Language: English
Original: English
PROJECT: Support to Higher Education, Science and
Technology (HEST)
COUNTRY: Republic of Malawi
PROJECT APPRAISAL REPORT
December 2011
Appraisal Team
Team Leaders : Patience Ekoh, Senior Education Analyst, OSHD 2/ZMFO Benedict V. Kunene, Principal Education Analyst, OSHD.2
Team Members : Emmanuel Chisesa, Procurement Assistant, MWFO
Agyei M. Owusu, Senior Financial Management Specialist, ORPF.2 Enock Yonazi, Principal TeleComs Engineer, OITC
Delight Ngwira, Disbursement Assistant, MWFO Ilde Lambrechts, Consultant Architect, OSHD.2 Baba Abdulai, Procurement Officer, ORPF.1/OSHD.0
Sector Manager: Mr. Boukary Savadogo, Manager, OSHD.2 Sector Director: Mrs Agnes Soucat, Director, OSHD Mr. Gilbert Mbesherubusa, Director, OITC Regional Director: Mr Chiji Ojukwu, Director, ORSB
Peer Reviewers
Mr. M. Guedegbe, Chief Education Analyst, OSHD.2 Mr. S. Jack, Chief ICT Engineer, OITC
Mr. Themba Bhebhe, Country Programme Officer, ZMFO
Mr. Moses Ayiemba, Chief Regional Procurment Coordinator, ORPF.1/ZAFO Mr. Jason Mochache, Principal Architect, OSHD.2/UGFO
Mr. Joseph Muvawala, Principal Education Economist, OSHD.2 Mr. B. Nkhoma, Infrastructure Specialist, MWFO
Mr. Nathan Jere, Procurement Specialist, ZMFO Mr. Emmanuel Anusionwu, Consultant, ESTA Mr. Stijn Broecke, Young Professional, EDRE
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TABLE OF CONTENTS
Page
TABLE OF CONTENTS, CURRENCY EQUIVALENTS, WEIGHTS AND
MEASUREMENTS, ACRONYMS AND ABBREVIATIONS, LOAN AND GRANT INFORMATION, PROJECT SUMMARY, RESULTS-BASED LOGICAL FRAMEWORK, PROJECT TIMEFRAME……….………...………ii - x
1 – STRATEGIC THRUST & RATIONALE ... 1
1.1 Project linkages with country strategy and objectives ... 1
1.2 Rationale for Bank’s involvement ... 2
1.3 Donor coordination... 3
2 – PROJECT DESCRIPTION ... 3
2.1 Project components ... 3
2.2. Technical solution retained and other alternatives explored ... 5
2.3. Project type ... 6
2.4. Project cost and financing arrangements ... 7
2.5. Project’s target area and population ... 9
2.6. Participatory process for project identification, design and implementation ... 9
2.7. Bank Group experience, lessons reflected in project design ... 10
2.8. Key performance indicators ... 10
3 – PROJECT FEASIBILITY ... 11
3.1. Environmental and social impacts ... 11
3.2 Economic impact ... 12
4 – IMPLEMENTATION ... 13
4.1. Implementation arrangements ... 13
4.2 Procurement arrangements ... 14
4.3 Financial management and audit arrangements ... 15
4.4 Funds flow and disbursement arrangements ... 16
4.5 Implementation schedule ... 16 4.6. Monitoring ... 16 4.7. Governance ... 17 4.8. Sustainability ... 18 4.9. Risk management ... 18 4.10. Knowledge management ... 19
5 – LEGAL INSTRUMENTS AND AUTHORITY ... 19
5.1. Legal Instrument... 19
5.2. Conditions associated with Bank’s intervention ... 19
5.3. Compliance with Bank Policies ... 20
6 – RECOMMENDATION ... 20
Appendix I: Malawi Comparative Socio-Economic Indicators ... 21
Appendix II. Bank Group Operations in Malawi... 22
Appendix III: Main Related Projects Financed by the Bank and other Development Partners in Malawi ... 23
Appendix IV: Map of the Republic of Malawi showing Project Sites ... 25
Appendix V: Nigerian Trust Fund Approval for the Project ... 26
iii Currency Equivalents As of December 2011 1 UA = MWK 259.182 1 USD = MWK 163.429 1 UA = USD 1.58590 Fiscal Year 1st July – 30th June
Weights and Measurements
1 metric tonne = 2204 pounds (lbs) 1 kilogramme (kg) = 2.200 lbs
1 metre (m) = 3.28 feet (ft) 1 millimetre (mm) = 0.03937 inch (“) 1 kilometre (km) = 0.62 mile 1 hectare (ha) = 2.471 acres
Acronyms and Abbreviations
ADF : African Development Fund
CSEC : Civil Society Education Coalition
CSO : Civil Society Organizations
DPs : Development Partners
DFID : Department for International Development
EDCG : Education Donor Coordination Group
EIMS : Educational Informational Management System EIMU : Education Infrastructure Management Unit
ESIP : Education Sector Implementation Plan
ESTA Statistics Department
GoM : Government of Malawi
GPRSG : Governance and Poverty Reduction Support Grant
HE : Higher Education
HEST : Higher Education Science and Technology
ICB : International Competitive Bidding
ICSP : Interim Country Strategy Paper
JFA : Joint Financing Agreement
JICA : Japan International Corporation Agency
JSR : Joint Sector Reviews
LMIMS : Labour Market Information Management System MGDS : Malawi Growth and Development Strategy
MWFO : Malawi Field Office
MWK : Malawi Kwacha
MoEST : Ministry of Education Science and Technology
MTS : Medium Term Strategy
NCB : National Competitive Bidding
NCHE : National Council for Higher Education NEMA ACT : National Environment Management Act NESP : National Education Sector Plan
ODL : Open Distance Learning
OSHA ACT : Occupational Health and Safety Act
OSHD Human Development Department
STI : Science, Technology and Innovation
SWAp : Sector-wide Approach to Programming
TEVET : Technical, Entrepreneurial and Vocational Education and Training
TEVETA : Technical, Entrepreneurial and Vocational Education and Training Authority TVET : Technical and Vocational Education and Training
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Loan and Grant Information
Client’s information
BORROWER: Republic of Malawi
EXECUTING AGENCY: Ministry of Education, Science and Technology
Financing plan
Source Amount (UA) Instrument
ADF 9.05 Million 10.95 Million Loan Grant NTF 6.50 Million Loan
GoM 2.95 Million Counterpart Funds
TOTAL COST 29.45 Million
ADF’s key financing information
Loan currency
USD
Commitment fee 0.50% (50 basis pts.)
