country: zambia project appraisal report · country: zambia project appraisal report ... intake...
TRANSCRIPT
AFRICAN DEVELOPMENT FUND
PROJECT: EDUCATION FOR SUSTAINABLE DEVELOPMENT IN
MINERAL RESOURCES MANAGEMENT PROJECT AT THE
UNIVERSITY OF ZAMBIA
COUNTRY: ZAMBIA
PROJECT APPRAISAL REPORT
OSHD DEPARTMENT
November 2016
Pu
bli
c D
iscl
osu
re A
uth
ori
zed
P
ub
lic
Dis
clo
sure
Au
tho
rize
d
TABLE OF CONTENTS
CURRENCY EQUIVALENTS, FISCAL YEAR, WEIGHTS AND MEASURES, ACRONYMS AND ABBREVIATION, LOAN INFORMATION,
CLIENT’S INFORMATION, PROJECT SUMMARY, RESULT BASED LOG FRAME, PROJECT TIME…………..………………………… I- IX
I. STRATEGIC THRUST AND RATIONALE…………………………………………………………………………………................................. …1
1.1 PROJECT LINKAGES WITH RELEVANT STRATEGY AND OBJECTIVES ...................................................................... 1 1.2 RATIONALE FOR BANK’S INVOLVEMENT ............................................................................................................. 3 1.3 DONOR COORDINATION ....................................................................................................................................... 3
II. PROJECT DESCRIPTION………………………………………………………………………………………………………………….............…4
2.1 PROJECT COMPONENTS ........................................................................................................................................ 4 2.2 TECHNICAL SOLUTION RETAINED AND OTHER ALTERNATIVES EXPLORED ........................................................... 8 2.3 PROJECT TYPE ..................................................................................................................................................... 9 2.4 PROJECT COST AND FINANCING ARRANGEMENTS ................................................................................................. 9
2.5 PROJECT'S TARGET AREA AND POPULATION .......................................................................................... 11
2.6 PARTICIPATORY PROCESS FOR PROJECT IDENTIFICATION, DESIGN AND IMPLEMENTATION ................................ 12 2.7 BANK GROUP EXPERIENCE, AND LESSONS REFLECTED IN PROJECT ................................................................... 12 2.8 KEY PERFORMANCE INDICATORS………………………………………………………………………………13
III. PROJECT FEASIBILITY………………………………………………………………………………………………………………...…………13
3.1 ECONOMIC AND FINANCIAL PERFORMANCE ...................................................................................................... 13 3.2 ENVIRONMENTAL AND SOCIAL IMPACTS ........................................................................................................... 13
IV. IMPLEMENTATION…………………………………………………………………………………………………..……………………………15
4.1 EXECUTING AGENCY.......................................................................................................................................... 15 4.2 FINANCIAL MANAGEMENT (FM) AND DISBURSEMENT ARRANGEMENTS .......................................................... 15 4.3 PROCUREMENT ARRANGEMENTS ....................................................................................................................... 16 4.4 MONITORING ..................................................................................................................................................... 17 4.5 GOVERNANCE .................................................................................................................................................... 17 4.6 SUSTAINABILITY ................................................................................................................................................ 17 4.7 RISK MANAGEMENT ........................................................................................................................................... 18 4.8 KNOWLEDGE BUILDING ..................................................................................................................................... 18
V. FINANCING INSTRUMENTS AND CONDITIONS………………………………………………………………………………………………19
5.1 FINANCING INSTRUMENT AND CONDITIONS ....................................................................................................... 19 5.2 CONDITIONS ASSOCIATED WITH BANK’S INTERVENTION ................................................................................... 19 5.3 COMPLIANCE WITH BANK POLICIES ................................................................................................................... 19
VI. RECOMMENDATION………………………………………………………………………………………………………………………………20
APPENDIX I. ...................................................................................................................................................................... I APPENDIX II………………………………...…………………………………………………………………………. II APPENDIX III...…………………………………………………………………………………………………………III
Currency Equivalents
As of June 2016
1 Unit of Account = 1, 3721 US$
Fiscal Year
1st 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
ii
Acronyms and Abbreviations
ACE African Centers of Excellence Project
ADB African Development Bank
ADF African Development Fund
AUC African Union Commission
AUST African University of Science and Technology
CBU
CPG
CPI
CPPR
CSP
Copper belt University
Cooperating Partners Group
Corruption Perception Index
Country Portfolio Performance Review
Country Strategy Paper
ESDA
FM
GDP
Education for Sustainable Development in Africa
Financial Management
Gross Domestic Product
HEST Higher Education Science & Technology
KAM Knowledge Assessment Methodology
MDG Millennium Development Goals
MoU
MTS
Memorandum of Understanding
Medium Term Strategy
NEPAD New Partnership for Africa’s Development
NGO
NMI
Non-Governmental Organization
Nelson Mandela Institution
OAG
PAU
Office of the Auditor General
Pan African University
PCR
PMU
RBCSP
RISP
Project Completion Report
Project Management Unit
Result-Based Country Strategy Paper
Regional Integration Strategy Paper
RPG Regional Public Good
R-SNDP
SDG
SIRDA
SMRD
Revised Sixth National Development Plan
Sustainable Development Goals
Sustainable Integrated Rural Development in Africa
Sustainable Mineral Resources Development
SSA Sub-Saharan Africa
Stellenbosch
STI
University of Stellenbosch
Science Technology and Innovation
SUD
TYS
Sustainable Urban Development
(ADB) Group Ten Year Strategy
UCT
UN
UNU-ISP
UNZA
USD
ZMFO
University of Cape Town
United Nations
United Nations University’s Institute for Sustainability and Peace
University of Zambia
United States Dollars
Zambia Field Office
iii
Loan Information
Client’s information
BORROWER: Government of Zambia
EXECUTING AGENCY: University of Zambia
Financing Plan (2017-2021)
Source Amount (UA million) Instrument
ADF 1.22 Loan
Government 0.25 Counterpart Contribution
Total cost 1.47
Key financing information
Loan Currency USD
Maturity 30 years
Grace Period 5 years
Service Charge 0.75%
Commitment Fee 0.50%
Interest Rate 1%
Timeframe – Main Milestones (expected)
Concept Note Approval
June, 2016
Project Appraisal June, 2016
Project Approval December, 2016
Effectiveness February, 2017
Completion December 31, 2019
Last Disbursement March 31, 2020
iv
Project Summary
1. Project overview: The project is being carried out under the auspices of the Education for Sustainable
Development in Africa (ESDA), supported by a consortium of donors (the ESDA Consortium). The project
aims to contribute to youth employment and inclusive economic growth through sustainable mineral resources
development (SMRD). This objective will be achieved through two main actions: (a) building the capacity of
the University of Zambia (UNZA) to run an in-house Master’s degree program in SMRD by upgrading the
knowledge and skills of six lecturers through relevant short courses offered by the University of Cape Town
(UCT) and the University of Stellenbosch; and (b) supporting the post-graduate training of 75 students within
the framework of the ongoing Master’s program jointly run by UNZA (in Zambia) and UCT and Stellenbosch
(both in South Africa). The project will be supported through a loan amounting to UA 1.22 million from the
fund and a contribution from the Government of Zambia amounting to UA 0.25 million. The program will
target 15 Zambian students in the first year of the project and subsequently, as UNZA’s capacity is built, the
intake will increase by 30 students a year in years 2 and 3, leading to a total of 75 graduates (at least 50 percent
of them female) by the end of the project.
2. Implementation arrangements: The UNZA will be the Executing Agency for the project and will be
responsible for implementing the project activities. Its experienced staff who have been assigned to the project
will perform these tasks. Thus, the Project Coordinator will be the Dean of the School of Mines. Other staff
include a Project Manager, a Financial Analyst (for disbursement), and a Procurement Specialist. Periodic
monitoring and evaluation (M&E) by the Bank will help identify and address implementation lapses on a
timely basis. Strategic guidance will be provided by a Steering Committee, which will maintain a linkage with
the ESDA Consortium.
3. Needs assessment: In alignment with the Bank’s core policies and strategies, including the Ten-Year
Strategy (TYS) and the High Five Agenda, the project will contribute to the achievement of economic growth
and sustainable development in the country by developing the knowledge and skills needed to ensure the
inclusive management of mineral resources. By ensuring the production of a critical mass of mineral resources
management specialists for the country, the project will effectively contribute to meeting the labour market
needs of the mining sector, thereby improving youth employment in the country in Zambia.
4. Bank’s added value: The project will contribute to strengthening UNZA’s institutional capacity to
provide training in sustainable mineral resources management. The Master’s program in SMRD will provide
theoretical and practical training to 75 graduate and post-graduate students by the end of the project in
sustainable mineral resources management and production, in an attempt to develop the skills and knowledge
required for enhancing sustainable mineral resources development in the country. As part of the institution’s
strengthening in SMRD, six lecturers from UNZA’s School of Mines will undergo short training sessions that
address the complex relationships between sustainable development and mineral resources development.
5. The program will complement other mining-related training programs offered in the country, which
are mainly focused on science and engineering, by promoting a new perspective on sustainability, transparency
and inclusiveness in the mineral resources sector. The program will also serve as a catalyst for strengthening
public-private partnerships in mining-related training, by providing a new platform for dialogue among the
three universities, policymakers, industry players and the community. In addition, the program will constitute
a pedagogical innovation that emphasizes field orientation, problem solving and inter-personal work.
