AFRICAN DEVELOPMENT FUND
MULTINATIONAL
PROJECT : PAN AFRICAN UNIVERSITY PROJECT
__________________________________________________
PROJECT APPRAISAL REPORT
OSHD DEPARTMENT July 2013 Appraisal Team
Sector Director: Mrs. A. SOUCAT, OSHD
Regional Directors: MM. G. NEGATU (EARC), J. LITSE (ORWA), Mrs. M. KANGA (ORCE)
Sector Manager: Mr. B. SAVADOGO, OSHD.2 Team Leader: Mr. C. M. GUEDEGBE, OSHD.2
TABLE OF CONTENTS
I – STRATEGIC THRUST & RATIONALE ... 1
1.1 PROJECT LINKAGES WITH RELEVANT STRATEGY AND OBJECTIVES ... 1
1.2 RATIONALE FOR BANK’S INVOLVEMENT ... 2
1.3 DONOR COORDINATION ... 4
II – PROJECT DESCRIPTION ... 4
2.1 PROJECT COMPONENTS ... 4
2.2 TECHNICAL SOLUTION RETAINED AND OTHER ALTERNATIVES EXPLORED ... 6
2.3 PROJECT TYPE ... 7
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 ... 10
2.7 BANK GROUP EXPERIENCE, LESSONS REFLECTED IN PROJECT ... 10
2.8 KEY PERFORMANCE INDICATORS ... 11
III – PROJECT FEASIBILITY ... 11
3.1 ECONOMIC AND FINANCIAL PERFORMANCE ... 11
3.2 ENVIRONMENTAL AND SOCIAL IMPACTS ... 12
IV – IMPLEMENTATION ... 14 4.1 IMPLEMENTATION ARRANGEMENTS... 14 4.2 MONITORING ... 16 4.3 GOVERNANCE... 17 4.4 SUSTAINABILITY ... 17 4.5 RISK MANAGEMENT... 19 4.6 KNOWLEDGE BUILDING ... 19
V – FINANCING INSTRUMENTS AND CONDITIONS ... 20
5.1 FINANCING INSTRUMENT AND CONDITIONS ... 20
5.2 CONDITIONS ASSOCIATED WITH BANK’S INTERVENTION ... 20
5.3 COMPLIANCE WITH BANK POLICIES ... 20
VI – RECOMMENDATION ... 20
APPENDICES
APPENDIX I : DETAILED TEST FOR REGIONAL PUBLIC GOOD ELIGIBILITY APPENDIX II (A) : IMPLEMENTATION STRUCTURE FOR THE PROJECT
APPENDIX II (B): EXPENDITURE CATEGORIES BY BENEFICIARY INSTITUTION APPENDIX III: COMPARATIVE SOCIO-ECONOMIC INDICATORS OF HOST COUNTRIES APPENDIX IV: MAP OF THE REGION INDICATING PROJECT SITES
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TABLES Page
1.1 Contribution of development partners to initial phase 4
2.1 List of programs by PAU thematic institute 5
2.2 Project components 5
2.3 Alternatives considered and reasons for rejection 7
2.4.1 (a) to 2.4.5: Project costs 8-9
4.1 Financial management risk assessment 16
4.2 Procurement risk assessment 16
4.3 Monitoring schedule 17
4.4 Risks and mitigation 19
FIGURES
1. Percentage of students enrolled in S&T fields (2010) 2 2. Employment of active population 25-34 with higher education level 2 3. Relation between GER and Gender Parity in Tertiary Education 12 4. Projected evolution of recurrent costs and revenue 18
Currency Equivalents
As of April 2013
1 Unit of Account (UA) = 1.5 US$
1 UA = 235.1 NGN
1 UA = 130.6 KES
1 UA = 767.3 XAF
Fiscal Year
[Fiscal year 1 July – 30 June]
Weights and Measures
1 metric ton = 2204 pounds (lbs.) 1 kilogram (kg) = 2.200 lbs.
1 meter (m) = 3.28 feet (ft) 1 millimeter (mm) = 0.03937 inch (“) 1 kilometer (km) = 0.62 mile 1 hectare (ha) = 2.471 acres
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Acronyms and Abbreviations
AAU Association of African Universities AERC African Economic Research Council
AU African Union
AUC African Union Commission
AUST African University of Science and Technology AVU African Virtual University
COMEDAF Conference of Ministers of Education of the AU CSP Country Strategy Paper
ECOWAS Economic Community of West African States
EU European Union
GER Gross Enrolment Rate
HEST Higher Education, Science and Technology ICT Information and Communication Technologies JICA Japan International Development Agency KES Kenyan Shilling
LTP Lead Thematic Partner
MIS Management Information System MTS Medium Term Strategy
NEPAD New Partnership for Africa’s Development NGN Nigerian Naira
OECD Organization of Economic Cooperation and Development PAU Pan African University
PAUGHSS PAU Institute of Governance, Humanities and Social Sciences PAULESI PAU Institute of Life & Earth Sciences
PAUSTI PAU Institute of Science, Technology and Innovation PBA Performance-Based Allocation
PIDA Programme for Infrastructure Development in Africa REC Regional Economic Community
RISP Regional Integration Strategy Paper RPG Regional Public Good
SIDA Swedish International Development Agency SSA Sub Saharan Africa
STEM Science, Technology, Engineering and Mathematics STI Science, Technology and Innovation
UNECA United Nations Economic Commission for Africa WAEMU West African Economic and Monetary Union WDR World Development Report (World Bank) XAF CFA franc (Central Africa)
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Grant Information
Client InformationGRANTEE: African Union Commission (AUC)
EXECUTING AGENCY: Directorate of Human Resources, Sciences and Technology (HRST), African Union Commission (AUC); PAU Institute of Basic Sciences, Technology and Innovation (PAUSTI) at Jomo Kenyatta University of Agriculture and Technology (JKUAT); PAU Institute of Life and Earth Sciences (PAULESI) at the University of Ibadan (UI); PAU Institute of Governance, Humanities and Social Sciences (PAUGHSS) at The University of Yaoundé II (UYII)
Financing Plan (2013-2018)
Source Amount (UA million) Instrument
ADF 30.00 Grant
Governments 17.93
AUC 44.26
Other partners (LTPs) 10.64
Total cost 102.83
ADB’s key financing information
Grant currency Unit of Account
FIRR, NPV (base case) NA
EIRR (base case) NA
Timeframe - Main Milestones (expected)
Concept Note approval March 2012
Project Reappraisal March 2013
Project approval July 2013
Effectiveness December 2013
Completion December 31, 2018
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Project Summary
1. Project overview. By supporting the Pan African University (PAU), the project will advance Africa’s goal of enhancing its competitiveness and growth through the creation of high quality higher education and research capabilities. The PAU is a regional university offering only postgraduate (Master and doctoral) programmes. It aims at establishing an academic network of already existing post-graduate and research institutions. It will serve the entire continent in five development areas1 identified by the Heads of States and the Conference of African Ministers of Education (COMEDAF). The total cost of the 5-year PAU support project is estimated at UA 102.83 million of which the ADF will contribute UA 30.00 million as a grant. The balance of UA 72.83 million will be mobilized by the African Union Commission (AUC), the countries hosting the PAU institutes and the Lead Thematic Partners (LTPs).
