 0 0 .0 0 1 7 / 0 5 / 7 3 3 1 / 1 2 / 7 3 3 1 / 1 2 / 8 7 3 1 / 1 2 / 8 7 C o m p l e t e dT e l e c o m m u n i c a t i o n s D e v . s u p p l . ( A D B ) 0 , 8 0 , 0 0 0 , 8 0 0 , 8 0 1 0 0 ,0 0 1 4 / 1 0 / 7 5 1 9 / 0 2 / 7 6 3 1 / 1 2 / 7 6 3 1 / 1 2 / 7 8 C o m p l e t e dT o t a l 1 , 6 5 0 , 0 0 1 , 6 5 1 , 6 5 1 0 0 ,0 04 . A L I M E N T A T I O N E N E A U E T A S S A I N I S S E M E N T N o u a k c h o t t W a t e r a n d S a n i t a t i o n ( A D F ) 3 , 3 2 0 , 0 0 3 , 3 2 3 , 3 2 1 0 0 ,0 0 1 0 / 0 5 / 1 9 7 4 0 4 / 0 6 / 1 9 7 4 3 0 / 0 9 / 7 6 3 1 / 1 2 / 8 1 C o m p l e t e dN o u a k c h o t t W a t e r a n d S a n i t a t i o n S u p p l . ( A D F ) 0 , 8 3 0 , 0 3 0 , 8 0 0 , 8 0 1 0 0 ,0 0 2 6 / 1 1 / 7 6 2 1 / 0 1 / 7 7 3 0 / 0 9 / 7 8 3 1 / 1 2 / 8 1 C o m p l e t e dC o n s t u c t i o n o f 3 6 B o r e h o l e s ( A D F ) 3 , 0 4 0 , 1 2 2 , 9 2 2 , 9 2 9 6 ,0 5 2 8 / 0 2 / 7 8 0 5 / 0 4 / 1 9 7 8 0 3 / 1 2 / 1 9 7 8 3 1 / 1 2 / 8 6 C o m p l e t e d , P C R a v a i l a b l eS o u t h - E a s t R u r a l W a t e r S u p p l y ( A D B ) 7 , 7 7 1 , 0 4 6 , 7 3 5 , 5 1 8 2 ,0 0 2 1 / 1 2 / 8 2 2 4 / 0 3 / 8 3 0 9 / 0 5 / 1 9 8 6 3 1 / 1 2 / 2 0 0 1 O n g o i n gR e h a b . o f N o u a k c h o t t W a t e r S u p p l y & S a n i t . ( A D F ) 6 , 9 4 0 , 0 0 6 , 9 4 6 , 9 4 1 0 0 ,0 0 1 2 / 1 2 / 1 9 8 5 3 0 / 0 4 / 8 6 3 0 / 0 3 / 8 9 3 1 / 1 2 / 9 7 C o m p l e t e dS u p p l y o f D W S t o 1 0 c a p i t a l s ( T A F ) 2 , 0 0 0 , 5 0 1 , 5 0 1 , 5 0 1 0 0 ,0 0 0 2 / 0 5 / 1 9 9 1 1 2 / 0 5 / 1 9 9 2 1 2 / 0 5 / 1 9 9 1 3 1 / 1 2 / 9 7 C o m p l e t e dT o t a l 2 3 , 9 0 1 , 6 9 2 2 , 2 1 2 0 , 9 9 9 4 ,5 15 . P O W E R N o u a k c h o t t E l e c t r i c a l C e n t r e ( A D B ) 1 4 . 8 6 0 . 0 2 1 4 . 8 4 1 4 . 8 4 9 9 .8 7 1 2 / 2 1 / 1 9 8 2 2 4 / 0 3 / 8 3 0 9 / 0 5 / 1 9 8 6 3 1 / 1 2 / 8 9 C o m p l e t e d , P C R a v a i l a b l eT o t a l 1 4 . 8 6 0 . 0 2 1 4 . 8 4 1 4 . 8 4 1 0 0 0 0 .0 0 %6 . I N D U S T R I E S , M I N E S A N D Q U A R R I E SG u e l b s I r o n O r e ( A D B ) 5 . 0 0 0 . 0 0 5 . 0 0 5 . 0 0 1 0 0 .0 0 2 1 / 1 1 / 7 8 2 1 / 1 2 / 7 8 3 1 / 1 2 / 8 0 3 0 / 0 6 / 8 4 C o m p l e t e dG u e l b s I r o n O r e ( A D B ) 5 . 0 0 0 . 0 0 5 . 0 0 5 . 0 0 1 0 0 .0 0 2 3 / 0 1 / 7 9 1 5 / 0 2 / 8 0 3 1 / 1 2 / 8 0 3 0 / 0 6 / 8 4 C o m p l e t e dS N I M R e h a b i l i t a t i o n P r o g r a m m e ( A D F ) 1 2 . 0 2 0 . 0 2 1 2 . 0 1 2 . 0 1 0 0 .0 0 1 8 / 0 3 / 8 6 3 0 / 0 4 / 8 6 2 4 / 0 8 / 8 7 3 0 / 0 6 / 9 6 C o m p l e t e d , P C R a v a i l a b l e M 'H a o u d a t I r o n E x p l o i t a t i o n ( A D B ) 4 6 . 8 1 1 . 8 4 5 . 0 1 4 5 . 0 1 1 0 0 .0 0 2 2 / 0 6 / 8 8 1 3 / 0 1 / 8 9 0 3 / 0 4 / 1 9 8 9 3 1 / 1 2 / 9 4 C o m p l e t e d , P C R a v a i l a b l eS N I M E x p o r t C a p a c i t y I n c r e a s e 2 2 . 3 2 0 2 2 . 3 2 0 0 1 8 / 0 5 / 0 1 0 8 / 0 6 / 2 0 0 1 3 1 / 1 2 / 0 3 A t L a u n c h i n g S t a g eT o t a l 9 1 . 1 5 1 . 8 2 8 9 . 3 3 6 7 . 0 1 7 5 .0 0 7 . F I N A N C E S L i n e o f C r e d i t t o U B D ( f o r m e r F N D ) ( A D F ) 3 . 6 8 0 . 2 1 3 . 4 7 3 . 4 7 1 0 0 0 0 . 0 0 %T o t a l 3 . 6 8 0 . 2 1 3 . 4 7 3 . 4 7 1 0 08 . S O C I A LE x t e n s i o n o f H e a l t h S c h o o l ( A D F ) 1 . 