Furthermore, the upgrading of the knowledge and skills base in the School of Mines will make it possible to
increase the program’s yearly intake and create a critical mass of SMRD specialists in the country over the
long term – so much needed for its sustainable development. Finally, the project will provide a seed for sub-
regional academic integration in Southern Africa through the inter-institutional cooperation of the universities
in Zambia and South Africa.
v
6. Knowledge management: Lessons learned from previous Bank-supported operations and integrated
in the project design include: (a) full involvement and ownership of the development of the project by the
beneficiaries is critical to ensure the realization of results; (b) building on the quality of an existing program
rather than creating a new one ensures project efficiency; (c) close monitoring and evaluation are critical to
managing risks and enhancing achievement of results. Furthermore, the project has been carefully designed to
ensure its complementarity with the ongoing Bank-supported operation in higher education in the country; the
new project focuses on skills development of post-graduate students in the new field of SMRD, while the
ongoing project focuses technical, vocational, education and training (TVET) in mining for undergraduates.
Finally, as a joint academic venture collaboratively run by three universities from Zambia and South Africa,
the innovative Master’s program supported by the project could be replicated in other regions of the continent
as a seed for regional academic integration. The operational lessons guiding the design and implementation of
the project and the innovative features of the Master’s program constitute knowledge that will be made
available through documents and websites, and will help inform exchanges among concerned experts.
vi
Result-Based Logical Framework
RESULTS CHAIN
PERFORMANCE INDICATORS MEANS
OF
VERIFICA
TION
RISKS/MITIGATION
MEASURES Indicator
(including CSI) Baseline Target
IM
PA
CT
Contribute to sustainable
mineral resources
development, youth
employment and inclusive
economic growth
Youth unemployment
Corruption Perceptions
Index (CPI)
Mining share of GDP
In 2016
% (% females)
In 2016
38/100
2016
7.7%
In 2026
8% (7% females)
In 2026
42/100
2026
10%
-National
Development
Plan (NDP)
-Progress
reports on
achievement of
NDP targets;
-Transparency
International
Annual Report
OU
TC
OM
ES
Outcome 1
UNZA School of Mines
capacity built to run in-house
Master’s degree program in
SMRD
Skills needs for sustainable
mineral resources
development increasingly
met
Number of lecturers
from UNZA School of
Mines qualified in
SMRD
Availability of Master’s
program in SMRD
% of employers satisfied
with SMRD Master’s
graduates
In 2016
1
No
% (to be
determined)
In 2019
6 (30% females)
Yes
80% (75%
satisfaction about
female graduates)
-Labour force
survey
-Reports from
relevant
companies
Risk: Insufficient faculty at School of Mines
qualified in SMRD.
Mitigation: The lack of qualified staff will
be offset by the participation in the program
of highly qualified academic staff from the
two other participating universities
(University of Cape Town and University of
Stellenbosch, both in South Africa).
Subsequently, this risk will be fully
addressed through the project’s support for
upgrading the knowledge and skills of
UNZA staff.
Outcome 2
SMRD practitioners with
relevant skills in
SMRDsustainable employed
in the minerals sector
Employment rate of
SMRD program
graduates
In 2016
% (to be
determined)
In 2019
95% (80% of
female graduates
employed)
-Labour force
survey
-Companies’
reports
Risk: Difficulty recruiting female students
into the program.
Mitigation: Outreach campaign to enhance
women’s interest in the program; motivation
through scholarship support.
Outcome 3
Sustainability mainstreamed
in country’s relevant
operations pipeline
% increase of
Government’s relevant
operations with specific
sustainability goals
In 2016
# (to be
determined)
In 2019
30 % increase
-Govt. reports
-donors’
perform. &
account. reports
OU
TP
UT
S
Output 1:
All four Master’s degree in
SMRD courses available
Number of Zambian
students who completed
SMRD courses
2016
8 candidates
(38% females)
2019
75 candidates (at
least 50% females)
-Reports of the
Dean of School
of Mines
Risk: Students might not complete the
courses.
Mitigation: Close academic guidance.
Output 2:
SMRD internships
completed
Number of internship
reports completed and
submitted
2016
No reports
required
2019
75 (50% from
female students)
-Reports of the
Dean of School
of Mines
Output 3:
Studies on SMRD issues
undertaken
Number of policy papers
on SMRD
2016
None
2019
20
-UNZA website
-OSHD files
COMPONENTS COST
KE
Y
AC
TIV
ITIE
S
1. Capacity building in sustainable mineral resources development UA 468,000
2. Internships for acquisition of field and practical knowledge UA 285,000
3. Analytical work on key sustainability issues in the minerals sector UA 465,000
4. Support to Project Management UA 252,000
Grand Total UA 1470000
Country and project name: Zambia - Education for Sustainable Development in Mineral Resources Management Project at the University of
Zambia
Purpose of the project: The project aims to contribute to youth employment and inclusive economic growth through sustainable mineral resources
development (SMRD).
vii
Project Time Frame
1
REPORT AND RECOMMENDATION OF THE MANAGEMENT OF THE
BOARD OF DIRECTORS ON PROPOSED LOAN TO EDUCATION FOR
SUSTAINABLE DEVELOPMENT IN THE MINERAL RESOURCES
MANAGEMENT PROJECT AT THE UNIVERSITY OF ZAMBIA
Management submits the following Report and Recommendation on a proposed ADF Loan for
UA 1.22 million to the Government of the Republic of Zambia to support the Education for
Sustainable Development in Mineral Resources Management Project at the University of
Zambia.
I. STRATEGIC THRUST AND RATIONALE
1.1 Project linkages with relevant strategy and objectives
1.1.1 The project is a capacity building operation with significance for regional
integration. It is one pillar of the Education for Sustainable Development in Africa
(ESDA) program, which aims establishing three Master’s degree programs in sustainable
development at different African universities in order to build institutional capacities and
develop skills that will ensure sustainable development in Africa. Indeed, the sustainability
approach as applied to the mineral resources production revitalizes the sector and enhances its role
in the achievement of sustainable development in mineral resources rich countries by spurring
inclusive economic growth and improving the quality of life of the populations in harmony with
the environment. The sustainable development approach to mineral resources production is in
sharp contrast with the old perspective of mineral resources exploitation that has essentially
consisted in the extraction and export of raw resources not only without sufficient attention paid
to the transformation of the minerals into value- loaded products, but also without adequately
integrating the interests of the populations and the environmental concerns in the production
process of the resources. The ensuing economic inefficiency and corruption coupled with the
social distortions and environmental degradations have in the past led to a waste of scarce valuable
resources, social injustices, increased poverty and social and political instability in countries such
as Zambia . A key objective of the ESDA initiative is to promote sustainability in the extractive
sector so as to make it a mainstay of African pertinent country’s economy and play a central
role in the development process of the continent.
1.1.2 The proposed project supports one of three Master’s programs in sustainable
development, namely the Sustainable Mineral Resources Development (SMRD) in Africa. The
other two Master’s programs under ESDA are: “Sustainable Urban Development (SUD) in
Africa”, and “Sustainable Integrated Rural Development in Africa (SIRDA)”. The Master’s
program in SMRD was designed by the University of Cape Town (UCT) and the University of
Zambia (UNZA) with the assistance of the United Nations University’s Institute for Sustainability
and Peace (UNU-ISP), and launched in 2014.1 Its purpose is to contribute to the production of the
skills needed in mineral well endowed African countries such as Zambia for maximizing the role
of natural mineral resources in inclusive economic growth and social development. Despite
mining remaining the mainstay of the country’s economy and playing a central role in the
development process, the intensive capital orientation that this industry has been experiencing
in recent years has generated higher demand for more education and higher technical skills that
are lacking in the extractive sector. Thus, more professionals with graduate degrees are needed
in the mining industry for it to fully develop. In addition to highly trained and qualified 1 ESDA has involved a number of partners, the two main partners being UNU-ISP and the Ministry of Education of
Japan. Other institutions that have provided support include SIDA and selected Japanese and Northern European universities,
including Karlstad University in Sweden and Adder University in Norway. Since October 2008, UNU-ISP and the Ministry of
Education of Japan have worked with a group of leading African universities to explore the possibility of jointly establishing a
post-graduate program on sustainable development in Africa
2
assessors, stone cutters, polishers, designers and sellers, there is an increasing need for
specialists in sustainable mineral resources development (SMRD). The other two Master’s
degree programs are being finalized and will be handled by participating universities in Kenya,
Ghana and Nigeria. Together, these three Master’s programs will help to create a critical mass
of professionals equipped to confront the challenges of sustainable development on the
continent.
1.1.3 The SMRD project, like the ESDA program as a whole, is in line with economic
growth and sustainable development priorities in Africa, as defined in the African Union
Commission (AUC)’s Plan of Action for its Second Decade of Education Strategy (2006-2015)
and its Agenda 2063 (The Africa We Want). These strategies highlight the need to enhance
higher education on the continent in order to catalyze the skills revolution and actively promote
science, technology, research and innovation. The strategies also emphasize the urgent need to
invest in the knowledge production required to add value to Africa’s natural resources and spur
inclusive growth and sustainable development, while fostering regional academic cooperation
and integration.
1.1.4 As a national investment, the operation is specifically aligned with Zambia’s
development agenda as outlined in its Revised Sixth National Development Plan (R-
SNDP) for 2011-2016. A Seventh National Development Plan (2017-2021) is currently under
preparation, with a strategic focus similar to the current plan. In view of the shortcomings of
human capital in the country, the R-SNDP, which aims to achieve the objectives set out in
Vision 2030 of becoming a “prosperous middle-income country by 2030”, focuses, inter alia,
on skills development, improving labour productivity, higher and tertiary education, and
facilitating the distribution of skilled labour within and across sectors and throughout the
country. The proposed project complements and reinforces the ongoing Bank-supported
operation in higher education in the country, entitled “Support to Science and Technology
Education Project”, which supports a variety of trainings at undergraduate, graduate and
postgraduate levels in several fields, including agriculture, engineering, science and
engineering-related mining, natural science, teacher education, and medicine. While also
contributing to skills development in Zambia, the proposed project focuses exclusively on
training graduate students through a two-year Master’s program in SMRD, and on building the
capacity of UNZA’s School of Mines in SMRD through the provision of eight-week courses
to six of the school’s lecturers.