2. The implementation structure of the PAU is based on the selection of existing universities, on a competitive basis, to host the regional PAU Institutes and Centers. The first three PAU lead thematic institutes (out of five) are established and are hosted by Jomo Kenyatta University of Agriculture and Technology (JKUAT) in Kenya (for Sciences, Engineering, and Technology), the University of Yaoundé II in Cameroon (for Governance, Humanities and Social Sciences), and the University of Ibadan in Nigeria (for Life and Earth Sciences). They will serve all African countries. Algeria has been recently chosen for North Africa while selection for the host country for Southern Africa is in progress. Details of the structure of the PAU are provided in the approved Statute (Technical Annex C.5).
3. Needs Assessment. The project will help provide Africa with the skills needed to add value to its natural resources and enhance its competitiveness and sustainable growth. Through the post graduate programs in Science, Technology, Engineering and Mathematics (STEM), and governance offered in its thematic networks of institutions, the PAU will help constitute critical masses of talents in priority areas for Africa, while enhancing regional cooperation and integration in training and research in higher education as well as ensuring gender diversity for social inclusion.
4. Bank’s Added Value. The Bank is playing a major role in the establishment of the PAU. First, it has provided technical assistance and advice to the AUC and the host universities for the PAU overall needs assessment concerning all components and activities. Second, through the project it is providing financial resources for key cost areas, thus playing a catalytic role in inducing the other partners to commit themselves to the total budget.
5. Knowledge Management.This project also offers a model for establishing a university system at the continental level and the Bank will learn from this experience. It is in line with the Regional Integration and Skills and Technology core operational priorities of the Bank’s 2013-2022 Strategy and the Human Capital Strategy under preparation. The design of this university system (involving universities outside the continent, African countries, the private sector, the AU and bilateral and multilateral donors) is unique. The knowledge gained in implementing the PAU will be used to design the Bank’s support to other centers of excellence, future scientific networks or future universities. This knowledge will be available through documents and web sites as well as exchange of experience between the project staff and experts in the AU countries.
1 The thematic areas constituting the PAU Programs and the geographical distribution are the following: (i)
Basic sciences, Technology and Innovation, in East Africa, (ii) Earth and Life Sciences (including health and agriculture), in West Africa, (iii) Governance, Humanities and Social Sciences, in Central Africa, (iv) Water and Energy Sciences (including climate change), in North Africa and (v) Space Sciences in Southern Africa.
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Multinational: Support to Pan African University Project (Result-based Logical Framework)
Project goal: Establish a world class regional university system to serve the entire continent in key development areas
RESULTS CHAIN
PERFORMANCE INDICATORS Means of verification
RISKS, ASSUMPTIONS AND MITIGATING
MEASURES Indicators Baseline Target
IM P AC T Africa’s competitiveness and growth are improved through high quality higher education and research capabilities
1) African Universities International Ranking and Research Productivity
2) Unemployment rate of PAU students 6 months after graduation
3) Number of patents by PAU Institutes
1) Three African universities are in Top 500 (Shanghai 2010 rating) 2) 25% in SSA for higher education graduates in 2011 3) None in 2011
1) 2 PAU institutes in the top 500 in 2020
2) Less than 5% in 2018
3) At least one by year from 2016 - Baseline report; -AUC; RECs - UNESCO, AAU, AUC, RECs, WB, , Labor Market Surveys OUT COM ES Result 1: Efficient regional higher education governance system (PAU)
1.1 Proportion of regional thematic hubs and centers fully integrated in the PAU governance structure
1.2. A single accreditation system in place for PAU programs
0% in 2011 Non existent in 2011 100% by 2016 1 by 2016 -AUC reports -PAU Rectorate reports -Reports from PAU institutes -Project progress report AUC reports Reports from PAU institutes Project Progress report
Risk: (Low). Lack of support from the higher education community, including resistance to change by academics. Mitigation: Further stakeholder consultations, transparency in selection of institutions participating in thematic networks; strategy to inform on PAU goals and the aims.
Risk: (Medium). Lead donors fail to honor the expected technical and financial support.
Mitigation: Lead Thematic Partners are committed and have signed MOUs with the AUC. They have beene involved in all stages of the PAU design process..
Risk (Low). Host countries & universities fail to meet expected financial commitment. Mitigation. Financial responsibility is understood by host countries who are making adequate budget allocations
Result 2: Improved quality of Higher Education at regional level creating increased links with the labor market
2.1. PAU Programs and curricula certified by a quality assurance systems
Nonexistent in 2011 Quality assurance system functioning in PAU by 2014
Result 3: Improved equitable access to quality higher education in S&T fields
3.1 Evolution of student enrollment
3.2 Regional distribution of PAU students (gender disaggregated)
3.3. % of female students in PAU institutes None in 2011 NA in 2011 None in 2011 1064 students enrolled in MSc programs & 486 in PhD programs by 2018 A minimum of 80% of enrolled in a regional PAU institute students come from countries other than hosts in 2016 40% by 2087 Result 4: PAU institutions have diversified sources of revenues
4.1. Number of PhD financed by private sector
4.2. Number of consultancies for private sector
0 in 2011 0 in 2011
50 by 2018
4 per thematic area by year in 2018
Result 5: PAU Institutions achieve world class status (teaching & research)
5.1. Average scientific productivity of PAU Teachers and students 5.2. International Ranking of PAU Institutes and satellite centers (Number in top 1000)
0.47 paper per researcher per year None in 2011
1.5 paper/researcher/year (STI)
At least 10 PAU institutes and satellite centers by 2018
OUT P UT S Output 1.1: Thematic hubs operational
1. Number of Lead thematic hubs operational as executing organs 2. Number of centers by thematic networks None in 2011 None in 2011 3 in 2013 At least 5 by network in 2018
Risk. (Low). The students are overwhelmingly males and it proves very difficult to recruit females. Mitigation:
Information campaigns to attract female candidates; specific scholarship quotas allocated to female candidates
Risk: (Low). Difficulties in attracting high profile teachers for the PAU programs
Mitigation: Recruitment process based on best practices with attractive salary and incentive package.