2 0 0 . 0 4 1 . 1 6 1 . 1 6 9 6 .6 7 2 7 / 0 2 / 7 6 2 2 / 0 3 / 7 6 3 1 / 1 2 / 7 6 3 1 / 1 2 / 9 4 C o m p l e t e dT r a i n . C e n t r e f o r T e a c h e r s o f G e n . E d u c . C o l l e g e s ( A D F ) 5 . 5 3 0 . 0 0 5 . 5 3 5 . 5 3 1 0 0 .0 0 3 0 / 0 4 / 8 1 2 5 / 0 5 / 8 1 1 4 / 0 2 / 8 2 3 0 / 0 6 / 9 9 C o m p l e t e dH e a l t h S e c t o r S t u d y ( A D F ) 1 . 2 3 0 . 0 1 1 . 2 2 1 . 2 2 1 0 0 .0 0 1 3 / 0 2 / 8 5 2 6 / 0 7 / 8 5 3 1 / 1 2 / 8 7 3 1 / 1 2 / 9 3 C o m p l e t e dE d u c a t i o n S e c t o r R e s t r u c t u r i n g ( A D F ) 1 2 . 7 3 0 . 0 0 1 2 . 7 3 1 2 . 7 3 1 0 0 .0 0 1 0 / 0 7 / 1 9 8 9 3 1 / 0 8 / 8 9 3 1 / 0 3 / 9 0 3 0 / 0 6 / 9 9 C o m p l e t e dS u p p o r t o f D S A ( T A F ) 0 . 7 0 0 . 0 0 0 . 7 0 0 . 7 0 1 0 0 .0 0 1 6 / 0 3 / 9 1 0 9 / 0 5 / 1 9 9 1 0 5 / 0 6 / 1 9 9 1 3 0 / 0 6 / 9 6 C o m p l e t e dI m p r o v e m e n t o f P r i m a r y H e a l t h C a r e ( A D F ) 9 . 2 1 1 . 8 7 . 4 1 5 . 7 2 7 7 .0 0 2 3 / 0 3 / 9 2 2 9 / 0 1 / 9 3 2 5 / 0 8 / 9 3 3 1 / 1 2 / 9 8 O n g o i n gM i c r o E n t r e p r i s e ( A D F ) 3 . 2 3 0 . 0 0 3 . 2 3 1 . 1 7 3 6 .0 0 1 1 / 0 5 / 1 9 9 7 1 8 / 1 1 / 9 7 0 8 / 1 0 / 1 9 9 8 3 1 / 1 2 / 0 4 O n g o i n gH e a l t h S e c t o r S u p p o r t P r o g r a m m e 1 0 . 1 1 0 1 0 . 1 1 0 . 8 8 0 . 9 0 3 / 0 7 / 1 9 9 9 1 1 / 0 1 / 2 0 0 0 5 / 0 2 / 2 0 0 0 3 1 / 1 2 / 2 0 0 4 A t S t a r t - u p S t a g eS u p p o r t f o r D e v e l o p m e n t o f E d u c a t i o n S y s t e m 5 . 9 2 0 . 0 0 5 . 9 2 0 . 6 0 1 0 0 6 / 3 0 / 1 9 9 9 0 9 / 0 4 / 1 9 9 9 2 9 / 0 9 / 2 0 0 0 3 1 / 1 2 / 2 0 0 4 A t l a u n c h i n g S t a g eT o t a l 0 . 0 0 1 . 8 5 4 8 . 0 1 2 9 . 7 1 6 2 0 0 .0 0 %9 . M U L T I - S E C T O RS t r u c t u r a l A d j u s t m e n t P r o g r a m m e ( A D F ) 1 3 , 8 1 0 , 0 0 1 3 , 8 1 1 3 , 8 1 1 0 0 ,0 0P u b l i c R e s o u r c e s M a n a g e m e n t P r o g r a m m e ( A D F ) 1 3 , 8 2 0 , 0 0 1 3 , 8 2 1 3 , 8 2 1 0 0 ,0 0 2 8 / 0 8 / 9 1 0 3 / 1 2 / 1 9 9 1 2 6 / 1 2 / 9 1 1 3 / 1 2 / 9 2 C o m p l e t e d , P C R a v a i l a b l eP u b l i c R e s o u r c e s M a n a g e m e n t P r o g r a m m e ( A D F ) 7 , 8 0 0 , 0 0 7 , 8 0 7 , 8 0 1 0 0 ,0 0 1 7 / 1 2 / 9 6 2 0 / 1 2 / 9 6 2 7 / 0 2 / 9 7 3 1 / 1 2 / 0 0 O n g o i n gS u p p l e m e n t a r y F i n a n c i n g M e c h a n i s m s f o r 1 9 9 8 2 , 1 8 0 , 0 0 2 , 1 8 2 , 1 8 1 0 0 ,0 0 1 5 / 1 2 / 9 8 1 3 / 1 / 9 9 1 5 / 1 2 / 1 9 9 9 3 1 / 1 2 / 0 0 C o m p l e t e dS u p p l e m e n t a r y F i n a n c i n g M e c h a n i s m f o r 1 9 9 9 2 , 0 0 0 , 0 0 2 , 0 0 2 , 0 0 1 0 0 ,0 0 1 1 / 2 6 / 1 9 9 9 1 5 / 1 2 / 1 9 9 9 2 1 / 1 2 / 1 9 9 9 3 1 / 1 2 / 0 0 0 C o m p l e t e dM u l t i - s e c t o r I n s t i t u t i o n a l S u p p o r t 1 , 0 5 0 , 0 0 1 , 0 5 0 , 0 0 0 ,0 0 0 7 / 0 7 / 2 0 0 2 9 / 0 9 / 2 0 0 0 0 2 / 2 7 / 2 0 0 1 1 2 / 3 1 / 2 0 0 2F i s c a l A d j u s t m e n t P r o g r a m m e 1 0 , 0 0 0 , 0 0 1 0 , 0 0 0 , 0 0 0 ,0 0 0 4 / 2 7 / 2 0 0 1 3 0 / 0 5 / 2 0 0 1 A t L a u n c h i n g S t a g eT o t a l 5 0 , 6 6 0 , 0 0 5 0 , 6 6 3 9 , 6 1 7 8 ,0 0G r a n d T o t a l 3 0 2 , 4 1 1 3 , 9 6 2 8 8 , 4 5 2 2 0 , 9 4 7 6 ,4 9