Other fees 0.75% (service charge)
Tenor 50 years
Grace period 10 years
NTF’s key financing information
Loan currency
USD
Commitment fee 0.50% (50 basis pts.)
Other fees 0.75% (service charge)
Tenor 27 years
Grace period 7 years
Timeframe - Main Milestones (expected)
Concept Note approval November 2011
Project approval January 2012
Signing February 2012
Effectiveness June 2012
Completion December 2017
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PROJECT SUMMARY
Project Overview: The Support to Higher Education, Science and Technology (HEST) Project aims to help improve the quality and relevance of skills development in Malawi for job creation and employability of graduates. It involves the active participation of institutions of learning and industries in skills training at the various target institutions. The strategic outcomes of the project include: (a) increased access to and use of Information and Communication Technology (ICT) through enhanced facilities and services; (b) increased access to Technical, Entrepreneurial, Vocational Education and Training (TEVET) and Higher Education (HE); (c) improved quality and relevance of HEST in target TEVET and HE Institutions with links to the productive sector; (d) improved monitoring and evaluation system in each of the beneficiary institutions linked to the Ministries of Education; Labour, Industry and Trade; and in TEVETA. The project will also include impact evaluations to measure the effectiveness of project interventions in increasing participation and improving retention in HEST, improving the quality of HEST graduates, and strengthen links with the productive sector (including the insertion of HEST graduates).
Beneficiary Participation: The direct beneficiaries of the improved access to HEST will be graduates from secondary and post-primary school levels, especially female students,
prospective employers of graduates, the GoM, and society at large. The TEVET sub-component will cover all the four Government Technical Colleges (Lilongwe, Nasawa, Salima, and Soche). The Higher Education (HE) sub-component will cover Chancellor College, the Polytechnic, and Mzuzu University. The project was designed by incorporating the inputs and advice provided by all beneficiary institutions, the Ministry of Education Science and Technology (MoEST), TEVETA, Civil Society Organizations (CSO) active in the Education sector, the Education Cooperating Partners Group (ECPG) and other relevant stakeholders visited during the Bank’s project formulation missions.
Project rationale: The Malawi Growth and Development Strategy1 considers Education as one of its priority areas with focus on human capital development. This priority status underpins the GoM’s vision to transform Malawi from a predominately importing and consuming country to a net producer and exporter. The Bank’s ICSP (2011-2012) spells out priorities under two pillars: Pillar I has outputs mostly in creating access to regional markets through road transport networks and sea port across all transport routes; and Pillar II has outputs related to business growth and innovation through creation of value-chain and skills development in the HE and TEVET subsector. A Skills for Private Sector Development study conducted by the Bank in 2009 confirmed that the country is facing a serious challenge of lack of skilled labour. Skills shortages in specific areas were identified through this study. The proposed project will help to address some of these needs.
Bank’s Added Value: With the proposed project, the Bank is addressing a pressing need to help build human capital in Malawi to promote economic and social development and reduce poverty. The National Education Sector Plan (NESP, 2008-2017) of the GoM highlights the critical role of education in developing the human capital that could contribute to the country’s socio-economic development and is committed to the development of the sector. In order to leverage resources for the development of the sector especially TEVET
1 The Second Malawi Growth and Development Strategy (MGDS II 2012 – 2016) retains the same
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and HE, GoM has requested the Bank’s support through this project. This intervention will support the promotion of human resource development that will enhance employability especially for the youths and increase Malawi’s competitiveness in the global economy. It will complement and strengthen the achievements of the Bank’s previous 5 operations in the sector as well as the Competitiveness and Job Creation Support Project (OSHD), and the Statistical Capacity Building Project (ESTA). The operations in primary and secondary education increased both enrolment rates and pass rates at these levels of education; creating a critical need to expand access to quality education for post- secondary graduates. The proposed HEST project will therefore address this critical need.
Knowledge Management: The project’s M&E process will include a robust Labour Market Information System. This system will constantly generate data through surveys by the Ministry of Labour, the Institutions and MoEST through EMIS to feed into decision-making processes on which priority skills required by industry and private sector, are determined at a particular time. This system will thus fill a critical gap in the country. The impact evaluation of the project will generate lessons of interest to GoM, the private sector, development partners and other stakeholders. Key knowledge generation processes envisaged under the project include a baseline survey, a labour market information system, project reviews at stakeholder meetings, an impact evaluation study and the final project evaluation.
vii
VII. RESULTS-BASED LOGICAL FRAMEWORK
Country and project name: Malawi – Support to Higher Education, Science and Technology (HEST) ProjectPurpose of the project: To contribute to the development of human resources in order to increase economic and social developmentand reduce poverty. Objective of the project: To contribute to increasing access and improving the quality and relevance of TEVET and HEST
RESULTS CHAIN
PERFORMANCE INDICATORS MEANS OF
VERIFICATION RISKS/MITIGATION MEASURES
Indicator (including CSI) Baseline Target
IM
PA
C
T
Impact
Improved capacity of the educational system to provide adequate quality human resources for development
% of skilled and qualified human resources trained by the educational system
TEVET: Less than 10% of graduates of educational system
HE: Less than 5% of graduates of educational system
10% or more by 2018
6% by 2018
EIMS, LIMS and CSO Report
Risk: Prevailing macro-economic environment characterized by shortages of fuel, scarcity of foreign exchange, and lack of essential drugs. Mitigation: GoM instituted high level dialogue with civil society and has resumed talks with the IMF on improvements of the macro-economic environment. The Bank will work with other Development Partners and GoM in supporting measures for promoting sound macroeconomic and private sector development reforms. Risk: Insufficient statistical capacity at NSO, EMIS and LIMS;
Mitigation: Statistical capacity building is part of GoM training programme.
OU T C OM E S
Outcome 1: : Increased access to ICT
Number of students, teachers and public accessing up-to-date ICT services in beneficiary institution
Number of HE and TEVET interconnected
Number of HE and TEVET institutions with access to broadband and established automated libraries including e-library section
Number of HE and TEVET Institutions operating ODL
Less than 10% (2011)
Connectivity link of average 256 Kbps (2011)
2 institutions with reliable wireless hot spots on campus and limited computers in library; limited access to subscribed e-journals
To be established by the baseline survey
40% to have access to ICT Services
All HE and TEVET linked at speed more than 2Mbps 7 HE and TEVET institutions with reliable wireless hot sports and computers in libraries and adequate access to online information
7 HE and TEVET Institutions offering courses through ODL
MoEST EMIS Report, Implementation Report
Risk: High cost of bringing the fiber link to some HE institutions premises;
Mitigation: GoM (MoEST) through the Regulator oblige operators to extend fiber optic access points at participating
viii OU T C OM E S
Outcome 2: Increased access to HEST
Student enrolment in TEVET and HE
Number of existing faculties in HE & TEVET institutions rehabilitated, constructed and equiped
% of students receiving merit based scholarships
Number of students enrolled in bridging courses
TEVET: 30 students per 100,000 population (2011) HE: 51 students per 100,000 population (2011) To be established by the baseline survey
0% students receive merit based scholarship (2011) None in 2011 100 students per 100,000 population (2016) 150 students per 100,000 population (2016)
7 TEVET and HE institutions provided with rehabilitated /constructed facilities 10% of students of which 40% are females.
