UNITED NATIONS
ECONOMIC AND
SOCIAL COUNCIL
Distr.
LIMITED
E/CH.14/IDEP/6
8 April 1963 ENGLISH
Original* ENGLISH/FRENCH
ECONOMIC COMMISSION FOR AFRICA
African Institute for Economic Development and Planning
Third Meeting of the Committee of Direction
Cairo, June
\
REFERENCE
AFRICAN INSTITUTE FOR ECONOMIC IEVELOPMENT AND PLANNING
DRAFT PROGRAMME FOR 1963/64 ACTIVITIES (Proposals by the starting team)
63-1197
IHTRODUCTION
1. This report summarizes draft proposals made by the starting tear, of the Institute, in a meeting held in Addis Ababa from 25 March to 4 Aoril 1963, at the request of the Executive Secretary of SCk. The composition of the team is given in Annex 1. Two consultants, Dr. F.E. Banks,
Lecturer at Stockholm University, and Sr. D.E. Carney, Economic Adviser, Ministry of Development, Sierra Leone, participated in the deliberations
as full members of the meeting. Pending the appointment of members of the team by PAO and TOO, each of these Agencies appointed an observer to the meeting. Finally, a number of ECA divisions gave specialized advice
on specific items of the agenda.
2. Thus composed, the meeting may prefigure the future advisory committee of the Institute which, according to the proposals made by the Secretariat of 3CA, should formulate draft programmes of activities to be submitted to the Governing Council of the Institute. Pending the establishment of the
Council, however, resolution 7l(V) stipulates that the programme of 1963/
64 activities *ill be drawn up by the Executive Secretary "in close co operation with the Standing Committee of Direction at its next meeting in 1963 and the Specialized Agencies of the United Nations concerned, taking^
into account the conclusions of the advisory mission of the Special. :'ir v:
The present report is therefore submitted to the Committee of Direction which will meet next June in Cairo with the United Nations Specialized
Agencies and the advisory mission of the Special Fund
3. Tho following members were elected as Chairmen for specific items of
the agendas
Main Course, IT. IM3. Banks, Dr. B-3. Carnoy, Hr. G. Bulphy
Specialized Course: Mr.S.O.Doos
Introductory Course; Mr. H.fl.El Imam
Mr. J. Royer, Adviser tc the Executive Secretary on the Institute*,
served as secretary to the meeting.
e/cn.14/iebp/6
page 2
FIRST PART - RESEARCH AKD ADVISORY SERVICES
4. The fundamental role of research in the first year of activities of the-Institute was fully recognized. The group took note of the ambitious goals set by the Economic Commission for Africa at its fifth session, for
the research programme of the Institutes (para.214 of the report):
" The Commission has full confidence in the future staff and trainees of
the Institute for the elaboration of a theory of development adapted to Africa and its social structures and orientated towards the economic independence of the continent. In the Institute's syllabus, development and planning should "be given the broadest interpretation a.nd cover all social and economic aspects. At the same time the greatest freedom of expression and of discussion should prevail within the Institute, in accord ance with university traditions, so that thd trainees may select and study those systems of planning which are most easily adjustable to the social and culturel context of their countries. "Research teg1?
5. To achieve progressively these objectives- the group strongly
emphasized the need for a concerted approach for research and advised that teams of permanent lecturers should be composed in such a way as to
integrate as fully as possible within each team the experiences of all parts of Africa, as well as the various language, cultural or ideological groups. Such research teams should also endeavour to draw as much as possible fro;;, the experiences accumulated in specific fields by the spec ialized agencies of the United Nations, and the research institutions inside and outside Africa. A number of visiting lecturers should thus be invited to the Institute or associated with its activities, in c.i\(L outside
Dakar. In no case, however, should any of the activities be delegated to a set of "ad hoc" lecturers without arranging for close integration of the outsiders with the research teams of permanent lecturers,
6. In accordance with the principles laid down in the preceding paragraph,
research teams were formed among the members, each team being responsible fo:the preparation of a set of courses for 1963/64^
page 3
I. mathematics ~ statistics - demography
II. national accounts - statistical development — economic analysis - planning techniques
III. economic geography of Africa - structure of African economies - study of environment and institutions - social approach to development problems - rural development
Each of those teams comprises one or more lecturers in each of the two official languages. Specialised agencies should be associated with the research of the three teams.
language problems
7. The starting team considered it most advisable not to depend on interpreters for the lectures on the main subjects of th-j syllabus and therefore recommended that, as far as possible, trainees should receive
lectures in their own official language (English or French). The inte
gration of the courses delivered in two languages must above all be achieved at the research level, between the lecturers associated in tho same team.