1.1.5 The project objectives are also in line with the Bank’s core policies and strategies,
including the 2011-2015 Result-Based Country Strategy Paper (RBCSP), the Ten-Year
Strategy (TYS) 2013-2022, the Human Capital Strategy (HCS), and the High Five
Agenda. Owing to its support for skills development in SMRD, the project is aligned with the
RBCSP’s Pillar 2, which relates to economic and financial governance. The Master’s degree
program in SMRD will contribute to promote efficiency, transparency and accountability in
the management of public resources. The TYS 2013-2022 strategy focuses on inclusive growth
and the transition to green growth, regional economic integration, and the development of skills
and technology. In addition, the project captures the aims of the HCS, including the promotion
of science, technology and innovation. Finally, consistent with the Bank’s Regional Integration
Strategy Paper (RISP), the project will contribute to regional integration in Southern Africa
through inter-institutional academic cooperation involving the University of Cape Town (UCT)
and the University of Stellenbosch in South Africa and the University of Zambia (UNZA) in
Zambia.
3
1.2 Rationale for Bank’s involvement
1.2.1 The project will help improve the country’s skills gap in the economic sector in
general, and more specifically in the area of sustainable mineral resources development. In the Zambian labour market in 2012, only
4.8 percent of the labour force had post-
secondary or tertiary level education
(including A levels, certificates, and degrees
(Figure 1). About 84 percent of degree
holders had professional-level occupations,
including managers, professionals and
technicians. Those with university degrees
(both undergraduate and graduate) make up
approximately one percent of the labour
force. The low unemployment rate among
post-secondary and tertiary degree holders indicates that the labour market is absorbing high
skills well and probably needs more. The shortage of high skills in the labour market translates
into a hierarchy in wages based on education. This is especially true in the mining industry,
where the largest premiums come from undergraduate and graduate university degrees,
indicating that this is a constraint in this sector. Studies have pointed out the skills mismatch
between the type of employees wanted by the mining industry and the type available, and have
shown that this mismatch will increase. Moono and Rankin (2013)2 estimated that in 2012 there
was a shortage of 540 skilled workers, with the largest gaps for craft certificate holders –
mining (209), technicians – mining (120), and graduates – mining (47).
1.2.2 By supporting the project, the Bank will help to address an even more acute skills
gap in the specific domain of management for SMRD, which requires the kinds of
expertise and competences that are quite new in Zambia. In the Zambian extractives sector,
the emphasis has been primarily on the extraction of the mineral resources for export in their
raw state. Very little expertise relating to management of these resources for sustainable
development exists in the country. As a consequence, exploitation of the country’s mineral
resources has not been linked to improving the quality of life of the population. The project
intends to address these shortcomings through an innovative pedagogical approach that will:
(a) foster dialogue among the universities, policymakers, industry players and the community;
(b) be field oriented; (c) strengthen problem-solving capacities and the inter-personal work
skills of graduate students; and (d) expose students to advanced technologies and innovations
in the mining industry. This instructional design constitutes a model in graduate training that
could be replicated elsewhere to enhance the quality and relevance of similar operations.
1.3 Donor coordination
The main aid coordination instrument is laid out in the Joint Assistance Strategy 2011-
2015 signed by key development partners in the country, including the Bank. The Strategy
sets out the aid partners’ support to the National Development Plans, and provides a medium-
term strategic framework to realize these principles and to align development to Zambia’s Aid
Policy and Strategy. The aid strategy is grounded in three guiding principles: (a) managing for
development results; (b) working in partnership, including establishing a division of labour;
and (c) promoting domestic accountability. The aid architecture is well structured and
institutionalised through the Cooperating Partners Group (CPG) led by a Troika. Sector
Advisory (Working) Groups hold regular joint sector group meetings and policy dialogue with
Government. The Bank is active in the CPG and led the Troika in 2012. The Bank also
2 Moono, H. and Rankin, N. (August 2013). Education and Employment in Zambia: Evidence from a scoping exercise.
Working Paper funded and published by IGC
Figure 1.2 : Highest education level : Zambian labor force
Source: Herryman Moono and Neil Rankin - Working Paper funded and published in
August 2013 by the IGC, “Education and Employment in Zambia: Evidence from a
scoping exercise”.
4
participates in relevant working groups and has chaired working groups for transport,
agriculture, water, sanitation and monitoring and statistics. The social sectors have received the
most support, with health at 33 percent, education at 6 percent and other social at 35 percent.
Economic infrastructure received 9 percent, and the productive sectors received 7 percent. The
remaining 10 percent was for multi-sector and project assistance. Key long-term partners in
Zambia include the European Union, the World Bank, Japan, the UN System and bilateral
donors from Europe and the United States. Both CPG and relevant working groups will be
solicited as deemed necessary for exchange of experience among development partners to
ensure successful implementation of the project. Both CPG and relevant working groups will
be used as main channels for donor coordination and exchange of pertinent experience between
development partners in the implementation process of the project. Details of development
partners (DP) areas and level of support (excluding General Budget Support) for the education
sector are given in Technical Annex A.2.
II. PROJECT DESCRIPTION
2.1 Project components
2.1.1 Project design and components: The development objective of the project is to
contribute to youth employment and inclusive economic growth through Sustainable
Mineral Resources Development (SMRD) in Zambia. The specific objective of the project
is to enhance UNZA’s capacity to effectively implement a Master’s degree program in SMRD.
In this respect, two main activities are foreseen: (a) upgrading the knowledge and skills of six
lecturers from the UNZA School of Mines as part of an effort to build the capacity of the School
to offer an in-house Master’s program in SMRD; and (b) train, by the end of the project, about
75 graduate students in the area of sustainable mineral resources management and
development. The upgrading training of the lecturers will take place at UCT and Stellenbosch
in South Africa, which are highly qualified in the field of SMRD and have entered into a strong
partnership with UNZA in the framework of the Master’s program in SMRD. The Master’s
program will be aimed at Zambian students and will be run jointly by UNZA and by UCT and
Stellenbosch, both in South Africa. Candidates for the program will be from the mining
industry, who are generally employed either directly by mining companies, the government
service or civil society.
2.1.2 The overarching purpose of the Master’s Degree program in SMRD is to provide
students with an opportunity to: (a) develop an advanced understanding of sustainability and
sustainable development in the context of the extraction and processing of mineral resources
in the country; and (b) experiment with interdisciplinary and systemic approaches to
environmental protection and socioeconomic development in the context of national extractive
industries. Table 2.1 below presents a brief description of the project by component while a
more comprehensive presentation is provided in paragraphs 2.1.3 to 2.1.5. Technical Annex
B.2 provides a more detailed presentation of the project and its cost.
5
Table 2.1: Project components
Component No.
and name
Cost
(million
UA)
Component description
1. Capacity
building in
sustainable
mineral resources
development
UA
468,000
This component consists of two main activities: (a) to
deliver four courses to 15 to 30 students yearly in the
framework of the Master’s degree program in SMRD. The
program will be initially run jointly by UNZA, UCT, and
Stellenbosch while waiting for UNZA’ School of Mines to
build the necessary capacity for running the same program
in house; and (b) to upgrade the knowledge and skills of 6
lecturers from UNZA’ School of Mines in the domain of
SMRD in an effort to build the institution’s capacity for
running the same Master’s program in house.
2. Internships for
acquisition of
field and
practical
knowledge
UA
285,000
This component supports arrangements for internships. The
internships will last about 3 weeks although they can be
extended to 6 weeks depending the nature of the host
company. They aim at: (a) facilitating field-based inter-
disciplinary learning; (b) providing an opportunity to
experience possible career options in the area of sustainable
development; (c) enriching the knowledge of the host
organization; and (d) contributing to UNZA’s social
responsiveness objectives.
3. Analytical
work on key
sustainability
issues in the
minerals sector
UA
465,000
This component will support (a) research by students for
their dissertations; and (b) faculty research activities in
relation to key SMRD challenges. Both student and faculty
research papers will be developed into SMRD policy papers
owned by UNZA. About 20 such papers will be produced by
the end of the project. Themes to be tackled in the research
activities include: gender issues; effective engagement with
local communities; legislative and social license to operate;
responsible management of large volumes of mineral waste;
the strategic development of mineral value chains; mine
health and safety; and other critical SMRD-related issues.
4. Support to
Project
Management
UA
252,000
This component will facilitate the implementation of the
project. Activities will include: (a) support to the recruitment
of candidates to the Master’s degree program in SMRD; (b)
program and course convening and administration; (c)
support to internship program arrangements; and (d) support
to research and conference organization. Project oversight
activities will include reporting, financial management and
audit, coordination, and the activities of the Steering
Committee.
TOTAL UA
1,470,000
Component 1: Capacity building in sustainable mineral resources development
2.1.3 Two main activities are foreseen under this component: (a) delivery of four
courses for graduate and post-graduate students within the framework of a Master’s
degree program in SMRD; and (b) strengthening the capacity of lecturers at the UNZA
6
School of Mines through advanced short courses in SMRD, to enable them to effectively
implement the Master’s program. The courses for students will deal with inter-related issues
in sustainable development in the context of mining and minerals beneficiation. They include
(a) a sustainable development course delivered at the Sustainability Institute of the University
of Stellenbosch in South Africa; (b) a strategic social engagement practice course designed and
coordinated by UCT Graduate School of Business (GSB) in South Africa; (c) a course on
environmental stewardship in mining and minerals beneficiation delivered jointly by UNZA
and UCT; and (d) a course on environmental stewardship in mining and minerals beneficiation,
taught at UNZA.