A n n e x 6L I S T O F B A N K G R O U P O P E R A T I O N S

( A m o u n t s i n U A a s a t 3 0 / 0 6 / 2 0 0 1 )

Annex

THE ISLAMIC REPUBLIC OF MAURITANIA TEN-YEAR EDUCATION SYSTEM DEVELOPMENT

PROGRAMME SUPPORT PROJECT

CORRIGENDUM TO THE APPRAISAL REPORT This document explains modifications to the appraisal report of the above-mentioned document (ref. AFD/BD/WP/2001/144) following discussions with the Borrower during the loan negotiations on 31 October 2001 and 2 November 2001 at the Bank headquarters. The changes concerning responsibility for some expenditure categories by one or other party and revision of some estimates have led to cost adjustments according to project component. The project objectives remain the same and so does its technical design. The Government’s share in the project cost was modified and now stands at UA 1.4 million instead of UA 1.72 million. REVISED PROJECT COSTS During the negotiations, the cost breakdown of some components was adjusted and some expenditure categories re-allocated to the Government and the Bank. The revised total project cost is UA 10.01 million. The new tables of project costs and financing schedule by source and component are given below. The table of detailed costs is given as Annex 1. The tables below replace those of the Appraisal Report.

Table 4.1 Project Cost by Component

COMPONENT OOUGUIYA million UA million

F.E. L.C. Total F.E. L.C. Total % Total

I. Development of basic infrastructure 1249.36 316.12 1565.48 3.80 0.96 4.76 37.95II. Institution building 347.84 30.16 378.00 1.06 0.09 1.15 11.48III. Support to development research and technological innovations 759.54 79.01 838.55 2.31 0.24 2.55 25.47IV. Support to the project management structure 120.12 91.01 211.14 0.37 0.28 0.64 3.65Total Base Cost 2476.86 516.31 2993.17 7.53 1.57 9.11 90.91Contingencies 123.84 25.82 149.66 0.38 0.08 0.46 4.55Price escalation 123.84 25.82 149.66 0.38 0.08 0.46 4.55Total Project Cost 2724.55 567.94 3292.48 8.29 1.73 10.02 100.00%Percentage of project cost 82.75% 17.25% 100.00% 82.75% 17.25% 100.00%

2

Table 4.2 Project Cost by Expenditure Category

CATEGORIES OF EXPENDITURE MU million UA million

F.E. L.C. Total F.E. L.C. Total % Total

A. Design and supervision 159.56 16.66 176.21 0.49 0.05 0.54 5.35B. Construction 649.88 73.10 722.98 1.98 0.22 2.20 21.96C. Rehabilitation 0.00 173.11 173.11 0.00 0.53 0.53 5.26D. Furniture 143.11 23.30 166.41 0.44 0.07 0.51 5.05E. Equipment 789.93 88.84 878.77 2.40 0.27 2.67 26.69F. Formation 273.28 20.72 294.00 0.83 0.06 0.89 8.93G. Technical assistance 122.50 0.00 122.50 0.37 0.00 0.37 3.72H. Research Support Fund 191.57 21.29 212.85 0.58 0.06 0.65 6.46I. Operating 147.04 99.30 246.34 0.45 0.30 0.75 7.48Total Base Cost 2476.86 516.31 2993.17 7.53 1.57 9.11 90.91Contingencies 123.84 25.82 149.66 0.38 0.08 0.46 4.55Price escalation 123.84 25.82 149.66 0.38 0.08 0.46 4.55Total Project Cost 2724.55 567.94 3292.48 8.29 1.73 10.02 100.00Percentage of Project Cost 82.75% 17.25% 100.00% 82.75% 17.25% 100.00%