Risk (Low). Brain Drain (PAU students join European or American universities after Master) for further studies and research. Mitigation. Students commit to work for a number of years or reimburse scholarships and other expenses. Establish conditions to help PAU graduates initiate start-ups. Strategic links with industry and other employers, e.g. through open days and career days
Output 2.1: staff and student exchange operational
Proportion of PAU institutions with operational exchange programmes
0 in 2011 100% in 2018
Output 2.2: diverse high level skills available
1. Number of students graduating annually by fields
2. Proportion of women among graduates
0 in 2011
-
- 794 Masters degrees and 231 PhD degrees awarded by 2018
- At least 40% by 2018
Output 2.3: Curricula developed for each of the 3 thematic areas
1. Number of curricula developed and implemented
2. % of curricula developed with private businesses 11 in 2012 0% in 2012 17 by 2015 10% in 2018 AUC reports PAU Rectorate and institutes reports Project progress reports Output 2.4: Qualified staff available
Proportion of required staff in place for each area 0 in 2011 100% by 2014 Output 3.1: Increased enrolment to postgraduate S&T programs
Evolution of student enrolment in PAUSTI, & PAULESI
0 in 2011 (2012 figures pending)
100 annually by each PAU institute from 2014
Output 3.2. Increased participation of female students in PAU S&T fields
1. % of female students in PAU S&T institutes
2. % of ADF financed scholarships allocated to PAU female students 3. Study on the gender situation in higher education in Africa completed
None in 2011 None in 2011
None in 2011
Minimum 40% in 2018 Minimum 50% from 2014
Report completed with recommendations in 2014 Output 3.3: Student
financial support scheme established
Proportion of new students by gender awarded a scholarship each year
None in 2011 100% by 2013 (male and female) during first five years
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Output 4.1: Enhanced private sector involvement
1. Proportion of PAU institutes with Incubators operational and functioning with private support
2. Number of training sessions organized under contract
3. Number of projects/activities sponsored by the industry
None in 2011 None in 2011 None in 2011
3 by 2018
5 per year per thematic institute from 2016 2 per year from 2015
Output 5.1: Research and innovation enhanced
1. Number of Patents for each Thematic Hub
2.Number of referee journal by thematic hub
2. Number of articles in refereed journals
None in 2011 None in 2011 None in 2011
At least 10 per hub from 2016
At least one in 2018 At least 2 per researcher from 2016 AC T IVI T IE S B Y COM P ONE NT S Components Component 1. Support to Science and technology programs (PAUSTI & PAULESI)
The East and West African Hubs, in Nairobi and Ibadan, will be supported through strategic and business plans; Curriculum development; Additional infrastructures (equipment); Students and Teachers exchange programs; Student scholarship program ; Partnerships with research institutions and industry; IT networking.
Component 2. Support to Governance and regional integration program (PAUGHSS)
The Central African hub, in Yaoundé, will be supported through Teacher and researchers exchange program; Student exchange program; Distance learning; IT networking as well as Strategic and business plans; Curriculum development.
Component 3. Support to PAU Administration and Project Management
Finalization of PAU Administrative structure; Sensitization on governance structure ; Staff recruitment and training ; IT based administrative and financial procedures, including MIS; Equipment ; Technical assistance ; Operating costs ; PAU IT Network; Impact evaluation; baseline and thematic studies; innovative financing of higher education and research including academic chairs
Resources by component (UA million) Total ADF Component 1 : 78.65 19.23 Component 2 : 14.67 4.00 Component 3 : 9.51 6.77 Total 102.83 30.00
Sources (UA million): ADF: 30.00; AUC: 44.26; Governments: 17.93; Other partners: 10.64
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PROJECT TIME FRAME
The project will start in the beginning of 2014 and is expected to be completed at the end of 2018. The summary project time frame is provided in the figure below.
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R
EPORT ANDR
ECOMMENDATION OFM
ANAGEMENTTO THE
B
OARD OFD
IRECTORS ON AP
ROPOSEDG
RANT TO SUPPORTTHE
P
ANA
FRICAN UNIVERSITY PROJECTManagement submits the following Report and Recommendation on a proposed grant for UA 30.00 million on Multinational Regional Public Good (RPG) to finance the Support to the Pan African University (PAU) Project, in accordance to the Strategic and Operational Framework for Regional Operations, March 2008 and Regional Integration Strategy 2009-2012.
I – STRATEGIC THRUST & RATIONALE
1.1 Project linkages with relevant strategy and objectives
1.1.1 The project falls within the overall vision of the African Union and has been endorsed by African governments at the highest level. The PAU has strong political endorsement from Heads of States, the Conference of the Education Ministers of the AU (COMEDAF) and the Governments of Kenya, Cameroon and Nigeria. It is in line with the AU’s Plan of Action for the Second Decade of Education (2006-2015), its 2009-2012 Strategic Plan, its the draft 2014-2017 Strategic Plan as well as the Consolidated AU’s and New Partnership for African Development (NEPAD)’s Action Plan for Science and Technology. Furthermore, the Nairobi Declaration (April 2012) at the First African Science, Technology and Innovation (STI) Forum endorsed the PAU and called on African countries, the donor community and specifically the Bank, to support this initiative. Box 1 below briefly presents the AU’s regional priorities in higher education.
Box 1: AU’s Higher Education priorities
Higher Education falls under Pillar 2 “Development, Integration & Cooperation” of the AU’s Strategic Plan 2009-2012 and is in line with the draft Strategic Plan 2014-2017 This pillar aims to enhance Research & Development institutions, and coordinate technological development and dissemination. The Education plan of action for the Decade (2006-2015) recognizes the role of knowledge and innovation in the world economy, and the role of higher education as a core resource base for the attainment of the Millennium Development Goals and highlights the need to fully exploit the “potential of higher education to provide African-led solutions to African problems in the spirit of Africa’s collective vision”. Within this context the priorities defined for Higher Education for the Second Decade of Education in Africa are the following: (i) Promotion of research and original knowledge production in Higher Education; (ii) Promotion, development and assurance of quality in African Higher Education in all its dimensions, including the development and ratification of Regional and Continental Qualification Frameworks (such as the Arusha Convention) to facilitate mobility of students and staff; (iii). Increased involvement of universities in the continent’s development efforts, including the development of the lower levels of education; and (iv). Ensuring appropriate levels of funding for Higher Education.
Source: AU: Strategic Plan 2008-2012; Education plan of action for the decade (2006-2015)
1.1.2 The project is also in line with the Bank’s priorities. Skills and Technology and
Regional Integration are 2 or the -5 core operational priorities of the Bank’s 2013-2022 Strategy focusing on Africa’s economic transformation. Furthermore, Higher Education Science and Technology Strategy (2008) and the the Human Capital Strategy under preparation highlight the need to strengthen higher education, technology and vocational training to assist the countries develop adequate skills to enhance competitiveness and youth employment. The PAU has the potential to contribute to addressing these priorities.
1.1.3 The project responds to the orientations of the forthcoming Human Capital Strategy. The three building blocks of the HCD strategy are: i) improving competitiveness and employment opportunities, ii) value for money and accountability in service delivery and risk protection, and iii) inclusion and social cohesion. The PAU aims at upgrading selected existing higher education institutions in Africa, creating a network of researchers among universities towards a highly skilled workforce and increased access to higher education for the poorest students. Within this context, new approaches will guide the Bank’s investments
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in higher education focusing on (i) skills development to support job creation and private and public sector investments in infrastructure and other economic sectors; (ii) better matching the supply and demand for skilled workers to address youth unemployment in Africa; (iii) strengthening of Science and Technology including scientific research and innovation work being carried out by regional African Networks of Excellence; and (iv) promoting cooperation and regional integration through regional centers of excellence and regional networks of knowledge.