2000 in 2017
MoEST EMIS Report, Project Implementation Report
Risk: Abuse of merit based scholarships. Mitigation: Government to set up a robust merit based scholarship allocation mechanism
Outcome 3: Improved Quality and Relevance of HEST in target TEVET and HE Institutions with link to the productive sector.
% of enterprises from the productive sector participating in/patronizing training % of graduates absorbed in productive sector
Number of courses with revised curricula
To be established by baseline survey 63% (TEVET) and 50% (HE) in 2011 Number established by baseline survey Double the %. To increase by at least 10% (2016) of which 40% female All relevant courses at TEVET and HE levels
EIMS, LIMS, TEVETA and Min. of Labour reports
TEVETA and Min. of Labour
Outcome 4: Improved monitoring and evaluation of the performance of HE and skills development.
Development of LMIS, strengthening of EMIS and integration of the two
No LMIS, weak EIMS and the two are not integrated
Established LMIS, strengthened EIMS and the two integrated.
MOEST EMIS Annual reports; Beneficiary Institutions; annual reports; and project’s progress reports
Risk: Limited skills for M&E and data collection and analysis to measure progress.
Mitigation: M&E of project as part of the sector and national M&E capacity development
OU
T
PU
T
S
TEVET and HE Staff trained at Masters and PHD level
Education materials and equipment procured and installed and learning areas expanded, constructed; ICT Centres developed LMIS established and EMIS strengthened with required type of information
Impact and baseline studies conducted
Number of Staff trained in target masters and PHD level
Number and type of identified equipment procured, installed and operational; Nb of learning faculties;
Number of Industrial Incubators and or research initiatives established in target faculties; Number hardware and software for LMIS and instruments for data collection
Number of impact and baseline studies
167 (TEVET) and 656 HE lecturers (22% female) in 2011 5,233 lecturers (HE) in 2011 Number established by baseline survey None in 2011 Additional 64 and 21 lecturers respectively with at least 40% females in 2015 Additional 21 lecturers (HE) of which at least 40% females in 2016.
Equipment Workshops; Books; Education Material 7 ICT-Centres & 7 e-Libraries; 7 Workshops; 3 Classroom Blocks; 7 Laboratories, 3 ODL Centres, Centre, 5 e-Learning Centres 2 studies in 2017
Quarterly project progress Reports
Annual project audit report
Supervision mission aide memoires and reports MOEST EMIS Reports University of Malawi annual reports
Risk: Low quality of designs and poor workmanship.
Mitigation: Installation of Coordinating Units in the Institutions. ICB for award of contractors and consulting firms, forming consortia with local contractors/offices. KEY A C T IV IT IE S COMPONENTS INPUTS
Component 1: ICT Development-Increased Access to ICT; Provision of ICT equipment, ODL and materials UA7.09million (24%) Component 2: Increasing Access to HEST-Expansion of learning areas; Education materials and equipment provision in HE and TEVET UA16.32million (55%) Component 3: Improving Quality and Relevance of HEST- Staff training; Education Management training; Establishment of a Labour Information Management System
(LIMS); Establishment linkages through of PPP; Curriculum Review
ix
Component 4: Development of Monitoring and Evaluation System and Project Management-Robust Monitoring and evaluation system linked to productive sector; Operational Cost; Project management strengthening.
x
REPORT AND RECOMMENDATION OF THE MANAGEMENT OF THE ADB GROUP TO THE BOARD OF DIRECTORS ON A PROPOSED LOAN/GRANT TO THEREPUBLICOFMALAWI FOR THE SUPPORT TO HIGHER EDUCATION SCIENCE & TECHNOLOGY (HEST) PROJECT
Management submits the following Report and Recommendation on a proposed ADF loan for UA 9.05 million, an ADF grant for UA 10.95 million, and a NTF loan for UA6.50 million to finance the Support to Higher Education, Science and Technology Project in the Republic of Malawi.
1
– STRATEGIC THRUST & RATIONALE1.1 Project linkages with country strategy and objectives
1.1.1 Under its Growth and Development Strategy2, Malawi considers education as one of its priority areas with a focus on human capital development. This priority status underpins the GoM’s vision to transform the country from a predominately importing and consuming nation to a net producer and exporter of goods and services. Against this background, the Bank’s Interim Country Strategy Paper (ICSP 2011-2012) spells out priorities under two pillars: Pillar I has outputs mostly in creating access to regional markets through road transport networks and sea port across all transport routes; and Pillar II has outputs related to business growth and innovation through creation of value-chain and skills development in HE and TEVET. It focuses on: (a) Improving Infrastructure (Pillar I); and (b) Accelerating Private Sector Development (Pillar II) as key priorities for the GoM and the Bank. The proposed ADF and NTF project is in conformity with the priorities of the Malawi Interim Country Strategy Paper (ICSP) and with the MGDS. It is anchored on the Bank’s MTS (2008-2012), which prioritizes private sector development and skills development, as well as the Higher Education, Science and Technology (HEST) Strategy.