Table 4.3

Project Cost by Expenditure Category and Source of Financing (in UA million)

CATEGORIES OF EXPENDITURE ADF GVT Total

L.C. Total L.C. L.C. F.E. Total % A.Design and supervision 0.46 0.06 0.52 0.07 0.13 0.46 0.59 5.89B.Construction 1.86 0.26 2.12 0.30 0.56 1.86 2.42 24.17C.Rehabilitaion 0.00 0.00 0.00 0.58 0.58 0.00 0.58 5.79D.Furniture 0.43 0.06 0.49 0.07 0.13 0.43 0.56 5.59E.Equipment 2.26 0.32 2.58 0.36 0.68 2.26 2.94 29.38F.Training 0.41 0.46 0.87 0.12 0.58 0.41 0.99 9.88G.Technical Assistance 0.30 0.05 0.35 0.05 0.10 0.30 0.40 4.00H.Research Support Fund 0.00 0.65 0.65 0.07 0.72 0.00 0.72 7.21I.Operating 0.22 0.49 0.71 0.10 0.59 0.22 0.81 8.10Total cost 5.94 2.35 8.29 1.72 4.07 5.94 10.01 100.00

SOURCES AND FINANCING PLAN The project will be financed by the ADF and Government. The Fund will finance the entire foreign exchange cost or UA 5.94 million i.e. 59.34% of the total cost and the Government 42.3% of the local currency cost.

Table 4.4 Project Cost by Source of Financing (in UA million)

Sources F.E. LCL Total Percentage

ADF 5.94 2.35 8.29 82.78%Government 1.72 1.72 17.22%Total 5.94 4.07 10.01 100.00%% of cost 59.34% 40.66% 8.29

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The ADF contribution represents 38% of the project’s total cost or 58% of the local currency cost (UA 2.35 million). The Government’s share represents 17% of total project cost and 21% of the ADF loan. III. IMPLEMENTATION AND EXPENDITURE SCHEDULES 3.1 The project implementation and supervision schedules have not changed. However, the provisional expenditure schedule by component and source of finance has been modified as follows:

Table 4.5 Expenditure Schedule by Component (in UA million)

COMPONENTS 2002 2003 2004 2005 Total

I Development of basic infrastructure 0.31 2.36 0.55 0.55 5.24II.Institution building 0.13 0.56 0.41 0.41 1.26III.Support to development research and technological innovations 0.03 0.07 1.25 1.25 2.81IV.Support to the Project Management Structure 0.14 0.14 0.15 0.15 0.71Total 0.71 3.13 2.36 2.36 10.02

Table 4.6 Expenditure Schedule by Source of Financing (in UA million)

SOURCES OF FINANCING 2002 2003 2004 2005 Total

ADF 0.64 2.47 3.16 2.02 8.29GOVERNMENT 0.07 0.76 0.55 0.34 1.72TOTAL 0.71 3.13 3.81 2.36 10.02Percentage 7.08% 31.28% 38.04% 23.60% 8.29 IV. PROCUREMENT OF GOODS, WORKS AND SERVICES 4.1 Some methods of procurement have changed from those initially stated and reformulated as follows: - “Furniture” will be procured through international competitive bidding but bid

packages worth less than UA 50,000 will be procured through national shopping; - “Computer, Office and Other Equipment” worth over UA 50,000 will be procured

through international shopping, and through national shopping for equipment below UA 50,000.

- Consultancies for “Training” activities will be procured through competition based on

a short list; in addition, please ignore the reference to “fields of NTIC” as it has been judged restrictive from the standpoint of training and specialisation.

- Procurements relative to “Operating” will be subject to national shopping.

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- Vehicles (3) will be procured through international competitive bidding. 4.2 Table 5.2 below shows the procurement arrangements and revised amounts.

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Table 5.2 Arrangements for the Procurement of Goods and Services

Expenditure category ICB LCB Other Short List Total

1. Works

1.1 Constructions

1.2 Rehabilitation

1.3 Rural engineering works 2. Goods .2.1 .Furniture 2.2 Educational equipment 2.3. Rolling Stock (3 vehicles+1 bus) 2.4. Agricultural equipment 2.5. Computer equipment 3. Consultancy Services 3.1. Studies and supervision 3.2. Technical Assistance 3.3. Studies and consultations 3.4. Audit of Accounts 4. Training 4.1 Local training 4.2 Training abroad 5. Miscellaneous 5.1 Operating/CEP 5.2 Gender Awareness 5.3 Nursery Activities/

Outreach programme 5.4 Research Support Fund TOTAL GENERAL

2.35 (2.12) 0.56 (0.49 1.93 (1.73) 0.35 (0.31) 0.32 (0.26) 0.54 (0.48) 6.05(5.41)