2.1.4 UCT Graduate School of Business (GSB) in South Africa will be responsible for the
implementation of the strategic social engagement practice course. The course is delivered over
a period of 6 days largely through lectures, interactive sessions and group work, and is followed
by a project task in which each student is required to apply the tools and practices developed
in the course into their daily work practice. This course is designed to build the capacity of all
managers and professionals in organizations to respond effectively and innovatively to
emerging system pressures and trends affecting the socio-economic development agenda. In
the context of increasing societal expectations, the course aims to develop the ability of
participants to engage positively with all stakeholders impacted by their organization‘s
operations. After the course, the student is expected to: (i) understand the emerging global
pressures and trends, and their impact on mineral Resources development; have the capacity to
anticipate change and develop appropriate responses; Be able to engage with diverse
perspectives; be capable of designing, delivering and evaluating social development
interventions; exhibit enhanced dialogue skills, particularly within conflict situations; be able
to develop a framework for social performance and impact within his/her sphere of influence
2.1.5 Lecturer training will consist of 8-week courses on emerging issues in sustainable
development as related to the mineral resources sector. These courses will equip School of
Mines faculty members with the knowledge and analytical ability required to effectively
discharge their academic responsibilities within the framework of the Master of Mineral
Sciences in SMRD. The courses will enable these faculty members to understand the complex
inter-relationship of mineral resources processing, socioeconomic development and
environmental stewardship. The project will prepare the School of Mines to eventually be in
the position to independently offer an in-house Master’s-level SMRD program.
2.1.6 The courses for students will be delivered collaboratively by UNZA, UCT and
Stellenbosch. The short courses for the lecturers will be provided by UCT and Stellenbosch,
as these two universities have the relevant capacities in SMRD. The inter-institutional
academic cooperation between UNZA and UCT has been formalised by a Memorandum of
Understanding (MoU) signed in 2014. This cooperation constitutes a distinctive, innovative
feature of the Master’s program and ensures that students have access to best practice
information in SMRD. The courses will be given over two years, with the first year consisting
of lectures, and the second year reserved for internships and dissertations. The first-year
lectures are split into three modules, the first delivered at Stellenbosch, the second at UCT, and
the third module at UNZA, with provision for a mine site visit in the Zambian Copperbelt for
data collection. The teaching faculty will incorporate lectures from all three participating
institutions in the study program. A total of 15 Zambian students will be recruited in the first
year of the program. However, as UNZA builds its capacity in SMRD, the number of Zambian
students will rise to 30 in the second and third years respectively, which will lead to a total of
75 graduates from the UNZA Master’s program by the end of the project. The limited intake
of the program is explained by the specialized nature and demanding supervision requirements
of the proposed training. UCT and UNZA have agreed to acknowledge the module results
generated by each university towards the final results of each student. In the second year,
7
students will undertake their dissertations at their respective institutions, but will have the
flexibility to seek co-supervision between the two institutions. With regard to the financing
model, each university has developed a cost profile in line with its respective internal
arrangements, and the required fees are paid directly to the institutions.
2.1.7 The Master’s degree program in SMRD offers a new perspective compared to the
science-related perspective that dominates teaching in mining. The Schools of Mines of the
two largest public universities in the country, UNZA and Copperbelt University (CBU), have
historically offered Master’s programs in science and engineering-oriented areas of mining,
such as geology, hydrology, environment, rock mechanics, mineral production, and metallurgy
and mineral processing. UNZA’s new Master’s program, by contrast, will focus on the soft
aspects of mining management and development, with the aim of developing the competencies
of mining professionals to navigate the complex inter-relationships among mineral resources
exploitation, environmental challenges, safety and health-related issues, and mining regulatory
frameworks. Students will learn to take a participatory approach to fostering transparency and
community ownership of operations in order to achieve inclusive and sustainable development.
The knowledge and skills developed within this new paradigm are key to achieving the R-
SNDP (2013-2016) goals of inclusive growth, rural development and job creation. Based on
the 75 high-skilled graduates that the project will produce, along with the mining-related
research they will conduct, it is foreseen that the project will increase the proportion of workers
in the mining sector with a graduate degree by 30 percent. This will contribute to: (a) a decrease
in youth unemployment in the country from around 14 percent (a bit lower for females) in 2014
to an estimated 8 percent (7 percent for females) in 2026; and (b) an increase of the share of
the mining sector in GDP from 7.7 percent in 2016 to an estimated 10 percent in 2026.
Component 2: Internships for acquisition of field and practical knowledge
2.1.8 The internship component aims at building the capacities of both students and
hosting organizations. Students will be placed with mineral resources-related organizations
involved in partnerships with UNZA. Internships will be typically for a period of three weeks,
with the possibility of extending to six weeks. The specific content and aims of the structured
internship will be tailored to the needs of each student and recorded in a Memorandum of
Understanding (MoU) signed by the student, the host organization, and the course convener.
The internship program is specifically designed to: (a) facilitate field-based inter-disciplinary
learning through structured on-site engagements using problem-solving approaches; (b)
provide an opportunity to experience possible career options in the area of sustainable
development; and (c) make a service contribution that will be useful to the host organization,
while also contributing to the University’s social responsiveness objectives. During the
internship, the student will keep a logbook and will complete an internship report for the host
organization and for submission to the University. A total of 75 internship reports will be
produced by the students by the end of the project. UNZA has built cooperative relationships
with a number of companies and civil society organizations involved in the mining sector which
may host interns. These host organizations include Konkola Copper Mines Limited; Maamba
Coal Mines Limited; Kariba Minerals Limited; and the Centre for Trade, Policy and
Development.
Component 3: Analytical work on key sustainability issues in the minerals sector
2.1.9 This component will support the production of knowledge pertaining to SMRD
and related operations aiming at moving the country toward attainment of the
Sustainable Development Goals (SDGs). Apart from post-graduate training through
coursework and internships, the program offers students an opportunity to undertake research
of real-life problems within the framework of their dissertations and under the joint supervision
8
of qualified faculty from UNZA, UCT and Stellenbosch. The research will emphasise the use
of interdisciplinary approaches to problem solving. The content of the dissertations will be
harnessed to produce at least 20 policy papers that help to clarify issues related to the need for
a clear-cut legislative framework for operating in the mining sector, responsible management
of large-volume mineral waste, the strategic development of mineral value chains, mine safety,
gender issues arising in the sector, transparency, inclusiveness in management, and
environmental sustainability.
Component 4: Support to project management
2.1.10 Provisions are made under the project to support the management and
coordination of project activities. This component will consist of organizing project activities
and ensuring their effective and timely implementation, as well as monitoring and evaluation
(M&E). UNZA will be responsible for executing the project. Its experienced staff who have
been assigned to the project will perform these tasks. Thus, the Project Coordinator will be the
Dean of the School of Mines. Other staff include a Project Manager, a Financial Analyst (for
disbursement), and a Procurement Specialist. The activities of UNZA will include: (a)
recruitment of candidates to the Master’s degree program in SMRD; (b) program and course
convening and administration; (c) support to internship program arrangements; and (d) support
to research and conference organization. Furtheremore, UNZA will produce four quarterly
reports each year, an annual audit report, at least one impact evaluation report, and a completion
report at the end of the project. It will also be responsible for managing the operational costs
of the project.
2.2 Technical solution retained and other alternatives explored
2.2.1. The technical solution to the need for a critical mass of SMRD professionals in the
country is the creation of a new Master’s Degree program in SMRD, as an academic joint
venture involving UNZA, UCT, and Stellenbosch. This solution will allow Zambia to benefit
from external human, material and technical resources as it initiates action to develop, with
limited resources of its own, the skills and competencies it needs in this area. As UNZA’s
institutional capacity in SMRD is built owing to the project, this university will be able at a
later stage to offer its own Master’s level SMRD program independently.
2.2.2 The alternatives considered in designing the project and reasons for rejection are
summarized in Table 2.2.
Table 2.2: Project alternatives considered and reasons for rejection
Alternative
name
Brief description Reasons for rejection
Providing
financial
assistance to
qualified
Zambian students
for training
abroad
This alternative consists in
establishing a fund for awarding
full scholarships to qualified
Zambian students for a MSc
training abroad, and in South Africa
specifically, in the management of
natural mineral resources for
sustainable development.
- The risk of students failing to return to
Zambia, thus increasing brain drain.
- The training program may be less
profitable to Zambia as students will
probably conduct research of less relevance
to Zambia’s needs.
- UNZA will miss an opportunity for
building its capacity in the delivery of
training in management of the natural
mineral resources for sustainable
development.
9
The University of
Zambia (UNZA)
runs from the
start of the
project the
Master’s program
independently
This alternative involves UNZA to
take full charge of the delivery of
the program as an exclusive
component of the training program
offered by the university, fully
relying on its faculty staff
members.
- Lack of qualified teachers and researchers
at UNZA in critical areas of specialization
in natural mineral resources management.
- Recruitment of external academic staff to
reinforce national faculty staff for the
program would prove excessively costly.
- UNZA’s students and faculty staff
members would miss an opportunity for
external institutional experience in the
science of mining.
2.3 Project type
The project is a stand-alone investment operation. This approach was chosen (in lieu of, for
instance, budgetary support) due to the innovative and specific nature of the operation, as well
as the fact that the implementation of related activities will require the procurement of goods
and services in a relatively short period of time through a process involving the private sector,
which necessitates both flexibility and close follow up.
2.4 Project cost and financing arrangements
2.4.1 The total cost of operating the UNZA Master’s program for 3 years (2017-2019) is
estimated at UA 1.47 million (USD 2.05 million). Of this amount, 40 percent is in foreign
exchange. A loan from the African Development Fund (ADF) will support all components.
The government will partially finance component 2 and component 4 in kind for an estimated
amount of 250,000 UA. Details of costs are presented in the tables below.