Moreover, the group decided that
(a) practical exercises should be the same in mathematics and
statistics for all trainees
(b) that seminars and discussions (half of the total time of the
course) should be held jointly with the assistance of interpreters.
8. Finally, m an attempt to overcome further the language barrier, the
group recommended that for the main course in Dakar
(a) all lecturers should endeavour to become as fully bilingual
as possible
(b) one month of intensive language courses should be given to
trainees prior to the starting of the school year, and practising of languages should be encouraged throughout the year, through
language courses and the use of audio-visual equipment.Teaching materials
9. The collection of teaching materials received considerable attention.
A programme of travel was designed for each member of the team to facilitate
the study of specific problems in African countries and to collect materials
* , page 4
from-government agencies. The assembly of documents from UN agencies and research institutions inside and outside Africa was also systematically organized.
Advisory services
10. At the same time, the team was anxious to meet some urgent requests for advisory services from African countries. Four countries will thus
receive, by next October, members of the team who will assist during
several months in projection work and preparation of plans. The team w-vj convinced that such advisory missions should be visualized as one of the best ways of achieving a close contact between the Institute and government
agencies and of orientating the teaching activities towards concrete problems of development in Africa.
11* In view of the importance of research activities in preparing the
courses for the first year of the Institute, the group insisted that the teaching activities in 1963/64 should be restricted to the three basic
activities recommended by the Committee of Direction at its first meeting, i.e.
- one main course in Dakar
- one introductory course in Tunis - one specialized course in Cairo
The opinion of tho group on the nature of the main course is given :.r;
the next section. As will be seen, it is recommended that in future yeary
two types of main course (one short and one long cycle) should be conducted simultaneously in Dakar. As far as the 1963/64 programme of activities ua
concerned, however, the team urged that only,one cycle should be initiated
(.sithyr a short or a long cycle) in order to leave enough time for the
preparation of coursesc
page 5
SECOND FART - THE MAIN COURSE Iff DAKAR
12. The group considered the various proposals already formulated on the main course, and inter alias
- the proposal made by the first group of consultants in a meeting
held in December I96I, for a nine-month course (E/CN.I4/SSD/16).
- the proposals of the Committee of Direction and the second group of consultants, made in June 1962 in Dakar, on the organization of a two-year course.
- the observations made by the Committee of Direction at its second
meeting in Leopoldville in February 1963 (s/Cff.14/233) and the
deliberations of the fifth session of ECA in February 1963 (paragraphs 207 - 228 of the report).
13. The starting team noted the importance that the Committee of
Direction attaches to the two-year course, as well as the interest shown
by a certain number of countries in a shorter cycle (nine months). Two
draft syllabuses, corresponding to these basic assumptions, are consequently
being submitted to the Cairo meeting, (see annexes 2 and 3)»
14. The team reaffirmed on this occasion its position, as already expressed
in document E/CN.14/203, i.e. that tho two cycles should be simultaneously
retained in the programme of the Institute, at least during the first five years of operation. The following paragraphs are meant to justify this position and also to throw light on the two syllabuses.
The Long Cycle
15. While preparing the draft syllabuses for the two-year course, the team had in mind the following views:
(a) this course is intended for those students at the graduate level
who are selected by governments to staff the central planning or development agencies. The team strongly emphasized the two
. entrance requirements which should logically be inferred from this definition:
/
page 6- on tho-one hand, these students should join the Civil Service either in a planning agency or in an economic research unit,
"before they are accepted at the Dakar course;
- on the other hand, a university degree should he required, preferably in a discipline related to economic and social ' development studies, but without excluding systematically
other disciplines.