0.58 0.07 0.15

0.52(0.45) 0.09(0.08) 0.20(0.18) 0.72 (0.66) 1.52(1.37)

0.53(0.47) 0.41(0.35) 0.33(0.33) 0.06 (0.06) 0.39(0.35) 0.58(0.52) 2.30(2.08)

2.35(2.12) 0.58 0.07 3.00(2.12) 0.56(0.49 1.93 (0.15) 0.35(0.31) 0.32(0.26) 0.54 (0.48) 3.70 (3.27) 0.53(0.47) 0.41 (0.35) 0.33(0.33) 0.06 (0.06) 1.33(1.21) 0.39(0.35) 0.58(0.52) 0.97(0.87) 0.52(0.45) 0.09(0.08) 0.20(0.18) 0.72 (0.66) 1.52 (1.37) 10.02

ISLAMIC REPUBLIC OF MAURITANIA ROSSO HIGHER INSTITUTE OF TECHONOLOGY

DETAILED PROJECT COSTS COMPONENT: DEVELOPMENT OF BASIC INFRASTRUCTURE description Unit Qty Unit Price Total Total Source F.E. L.C. F.E. L.C. F.E. L.C. A. Designs and Supervision Thousand UM million UA

million Financ. % % % %

a) technical expertise for existing infrastructure 10.387 0.032 GVT 0.000 10.387 0 100 b) architectural and technical designs of new constructions 42.179 0.128 ADF 0.110 0.018 42.179 0.000 100 0 c) assistance for competition, monitoring and supervision of works 78.848 0.240 ADF 0.206 0.034 78.848 0.000 100 0 base cost (a+b+ c) ###### 0.400 0.344 0.056 121.027 10.387 0.534 contingencies, 5% 6.571 0.020 0.017 0.003 6.051 0.519

price escalation, 5% 6.571 0.020 0.017 0.003 6.051 0.519 Sub-total Category A: Designs and supervision ###### 0.440 0.378 0.062 133.130 11.425 0.614 0 B. CONSTRUCTION

D a) civil works 145.733 0.443 ADF 0.381 0.062 131.159 14.573 90 10 b) access road works ML 500 35 17.500 0.053 ADF 15.750 1.750 90 10 c) construction of new buildings M2 6350 85 539.750 1.642 1.412 0.230 485.775 53.975 90 10 base cost (a+b+c) 702.983 2.139 632.684 70.298 90 10 contingencies, 5% 35.149 0.107 31.634 3.515 90 10 price escalation, 5% 35.149 0.107 31.634 3.515 90 10 Sub- total Category B: Construction 773.281 2.352 695.953 77.328 90 10 C.REHABILITATION a) rehabilitation of existing buildings M2 4222 41 173.110 0.527 GVT 0.453 0.074 0.000 173.110 0 100 base cost 173.110 0.527 0.453 0.074 0.000 173.110 0 100 0.5266 contingencies, 5% 8.656 0.026 0.023 0.004 0.000 8.656 0 100 price escalation, 5% 8.656 0.026 0.023 0.004 0.000 8.656 0 100 Sub-total Category C: Rehabilitation 190.421 0.579 0.498 0.081 0.000 190.421 0 100 0.579 0 D. FURNITURE ADF

E a) furniture for teaching areas (lecture room, amphis, labs. and information blocks)

43.805 0.133 0.115 0.019 37.672 6.133 86 14

b) furniture for administrative and documentation centre 6.924 0.021 0.018 0.003 5.955 0.969 86 14 c) furniture for development research centre 21.089 0.064 0.055 0.009 18.137 2.953 86 14 d) furniture for the areas for social functions (dormitory, refectory) 91.388 0.278 0.239 0.039 78.593 12.794 86 14 base cost (a+b+c+d) 163.206 0.496 0.427 0.070 140.357 22.849 86 14 contingencies, 5% 8.160 0.025 0.021 0.003 7.018 1.142 86 14 price escalation, 5% 8.160 0.025 0.021 0.003 7.018 1.142 86 14 Sub- total Category C: Furniture 179.527 0.546 0.470 0.076 154.393 25.134 86 14 0.1092 0.4369

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E. EQUIPMENT ADF

F a) teaching equipment (amphi, labs, workshops) 219.023 0.666 0.573 0.093 197.121 21.902 90 10 b) equipment for premises for social functions (kitchen, refreshment area, sports

grounds game rooms) 175.746 0.535 0.460 0.075 158.171 17.575 90 10

base cost (a+b) 394.769 1.201 1.033 0.168 355.292 39.477 90 10 contingencies, 5% 19.738 0.060 0.052 0.008 17.765 1.974 90 10 price escalation, 5% 19.738 0.060 0.052 0.008 17.765 1.974 90 10 Sub- total Category D: Equipment 434.246 1.321 1.136 0.185 390.821 43.425 90 10 1.201 0.000 GENERAL SUMMARY COMPONENT I CATEGORY A: DESIGN & SUPERVISION 144.555 0.440 0.378 0.062 124.318 20.238 0.614 0.0000 CATEGORY B: CONSTRUCTION 773.281 2.352 2.023 0.329 665.021 108.259 1.0678 1.6018 CATEGORY C: REHABILITATION 190.421 0.579 163.762 26.659 CATEGORY D: FURNITURE 179.527 0.546 0.470 0.076 154.393 25.134 0.0961 0.3844 CATEGORY E: EQUIPMENT 434.246 1.321 1.136 0.185 373.451 60.794 1.201 0.0000 GRAND TOTAL COMPONENT I 1,722.030 5.239 4.505 0.733 ##### 241.084 2.979 1.9862