1.1.2 The Interim Country Strategy Paper cites lack of skilled labour in Malawi as one of the main weaknesses of the economy. The country is ranked 139th in the 2010/11 Global Competitive Index. There is also evidence of high returns to higher education. Within regular wage employment, secondary and university education are associated with 123% and 234% wage premiums respectively relative to illiteracy. The country is ranked 139th in the 2010/11 Global Competitive Index. A Skills for Private Sector Development study conducted by the Bank in 2009 confirmed that the country is facing a serious challenge of lack of skilled labour. Skills shortages exist in areas such as: mechanics, plumbing, refrigeration, painting, decoration, electricity and welding, among other areas. The study surveyed 11 subsectors of the economy and found out that the demand for “hard skills” (relating to engineering and artisans) appeared in 8 of the 11 subsectors (73%). Public universities were also reported to have high vacancy rates in engineering (mechanical, civil, mining, physics, architecture and chemistry). The capacity of the teaching professionals in TEVET and HE Institutions at present falls short of the required levels owing to lack of formal and in-service training. 1.1.3 The current production of skills by the training institutions is not abe to meet the demand for industry. There are 6 universities with a total enrolment of 12,129 (of which 2 are public and 4 with 924 students are private) and 8 TEVET institutions with 4,477 students
2
The Second Malawi Growth and Development Strategy MGDS II (2012 – 2016) is planned for validation in 2012, and it retains the same priority areas as the MGDS I (2006 – 2011)
2
(of which 4 are public and 4 with 1,122 students are private). However, these institutions are not able to produce enough skills to close the shortages that exist in areas such as: plant operators, instrumentation mechanics, plumbers, refrigeration technicians, painters, decorators, roofers, drivers, electricians and welders. It is imperative to address some of these needs through expanding access to the course areas offered in three campuses of the 2 public universities (5,947 students) and all the four public TEVET institutions (3,350 students). 1.1.4 The current TEVET policy needs to be aligned with the legal mandates of the Ministry of Labour and MoEST on skills development. It further needs to be aligned with the country’s export strategy that calls for skills development to support the export industry.
There is need to provide technical assistance to GoM through MoEST to review existing policies and conduct stakeholders’ consultations to inform the development of a comprehensive policy on skills development. Actions and discussions have already been started through assistance from the International Labour Organization (ILO) and UNESCO to the Ministries of Labour, and Education, Science and Technology respectively. The proposed project will support these ministries to be partners in this development by putting in place a Labour Market Information Management System (LMIMS) in Malawi. The last Labour force Survey was conducted in 1983 and was never published. Providing technical support to the Ministry of Labour and the National Statistical Office to build capacity for the development and sustainable management of a comprehensive LMIMS is a visible gap that needs to be filled.
1.2 Rationale for Bank’s involvement
1.2.1 With the proposed project, the Bank is addressing a pressing need to help build the human capital needed by Malawi for its socio-economic development and poverty reduction agenda. The National Education Sector Plan (NESP, 2008-2017) of GoM highlights the critical role of education in developing the human capital that will contribute to the country’s socio-economic development and its commitment to the development of the sector. Skills development in Malawi is also supported by the country’s export strategy under the Ministry of Trade and Industry that calls for production of technical skills to support the export industry. In order to leverage resources for the development of the sector especially TEVET and HE, GoM has requested the Bank’s support through this project. This planned intervention will support the promotion of human resource development that will enhance employability especially for the youths and increase Malawi’s competitiveness in the global economy.
1.2.2 The proposed intervention in HEST and TEVET will complement and strengthen the achievements of the Bank’s previous operations in the sector. Five previous Bank’s interventions in primary and secondary education increased both enrolment rates and pass rates at these levels, creating a critical need to expand access to quality education for post-secondary graduates (see paragraph 2.7.1). Currently no development partners are financing TEVET and HEST except UNESCO which is assisting the GoMwith the review of TEVET policies, strategies and definition of roles and responsibilities. JICA is at preparation stage of an intervention for a few secondary schools. The intervention also strengthens Bank’s activities in the private sector through linkages with the Competitiveness and Job Creation Support Project (OSHD) and the Statistical Capacity Building Project (ESTA).
3
sub-sector of education that receives a small part of donor support in 2010. Out of a total MK46.8 billion for the MoEST for the financial year 2010-11, only MK544 million was allocated to the TVET sub-sector and 15% (MK7 billion for the 2 universities). Both government and donor finding to the sector is not able to meet the demand. This underfunding has led in part to a poor performance of the subsector due to overcrowding in the learning areas, use of obsolete teaching and learning materials as well as low quality teaching and learning as most of the lectures have not undergone both upgrading and in-service training for a long time. The state of Information and Communication Technology (ICT) is at the lowest minimum with only the universities having access to very poor connectivity. The technical colleges face even more challenges. All this has led to the low level of HE and TEVET graduates availability in the country at 51/100,000 (HE) and 10/100,000 as compared to the SADC region’s averages of 337/100,000 and 551/100,000 respectively. Education plays an important role in economic growth, and contributes to the formation of a skilled productive workforce, producing more efficiently a higher standard of goods and services, which in turn forms the basis for faster economic growth and rising living standards. The Bank will thus be helping to bring greater value-addition by helping close the skills shortage gap in high-growth sectors such as mining, manufacturing and tourism through the proposed project.
1.3 Donor coordination
1.3.1 Development partners play an important role in financing education in Malawi. Available figures for 2010-2011 show that the GOM allocated 15.76% (K46.8 billion) of its K297.00 billion total budget to the sector. The recurrent allocation was 85% of this total, thus leaving only 15% for capital development. The DPs contributed 52% (K2.323 billion) of the total capital education budget in the same year. There are 8 DPs providing financing to the sector: the AfDB, World Bank, DfID, German Cooperation, USAID, UNICEF, Japan International Cooperation Agency (JICA) and World Food Programme (WFP). The Chinese Government is financing the construction of the University of Science and Technology in the Southern region, through a bilateral arrangement with the GoM. The World Bank and the Bank are conducting some studies in policy options for investing in higher education. NGOs also provide support to the sector.
1.3.2 Most of the DPs, except the Bank and JICA, concentrate their funding on basic education. The country was approved for receiving an additional funding (USD90.00 million) from the Fast Track initiative (FTI) improvements in this sub-sector. There is an effective Development Partners’ coordination mechanism with a chair and a co-chair. The present chair is the German Embassy while the World Bank is chair. The chair and co-chair are nominated on a rotational basis every year and this ensures close liaison and cooperation with the MoE in all areas of education sector development. Monitoring and evaluation is conducted on an annual basis through the Joint Sector Reviews (JSR). Overall, the donor coordination mechanism is effective. However the capacity of the GoM to implement ongoing and absorb new programmes needs to be reinforced. Details of Development Partner activities in Malawi are found in Technical Annex A.
2
– PROJECT DESCRIPTION2.1 Project components
4
social development and reduce poverty. The objective of the project is to increase access and improve the quality and relevance of HEST and TEVET.
2.1.2 The Project consists of 4 components and the key activities under each component are outlined in Table 2.1. A detailed description of project activities is found in Technical Annex B2.