1.1.4 The training and research areas selected for the PAU are Basic Sciences, Engineering, Earth and Life Sciences, Environment, Energy, and Governance, which are priority areas for individual countries and the regions. The CSPs for the 3 host countries (Cameroon 2010-2014; Kenya 2008-2012 extended to 2013; Nigeria 2013-2017) cover areas such as Infrastructure, Agriculture and rural development, Human Development, Governance and Private sector development, which are all relevant to the thematic priorities of the PAU. Furthermore, the Regional Integration Strategy Papers (RISPs) for Central Africa, West Africa and East Africa stress the need for capacity building to support the implementation of the regional integration agenda focusing on development of infrastructure and trade facilitation.
1.2 Rationale for Bank’s involvement
1.2.1 African countries have the lowest ratio of scientists and engineers in R&D and the PAU holds the promise to create a cadre of scientists and engineers and build knowledge societies in Africa. While Africa accounts for 13.4% of world population, its production of knowledge is only 1.1% of world
scientific knowledge2. Out of 4 million scientific papers, the share of African scientists is only 1.8%. Only three African universities have ranked among the Top 500 universities in the world. On average, countries in Africa have 35 scientists and engineers per million inhabitants compared to 168 for Brazil, 2457 for Europe and 4103 for the United States. Tertiary students from Sub-Saharan Africa are still among the world’s most mobile. In 2010, they were
260 000 studying abroad, representing 4.9% of all students in Africa3. This situation is mainly due to the lack of high profile institutions in the fields of science, technology, engineering and mathematics (STEM) and to the low proportion of students in scientific fields as compared to other parts of the world (Figure 1). By offering training at post-graduate level (Masters and PhD), the PAU aims to create centers of excellence in STEM and boost the innovative capacity of Africans to adapt to the changing needs of the global economy. Furthermore, supporting and facilitating intra-African mobility of highly skilled persons through the PAU will be a key element in strengthening regional integration and addressing the brain drain challenge.
2 NEPAD (2010), “African Innovation Outlook”
3 UNESCO-UIS, (2012), Opportunities Lost: Impact of grade repetition and early school leaving;
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1.2.2 Although African countries invest an increasing proportion of GDP per capita in higher education, unemployment of graduates indicate inefficiencies. It is estimated that the unit cost of public higher education in Africa (in GDP per capita unit) is 2.06 as compared to 0.67 for OECD countries4. For individual countries, this unit cost varies from 0.18 (Mauritius) to 6.43 (Ethiopia). Furthermore as indicated in Figure 2, a large proportion of the active population aged 25-34 with higher education level of training are unemployed (25%) or employed in the informal sector (20%). Investing in skills development in science and technology fields will address these inefficiencies by improving the relevance of the training and the job market needs.
1.2.3 The PAU is a Regional Public Good (RPG) and is in line with the Bank’s regional integration strategy (2009-2012). This strategy recommended the mainstreaming of regional public goods in Bank’s operations. The project also conforms to the Regional Integration Strategy Papers (RISPs) for Central, East and West Africa for 2011-2015 which all highlight the need for human capacity building as a major pillar. More specifically, the PAU will accelerate the regional approach through the promotion of regional integration and cooperation in Africa and the increasing mobility of skilled labor. The PAU will service all African countries through a network of thematic centers of excellence with the extensive use of open and distance training using broadband connectivity. The PAU statute provides that the working languages of the PAU are French, English and Arabic (Article 21). In this regard no qualified student will be excluded either on the basis of language or country of origin. The PAU Institutes are required to provide language training (French or English) to students from other linguistic areas to assist them to fully participate and resources are allocated in the scholarship package to cover these expenses. The scholarship scheme will offer the same opportunities to all qualified candidates. In addition, the proposed project satisfies the conditions defined in the Bank’s Strategic and Operational Framework for regional operations (2008) as well as all seven criteria for a Regional Public Good (RPG). The detailed test for RPG eligibility is attached (Appendix 1). In line with its RPG approach, the Bank’s intervention will play a key catalytic role for the PAU.
1.2.4 There is complementarity between the Bank’s support to the PAU and other similar programs financed by the Bank. Such projects have supported regional higher education programs including the WAEMU countries (Project in support of Higher Education and Research); ECOWAS (through Support to AUST Abuja and the Water & Environment institute (2Ie) in Ouagadougou); the African Virtual University (AVU) (Phases 1 and 2), and the African Economic Research Consortium (AERC) etc.
Some of the institutions supported through regional operations as well as those supported through national operations (the Kigali Institute of Science and Technology and Carnegie Mellon University in Rwanda), could later qualify as affiliate PAU “thematic centers for excellence”.
Most other Bank financed projects or programs support undergraduate and graduate levels which prepare students to qualify for admission into post graduate training in the specific fields of the PAU.
There is a similarity between the objectives pursued by the PAU and those of the AERC’s Collaborative Masters and PhD programs in Economics, i.e. (a) individual capacity building; (b) institutional capacity building; (c) enhancement of the relevance of curricula, theory, teaching and research on "African problems in search of African solutions”; and (d) efficient management of the programme. However, the delivery context of the PAU is a formal university organized around 5 specific programme
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4
areas, with its own network of lead thematic Institutes and thematic centers of excellence.
1.2.5 The Project will complement and support the African Union’s Programme for Infrastructure Development in Africa, 2012-2040 (PIDA). The PIDA which was developed with the Bank’s assistance focuses on Energy, Transport, Water, and Information and Communication Technologies (ICT) which are all PAU programme areas. The production of high level skills and knowledge by the PAU will contribute to the implementation and sustainability of the PIDA.
1.3 Donor coordination
1.3.1 The PAU concept is built on partnerships involving the AUC, Regional Economic Communities (RECs), development partners, host countries and universities. Several donors are involved as Lead Thematic Partners (LTP) of the PAU’s thematic institutes. Each LTP is expected to support coordination of PAU partners by providing substantial technical assistance as well as mobilize resources for the particular thematic network it is involved in. In this context SIDA (Sweden) is already working with the AUC as the LTP for the PAU thematic Institute for Governance, Humanities and Social Sciences at the University of Yaounde II. As LTP, JICA (Japan) is already supportingthe PAU Institute for Science for Sciences, Technology, and Innovation at the Jomo Kenyatta University of Agriculture and Technology in Nairobi (JKUAT). India has agreed to be the LTP for the West African thematic Institute on Earth and Life Sciences at the University of Ibadan (Nigeria). SIDA and GIZ (Germany) have established units for coordinating support for the PAU in their countries. 1.3.2 The AUC has already received financial assistance from several development partners to support the operationalization of the PAU. This support aims to prepare the way for their more substantial support. In this regard, SIDA is envisaging providing USD 5.00 million a year to the PAUGHSS for five years. During the project design process, the Bank has coordinated closely with prospective LTPs, namely SIDA and JICA and has had joint missions with these institutions during this process. Table 1.1 below presents support provided by some development partners in the preparation phase. GIZ (Germany) is designing its specific support to the PAU Institute in Algeria.