2 COMPONENT II: INSTITUTIONAL BUILDING A. DESIGNS a) institutional studies (formulation of student admission and selection criteria, revision of the organisational framework, establishment of

enterprise nurseries and management of university registry, student planning and roster system) 0.063 0.010 20.640 3.360 86 14

b) study for establishing the rural employment market observatory 1 5,000 5.000 0.015 0.013 0.002 4.300 0.700 86 14 base cost (a+b) 29.000 0.088 0.076 0.012 24.940 4.060 86 14 contingencies, 5% 1.450 0.004 0.004 0.001 1.247 0.203 86 14 price escalation, 5% 1.450 0.004 0.004 0.001 1.247 0.203 86 14 Sub- total Category A: Designs 31.900 0.097 0.083 0.014 27.434 4.466 86 14 0.099 0 E.EQUIPMENT a) Office and computers equipment 1 50,000 50.000 0.152 0.131 0.021 45.000 5.000 90 10 b) 1 cross-country vehicle 1 10,000 10.000 0.030 0.026 0.004 9.000 1.000 90 10 c)1 school bus 1 75,000 75.000 0.228 0.196 0.032 67.500 7.500 90 10 base cost (a+b+c) 135.000 0.411 0.353 0.057 121.500 13.500 90 10 contingencies, 5% 6.750 0.021 0.018 0.003 6.075 0.675 90 10 price escalation, 5% 6.750 0.021 0.018 0.003 6.075 0.675 90 10 Sub- total Category D: Equipment 148.500 0.452 0.389 0.063 133.650 14.850 90 10 0.3500 0.0000 F. TRAINING a) study tours for information on the running of similar institutions 10 3,500 35.000 0.106 0.092 0.015 35.000 0.000 100 0 b) long-term training in the fields of institution management and organisations 5 5,000 25.000 0.076 0.065 0.011 25.000 0.000 100 0

c) short-term training in programme planning 4 4,000 16.000 0.049 0.042 0.007 16.000 0.000 100 0 d) further training for teachers in vocational training engineering 15 6,000 90.000 0.274 0.235 0.038 77.400 12.600 86 14

base cost (a+b+c+d) 166.000 0.505 0.434 0.071 153.400 12.600 contingencies, 5% 8.300 0.025 0.022 0.004 7.670 0.630 price escalation, 5% 8.300 0.025 0.022 0.004 7.670 0.630 Sub- total Category E: Training 182.600 0.555 0.478 0.078 168.740 13.860 0.4444 0.1111

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G. TECHNICAL ASSISTANCE Assistance of an expert to prepare programmes modules and monitoring

evaluation 12 4,000 48.000 0.146 0.126 0.020 48.000 0.000 100 0 0.183 0

base cost 48.000 0.146 0.000 0.000 48.000 0.000 100 0 0 0.088 contingencies, 5% 2.400 0.007 0.006 0.001 2.400 0.000 100 0 0 0.140 price escalation, 5% 2.400 0.007 0.006 0.001 2.400 0.000 100 0 0 0.146 Sub-total Category F: Technical Assistance 52.800 0.161 0.138 0.022 52.800 0.000 100 0 0.183 0.374 GENERAL SUMMARY COMPONENT II CATEGORY A: DESIGNS 31.900 0.097 0.083 0.014 27.434 4.466 86 14 0.099 0.0000 CATEGORY E EQUIPMENT 148.500 0.452 0.389 0.063 127.710 20.790 86 14 0.3500 0.0000 CATEGORY F: TRAINING 182.600 0.555 0.478 0.078 157.036 25.564 86 14 0.1427 0.0036 CATEGORY G: TECHNICAL ASSISTANCE 52.800 0.161 0.138 0.022 45.408 7.392 86 14 0.2105 0.4301 GRAND TOTAL COST - COMPONENT II 415.800 1.265 1.088 0.177 357.588 58.212 86 14 0.8022 0.4337