Table 2.1: Project components
Component (UA M) Component Description / Activities Component 1:
ICT for Skills Development and
Employability
7.09
Increased Access to ICT: The project will help transform the education sector through increased access and utilization of ICT in the beneficiary institutions. This will be achieved through providing: institutional and human capacity development; connectivity; networked computing facilities and ODL equipment; and provision of ICT related services in implementing agencies (MoEST, Ministry of Industry and Trade, Ministry of Labour; TEVET and HE institutions). The main beneficiaries will be students and lecturers (learning and training) in the beneficiary training institutions; staff of the implementing institutions (training and usage); and communities surrounding the training institutions through the use of ICT centers in each of the institutions.
Interconnectivity of Beneficiary Institutions: The component will provide for terrestrial fiber optic cable, wireless access points and improved Wide and Local Area Networks at respective institutions. It will improve connectivity (with link speed more than 2Mbps) and ensure access to internet within individual institutions and among all of them. Computing (network connectivity) and ODL facilities will support provision of services including open and distance learning programmes, e-library internet services, web hosting and development, incubator programmes, video conferencing, database development, consultancy and other institutional specific services.
Increased Access to online Information: The component will improve resource information centres, including increasing the number of access points (library terminals and remote access to library); the establishment of e-library sections as all HE and TEVET institutions will improve and strengthen the learning environment of students on and off campus of participating institutions. The installation of specialized software applications in the computer labs of participating technical colleges (depending on their thematic focus area) will ensure access to current and updated learning techniques for students and provide a possibility of collaborating with other institutions on knowledge management and sharing.
Component 2:
Increasing Access to HEST
16.32
Improvement of Learning Areas: The project will support the improvements of the learning environment through reduction of students’ congestion in lecture rooms and workshop in the seven target institutions (The Chancellor College, The Polytechnic, Nasawa and Soche Technical College in the South; Mzuzu University in the North; and Salima and Lilongwe Technical Colleges in Central Region). This will be achieved through construction and rehabilitation of classrooms, workshops, e-libraries, and ICT Centers. The project will specifically fund construction of an ICT-center, renovate and extend one library block/e-library facility, construct 1.300 m2 workshop, classroom, laboratory and offices as required for each of the four (4) TCs. The project will also fund provision of water and sanitation works for only Nasawa technical college and general site works for each of the four TCs. At the three HE institutions, the project will fund construction of 1 ICT-center, renovate and extend 1 library and e-library, construct 2.200 m2 ODL facility, workshop, classroom, laboratory and office space, construct 1 business center at each HE institution. The project will also fund general site works for each of the target institutions. It will provide up-to-date equipment and books to increase access to HEST in the seven institutions. At least 40% of the target enrolment will be females.
5
Component (UA M) Component Description / Activities
2,000 first year students enrolled in S&T related courses in HE and TEVET Institutions to encourage enrollment in Science and Technology related courses in HE and TEVET of which at least 40% of the beneficiaries will be females. MoEST in collaboration with Management of HE Institutions and School Management Committees (SMCs) in respect to TC’s will be required to draw up a selection criteria and the list of selected beneficiaries and submit to the Bank for review before award.
Component 3: Improving Quality and Relevance of HEST and TEVET 3.39
Capacity-Building: This component will cover training of staff for all the beneficiary institutions and improve the links with the productive sector. As one way of linking with the private sector, the project will establish an incubator centre at the selected training institutions based on the thematic areas. The incubator programme aims at helping promising entrepreneurs who complete their technical training in order to turn innovation into business.
Curricula Review in Partnership with Industry: The project will update the curricula by strengthening the links with private sector, through improving content, teaching and learning processes as well as an increased employability of graduates. The main trades that are targeted are Engineering (mining, electrical and electronics, small engines, and automobile); ICT (CISCO Networking), Boat building, Refrigeration, Textile, and E- and Distance learning.
Bridging Course for post-secondary school graduates: The component will also fund an ODL bridging course in Mathematics, Sciences and English Language for two thousand post-secondary school graduates (of which 40% will be females) who could not meet entry requirement to HE/TEVET to increase enrollment in Science and Technology in HE/TEVET institutions. MoEST in collaboration with SMCs and PTAs of secondary schools will draw-up selection criteria, create awareness of the activity in the schools and select beneficiaries ensuring a forty-percent participation of female candidates. The list of selected candidates will be submitted to the Bank for review.
Component 4 Impact Evaluation, Development of Monitoring and Evaluation System and Project Management 2.64
Impact Evaluation: The project will fund an impact evaluation that will provide robust evidence as to the type of interventions that are successful (or not) in increasing participation and improving retention in HEST, in improving the quality of HEST graduates, as well as in strengthening links with the productive sector (including the insertion of HEST graduates). It will conduct 2 studies on a) merit based scholarships and on b) improving the quality of HEST. The impact studies will run throughout the life-span of the project and will generate knowledge that will inform future Bank’s interventions in HEST in Malawi.
Enhanced Monitoring System and Establishment of Labour Market Information Management System (LMIMS): This component will help build a monitoring and evaluation system in HEST which is criticalfor the success of the project. This will be done through conducting an initial baseline assessment of the input, process and output systems at project commencement, during and after implementation. The component will also establish a Labour Market Information Management System at the Ministry of Labour to be supported by the enhanced MIS systems at other sister implementing agencies.
Project Management: The project will also provide the resources needed to cover operating costs and other necessary expenditures to ensure effective and timely project implementation.
2.2. Technical solution retained and other alternatives explored
2.2.1 The project considers a combination of improving physical infrastructure with enhanced ICT as a means of expanding access and inclusiveness in higher education. This is a slight departure from the traditional institution-based training that excludes many vulnerable groups in the community (youths, women, retirees and the disabled). ODL programmes that will be established in the ICT centers in most of the benefiting institutions
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will service these target populations. The project has a strong focus on skills development that includes entrepreneurship training for self-employment in partnership with industries, an aspect that is lacking in S&T and TEVET training in many institutions.
2.2.2 The project will further use data generated from Labour Market Information (LMI) surveys on priority skills needed by the productive sector at each professional level. The surveys will be conducted periodically during the project’s life-span to inform
focus of further training in particular skills. This is a departure from the way skills training has been developed in the past; this innovative approach will reduce the skills mismatch, over production of graduates in particular skills as well as the current supply-driven rather than demand-driven skills development prevalent in the country. The design also promotes selectivity in skill provision as each institution will be designated to lead in a particular area of specialisation. The project’s design strongly emphasises the PPP arrangement in curricula design, priority skills identification, capacity building for staff, provision of industrial attachment of students to gain practical experience in vocational trades while in training and private telecommunication companies’ involvement in ICT access and connectivity to enhance quality, relevance and sustainability of skills development that translates to employability of graduates in the productive sector.