Table 1.1: Contribution of development partners to initial phase
Partners Amount (in UA equivalent) Period
EU 887,000 2010-2012
GIZ 2,459,000 2011-2014
SIDA 452,000 2011-2012
II – PROJECT DESCRIPTION
2.1 Project components2.1.1 Project design (components). The project will support the establishment of the PAU management structure as well as the three PAU regional institutes established in Cameroon, Kenya and Nigeria. The three thematic programme areas covered by the institutes are as follows:
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Table 2.1:List of programs by PAU thematic institute
PAUSTI (Nairobi) Basic Sciences, Technology and
Innovation
PAUGHSS (Yaoundé) Governance, Humanities
and Social Sciences
PAULESI (Ibadan) Life and Earth Sciences
1. Mathematics, with 3 options: Applied, Computing, Financial
1. Governance & regional
integration (integrated
program)
1. Geosciences with Mineral petroleum Geology and Mineral exploration Geology options
2. Molecular Biology and Biotechnology 2. Interpretation & Translation 2. Environmental Management
3. Electrical and Electronics Engineering 3. Plant Breeding
4. Civil Engineering and Construction 4. Health Sciences with Reproductive
Health Sciences and Reproductive Biology options
2.1.2 Table 2.2 below presents a brief description of the project components.
Table 2.2: Project components
Component No. and name
Cost in million UA, (ADF in brackets) Component description 1. Support to Science and Technology programs.
78.65 (19.23) This component will support two thematic areas (subcomponents) of the PAU. These include: (i) Basic sciences, Technology and Innovation, the East African Hub (PAU-STI) hosted by the Jomo Kenyatta University in Nairobi; and Earth and Life Sciences including health and agriculture, the West African Hub (PAULESI) hosted by the University of Ibadan in Nigeria. Activities will include: preparation of the strategic and business plan; curriculum development; provision of additional equipment and books; students and teachers exchange program; student scholarships; building partnerships with research institutions and industry; IT networking; building capacity in procurement and management of programs; promoting e-health and m-health; supporting linkages with private sector; e-learning content development
2. Support to Governance and Regional Integration Programs
14.67 (4.00) This component will support the Central African thematic hub (PAUGHSS) hosted by the University of Yaoundé II, in Cameroon. Activities will include: preparation of the strategic and business plan; curriculum development; provision of additional equipment and books; students and teachers exchange program; student scholarships; building partnerships with research institutions and industry; IT networking; building capacity in procurement and management of programs; supporting linkages with private sector; e-learning content development
3. Support to PAU
Management and Project Implementation
9.50 (6.77) Activities will include: Operationalization of PAU Administrative structure; sensitization on the structure; staff recruitment and training ; IT based administrative and financial procedures, including MIS; technical assistance ; establishment of the PAU IT platform; impact evaluation; baseline and thematic studies; linkage with private sector.
2.1.3 Component 1. As indicated in table 2.1 above, this component supports the PAU institutes established in West and East Africa. Activities will include: curriculum and course development, lab and workshop equipment, broadband ICT platform (networking equipment; connectivity; training technical staff for maintenance), library equipment and material, teacher and researcher exchange programs, linkages with the industry including the creation of conditions for incubation and emergence of start-ups leading to more small and medium enterprises (SMEs) and new jobs. The private sector and the industry will be involved in design and delivery of programs and curricula including providing of instructors and receiving student interns, which will enhance relevance of the skills produced by the PAU. Networking of the PAU institutions as well as distance learning will be enhanced through the establishment of the PAU IT platform. Under this component the project will support, initial networking activities as well as content development for the e-learning within the context of the PAU IT Platform.
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2.1.4 Component 2. This component will support the Central African thematic hub (PAUGHSS) hosted by the University of Yaoundé II, in Cameroon. Activities include: the preparation of the strategic and business plan; curriculum development; provision of additional equipment and books; students and teachers exchange program; student scholarships; building partnerships with research institutions and industry; IT networking; building capacity in procurement and management of programs; supporting linkages with private sector; e-learning content development.
2.1.5 Component 3: PAU Management and Project Implementation. This component will support the implementation of the overall PAU management structure and the execution of the specific ADF-financed project. The PAU was established by Decision AU Dec.290 (XV) of the Ordinary Assembly of the AU in July 2010. The Statute establishing the PAU, was officially adopted by the AU General Assembly on 28th January 2013 in Addis Ababa [Decision ASS/AU/Dec.451 (XX)] and is effective. The PAU management structure consists of a University Council, a Rectorate coordinating the thematic hubs and a Senate (as described in the PAU Statutes (Technical Annex C.5). The University was officially launched by the AU in December 2011. The Thematic Institutes in each host university are under the administrative and academic responsibility of the PAU and its organs. The Acting Rector and the Directors of 3 thematic institutes have been appointed.
2.1.6 The implementation of the ADF-funded project will be the responsibility of the AU’s Department of Human Resources, Sciences and Technology in coordination with thematic institutes and their host universities. The PAU is an AU’s entity under the overall administrative oversight of the Department of Human Resources, Science and Technology (HRST) headed by the Commissioner for HRST. The HRST Department has technical and professional staff including a Director, and 3 division chiefs and their staff and is currently coordinating the operationalization of the PAU. The MOU signed between the AUC and each host university specifies the services to be provided by host universities within the context of the PAU thematic institutes, in coordination witth the PAU Rectorate. The project will, through technical assistance, support the HRST Department and the thematic institutes and their host universities in the implementation of project activities. The implementation structure for the project is presented in appendix II (A).
2.1.7 The project will strengthen the PAU management structure through several activities. These activities include: the sensitization of the partner institutions, staff training; establishing IT based administrative and financial procedures, including Management Information System (MIS) and studies to define several reform strategies including those related to qualification framework, innovative financing, the application of IT for content and service delivery. Furthermore, business plans will be prepared/updated and impact evaluation activities will be conducted. Under this component the PAU IT Platform as well as networking activities will be designed.
2.2 Technical solution retained and other alternatives explored
2.2.1 The technical solution retained consists of implementing the PAU as a network of existing higher education institutions which are excellent in teaching and research in the target thematic areas. The solution aims at building a new model of higher education in Africa with an expected substantial impact on the host universities. This technical solution seems one of the most appropriate considering the constraints and challenges faced by higher education systems in Africa.
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2.2.2 The alternatives considered in designing the project and reasons for rejection are provided in table 2.3.