2.4.2 Tables 2.4.1 and 2.4.2 present estimated project costs by component and category
of expenditure. Technical Annex B.2 provides details of the same costs. Tables 2.4.3 and
2.4.4 show expenditures by component and category of expenditure, respectively. Tables 2.4.5
and 2.4.6 show the expenditure schedule by component and by category of expenditure,
respectively. Costs have been estimated on the basis of data obtained from the institutions
involved. A price contingency of 4.5 percent and a physical contingency of 3 percent have been
included in the cost estimates.
Table 2.4.1: Project cost estimates by component
USD UA
Component Local Foreign Total Local Foreign Total
1. Capacity building in natural mineral
resources management for sustainable
development 278,729 315,284 594,012 203,130 229,770 432,900
2. Internships to support capacity
building through acquisition of field
and practical knowledge 175,158 186,581 361,738 127,650 135,975 263,625
3. Analytical work on key
sustainability challenges in the
minerals sector
295,102 295,102
590,205 215,063 215,063 430,125
4. Support to Project Management 319,853 0 319,853 233,100 0 233,100
Total base cost 1,121,833 743975 1,865,808 817,561 542,189 1,359,750
Physical contingencies 36,384 24,129 60,513 17,585 44,100 44,100
Price contingencies 54,576 36,193 90,769 26,377 66,150 66,150
Total cost 1,212,792 804,297 2,017,090 883,850 58,6150 1,470,000
10
Table 2.4.2: Project cost by category of expenditure
Category of
expenditure USD UA % F. Exch
Local F. Exch Total Local F. Exch Total
A. Goods 27,416 63,971 91,387 19,980 46,620 66,600 70%
B. Services 3,808 15,231 19,039 2,775 11,100 13,875 80%
C. Training &
workshops 717,765 717,765 1,435,530 523,088 523,088
1,046,175 50%
D. Operations 319,853 0 319,853 23,3100 0 233,100 0%
Base cost 1,121,833 743,975 1,865,808 81,7561 542,189 1,359,750 40%
Physical contingencies 36,384 24,129 60,513 26,515 17,585 44,100 40%
Price contingencies 54,576 36,193 90,769 39,773 26,377 66,150 40%
Total cost 1,212,792 804,297 2,017,090 883,850 586,150 1,470,000 40%
Table 2.4.3: Expenditure by source and component (UA)
Component ADF Government Total
1. Capacity building in natural mineral resources
management for sustainable development 468,000 0 468,000
2. Internships to support capacity-building through
acquisition of field and practical knowledge 162,000 123,000 285,000
3. Analytical work on key sustainability challenges
in the minerals sector 465,000 0 465,000
4. Support to Project Management 150,000 102,000 252,000
Total project cost 1,220,000 250,000 1,470,000
Table 2.4.4: Expenditure by source and category (UA)
Category of expenditure ADF
Governme
nt Total
A. Goods 72,000 0 72,000
B. Services 15,000 0 15,000
C. Training & workshops 949,999 148,000 1,131,000
D. Operations 150,000 102,000 252,000
Total 1,220,000 250,000 1,470,000
Table 2.4.5: Expenditure schedule by component (UA)
Component 2017 2018 2019 Total
1. Capacity building in natural mineral resources
management for sustainable development 204,000 132,000 132,000 468,000
2. Internships to support capacity-building through
acquisition of field and practical knowledge 95,000 95,000 95,000 285,000
3. Analytical work on key sustainability challenges
in the minerals sector 200,000 148,000 117,000 465,000
4. Support to project management 84,000 84,000 84,000 252,000
Total project cost 583,000 459,000 428,000 1,470,000
11
Table 2.4.6: Expenditure schedule by category of expenditure (UA)
Category of expenditure 2017 2018 2019 Total
A. Goods 72,000 0 0 72,000
B. Services 5,000 5,000 5,000 15,000
C. Training & workshops 422,000 370,000 339,000 1,131,000
D. Operations 84,000 84,000 84,000 252,000
Total 538,000 459,000 428,000 1,470,000
2.5 Project’s target area and population
2.5.1 The project targets two types of beneficiaries: (a) lecturers at the UNZA School of
Mines, whose knowledge and skills in SMRD need to be upgraded; and (b) the graduate
students who will participate in the Master’s degree program in SMRD. The training for the
lecturers aims at building the capacity of the School of Mines to independently run a Master’s
program in SMRD. The Master’s program aims at creating a critical mass of mining
professionals in the country that are prepared to meet the challenges of sustainable management
and development of the mining sector. Openings for the program will be advertised in major
newspapers, and applicants will be competitively selected based on their academic
achievements. Special attention will be given to the recruitment of female students to ensure
gender balance in the program. Female students’ participation in the program since 2014 has
been uneven, with 57 percent in 2014/2015 and 37 percent in 2015/2016. Attempts will be
made to steadily increase their participation.
2.5.2 Socio-economically disadvantaged students will receive partial scholarships to
cover the costs of their courses, internships and dissertation research, while those who
are more socially fortunate will pay full tuition. Although aimed at fostering equity in
participation, scholarships will be competitive and awarded to disadvantaged students on the
basis of merit. This approach will ensure the most effective use of limited project resources.
The importance of scholarships as a mechanism for reducing inequality is justified by the fact
that 77 percent of the university enrollment in Zambia is from the richest 10 percent of the
population. Potential beneficiaries of the scholarships will be identified through a detailed
screening of applicants. The Department of Social Welfare under the Ministry of Community
Development, Mother and Child Health will be responsible for assessing applicants’ financial
status and producing a social welfare report. Field officers of this department will visit
households to verify information in the application and check for necessary documentation.
The assessments will conclude with the assessor’s recommendation for eligibility to the
scholarship scheme. Students from other African regions, especially neighboring countries,
may attend the program. However, such students will have to pay the full tuition fees for the
courses (amounting to about USD 12,000).
2.5.3 The yearly program intake will be 15 students the first year and 30 students
starting the second year, when the UNZA School of Mines will be in a position to run the
program in-house. This will enable the School of Mines to train 75 graduate students by the
end of the project in 2020. The relatively small size of the SMRD Master’s program is justified
by the fact that the program is a high-level, specialized and demanding training program that
requires close guidance and mentoring of students by the academic staff during their class
courses and dissertation research activities. In addition, students will undergo structured
internship programs under the close supervision of both faculty and private sector advisors
carefully selected to provide pre-professional guidance to interns at the workplace. The
rigorous nature of the Master’s program makes it difficult to increase the number of trainees,
contrary to the situation in general higher education programs. Furthermore, the graduates from
12
the Master’s degree in SMRD represent an asset to the mining industry in so far as they will
bring a unique perspective in addressing issues pertaining to the mining sector that will ensure
sustainability in the development of mineral resources for inclusive growth, job creation, rural
development and poverty reduction.
2.6 Participatory process for project identification, design and implementation
The project was designed through a participatory process involving major stakeholders. During the project appraisal, consultative meetings were held with the academic and
administrative authorities of UNZA and UCT; and with students, development partners,
government authorities (high-level officials from the Ministry of Higher Education and the
Ministry of Finance), ESDA experts, and private sector representatives (Chamber of Mines).
These consultations provided a venue for the major stakeholders to express their full support
for the operation and their willingness to contribute to its successful implementation in their
various capacities. Recommendations and suggestions obtained from the consultations
informed the design of the project. Thus, implementation arrangements foresee the active
participation of the private sector, civil society and members of the ESDA consortium within
the framework of the project Steering Committee. UNZA will be responsible for all aspects of
technical, financial and procurement management.
2.7 Bank Group experience, and lessons reflected in project
2.7.1 The project is informed by lessons from the Bank’s previous operational
experiences in Zambia, particularly the shortcomings in its human development sector
projects, as identified in the Country Strategy Paper (CSP) and the 2015 Country
Portfolio Performance Review (CPPR). These shortcomings included: (a) weak capacity of
implementing agencies in the areas of procurement, contract management, and adherence to
implementation schedules, which led to start-up delays; (b) weak project monitoring, results
reporting, and project evaluation; (c) weak financial management, delayed submission of audit
reports, non-compliance with fiduciary requirements, and slow disbursements; and (d) poor
coordination of Bank’s interventions. Lessons learned from the design and implementation of
these operations has led to the following improvements in the proposed project: (a) recruitment
of experienced staff with track records in their areas of specialization; (b) ensuring that the
Project Management Team is in place before project commencement to reduce start-up delays;
(c) allowing adequate time for signature delays, as experienced in the Support for Science &
Technology Education Project; (d) ensuring close supervision of the project by the
implementing agency and the Bank, including putting in place a robust M&E system in order
to improve assessment of implementation progress and impacts; (e) recruitment of an
experienced Financial Analyst or Disbursement Officer familiar with the Bank’s rules and
procedures; and (f) close coordination with other development partners through the existing
donor coordination mechanisms, primarily the CPG and the Sector Working Groups in order
to create synergies and avoid duplication.
2.7.2 The design of the project has incorporated two additional measures aimed at
improving its quality, relevance and effectiveness. First, an attempt was made to ensure
ownership of the Master’s degree program in SMRD by UNZA’s and UCT’s main actors,
including leadership team, faculty staff and students, and by involving them in the project
Steering Committee. Second, in designing the project, emphasis was put on improving the
quality of the existing UNZA/UCT Master’s program in SMRD rather than creating a new one
from scratch.
13
2.8 Key performance indicators
Several impact, outcome and output-level indicators are proposed to monitor overall
performance, as shown in the logical framework (logframe) at the beginning of this
report. Impact indicators include: (a) youth unemployment; (b) Corruption Perceptions Index;
(c) share in GDP. Outcome indicators include: (a) number of qualified lecturers in SMRD at
the UNZA School of Mines; (b) an independently run SMRD Master’s program at UNZA; (c)
percentage of employers satisfied with graduates of the program; (d) rate of employment of
program graduates; and (e) percentage increase of public and private sector mining operations
that take account of SMRD with specific SDGs. Output indicators include: (a) number of
Zambian students enrolled and successfully completing SMRD courses; (b) number of
internship reports completed and submitted; (c) number of policy papers on SMRD produced.