2.2.3 Some alternative technical solutions were considered in the design of the Project. The reasons for their rejection are summarized in Table 2.2 below:
Table 2.2: Project alternatives considered and reasons for rejection
Alternative Brief description Reasons for rejection Provision of additional
generic infrastructure and equipment in HE and TEVET institutions.
The approach would ensure the provision of generic infrastructure and equipment to HE and TEVET institutions without the use of ICT services.
This approach could not be acceptable because it would expand access in terms of infrastructure only and not take into account current developments in improving access to education through the use of ICT.
Promotion of current supply oriented skills development.
The approach was to enhance the technical capacities of the training institutions to deliver the current supply oriented skill training
This approach was deemed not appropriate as it does not consider the linkage of technical skill provision to the needs of the industry and does not provide for specific areas of specialization. Therefore it does not ensure employability of graduates.
2.3. Project type
This project is an investment operation designed to increase access and improve the quality and relevance of HEST in Malawi. While there is an Education Sector Wide Approach (E-SWAp) to education development that was introduced in 2008, its functioning is experiencing capacity challenges in the fiduciary area. The investment modality has been adopted to allow the on-going capacity strengthening initiatives of the E-SWAp to unfold and the Bank to conduct the necessary assessment that will inform its decision to fully join the other development partners in the Joint Financing Agreement (JFA). Its members are Fast Track Initiative (FTI) (USD30.0 m); DFID (USD22.4 m); WB-IDA (USD9.0 m); German Development Fund (KfW) (USD7.5 m); and UNICEF (0.25 m).
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2.4. Project cost and financing arrangements
2.4.1 The total cost of the project is estimated at UA 29.45 million. This amount is net of taxes and duties, of which UA 20.25 million (68.8%) is in foreign currency and UA 9.20 million (31.2%) is in local currency. The cost estimate includes 5% physical contingency for all items except for construction and furniture for which physical contingency is calculated at 10%. Price escalation has been calculated based on 2.5% annual price increase for foreign currency and 3.5% for local currency throughout the five-year implementation period. A summary of cost by component of the project is presented in Table 2.3.
Table 2.3: Project Cost Estimates by Component (in UA million)
in UA million
Components FC LC Total Costs % Foreign
1. ICT Development 6.22 0.00 6.22 100.0%
2. Increasing Access to HEST 7.67 6.56 14.23 53.9%
3. Improving Quality and Relevance HEST 3.02 0.00 3.02 100.0%
4. Development of M&E System and Project Management
0.96 1.34 2.30 41.7%
Total Base Cost 17.87 7.89 25.76 69.4%
Physical Contingency 0.90 0.39 1.30 69.6%
Price Contingency 1.48 0.91 2.39 61.9%
Total Project Cost 20.25 9.20 29.45 68.8%
2.4.2 The project will be financed by an ADF loan of UA 9.05 million, an ADF grant of UA 10.95 million, a NTF loan of 6.50 million, and a contribution of the GoM of UA 2.95 million. The ADF loan will finance the construction of physical facilities (laboratories, e-libraries, workshops classrooms together with furniture and equipment while the ADF grant will finance the development of ICT centers, training, impact evaluation and a baseline study, scholarships and the bridging course and the establishment of the LIMS. The NTF loan will finance the procurement of ICT equipment and related services. GoM counterpart funds will finance furniture and will co-finance the civil works, operating cost and scholarships under miscellaneous. The respective contributions are as shown in Table 2.4 below.
Table 2.4 a): Sources of Financing
in UA million
Sources of Financing FC LC Total Costs % Total
ADF LOAN 6.24 2.82 9.05 30.7%
ADF GRANT 7.51 3.44 10.95 37.2%
GOM 0.00 2.95 2.95 10.0%
NTF 6.50 0.00 6.50 22.1%
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Table 2.4 b): Project Cost by Component and by Source of Financing
in UA million Components ADF LOAN ADF GRANT GOM NTF Total Cost % 1. ICT Development 0.00 0.60 0.00 6.50 7.09 24%
2. Increasing Access to HEST 9.05 4.75 2.52 0.00 16.32 55%
3. Improving Quality and Relevance HEST 0.00 3.39 0.00 0.00 3.39 12%
4. Development of M&E System and Project Management
0.01 2.22 0.42 0.00 2.64 9%
Total Cost per Source of Financing 9.05 10.95 2.95 6.50 29.45 100%
Table 2.4 c): Project Cost by Category of Expenditure and by Source of Financing
Categories of Expenditure in UA million ADF LOAN ADF GRANT GOM NTF Total Cost % A. Goods 0.06 3.45 0.68 6.13 10.32 35% B. Works 7.94 0.00 0.70 0.00 8.64 29% C. Services 1.05 4.06 0.00 0.37 5.48 19% D. Operating cost 0.00 1.14 0.42 0.00 1.56 5% E. Miscellaneous 0.00 2.30 1.14 0.00 3.44 12%
Total Cost per Source of Financing 9.05 10.95 2.95 6.50 29.45 100%
2.4.3 The cost of the project by category of expenditure and the expenditure schedule by component are presented in Tables 2.5 (a) and (b) and 2.6.
Table 2.5 a): Project Cost by Category of Expenditure Categories of Expenditure
in UA million
FC LC Total Costs % Foreign
A. Goods 8.47 0.58 9.05 93.5%
B. Works 4.53 3.02 7.55 60.0%
C. Services 4.87 0.00 4.87 100.0%
D. Operating cost 0.00 1.34 1.34 0.0%
E. Miscellaneous 0.00 2.95 2.95 0.0%
Total Base Cost 17.87 7.89 25.76 69.4%
Physical Contingency 0.90 0.39 1.30 69.6%
Price Contingency 1.48 0.91 2.39 61.9%
Total Project Cost 20.25 9.20 29.45 68.8%
Table 2.5 b): Project Cost by Category of Expenditure
Categories of Expenditure in UA million FC LC Total Costs % Foreign A. Goods 9.64 0.68 10.32 93.4% B. Works 5.13 3.52 8.64 59.3% C. Services 5.48 0.00 5.48 100.0% D. Operating cost 0.00 1.56 1.56 0.0% E. Miscellaneous 0.00 3.44 3.44 0.0%
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Table 2.6: Expenditure Schedule by Component
Components Year 1 Year 2 Year 3 Year 4 Year 5
1. ICT Development 0.23 0.27 1.47 2.47 2.66
2. Increasing Access to HEST 1.89 2.95 3.90 4.79 2.79
3. Improving Quality and Relevance HEST 0.17 0.34 1.02 1.02 0.84
4. Development of M&E System and Project Management
0.68 0.61 0.47 0.45 0.43
Total Project Cost 2.97 4.17 6.86 8.73 6.71
2.5. Project’s target area and population
The Project will be implemented in three university campuses and 4 technical colleges with a nation-wide coverage. The direct beneficiaries of the improved access to HEST will be graduates from secondary and post primary school levels, especially female students, prospective employers of graduates, the GoM, and society at large. The TEVET sub-component will cover all the four (4) Government Technical Colleges (Nasawa and Soche in the south region and Lilongwe and Salima in the centre) with a combined enrolment of 3,350 students per year and the two universities (three campuses - Chancellor and the Polytechnic in the south and Mzuzu University in the north) that are currently enrolling 5,947 students per year. The HE sub-component will cover: a) Chancellor College; b) the Polytechnic; and c) Mzuzu University. All the three university campuses are expected to benefit a total 8,000 students per year. An additional 85 lecturers (64 TEVET and 21 HE) will receive training to upgrade their technical and teaching skills through the project. 40% of all the beneficiaries will be females in both levels.