Table 2.3: Project alternatives considered and reasons for rejection
Alternative name
Brief description Reasons for rejection
Establishment
of a Pan
African University as a new institution
This alternative consists in building a new university in each of the regional hubs with its own infrastructure, staff and facilities. Such universities will be free to set their own programs and curricula.
Costs for the establishment of the universities will be high for the host countries. The PAU will become
operational after several years with its own
infrastructure, staff and facilities. The regional cooperation and integration objective will be missed.
Establishment of foreign Universities in Africa in the chosen thematic areas
The alternative solution is to have foreign universities establish and operate a branch campus in an African country.
This solution does not contribute to improvement of
quality, relevance, competitiveness of African
universities and their progress towards world class institutions. Neither does it promote regional mobility of students, teachers and researchers. This option also excludes regionally sponsored scholarships which constitute a major opportunity for qualified students from disadvantaged groups.
2.3 Project type
2.3.1 The project is a standalone regional investment operation presented as a Regional Public Good. The programs to be delivered by the PAU will be available for all African countries that will benefit from post graduate training and research in key areas. As such it is a public good for the region, satisfying the conditions defined in the Bank’s Strategic and Operational Framework for regional operations.
2.3.2 The detailed test for Regional Public Good eligibility (Appendix I) indicates that the proposed operation satisfies all seven criteria: (i) it has non rival character; (ii) it does not exclude any AU member country and provides a unique opportunity for high level training and research for all qualified persons; in this regard, a scholarship scheme will be established so that no qualified candidate be excluded for lack of financial resources; (iii) it has public interest and is owned by the AU to serve the entire continent; (iv) it has regional dimension; (v) it is strategically aligned to the Bank’s strategic focus; (v) the Bank is playing a key catalytic and upstream role by contributing this initial investment; and (vii) the project has incremental benefit since it aims to establish an advanced training, education, research and innovation capacity in Africa to promote effective governance and stimulate economic growth. Furthermore, language training (French or English) will be offered to students from a different linguistic background than the institution where they are admitted, to provide them with the language proficiency level required for training and research
2.4 Project cost and financing arrangements
2.4.1 The total cost of operating the PAU five years (2014-2018) is estimated at USD 154.24 million (UA 102.83 million). Of this amount consisting of 63% foreign exchange, USD 45.00 million (UA 30.00 million) is the proposed ADF grant to the AUC, USD 109.24 million (UA 72.83 million) will be contributed by the AUC, host countries and LTPs. The ADF grant will support all components exclusive of construction works which is the responsibility of host countries.
2.4.2 Details of cost are presented in the tables below. Tables 2.4.1, 2.4.2 and 2.4.3 present estimated project costs by components, financing sources and categories of expenditure. Table 2.4.4 shows the expenditure schedule by component and table 2.4.5 the
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expenditure categories by financing sources. Costs have been estimated on the basis of data obtained from the needs assessment and estimates by the host universities. Incorporated in the cost estimates are 12% of physical and price contingencies on local and foreign currency. Based on current estimates, contributions from other sources represent 44.26% by the AUC, 17.43% by host countries and 10.30% by other partners. Scholarships (which include tuition) represent 50% of total cost and the AUC has confirmed by writing to the Bank its commitment to mobilize necessary resources to finance 85% of scholarships needed for all students admitted to the PAU during the first five years. It is estimated that at the end of this investment and initial operation period, the PAU will become sustainable on tuition paid by students, subsidies and services provided. The sustainability is further examined in section 4.4 below and in technical annex B.8.
Table 2.4.1 (a): Project cost estimates by component (in UA million)
(USD Million) (UA Million) % Foreign Exchange Components Local Foreign Total Local Foreign Total
1. Science & Technology programs (PAUSTI
ET PAULESI) 34,54 69,48 104,02 23,03 46,32 69,34 67
2. Governance and regional integration
programs (PAUHGSS) 7,49 12,07 19,56 5,00 8,04 13,04 62
3. PAU Management and project
implementation 8,20 5,08 13,27 5,47 3,38 8,85 38
Base cost 50,23 86,62 136,85 33,49 57,74 91,23 63
Physical Contingencies 3,41 6,62 10,03 2,28 4,41 6,69 66
Price Contingencies 2,75 4,61 7,36 1,83 3,07 4,91 63
Total Cost 56,40 97,84 154,24 37,60 65,23 102,83 63
Table 2.4.1 (b): Project cost estimates by component (in UA million) - ADF financing
Components Total costs % of component
1. Science & Technology Programs (PAUSTI & PAULESI) 19,23 24,4
2. Governance & Regional Integration programs (PAUGHSS) 4,00 27,3
3. PAU Management and Project Implementation 6,77 71,2
Total cost 30,00 29,2
Table 2.4.2: Sources of financing (in UA million)
ADF AUC Governments Other donors Total
Amount % Amount % Amount % Amount % Amount %
Foreign 18,24 28,1 28,30 43,6 11,38 17,52 7,01 10,8 64,93 63,1
Local 11,77 31,0 15,96 42,1 6,55 17,28 3,63 9,6 37,90 36,9
Total 30,00 29,2 44,26 43,0 17,93 17,43 10,64 10,3 102,83 100,0
Table 2.4.3 (a): Project cost by category of expenditure (in million)
Category of expenditures USD UA
% For Exch Local Foreign Exch Total Local
Foreign Exch Total A. Works 1,88 3,48 5,36 1,25 2,32 3,57 65 B. Goods 5,04 20,16 25,20 3,36 13,44 16,80 80 C. Services 6,75 15,75 22,49 4,50 10,50 15,00 70 D. Operating 12,87 3,22 16,09 8,58 2,15 10,73 20
E. Miscellaneous Scholarships, Research grants) 23,70 44,01 67,70 15,80 29,34 45,13 65
Base cost 50,23 86,62 136,85 33,49 57,74 91,23 63
Physical Contingencies 3,41 6,62 10,03 2,28 4,41 6,69 66
Price Contingencies 2,75 4,61 7,36 1,83 3,07 4,91 63
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Table 2.4.3(b): Project cost by category of expenditure (in UA million) - ADF financing Categories of expenditures Total costs % of category Foreign Exch Local Currency