(b) the objectives of the course are two-folds
- the first objective is to offer to these "official-students"
the possibility of undertaking at Dakar the type of post graduate studies on planning techniques which they could find in African or foreign universities. They should qualify, on completion of tho course, as technicians in the field of planning and a post-graduate certificate or diploma should give recognition to thoir theoretical knowledge in
this field.
- the second objective is to open as widely as possible the minds of the trainees on development problems and policies
in Afric'a and actively prepare them for tackling the
concrete tasks awaiting them on return to their countries.
This part of the syllabus was considered essential by the starting team, 'since it was clear that the Institute should focus its teaching and its research activities on African realities in order to justify the confidence placed upon it by African countries. The officials trained in the two-year
course should form a bilingual "elite", capable'of contri
buting immediately on return to their countries, to planning activities, as well as of associating themselves with devel opment policies orientated towards the economic independence
of tho continent.
■ 16. The starting team noted the studios made, by the secretariat on the
very rapid increase in the number of students expected to reach the
S/CN.14/IDEP/6
page 7
graduate level in the years to come. In many countries which at the present time are suffering, from a severe shortage of staff, the main, if not the uniquo source of recruitment for the civil service will to , those students due. to complete their university studies in the next five
years. Taking therefore into account the desire of the governments to curtail the period of adaptation required for these students in the difficult tasks ahaad of them, without lowering their educational back ground, the starting t^am was convinced that the solution proposed by the CommittGe of Direction should receive a high priority.
In particular, the starting team felt that, should the Institute restrict its activities to a short cycle, most of the potential cand idates to the long cycle would, probably with the agreement of their governments, complete their post-graduate studies abroad, in view of the too narrow facilities available at this level in African universities.
This would entail further delay in their adaptation to the concrete tasks of:development in Africa.
The short cycle
17. As far as the short cycle (nine months) was concerned, it should be
intended, as distinct from the lo.ng cycle, for civil servants with several years of experience. Entrance requirements, in addition to administrative experience in the civil service, should include an educ ational background at the graduate level, a broad intarpretation being given to the latter rule, however, for government officials already of a senior grade.
18. The curriculum of the short cyclo should include - as in the long cycle - a theoretical part on planning techniques, and a concrete part on development problems and policies, but with a somewhat different connotation;
- the theoretical part should aim, not at training technicians proper in the field of planning, but rather at giving a general understanding of planning toch.niq.ues and brushing up the general economic and statistical background of the trainees?
E/CN.14/IEEP/6
page 8
- the concrete part, on development policies, should proceed further ahead than with students, account being taken of the maturity of mind and experience of the trainees. This part of the curriculum should largely be dealt with by way of discussions between trainees and case studies on
African experiences.
19. The short cycle should enable African countries either to refresh the economic background of civil servants in economic agencies, or to turn into economists civil servants coming from other government agencies.
After a period of five years, the number of trainees with the required qualifications for this course should probably reach a level where, it was felt by the starting team, the course might become the main activity of the Institute in Dakar.
Recommendations for 1963/64
20. As mentioned in para.12 above, the starting team was of the opinion that either a long cycle or a short cycle should be envisaged for the school
year 1963/64, but not both. Without prejudging the discussions to take
place in the June 19&3 meeting on the nature of the main course, the team would like to draw attention to two factors:(a) as per April I963, some 28 firm applications had been received from 'governments for the two-year course, and some additional 15 applications for this course were under consideration, thus*giving some 43 potential candidates for a two-year course. As against this, only 5 applications have been received for a nine-month course, and 13 applications are not clear with respect to the duration envisaged.
(b) The number of lecturers required in 1963/64 for a nine-month course
would be substantially greater than for the first year of a long cycle,
since in the first case all subjects are to be taught in a period of ten months, while they are spread over the first two years in the case of a long cycle.page 9
21, For the reasons indicated above, the toam felt that tho starting of a long cycle in October 1963 would not raise any problems. The trainees could arrive in Dakar on 15 October for a one-month intensive language course' and teaching activities proper could start on 15 November.