3 COMPONENT III: SUPPORT TO DEVELOPMENT RESEARCH AND TECHNOLOGICAL INNOVATIONS A. DESIGNS a) studies to prepare programmes for applied research in priority areas 1 8,000 8.000 0.024 0.021 0.003 6.880 1.120 86 14 b) designs for the experiment site development HA 20 20 0.400 0.001 0.001 0.000 0.344 0.056 86 14 c) works monitoring and supervision 2.400 0.007 2.064 0.336 86 14 d) computer master plan study and installation of Internet Network 1 5,000 5.000 0.015 0.013 0.002 4.300 0.700 86 14 base cost (a+b+c) 15.800 0.048 0.041 0.007 13.588 2.212 86 14 contingencies, 5% 0.790 0.002 0.002 0.000 0.679 0.111 86 14 price escalation, 5% 0.790 0.002 0.002 0.000 0.679 0.111 86 14 Sub-total Category A : Designs 17.380 0.053 0.045 0.007 14.947 2.433 86 14 0.063 0.000 B. CIVIL WORKS a) development works on the experiment site HA 20 1,000 20.000 0.061 0.052 0.009 17.200 2.800 86 14 base cost 20.000 0.061 0.052 0.009 17.200 2.800 86 14 contingencies, 5% 1.000 0.003 0.003 0.000 0.860 0.140 86 14 price escalation, 5% 1.000 0.003 0.003 0.000 0.860 0.140 86 14 Sub-total Category B: Civil Works 22.000 0.067 0.058 0.009 18.920 3.080 86 14 0.0067 0.0602 E.EQUIPMENT a) computer and communication equipment 1 100,000 100.000 0.304 0.262 0.043 90.000 10.000 90 10 b) agricultural machines and irrigation equipment and tools 1 95,000 95.000 0.289 0.249 0.040 85.500 9.500 90 10 c) research lab. equipment (electronic microscope…) 1 120,000 120.000 0.365 0.314 0.051 108.000 12.000 90 10 d)1 cross-country vehicle 1 10,000 10.000 0.030 0.026 0.004 9.000 1.000 90 10 base cost (a+b+c+d) 325.000 0.989 0.850 0.138 292.500 32.500 90 10 contingencies, 5% 16.250 0.049 0.043 0.007 14.625 1.625 90 10 price escalation, 5% 16.250 0.049 0.043 0.007 14.625 1.625 90 10 Sub-total Category D: Equipment 357.500 1.088 0.935 0.152 321.750 35.750 90 10 1.172 0.0000 F. TRAINING a) study tours on ongoing research programme in similar fields 10 7,000 70.000 0.213 0.183 0.030 70.000 0.000 100 0 b) organisation of training – production courses 8 3,500 28.000 0.085 0.073 0.012 24.080 3.920 86 14 c) short-term training in the field of NTIC 5 6,000 30.000 0.091 0.078 0.013 25.800 4.200 86 14 base cost (a+b+c) 128.000 0.389 0.335 0.055 119.880 8.120 contingencies, 5% 6.400 0.019 0.017 0.003 5.994 0.406 price escalation, 5% 6.400 0.019 0.017 0.003 5.994 0.406 Sub-total Category E: Training 140.800 0.428 0.368 0.060 131.868 8.932 0.3427 0.0857

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G. TECHNICAL ASSISTANCE a) recruitment of an NTIC specialist 3 3,500 10.500 0.032 0.027 0.004 10.500 0.000 86 100 b) assistance of an expert to prepare the support fund management manual 10 4,000 40.000 0.122 0.105 0.017 40.000 0.000 100 0 base cost (a+b) 50.500 0.154 0.132 0.022 50.500 0.000 contingencies, 5% 2.525 0.008 0.007 0.001 2.525 0.000 price escalation, 5% 2.525 0.008 0.007 0.001 2.525 0.000 Sub- total Category F: Technical Assistance 55.550 0.169 0.145 0.024 55.550 0.000 0.420 0.0000 H. RESEARCH SUPPORT FUND a) initial allocation 236.500 0.719 212.850 23.650 90 10 base cost 236.500 0.719 212.850 23.650 90 10 contingencies, 5% 0.000 0.000 0.000 0.000 90 10 price escalation, 5% 0.000 0.000 0.000 0.000 90 10 Sub-total Category I: Research Support Fund 236.500 0.719 212.850 23.650 90 10 I. OPERATING a) initial allocation for enterprise nurseries 66.000 0.201 56.760 9.240 86 14 b) allocation for gender awareness 30.000 0.091 25.800 4.200 86 14 base cost 96.000 0.292 82.560 13.440 86 14 contingencies, 5% 0.000 0.000 0.000 0.000 86 14 price escalation, 5% 0.000 0.000 0.000 0.000 86 14 Sub-total - Category J: Operating 96.000 0.292 82.560 13.440 86 14 GENERAL SUMMARY OF COMPONENT III CATEGORY A: DESIGNS 17.380 0.053 0.045 0.007 14.947 2.433 86 14 0.063 0 CATEGORY B: CIVIL WORKS 22.000 0.067 0.058 0.009 18.920 3.080 86 14 0.0021 0.0189 CATEGORY E: EQUIPMENT 357.500 1.088 0.935 0.152 307.450 50.050 86 14 1.172 0.0000 CATEGORY F: TRAINING 140.800 0.428 0.368 0.060 121.088 19.712 86 14 0.0501 0.0125 CATEGORY G: TECHNICAL ASSISTANCE 55.550 0.169 0.145 0.024 47.773 7.777 86 14 0.4200 0.0000 CATEGORY H: RESEARCH SUPPORT FUND 236.500 0.719 203.390 33.110 86 14 CATEGORY I: OPERATING 96.000 0.292 82.560 13.440 86 14 GRAND TOTAL COMPONENT III 925.730 2.816 2.422 0.394 796.128 129.602 86 14 1.7072 0.0314

4 COMPONENT IV: PROJECT MANAGEMENT STRUCTURE SUPPORT F C. FURNITURE ADF

G a) additional furniture for staff recruited under the project 4 800 3.200 0.010 0.008 0.001 2.752 0.448 86 14 base cost 3.200 0.010 0.008 0.001 2.752 0.448 86 14 contingencies, 5% 0.160 0.000 0.000 0.000 0.138 0.022 86 14 price escalation, 5% 0.160 0.000 0.000 0.000 0.138 0.022 86 14 Sub-total Category C: Furniture 3.520 0.011 0.009 0.001 3.027 0.493 86 14 0.0021 0.0086 E. EQUIPMENT