All of these indicators will be integrated into the M&E scheme for the Master’s program, and
will serve as a basis for following up on the achievement of project objectives.
III. PROJECT FEASIBILITY
3.1 Economic and financial performance
Development perspective analysis is applied here instead of the traditional quantitative
methods (i.e., net present value, economic internal rate of return). This is because of the
difficulty of estimating the benefits of the project, since graduates of the program will have
heterogeneous training unit costs and will eventually join different labour markets. Wages are,
nonetheless, commonly used as a proxy for the premium placed on skills and as a justification
for the profitability of higher
education as an investment. This
perspective is supported by the
demonstrated positive correlation
between the level of education and
wages (Figure 2). Those with
university degrees earn more than
those with certificates or diplomas,
and those with graduate degrees
earn more than those with
undergraduate degrees. Thus, the
Master’s degree program under the
present project can be perceived as
performing well financially. The
program also has significant social and economic benefits, which are discussed in paragraphs
3.2.4 to 3.2.7.
3.2 Environmental and social impacts
3.2.1 Environment and climate change: The project is classified as category III, and will
adhere to the respective countries’ environmental and waste management guidelines and
procedures. No major environmental effects will be caused by the program. Activities will
consist of training, dissertation research, faculty capacity building, and the use of equipment
and materials needed to run the training program. Disposal of outdated equipment will be done
in accordance with the respective National Environment Management Plans, if applicable.
3.2.2 The project will have a positive impact on environment and climate change by
developing the knowledge and skills required for environmental stewardship in mining
and minerals beneficiation. The Master’s program will build competencies for understanding
environmental challenges, mining-related health and safety issues, new technologies, and
Figure 3.1: Rates of return to education, by level and type of employment
14
effective mining regulatory frameworks, thus contributing to the formation of a critical mass
of specialists that can address environment and climate change issues through improved
management and innovative approaches.
3.2.3 Gender: Despite steady efforts to achieve gender parity, Zambia continues to rank
low on the Gender Inequality Index, 135 out of 152 countries. This is reflected in the labour
force participation rate of 65.4 percent for females against 76.6 percent for males. A key cause
of this imbalance is the low rate of female participation in higher education. Available data
indicate that females enrolled in the two largest public universities of the country (UNZA and
Copperbelt University) in 2009 represented 37 percent while males represented 63 percent—
almost double the number. The same distortion is observable in the SMRD program, where
female students represented 37 percent of the 2015/2016 cohort. Specific affirmative actions
will be taken within the framework of the present project to better integrate gender issues in
the program, including financial incentives, gender-sensitive advertisements, and special
orientation sessions aiming at boosting female enrolment. In addition, the UNZA School of
Mines is in the process of developing an institutional plan for gender equity that should help to
effectively address the gender gap issue in the School. All actions foreseen within the
framework of the project are conceived and designed to equally benefit males and females and
produce an equal number of male and female experts in SMRD.
3.2.4 Social and economic impact: The project will contribute to building the high-level
human capital that the mining industry needs to continue to play its role of mainstay of
Zambia’s economy and engine of the development of the country. Zambia is heavily reliant
on its copper mining industry, which has attracted more than USD 10 billion in investments
since 2000 as part of the privatization process. The copper industry alone accounts for about
10 percent of GDP and about 70 percent of export revenues. Furthermore, the copper sector
employs 10 percent of the formal labour force, contributing significantly to income tax revenue.
The country also has an abundance of other minerals, including nickel, iron ore, coal and
gemstones. These minerals have been extracted in limited amounts. However, in the past
decade Zambian gemstones have become more prominent as a major export to the global
markets. In 2013, Zambia established a gemstone exchange with the aim of maintaining more
local content in the industry. The intensive capital orientation that the mining industry has been
experiencing in recent years has generated higher demand for professionals of the mining
industry. Because of the centrality of good governance, inclusive development and
environmental preservation in sustainable development strategies, it has become apparent that,
in addition to highly trained and qualified assessors, stone cutters, polishers, designers and
sellers, there is an increasing need for specialists in sustainable mineral resources development
(SMRD).
3.2.5 Skills in SMRD are also essential for addressing corruption in the mining sector,
since effective mining sector governance is indispensable for achieving the core strategic goals
of inclusive growth, rural development and job creation, as emphasized in the R-SNDP (2013-
2016). Despite ongoing reform efforts in the country, Zambia currently scores 38 out of 100
points on Transparency International’s Corruption Perceptions Index (CPI), and ranks 15 out
of 47 African countries, and 85 out of 175 countries worldwide. By developing the knowledge
and skills needed to foster transparency and accountability in the mining sector, and helping to
ensure inclusive and sustainable mineral resources development in a way that benefits local
populations and economies, the project will also contribute to rural industrialization,
agricultural diversification, rural electrification, forestry, water and sanitation, health and
education, and employment.
3.2.6. Involuntary resettlement: Project activities will not involve any type of
resettlement. The two main institutions involved in the Master’s program, UNZA and UCT,
15
are national institutions already established in their countries; and the students do not have to
resettle in another country to undertake the program.
IV. IMPLEMENTATION
4.1 Executing agency
4.1.1 UNZA will be the Executing Agency for the project and responsible for
implementing the project activities. The Project Management will comprise of a Project
Coordinator (Dean of School of Mines), a Project Manager, a Financial Analyst (for
disbursement) and a Procurement specialist who have already been identified and selected
among the existing experienced staff of UNZA. These officers will be formally assigned to the
project and will oversee the day-to-day implementation tasks. UNZA will undertake two types
of activities, one, operational and the other, administrative. The operational duties will consist
of facilitating the implementation of the Master’s program for the regular students and the
upgrading training for the lecturers. They will include: (i) support to the recruitment of
candidates to the Master’s degree program in SMRD; (ii) support to the Master’s program and
related courses convening and administration; (iii) support to internship program arrangements;
and (iv) support to research and conference organization. The administrative activities will
consist of the production and submission of four quarterly reports each year, an annual audit
report, at least one impact evaluation report, and a completion report at the end of the project.
Other administrative responsibilities will include project activities coordination,
implementation schedule elaboration, overseeing reporting activities, project auditing,
operating costs management, organization of Steering Committee’s activities, and monitoring
and evaluation. Provisions have been made in the project for supporting monitoring and
evaluation activities, including the determination of baseline data relating to the indicators
selected in the logical framework. UCT Graduate School of Business (GSB) in South Africa
will be responsible for the implementation of the strategic social engagement practice course.
4.1.2 Strategic guidance in the implementation of the project will be provided by a
Steering Committee. The Committee will be chaired by the Permanent Secretary of the
Ministry of Higher Education and comprised of the Ag. Vice Chancellor of UNZA and
representatives of the Ministry of Finance, the students in the program, the private mining
sector, the ESDA Consortium, and civil society. In addition to overseeing the project, the
Steering Committee will maintain clear linkages with the wider ESDA program, including
joint activities among the partner universities and supporting organizations, to ensure
alignment of the operation’s aspirations and activities with those of the ESDA program.
4.2 Financial Management (FM) and Disbursement Arrangements
4.2.1 Financial management (FM): Project finances will be managed within UNZA’s
existing FM system, under the overall responsibility of the Bursar as the Chief Accounting
Officer and custodian of all financial resources flowing to the University. The FM assessment
of UNZA carried out by the Bank (including review of accounting, treasury systems, internal
controls, reporting and external audit systems) concluded that its existing FM capacity meets
the Bank’s minimum requirements for ensuring that resources to be made available under the
project would be used for the intended purposes. Even though the University has no prior
experience with implementing a Bank-funded project, it has implemented projects funded by
other donors, including USAID, European universities, and the World Bank. UNZA operates
a computerized accounting system (based on the SAGE ERP system) for recording and
processing financial transactions for financial reporting purposes. No significant weaknesses
were identified except for a three-year backlog of annual audits which is currently being
addressed by a private audit firm with the involvement of the Office of the Auditor General
16
(OAG) of Zambia. The overall FM risk is rated as Moderate. Detailed FM arrangements are
included as part of the Technical Annex B4.
4.2.2 Disbursement arrangements: All Bank funds to be disbursed under the project would
be handled in accordance with rules and procedures as set out in the Bank’s Disbursement
Handbook, as applicable. UNZA would open one (1) Special Account (SA) in foreign currency
and one (1) account in local currency (Kwacha) in a local commercial bank in Lusaka
acceptable to the fund, to facilitate payment of project expenditures (including tuition fees,
local travel and operating expenses). Direct payment by the project will be used for larger
expenditure items (including consultancy services and goods). The Fund may reimburse as
retroactive financing, an amount not exceeding United States Dollars Seventy Thousand (USD
70,000) to meet the costs incurred in August 2016 on account of student recruitment and
associated costs to facilitate project implementation. Detailed disbursement arrangements are
included as part of the Technical Annex B4.
4.2.3 Reporting and external audit: In accordance with the Bank’s financial reporting and
audit requirements, the project will be required to prepare and submit to the Bank an Interim
Quarterly Financial Progress Report (IQFPR) no later than forty-five (45) days after the end of
each calendar quarter. A separate annual audit report (including the audit management letter)
will be prepared for the project and audited by the OAG as per its mandate, and submitted to
the Bank no later than six (6) months after the end of each financial year throughout the project
implementation period. The audit of the project can be subcontracted (where necessary) to a
private audit firm to be procured through short lists (with the involvement of OAG), using the
Bank’s rules and procedures for procurement. If carried out by a private firm, the cost of audit
will be paid using project resources.