Works - -
Goods 6,44 34,1 5,15 1,29
Services 9,72 61,4 6,81 2,92
Operating 5,36 46,1 1,07 4,29
Miscellaneous (Scholarships, Research grants) 8,48 16,2 5,51 2,97
Total cost 30,00 29,2 18,54 11,46
2.4.4 Table 2.7 shows the expenditure schedule by component and Table 2.8 the components by financing sources.
Table 2.4.4: Expenditure schedule by component (in UA million)
Components 2014 2015 2016 2017 2018 Total
1. Science &Technology Programs
(PAUSTI & PAULESI) 10,58 16,64 18,18 16,65 16,60 78,64
2. Governance & Regional
Integration programs (PAUGHSS) 2,13 3,01 2,91 3,27 3,35 14,67
3. PAU Management and Project
Implementation 2,37 2,15 1,49 1,72 1,78 9,51
Total project cost 15,09 21,80 22,58 21,63 21,73 102,83
Table 2.4.5: Categories of expenditures by financing sources (in UA million)
Expenditure ADF AUC GOC GOK GON
Other partners
(LTP) TOTAL
Category Amt % Amt % Amt % Amt % Amt % Amt % Amt %
A. Works - - - - 0,32 8,0 0,67 16,6 3,05 75,5 - - 4,04 3,9 B. Goods 6,44 34,1 0,09 0,5 0,68 3,6 3,85 20,4 2,51 13,3 5,29 28,1 18,87 18,3 C. Services 9,72 61,4 - - 0,67 4,2 1,31 8,3 1,51 9,6 2,63 16,6 15,84 15,4 D. Operating 5,36 46,1 1,07 9,2 1,00 8,6 1,25 10,8 1,10 9,4 1,84 15,8 11,62 11,3 Miscellaneous Scholarships, Research grants) 8,48 16,2 43,10 82,2 - - - 0,87 1,7 52,45 51,0 TOTAL 30,00 29,2 44,26 43,0 2,67 2,6 7,08 6,9 8,17 7,9 10,64 10,3 102,83 100,0
GOC: Government of Cameroon; GOK: Government of Kenya; GON: Government of Nigeria
2.5 Project’s target area and population
The PAU is intended to serve all African countries, a population of 1.1 billion. All African graduate students may benefit from PAU. This project aims at fostering the mobility of African researchers. All higher education teachers and researchers may also benefit from PAU through the exchange programmes, interactions with academic and scientists from institutions in Africa and abroad. A scholarship program will be established to provide financial support to all students admitted to the PAU during the first five years. Through sensitization and communication on the PAU, the AUC and the Rectorate will endeavor to attract female student candidates, the objective being to reach at least 40% participation after 5 years of operation. The research grants provided through the projects will offer African researchers resources to improve their research productivity and publications. Projections of enrollment and graduation indicate that during the first five years, the PAU will admit in the 3 institutes 1064 students in Masters programmes and 486 in PhD programmes and award, considering a wastage of 10%, 794 Master degrees, (with one cohort in second year Master programmes) and 231 PhD degrees (with two cohorts in second and third years of doctoral programmes), including 40% females. Details of the projections are provided in Technical annex B3. All national communities will benefit from the PAU through the highly specialized graduates who will contribute to addressing development issues.
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2.6 Participatory process for project identification, design and implementation 2.6.1 The project was designed through a participatory process involving major stakeholders. Consultative meetings were held with the AUC, development partners, RECs, host countries’ authorities. Meetings were organized with academic and administrative authorities of host universities and their entities involved in programs to be delivered by PAU Institutes. The ADB team met with all the above mentioned stakeholders during the preparation in October 2011, and the appraisal and reappraisal respectively in March 2012 and March 2013. The following development partners were met in Addis Ababa: Germany, Italy, Luxembourg, Turkey, India, European Union, JICA and SIDA.
2.6.2 The ADB Team worked closely with the development partners identified as Lead Thematic Partners (LTP). The PAU project document provides that “each thematic network of PAU Institutes and Centers shall have a team of dedicated partners to be coordinated by a Lead Thematic Partner (LTP), committed to nurturing and providing substantiated technical support and mobilizing resources for the particular thematic network”. In this regard, the
AUC approached several potential donors. Japan, Sweden and India have agreed to be the LTP, respectively for the PAUSTI network (Nairobi), the PAUGHSS (Yaoundé) and the PAULESI (Ibadan). JICA joined the ADB team in Nairobi for the preparation and appraisal missions in Kenya and SIDA for the preparation mission in Cameroon. The PAU was presented by the AUC at the STI Forum in Nairobi in April 2012 and was endorsed by international institutions, the Ministers of Education and Finance and private sector (Nairobi Declaration).
2.7 Bank Group experience, lessons reflected in project
2.7.1 The Bank has several regional experiences in higher education from which lessons have been drawn for this Pan African University (PAU) support project. Previous operations include (i) the completed African Virtual University Project which has supported countries in West, Central, Eastern and Southern Africa and the recently approved Phase 2 support; (ii) the Higher Education Support Project in the West African Economic and Monetary Union (WAEMU) covering eight countries in West Africa; and (iii) the Support to a Network of Institutions of Higher Education Project covering Economic Community of West African States (ECOWAS) countries. The AVU Phase 1 has established the largest network of Open Distance and e-learning institutions in over 30 Sub Saharan African countries. The project completion report indicated a successful project which has even won the 2011 ‘Education-Portal.com’s prize. Phase 2, approved in 2011, is in progress. The ECOWAS and WAEMU projects are ongoing. They have experienced implementation delays mainly due to delayed start up in general, and also to initial weakness of the central coordination unit in the case of the WAEMU Project. Other relevant African regional institutions are Institut Africain d’Informatique (IAI) in Libreville, Ecole Inter-Etat de Sciences et Medecine Veterinaire (EISMV) in Dakar, established as joint ventures by several African countries, which suffered serious difficulties due to lack of continuous support from these countries.
2.7.2 There is potential for synergy and complementarity between this project and the regional projects previously financed by the Bank. The Bank has supported the African Economic Research Consortium (AERC) which delivers postgraduate training through the Collaborative Masters and PhD programs in Economics. Meetings with the AERC and AVU Management involved discussions on their experience in working with networks of universities for postgraduate programs and managing scholarships. There is similarity in recognizing the need to build on networks and existing institutions. In April 2012 the AUC
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signed an MOU with the AVU, paving the way for cooperation in the area of eLearning. Furthermore, graduates from WAEMU universities and the ECOWAS institutions supported through the projects mentioned above are potential candidates for relevant PAU post graduate programs.
2.7.3 Lessons learnt from these experiences have been considered in designing this project. Lessons have highlighted the need to directly involve the institutions as main executing organs in order to increase ownership, to avoid delays and minimize transaction cost of central management by the regional economic communities (RECs) and to enhance sustainability. All these lessons are considered in the design of the project through a multi-partner arrangement for financing the project; a harmonized regional curriculum development approach; a clear identification of project risks; and the development/update of business plans for all the PAU institutes at the start of the project, in order to ensure sustainability and effectiveness as well as sector policy harmonization at a regional level.
2.8 Key performance indicators
Several indicators are proposed to monitor overall performance and are indicated in the log frame. These include impact, outcome and output level indicators.
Impact indicators: (i) International Ranking of African Universities; (ii) Number of patents by PAU institutes by year; (iii) Employment of Graduate Students. Outcome indicators: (i) Student enrolment; (ii) Regional distribution of Students (iii) Proportion of female students; (iv) Accreditation system in place for the PAU programs: (v) Average Scientific Productivity of PAU Teachers etc.; Output indicators: (i) Number of Centers by thematic networks; (ii) percentage of curricula developed with private sector; (iii) number of patents for each thematic hub: and (iv) number of training sessions for private sector organized under contract.