2.6. Participatory process for project identification, design and implementation
2.6.1. 2.6.1. The process of project formulation for the proposed operation was highly participatory. It entailed a visit to all the target institutions to discuss proposed project activities. The project was designed incorporating the inputs/advice made by all beneficiary institutions, MoEST, TEVETA, Civil Society organizations active in the education sector, the Education Cooperating Partners Group, industry, the private sector and other relevant stakeholders visited during the project identification, preparation and appraisal missions. The Civil Society Education Coalition (CSEC) and representative of the private sector will be members of the Steering Committee and will monitor project activities.
2.6.2 Consultation sessions were held with officials of relevant GoM ministries, the beneficiary institutions, the donor community in the education sector and civil society organisations. These consultations helped to identify the priorities, constraints and opportunities that could inform the design of the project. Key issues that emerged from these consultations include: (i) absence of information on the impact of the operations of HE and TEVET subsector; (ii) a lack of capacity in learning areas to meet the high demand for education in the subsector resulting in over-crowding of students; (iii) absence of a labour market information monitoring system to inform the provision of skill training; (iv) a general lack of capacity of the personnel to deliver and manage education provision; and (v) insufficient access to and use of ICT to enhance the provision of education in the subsector. The project design includes specific provisions to address these issues. The implementation arrangements of the project include the creation of a Project Steering Committee to provide strategic guidance during implementation. The project’s monitoring arrangements also
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provide for beneficiary involvement as well as CSOs and the private sector in monitoring the implementation of the project.
2.7. Bank Group experience, lessons reflected in project design
2.7.1 The Bank has already financed five education operations in Malawi that helped to address access and quality issues in primary and secondary education. It started its support to education in Malawi with a first intervention in 1980 that focused on a study of primary and tertiary education (USD8.8Million). Since then, the Bank has approved 4 projects. The Strengthening of Primary and Secondary Education Project (Education II, UA15.6M) was approved in 1986, followed by the Strengthening Access to Primary Education Project (Education III, UA12M). These two operations focused heavily on primary education with limited activities in secondary education. The next two projects,
Support to Community Day Secondary Education Project (Education IV, UA15M), 2001 and
Support to Community Day Secondary Education Project (Education V, UA15M grant), 2006 focused entirely on secondary education. Four of these operations are completed and the related PCRs were prepared. The implementation of the 5th project is satisfactory and it will be completed in December 2012. The Bank has also financed a study in 2009 to assess the skill needs of the private sector. The outcomes and impact of the Education III and IV projects include improved access to quality primary and secondary education. Enrolment figures in some schools increased by 75% between 2004 and 2008. Girls’ enrolment also increased in the same schools. The pass rates for secondary students in Malawi School Certificate of Education improved from 5% in 1999 to an estimated 37% in 2009. The teaching performance of 1,500 Science and Mathematics teachers in all CDSS in Malawi also improved, thus enhancing the quality of primary and secondary education. The GoM project management capacity was also strengthened.
2.7.2 The achievements of these previous operations have paved the way for further interventions in other sub-sectors of the educational system. Key lessons drawn from the implementation of past operations in the sector which have informed the design of the new project include: (i) having bigger contract packages for civil works which will attract well established and experienced contractors with enough qualified staff, equipment and resources in the bidding process, will reduce delays and cost escalation; (ii) existence of an effective project management team assisted by Coordinating teams in the beneficiary institutions is necessary for effective implementation; (iii) close monitoring by the Malawi Field Office and close coordination with other development partners contribute to timely implementation; (iv) conducting an education facility and equipment audit in all beneficiary institutions is necessary to inform adequate estimate of project costs; (v) drawing a long term maintenance plan for facilities and equipment by beneficiary institutions is key to sustainability. Accordingly, contract packaging, effective project implementation and monitoring mechanisms, facility and equipment audits as well as provision of long term maintenance plans for equipment by beneficiary institutions have been provided for in this project. Furthermore, the project design includes full involvement of the beneficiary institutions and frequent supervision and communication between the financiers, implementing agencies and supervising consultants in the case of civil works.
2.8. Key performance indicators
2.8.1 The project results-based logical framework contains key impact, outcome and output indicators. The main outcomes expected are related to: (i) Increased access to ICT
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for development facilities and services in education; (ii) Increased access to HEST and TEVET; (iii) Improved Quality and Relevance of HEST in target TEVET and HE Institutions with links to the productive sector; and (iv) An impact evaluation and a monitoring and evaluation system with information and indicators on the performance of higher education and skills development.
2.8.2 Progress towards achieving these outcomes will be monitored through the Monitoring and Evaluation System to be put in place. The details of the project monitoring arrangements are described in section 4.6. The project is also funding impact evaluation activities that will generate knowledge and indicators to measure performance and achievements. These impact evaluation activities are summarized in Technical Annex C5.
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– PROJECT FEASIBILITY3.1. Environmental and Social impacts
3.1.1 Environment: The project is classified as category II according to the Bank’s
environmental guidelines and an Environmental Management Plan has been prepared.
Activities under the project will include activities for expanding access including new constructions at the seven institutions such as lecture rooms, engineering laboratories, libraries, workshops, ICT infrastructure and business centres. Environmental enhancement activities will build on already being implemented by the Government. For example a major tree planting exercise was carried out by MoEST in May 2011. Disposal of outdated equipment will be done in accordance with the National Environment Management Act (NEMA ACT) regulations. The project promotes the use of sustainable building technologies, reducing the impact on the environment and reducing recurrent cost. The Department of Environmental Affairs was consulted during the Appraisal mission on the preparation of the EMP. Details on the environmental analysis are given in Technical Annex B7.