4.3 Procurement arrangements
4.3.1 Procurement of goods (including non-consultancy services), works and consulting
services will be carried out in accordance with the Bank’s procurement manual (BPM),
“Procurement Policy and Methodology for Bank Group Funded Operations”, dated October
2015, and following the provisions stated in the Financing Agreement. Specifically,
Procurement would be carried out as follows:
4.3.2 Borrower procurement system (BPS): Procurement shall be governed by Specific
Procurement Methods and Procedures (PMPs) under the Borrower Procurement System (BPS),
which comprise its Laws and Regulations as per the Public Procurement Act of 2008 and the
Public Procurement Regulations of 2011. Procurement shall be done using the national
Standard Solicitation Documents (SSDs) as appropriate. Small-value goods contracts, mainly
for mobile laboratories and data collection equipment, will be procured through limited bidding
(shopping). The main project activities, involving scholarships, dissertation and research
activities, and faculty staff capacity building, will follow the internal and administrative
systems and procedures of the University of Zambia.
4.3.3 Procurement risks and capacity assessment (PRCA): An assessment of procurement
risks at the country, sector, and project levels, and of procurement capacity at the Executing
Agency, were undertaken for the project, and the findings have informed the decisions on the
project’s procurement regime. Appropriate risks mitigation measures have been included in the
procurement PRCA action plan proposed in Annex B5.
17
4.4 Monitoring
Where appropriate, the project will make use of existing M&E systems and procedures.
The performance-based indicators (baseline and targets) are shown in the log frame. Resources have been earmarked for strengthening the University’s M&E system, particularly
with regard to the collection and processing of relevant data to feed into quarterly progress
reports. The M&E system will also be the basis of a mid-term evaluation of the project after 18
months, to allow for a mid-term correction, if necessary. The Zambia Field Office will play a
key role in overall oversight and supervision of the implementation of the project.
Table 4.4.1: Monitoring schedule
Timeframe Milestone Monitoring process / feedback loop
November 2016 Negotiations
December2016 Board Approval
February 2017 Loan Signature
February 2017 Effectiveness
February 2017 Procurement of Teaching
Materials
Teaching equipment and materials
procured
March 2017 Launching Mission is organized with adequate skills
mix
March 2017 First Disbursement
March 2017 Students’ Recruitment Batch of students selected
September 2017 1st Supervision
January 2018 Annual Audit
March 2018 2nd Supervision
March 2018 Students’ Recruitment Batch of students selected
September 2018 3rd Supervision
January 2019 Annual Audit
March 2019 Mid Term Review
March 2019 Students’ Recruitment Batch of students selected
December 2019 Project Completed
February 2020 Project Completion Report PCR produced and processed
4.5 Governance
There are no critical risks foreseen related to governance. UNZA, UCT and University of
Stellenbosch are well-established formal universities with modern management and
governance systems. They all have organisational structures that include a Board or Council
with diverse representation. Although all three universities were established with the support
of the Zambian or South African government, they enjoy relatively high autonomy and
academic freedom. All of them use strategic and business planning as a critical tool for
sustainability.
4.6 Sustainability
The SMRD Master’s program supported by the project displays a number of features of
sustainability. First, the inter-institutional collaboration among UNZA, UCT and Stellenbosch
in the first year will lead to UNZA’s full ownership of the program in the second year, by which
time the six faculty members of the UNZA School of Mines will have undergone the training
necessary to offer a high-quality Master’s degree in SMRD without support from outside
institutions. Second, from a financial point of view, the program is not free of charge. Each
student is required to pay tuition fees amounting to USD 12,000 per year. Most of the target
18
students are professionals working in and around the mining and minerals industry in different
capacities and can therefore afford the fees of the program. The project will provide financial
support to disadvantaged students, and particularly to female students, to enable them to
participate in the program. Scholarships covering up to 50 percent of costs will be awarded on
a competitive basis, and eligibility will be verified by home visits and documentation, to ensure
the most effective use of limited project resources. In addition, UNZA’s School of Mines will
generate institutional revenues from its partnership with the private sector through customized
training, consultancy activities, and research studies relating to SMRD. Further, as a joint
operation run collaboratively by UNZA and UCT within the framework of the UNU-ISP’s
ESDA program, it is expected that the SMRD Master’s degree program will continue to benefit
from technical and human resources from concerned international partners. Finally, the
program will continue to receive institutional support from these universities through the
human resources (faculty staff and administrative staff) and the logistics put at its disposal. All
these inputs will contribute to the sustainability of the program.
4.7 Risk management
The main risks are presented in the following table and in the logical framework.
Table 4.7.1: Risks and mitigating measure
Potential Risk Level Risk Mitigation
Insufficient staff qualification in
SMRD at UNZA
Low The lack of qualified and experienced faculty
staff in SMRD in Zambia will be offset by the
presence of highly qualified academic staff
from the two other participating universities
of the program (UCT and Stellenbosch.
Subsequently, this risk will be fully addressed
with the upgrading of UNZA staff supported
by the project)
Difficulty in recruiting female in
the program
Mediu
m
Sensitization campaign for enhancing
women’s interest in the program; motivating
financial support for women
Students might not complete the
courses
Low
Close guidance and supervision by the
academic staff
4.8. Knowledge building
Lessons learned from the design and implementation of previous projects in the sector,
recent Project Completion Reports (PCRs), and the latest portfolio review of the country
have informed the design of the project. Lessons include the following: (a) full involvement
and ownership of the project’s development by the beneficiaries is critical to ensure the
realization of projects results; (b) effective coordination of project activities is essential for
successful implementation of the operation; (c) monitoring and evaluation are critical for
managing risks and enhancing achievement of results. The features of the project that reflect
these lessons and strengthen the sustainability of the present operation include: (a) project
objectives that are in line with the country’s development strategies; (b) ownership of the
program by the academic and administrative staff of UNZA; (c) emphasis on improving the
quality of the existing UNZA/UCT SMRD program rather than creating a new one from
scratch; (d) signing of MoUs among partner universities to establish a functioning framework
for coordinating project activities; and (e) incorporating monitoring and evaluation as essential
project activities, and providing the resources to carry out M&E. In addition to the operational
19
lessons integrated in the design of the project, the Master’s degree program has innovative
features that could be used to improve higher education projects elsewhere on the continent. In
particular, the program is designed as an academic joint venture involving three universities,
which have collaboratively designed it and jointly ensure course delivery and student
assessment. Not only does this feature help improve the quality and efficiency of the program,
but it also contributes to reinforcing regional integration in Southern Africa through academic
collaboration. The knowledge produced by the program, as well as by exchanges of experience
among project staff and concerned experts and organizations, will be made available through
documents and websites.
V. FINANCING INSTRUMENTS AND CONDITIONS
5.1 Financing instrument and conditions
The financing instrument proposed is an ADF Loan of UA 1.22 million to the Government of
Zambia.
5.2 Conditions associated with Bank’s intervention
Conditions precedent to Entry into force of the Loan Agreement: The entry into force of
the Loan Agreement shall be subject to the fulfillment by the Borrower of the provisions of
Section 12.01 of the General Conditions of the Fund Applicable to Loan Agreements and
Guarantee Agreements (Sovereign Entities).
Condition precedent to First Disbursement: The obligations of the Fund to make the first
disbursement of the Loan shall be conditional upon the entry into force of the Protocol of
Agreement and the fulfillment by the Borrower, in form and substance satisfactory to the fund,
of the following conditions:
(i) Evidence, in form and substance satisfactory to the Fund, of the opening of one (1)
Special Account to receive the proceeds of the Loan;
(ii) Evidence, in form and substance satisfactory to the Fund, of the opening of one (1)
account in foreign currency and one (1) account in local currency (Kwacha) at a local
commercial bank acceptable to the fund;
(iii) Evidence of the appointment of the Dean of School of Mines as a Project Coordinator to
manage the project activities (par. 4.1.1).
Other condition. The Borrower shall cause to be submitted:
Within six months of the first disbursement, evidence of the recruitment by UNZA of a Project
External Auditor whose qualifications and experience are acceptable to the Fund.
5.3 Compliance with Bank policies
This project complies with all applicable Bank policies, including (a) the Ten Year Strategy
(2013-2022); (b) the High Fives Agenda; (c) the Human Capital Strategy (2013-2017); (d) the
Regional Integration Policy Paper; (e) the ADB Group Regional Integration Policy and
Strategy, 2014-2023; and (f) the Revised Regional Operations Selection and Prioritization
Framework (2014).
20
VI. RECOMMENDATION
Management recommends that the Board of Directors approve the proposed ADF Loan of UA
1.22 million to the Government of Zambia for the purposes and subject to the conditions
stipulated in this report.
I
Appendix I.
Year Zambia Africa
Develo-
ping
Countries
Develo-
ped
Countries
Basic Indicators
Area ( '000 Km²) 2016 753 30,067 94,638 36,907Total Population (millions) 2016 16.7 1,214.4 3,010.9 1,407.8Urban Population (% of Total) 2016 39.7 40.1 41.6 80.6Population Density (per Km²) 2016 22.5 41.3 67.7 25.6GNI per Capita (US $) 2014 1 680 2 045 4 226 38 317Labor Force Participation *- Total (%) 2016 75.3 65.6 63.9 60.3Labor Force Participation **- Female (%) 2016 69.9 55.6 49.9 52.1Gender -Related Dev elopment Index Value 2007-2013 0.913 0.801 0.506 0.792Human Dev elop. Index (Rank among 187 countries) 2014 139 ... ... ...Popul. Liv ing Below $ 1.90 a Day (% of Population) 2008-2013 64.4 42.7 14.9 ...