III – PROJECT FEASIBILITY
3.1 Economic and financial performance
3.1.1 The Project has substantial development impact since it will contribute to building high level human capital essential for Africa’s competitiveness and transformation. Hence, for the case of this project, development perspective analysis has been applied instead of the traditional quantitative methods (Net Present Value, Economic Internal Rate of Return). This is due to the difficulty to estimate the benefits since all students trained (graduates) will have homogenous training unit costs for each training institution, but will eventually join different labor markets. The social and economic benefits are presented in paragraphs 3.2.5 to 3.27. The assessment of rates of return to Education in the international context and in Africa indicates higher returns for higher education. A study in Cameroon5 showed that an extra year of schooling (mainly at university level) increased earnings by 0.5 overall (0.53 for males and 0.56 for females)
3.1.2 Private Sector involvement. The private sector is considered as a key partner for the sustainability of the PAU. It has been involved in the development of the University, through the project. The private sector was a critical stakeholder for the PAU during the elaboration of PAU during the programmes in order to ensure the employability of the future graduates.
5 Aloysius. A. Amin & Wilfried J. Awung, Economic analysis of private returns to investment in Education in
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3.1.3 The private sector will continue to have an essential role to play in the successful running of the PAU. In fact, some of the teaching courses and lectures will be given by private sector specialists. Furthermore, the private sector will have representatives in the Project Steering Committee and the monitoring and evaluation of the project. The private sector is also fully involved in the design and implementation of the internship program and is expected to offer job offers for future graduates. In addition, in order to further strengthen and to build a capacity for the involvement of the private sector, coordinators from the private sector will be recruited at each PAU Institute and at the Rectorate level. The three host Universities have been traditionally engaged with the private sector and the PAU offers them an opportunity for strengthening existing partnerships. The project will also support the university update business plans and programs for collaborating with the private sector. The PAU project includes an indicator on the involvement of the private sector and how PAU is responding to its demand. The PAU will provide professional services for the Private Sector, such has: training, resolving practical problems (PhD thesis subjects), innovation workshops and seminar consultations.
3.2 Environmental and Social Impacts
3.2.1 Environment .The project, classified as category III, will adhere to the respective countries’ environmental and waste management guidelines and procedures. Activities under the project will include equipping existing laboratories and workshops with state of the art equipment. The host universities have been established for years and have been training at the level of Masters and PhD in science and technology areas in their labs and workshops, with waste management policies. Outdated equipment will be replaced with more efficient equipment and refurbishment of facilities will include the removal of asbestos parts, which will have a positive impact on the environment. Disposal of outdated equipment will be done in accordance with the respective National Environment Management Plans if applicable. Infrastructure development under the project consisting mainly of minor rehabilitation works will have limited scale. An institutional assessment of the three hosting campuses of the PAU institutes was carried out and is presented in Technical Annex C3.
3.2.2 Climate Change. The PAU will have a positive impact on climate change and environment in two ways. Firstly, the specific Program dedicated to environmental Management will graduate 12 environmental specialists each year (starting from year 2) at the Masters level and 7 at the PhD (starting from year 3). These highly qualified staff will improve marginally environmental management in Africa. Some PhD thesis topics as well as post-doctoral research will be directly linked to climate change. Secondly, through this training and research the PAU will contribute to building Africa’s capacity to absorb, manage and adapt new technologies able to help African countries face the challenges of climate change.
Gender
3.2.3 The World Development Report 2012 (World Bank) « Gender Equality and Development » indicates that globally girls and boys participate equally in primary and secondary education, while in tertiary, a clear bias is emerging that favors women. Enrolments increase faster for women than for men at that level. However, women dominate health and education studies (84%) and men dominate engineering and sciences (82%).
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So although girls participate equally (or more) at all education levels, the educational patterns they chose are remarkably different and stable across countries at very different incomes. While part of the problem lies in the educational system, these patterns are reinforced by gender norms in households. The report points out that equal gender participation in different fields of studies requires simultaneous changes among households, markets, and institutions. In Sub Saharan Africa (SSA), GER girl/boy parity index in tertiary education is only 0.625 against 1.077 for the entire world. This average figure hides disparities. While the parity index is only 0.182 in Democratic Republic of Congo and 0.333 in Chad, Eritrea and Mali, it reaches 1.440 in Algeria and 1.556 in Tunisia. Data from UNESCO (Figure 3) indicate a wider spread in the relationship between GER and GER Gender Parity in Tertiary Education in Africa as compared to the World’s average. The current proportion of female in S&T graduates is between 5% and 18% in Africa. It is expected that women will represent at least 40% of total PAU enrolments.
3.2.4 The PAU will strive towards increased women participation in advanced postgraduate training and research particularly in STEM. The project will address the smaller representation of females as compared to males, through wide information on its programs and by encouraging qualified women to apply for admission. The actions proposed in this project focus more on admission and retention, since the PAU target population consists of students holding Bachelor or Master degrees who will pursue academic training and research at post-graduate level (Master and PhD). The proportion of women is expected to rise to 40% by 2015 through marketing of the PAU, sensitization and the scholarship program. In this regard, a minimum of 50% of the scholarships financed by the Bank (i.e. UA 4.3 million) will be for the admitted female students. Furthermore, considering the lack of comprehensive data on the gender situation in higher education in Africa, the project will conduct a study to assess this situation thoroughly and propose an agenda for action in line with the WDR 2012. A consultant gender specialist will be recruited to assist the AUC organize and monitor the gender component of the project. Technical Annex B9.3 further discusses the gender equality at higher education level and the actions proposed in the project. Social and Economic impact
3.2.5 The project will help provide Africa with the skills needed to add value to its natural resources and enhance its competitiveness and growth while supporting youth employment. It will establish world-class graduate and post-graduate programs in engineering, science, technology, innovation and governance. These high level skills are needed to add value to its natural resources through value chain activities and processing and enhance its competitiveness and growth. It will result in the constitution of critical masses of talents in priority areas for Africa, while reducing the brain drain, enhancing mobility within the continent and regional integration as well as ensuring gender diversity for social inclusion. The PAU will further contribute to building an absorptive capacity for Africa in new technologies. All countries will benefit through enhanced mobility of students, lecturers and researchers. As mentioned in paragraph 1.2.2, a large proportion of the active population aged 25-34 with higher education level of training are unemployed or employed in the informal sector. By focusing on skills which are identified as essential for Africa, and strengthening linkages with the private sector to create conditions for sponsoring R&D and establishing start-ups, the PAU contributes to addressing the critical issue of unemployment of graduate youth. The PAU’s thematic areas are viewed as the growth areas with high demand for skills and will therefore be the “destinations of choice” for the graduates.
3.2.6 It will foster cooperation and regional integration in higher education and contribute to the emergence of the African Higher Education Space. The PAU which the project supports furthers the vision of the African Union of an integrated, prosperous and