3.1.2 Climate Change: The project will have minimal impact on climate change. The Universities like all other institutions in the country are required to adhere to the provisions of the National Environment Management Act (NEMA ACT) and the Occupational Health and Safety Act (OHSA ACT). These regulations address pollution concerns. Outdated equipment will be replaced with more efficient equipment that has less impact on the environment. The increased use of ICT in the sector will greatly contribute to the reduction of the use of paper thus minimizing the impact on climate change.
3.1.3 Social: The project will have a critical impact for the roadmap towards implementation of the social pillar in Malawi’s MGDS I and MDGS (II). Investments in higher education and skills development will derive more economic and social benefits by enabling Malawi to raise productivity in the MGDS key production sectors and to compete in the global market. The enhanced university education and skills development will contribute to a knowledge based economy through skilled manpower. The collaborative strategy that the project will adopt in its implementation will create a platform for increased collaboration between the target participating universities, TEVET institutions and workplace to bridge the gap between training and the world of work. The development of good quality and relevant skills training through the HEST intervention will address the vicious circle of low education and skills that leads to low productivity and poverty of most countries in sub-Saharan Africa including Malawi. The policy of equitable access to higher education institutions will be reviewed under Component IV to evaluate its desired impact to female enrolment in TEVET
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and higher education and appropriate recommendation made for implementation under the project. Details on the social analysis are given in Technical Annex B7.
3.1.4 Poverty Reduction: This project will make an important contribution in reducing the proportion of people living in poverty. According to the 2009 Welfare Monitoring Survey, 40% of Malawians live in poverty. Official estimates suggest that about 3% of Malawians are unemployed. The development of skills in HEST is a key driver for economic growth in developing countries. The selection of the beneficiary sites made a deliberate effort to ensure the production of skills in all the three regions of the country, thus contributing to inclusive growth. The project will work to increase access at the same time adjusting skills requirement to accommodate changes in technology and innovation in order to drive economic growth.
3.1.5 Gender: The project will increase female participation in skills training especially in Science & Technology and core technical related courses that have low female enrolment. This will be done in part through awarding of scholarships and funding an ODL based bridging course in Mathematics and Science to enable about 2,000 female participants meet entry requirement for HE and TEVET training. The scholarship, which will be given to 40% of females, will also assist them in accommodation related issues since the project will not fund construction of hostels. This intervention is to reduce the wide gap that exists in Malawi in such areas as entrepreneurship where currently 1 out of 10 women own and manage their own enterprises as compared to 16% of men. In Malawi females comprise 52% of the population. Females have less than 13% of the annual TEVET graduates in 2003-2008 and enrolment in University for females stands at 30% (Malawi: Skills for Private sector Development, AfDB, 2009). This intervention is geared towards increasing these levels by assisting many females gain new and higher level skills that will enable them enter the labour market and contribute to lowering gender disparity in the work force. The e-learning approach which is flexible in its approach will give opportunity for more female participation as it will address the issue of time constraint and encourage those who dropped out of the school system due to early marriage or pregnancy to acquire further learning and training. 3.1.6. Involuntary Resettlement: The project sites are already established as it is serving existing institutions and therefore it is not expected to directly trigger any involuntary relocation. The laying of fibre optic cable will be the responsibility of the service providers and they already have measures to deal with issues of resettlement in the likely event that they occur. Disruption of economic activity, livelihood sources or displacement of populations during implementation is not foreseen.
3.2 Economic impact
3.2.1 The project is economically sound and beneficial to both technical and vocational and university education in Malawi. It will contribute to the GoM’s goal of improving the capacity of the education system to provide adequate quality human resources for development by increasing the percentage of skilled and qualified human resources from less than 10% and 5% in TEVET and HE respectively in 2006 to more than 10% or more (TEVET) and 6% (HE) in 2016. The project’s main benefits are drawn from efficiency gains as more results will be achieved through the delivery of up-to-date and relevant education programs in both subsector levels, thus ensuring internal (improved progression rates within the subsector) and external efficiency in terms of increased graduations and employability of graduates. Details on the economic analysis are given in Technical Annex B6.
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3.2.2 Available data indicate that an additional year of university education in Malawi leads to a 62% and 86% wage increase for employed males and females respectively. One more year of TEVET education leads to 20 and 28 percent wage increase for males and females respectively. The high private rate of return to university and TEVET education is consistent with the perceived skilled labour shortage. The production of adequate numbers of both higher education and technical and vocational graduates will make a major contribution to the improvement of the performance of the economy by ensuring the availability of qualified personnel to benefit industry and production of goods and services, thus propelling the economy’s move from the predominantly consuming and importing to the desired producing and exporting status.
3.2.3 The project will also provide ICT and incubation centres which have a high potential for job creation and income generation. The incubation centres, which will also foster the link between training institutions and the productive sectors, will be based on thematic areas in which each of the institutions will lead. This aspect is particularly important due to the spread of the institutions throughout all the regions of the country. The impact evaluation to be conducted will provide further detailed information on the potential economic and financial benefits of the project.
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– IMPLEMENTATION4.1. Implementation arrangements
4.1.1 The executing agency of the project will be the Ministry of Education, Science and Technology through the Higher Education and the Technical and Vocational Education Department. The activities related to increasing access and connectivity of the project will be implemented by the existing Education Infrastructure Management Unit (EIMU) under the Planning Department of the Ministry. EIMU, a merger of the current ADF education project implementation team and the DFID’s sponsored Infrastructure Unit, will coordinate project implementation. The GoM has granted a waiver for the EIMU to continue to be responsible for the implementation of on-going Education V project as well as the proposed HEST project. The EIMU is headed by a project coordinator and a pool of experienced and qualified professionals. The finance department is headed by the finance and administrative manager, and assisted by accountants as detailed in paragraph 4.3.1 of this report.
4.1.2 An assessment of the capacity of the EIMU to implement the project revealed that it is adequate to implement the project. The Government is recruiting an architect and a monitoring and evaluation officer to boost the present capacity. This is being paid for with already available financing. The EIMU’s implementation capacity will be further strengthened by dedicated teams at each of the benefiting institutions of the two colleges of the University of Malawi and Mzuzu University; and the MoEST Technical Colleges. Specialist Consultants will be recruited to support the project implementation teams in the implementation of the different activities of the project.
4.1.3 A Project Steering Committee will be formed to guide and monitor implementation progress. This committee will include members from the key sector Ministries, including the Ministries of Finance, of Education Science and Technology, of Labour, Trade and Industry; TVETA; the National Commission for Science and Technology; the private sector, industry and the Civil Society Education Coalition.