Demographic Indicators
Population Grow th Rate - Total (%) 2016 3.1 2.5 1.9 0.4Population Grow th Rate - Urban (%) 2016 4.5 3.6 2.9 0.8Population < 15 y ears (%) 2016 45.7 40.9 28.0 17.2Population >= 65 y ears (%) 2016 2.9 3.5 6.6 16.6Dependency Ratio (%) 2016 94.6 79.9 52.9 51.2Sex Ratio (per 100 female) 2016 99.7 100.2 103.0 97.6Female Population 15-49 y ears (% of total population) 2016 23.2 24.0 25.7 22.8Life Ex pectancy at Birth - Total (y ears) 2016 61.5 61.5 66.2 79.4Life Ex pectancy at Birth - Female (y ears) 2016 63.6 63.0 68.0 82.4Crude Birth Rate (per 1,000) 2016 39.3 34.4 27.0 11.6Crude Death Rate (per 1,000) 2016 8.4 9.1 7.9 9.1Infant Mortality Rate (per 1,000) 2015 43.3 52.2 35.2 5.8Child Mortality Rate (per 1,000) 2015 64.0 75.5 47.3 6.8Total Fertility Rate (per w oman) 2016 5.2 4.5 3.5 1.8Maternal Mortality Rate (per 100,000) 2015 224.0 495.0 238.0 10.0Women Using Contraception (%) 2016 52.1 31.0 ... ...
Health & Nutrition Indicators
Phy sicians (per 100,000 people) 2004-2013 17.3 47.9 123.8 292.3Nurses and midw iv es (per 100,000 people) 2004-2013 78.4 135.4 220.0 859.8Births attended by Trained Health Personnel (%) 2010-2015 64.2 53.2 68.5 ...Access to Safe Water (% of Population) 2015 65.4 71.6 89.3 99.5Healthy life ex pectancy at birth (y ears) 2013 53.7 54.0 57 68.0Access to Sanitation (% of Population) 2015 43.9 39.4 61.2 99.4Percent. of Adults (aged 15-49) Liv ing w ith HIV/AIDS 2014 12.4 3.8 ... ...Incidence of Tuberculosis (per 100,000) 2014 406.0 245.9 160.0 21.0Child Immunization Against Tuberculosis (%) 2014 95.0 84.1 90.0 ...Child Immunization Against Measles (%) 2014 85.0 76.0 83.5 93.7Underw eight Children (% of children under 5 y ears) 2010-2014 14.8 18.1 16.2 1.1Daily Calorie Supply per Capita 2011 1 930 2 621 2 335 3 503Public Ex penditure on Health (as % of GDP) 2013 2.8 2.6 3.0 7.7
Education Indicators
Gross Enrolment Ratio (%)
Primary School - Total 2010-2015 103.7 100.5 104.7 102.4 Primary School - Female 2010-2015 104.0 97.1 102.9 102.2 Secondary School - Total 2010-2015 ... 50.9 57.8 105.3 Secondary School - Female 2010-2015 ... 48.5 55.7 105.3Primary School Female Teaching Staff (% of Total) 2010-2015 53.1 47.6 50.6 82.2Adult literacy Rate - Total (%) 2010-2015 85.1 66.8 70.5 98.6Adult literacy Rate - Male (%) 2010-2015 89.7 74.3 77.3 98.9Adult literacy Rate - Female (%) 2010-2015 80.6 59.4 64.0 98.4Percentage of GDP Spent on Education 2010-2014 1.1 5.0 4.2 4.8
Environmental Indicators
Land Use (Arable Land as % of Total Land Area) 2013 5.0 8.6 11.9 9.4Agricultural Land (as % of land area) 2013 31.9 43.2 43.4 30.0Forest (As % of Land Area) 2013 65.9 23.3 28.0 34.5Per Capita CO2 Emissions (metric tons) 2012 0.2 1.1 3.0 11.6
Sources : AfDB Statistics Department Databases; World Bank: World Development Indicators; last update :
UNAIDS; UNSD; WHO, UNICEF, UNDP; Country Reports.
Note : n.a. : Not Applicable ; … : Data Not Available. * Labor force participation rate, total (% of total population ages 15+)
** Labor force participation rate, female (% of female population ages 15+)
COMPARATIVE SOCIO-ECONOMIC INDICATORS
Zambia
August 2016
0
20
40
60
80
100
120
20
00
20
05
20
09
20
10
20
11
20
12
20
13
20
14
20
15
Infant Mortality Rate( Per 1000 )
Za mb ia Af r ica
0
500
1000
1500
2000
2500
20
00
20
05
20
08
20
09
20
10
20
11
20
12
20
13
20
14
GNI Per Capita US $
Za mb ia Af r ica
0.0
0.5
1.0
1.5
2.0
2.5
3.0
3.5
20
00
20
05
20
09
20
10
20
11
20
12
20
13
20
14
20
15
Population Growth Rate (%)
Zam bi a Af r ica
01020304050607080
20
00
20
05
20
09
20
10
20
11
20
12
20
13
20
14
20
15
Life Expectancy at Birth (years)
Za mb ia Af r ica
II
Appendix II. Table of ADB’s Ongoing Portfolio in Zambia
Project Name
Approved
Amt. (UA)
Disbursed
Amt. (UA)
Disbursed
Ratio (%)
Agriculture
MIC TAF GRANT YOUTH IN AGRIBUSINESS AND
AGRICULTURE COMMODIT 790,000.00 0.00 0.00
MIC TAF GRANT LUSWISHI FARM BLOCK 720,000.00 0.00 0.00
LIVESTOCK INFRASTRUCTURE SUPPORT PROJECT
(LISP) 12,000,000.00 2,577,930.20 21.48
GAFSP-AGRICULTURE PRODUCTIVITY AND MARKET
ENHANCEMENT PROJEC 22,230,476.90 1,716,018.62 7.72
CASHEW INFRASTRUCTURE DEVELOPMENT
PROJECT (CIDP) 32,145,612.48 535,903.08 1.67
LAKE TANGANYIKA DEVELOPMENT PROJ 16,063,519.73 1,106,953.20 6.89
LAKE TANGANYIKA DEVELOPMENT PROJ 5,000,428.61 0.00 0.00
Environment 88,950,037.72 5,936,805.10
STRENGTHENING CLIMATE RESILIENCE IN THE
KAFUE BASIN 12,501,071.52 144,929.19 1.16
STRENGTHENING CLIMATE RESILIENCE IN THE
KAFUE BASIN 14,644,112.35 1,985,640.10 13.56
Finance 27,145,183.87
LINE OF CREDIT TO FRB SUBSIDIARY, FIRST
NATIONAL BANK OF ZAM 31,408,406.43 31,408,406.43 100.00
Power 31,408,406.43 31,408,406.43
POWER TRANSMISSION PROJECT 30,000,000.00 20,071,709.91 66.91
POWER TRANSMISSION PROJECT 6,400,000.00 4,295,126.53 67.11
KARIBA DAM REHABILITATION 25,200,000.00 0.00 0.00
ITEZHI-TEZHI HYDROPOWER PROJECT 25,002,143.04 24,714,071.55 98.85
Social 86,602,143.04 49,080,907.99
SKILLS DEVELOPMENT AND ENTREPRENEURSHIP
PROJECT - SUPPORTIN 21,430,408.32 71,434.69 0.33
SUPPORT FOR SCIENCE AND TECHNOLOGY
EDUCATION PROJECT (SSTEP/ 22,220,000.00 2,371,342.54 10.67
Transport 43,650,408.32 2,442,777.23
CHINSALI - NAKONDE ROAD REHABILITATION
PROJECT (NORTH-SOUTH 137,868,960.20 23,837.14 0.02
CHINSALI - NAKONDE ROAD REHABILITATION
PROJECT (NORTH-SOUTH 35,717,347.20 0.00 0.00
BOTSWANA/ZAMBIA-KAZUNGULA BRIDGE PROJECT 51,000,000.00 1,032,898.65 2.03
Water Supply & Sanitation 224,586,307.40 1,056,735.79
MULTIPURPOSE SMALL DAMS 761,828.39 228,548.52 30.00
TRANSFORMING RURAL LIVELIHOODS IN WESTERN
ZAMBIA - NATIONAL 11,072,377.63 284,809.29 2.57
TRANSFORMING RURAL LIVELIHOODS IN WESTERN
ZAMBIA - NATIONAL 2,806,736.17 655,678.44 23.36
LUSAKA SANITATION PROGRAM 35,717,347.20 499,526.39 1.40
50,358,289.39 1,668,562.64
Grand Total 552,700,776.17 91,594,195.18
III
Appendix III. Map of Zambia
NOTE: This map is provided by the African Development Bank Group staff exclusively for the use of
the readers of the report to which it is attached. The names used and the borders shown do not imply on
the part of the Bank and its members any judgment concerning the legal status of a territory nor any
approval or acceptance of these borders.
Kabwe Urban
Lufwanyama
Kaputa
Kawambwa
Mporokoso
Chinsali
Mwense
Luwingu
Chama
Chilubi
Samfya
Mwinilunga
Mpika
Solwezi
Lundazi
Serenje
1
3
2
Kabompo
5
7
Lukulu
Katete
Chadiza
Kaoma
Kalabo
Mumbwa Mongu
Luangwa
Mazabuka
Sesheke
Choma
Sinazongwe
Livingstone
Shang'ombo
Senanga
Zambezi
Chavuma
Kazungula
Kalomo
Kafue
Chongwe Lusaka
Chibombo
Mkushi
Kapiri Mposhi
Mpongwe
Nyimba
Petauke
Mambwe
Chipata
Isoka
Nakonde
Kasama
Mbala
Mpulungu
Nchelenge
Mansa
Milenge
Gwembe
Siavonga
Namwala
Itezi-Tezhi
Monze
Kasempa
Mufumbwe
1. Chililabombwe
2. Mufulira
3. Chingola
4. Kalulushi
5. Kitwe
6. Ndola Urban
7. Luanshya
4
Chienge
Kabwe
6 Masaiti