D a) 1 cross-country vehicle for DPEF inspection and supervision missions 1 10,000 10.000 0.030 0.026 0.004 8.600 1.400 86 14 0.061 0 D b) additional computer and office equipment for staff 4 3,500 14.000 0.043 0.037 0.006 12.040 1.960 86 14 0.018 0 D base cost (a+b) 24.000 0.073 0.063 0.010 20.640 3.360 86 14 0.079 0 D contingencies, 5% 1.200 0.004 0.003 0.001 1.032 0.168 86 14 0.0071 0 D price escalation, 5% 1.200 0.004 0.003 0.001 1.032 0.168 86 14 0.0047 0 sub- total Category D: Equipment 26.400 0.080 0.069 0.011 22.704 3.696 86 14 0.0909 0

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G.TECHNICAL ASSISTANCE ADF

G a) assistance of an expert for equipment receiving 3 4,000 12.000 0.037 0.031 0.005 12.000 0.000 100 0 0.365 0

G b) assistance of an expert to define specifications for equipment 3 4,000 12.000 0.037 0.031 0.005 12.000 0.000 100 0 0 0.029 base cost (a+b) 24.000 0.073 0.063 0.010 24.000 0.000 100 0 0.365 0.029 contingencies, 5% 1.200 0.004 0.003 0.001 1.200 0.000 100 0 0.0329 0.0026 price escalation, 6% 1.200 0.004 0.003 0.001 1.200 0.000 100 0 0.0219 0.0017 Sub- total Category E: Technical Assistance 26.400 0.080 0.069 0.011 26.400 0.000 100 0 0.4198 0.0334 J. OPERATING ADF a) benefits project manager 48 350 17 0.051 0.000 17.000 0 100

F b) benefits other staff 48 870 41.760 0.127 0.109 0.018 0.000 41.760 0 100 0.0127 0.1143 F c) maintenance of vehicles, fuel 48 350 16.800 0.051 0.044 0.007 0.000 16.800 0 100 0.0051 0.046 f) mission and travel expenses for project monitoring 20 1,550 31.000 0.094 27.900 3.100 d) other general expenses 48 650 31.200 0.095 0.082 0.013 26.832 4.368 86 14 0.0095 0.0854 e) audit expenses 1 20,000 20.000 0.061 18.000 4.176 base cost (a+b+c) 157.560 0.479 0.412 0.067 72.732 87.204 0.0479 0.4314 contingencies, 5% 7.878 0.024 0.021 0.003 3.637 1.103 14 0.0024 0.0216 price escalation, 5% 7.878 0.024 0.021 0.003 3.637 1.103 0.0024 0.0216 Sub- total Category F: Operating 173.316 0.527 0.453 0.074 80.005 89.410 0.0527 0.4745 GENERAL SUMMARY OF COMPONENT IV CATEGORY C: FURNITURE 3.520 0.011 0.009 0.001 3.027 0.493 0.0014 0.0056 CATEGORY E: EQUIPMENT 26.400 0.080 0.069 0.011 22.704 3.696 0.0909 0.0000 CATEGORY G: TECHNICAL ASSISTANCE 26.400 0.080 0.069 0.011 22.704 3.696 0.4198 0.0333 CATEGORY I: OPERATING 173.316 0.527 0.453 0.074 149.052 24.264 0.0315 0.2834 GRAND TOTAL COMPONENT IV 229.636 0.699 0.601 0.098 197.487 32.149 0.5436 0.3223 SUMMARY OF GRAND TOTAL EXPENSES AND COMPONENTS COMPONENT I 1,722.030 5.239 4.505 0.733 ##### 241.084 2.9790 1.9862 COMPONENT II 415.800 1.265 1.088 0.177 357.588 58.212 0.8605 0.9583 COMPONENT III 925.730 2.816 2.422 0.394 796.128 129.602 1.7324 0.2586 COMPONENTIV 229.636 0.699 0.601 0.098 197.487 32.149 0.5436 0.3223 GRAND TOTAL PROJECT COSTS 3293.2 10.018 8.616 1.403 ##### 461.047 6.1155 3.5253 RECURRENT EXPENSES 0.000 0.000

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RECURRENT EXPENSES 0.000 0.000A. OPERATING EXPENSES a) building maintenance cost 17.522 0.053 15.069b) technical maintenance cost 122.432 0.372 105.291c) furniture maintenance cost 18.305 0.056 d) agricultural machine and tools maintenance costs 10.450 0.032 e) cost for maintaining the experiment site 2.200 0.007 f) vehicle maintenance cost 2.200 0.007 Base cost 173.108 0.527 contingencies, 9% 15.580 0.047 price escalation, 6% 10.386 0.032 Total: Operating 199.074 0.606 B.STAFF EXPENSES a) teaching staff recruitment (32) 32 1200 38.400 0.117 0.004 0.000 base cost 38.400 0.117 contingencies, 9% 3.456 0.011 price escalation, 6% 2.304 0.007 Total: Staff Cost 44.16 0.134

SUMMARY OF RECURRENT EXPENSES

A. operating expenses 199.074 0.606

B. staff expenses 44.16 0.134 Total Cost 243.234 0.740