If, however, it were decided to restrict the -activities in Dakar to
a short cycle in 1963/64, tho team considered that more time would be required (a) to select additional trai ees, and (b) to recruit additional
lecturers, and therefore reommended that, in such a case, the starting of teaching activities in Dakar should be delayed by at least four, or five months.third part - tie introductory planning course
in'tunis
22. This course should be of relatively short duration (12 weeks or 240 hours) and should be intended for officials of Tunisia and neigh
bouring countries either in the Central Planning Agency or in units responsible for problems of planning and development in other ministries or organizations. From experience of similar courses in Africa, the starting team considered that a maximum of 40 full-time participants should be admitted.
23* The course is intended firstly to give officials a common under standing of practical techniques applicable to development and planning, and secondly to offer an opportunity, especially in seminars and dis cussion groups, to discuss concrete development problems in the sub-
region (with special emphasis on Tunisia).
24« The course should be jointly organized by the host government and the Institute and the draft curriculum should therefore be discussed
between the ECA secretariat and the Government of Tunisia before a detailed submission can be made to tho June meeting. The official language of the course should be French.
25* It was made clear that, while planning techniques could be taught either by members of the starting team or by Tunisian experts, the part-
page 10
icipation of Tunisian lecturers should be especially wolcomed in appliod
fields.
26 The starting team reoornmondod that one of its members should be assigned to Tunisia for throe months in 1963 and four months in 1964, for the preparation and for the implement atxon of this course, and that another two members should each contribute 20 to 30 hours of lectures xn 1964. The total contribution of the Institute would therefore be of the order of 100 to 120 hours, the remaining part to be contributed by the Tunisian government in accordance with the recommendations of the
Committee of Direction.
27. A frame for the discussions on the syllabus with the Tunisian
government ia given as annex 4.
E/CIT, I4/IIEF/6
page 11
JOTCATTCN AND JLJIPOMUi? PLACING IN ECONOMIC D3V31,0PM3NT
28. Tho starting team took rioto of the consultations which took place in December 1962 between the ECA secretariat, the governments represented on the Committee of Direction, and the United Nations Specialized Agencies, concerning the organisation of a specialized course in Cairo during the academic year 1963/64° It also heard a report on the preferences expressed by the National Planning Institute of the UAH for 2. course on education and munpowex planning.
29. The starting team full;" agreed with this proposal and recommended that the Institute should arrange svoh -\ co\:"3o in co-operation with the ILO and UIEJSCOj the two specialised ag^icios most immediately concerned, the UA'3 Institute of National Planning, and other UN
agencies, As for the tii?e and duration of tne course, it was thought that 10 weeks, approlimately in March - April 1964? should be suggested to all corxorned-
30. It was recof^.v,"'f^,d t'ia~ tho coi>"^,3 :■ b. intended for officials from African countries Tho partipants would probably have a varying hack- ground, bo^-h ".rith respect to academic ^u.±lificaxions and
to practical oxperienco. Somo of tlum might have specialized exper ience r. one or "both of thj fields concerned, manpower and education, though not ne;"-eesaril^r in planning. Others may be concerned with
vocational training in various government agencies (agriculture, health, etc.). And others may be general planners, particularly interested in or concerned with manpower and/or educational aspects
of overall development planning. It was assumed that the selection of trainees would bo made ^y the Director of trie Institute in co
operation with the participating Tri-j agenci. ^ iro:.. candidates suggested by govenments.
31t Xa Tqv -the neopo and opntajvfc of tho oeu»««t it was atranced
manpower planning and educational planning should "be treated as twoclosely inter-rolatod subjects, and also as two activities that should be fully integrated into overall development planning. While it was understood that a more detailed draft outline of the syllabus would have to be worked out in consultation between the starting team, the ILO and UNESCO, and the UAR Institute, if possible before the end of April 1963, the following broad lines were agreed upon as a basis for
further works;
(a) An introduction (approximately 25 percent of the total teaching time) should refresh and/or bring up to required standards
the participants' acquaintance with fundamental statistical and
economic analysis methods and overall planning techniques. At thesame time, a general background should bo given as regards quantit ative and qualitative aspects of tho economic and social development
process, theories of development and different approaches to overall development planning.(t>) Methods of assessment of manpower requirements (approx imately 25 percent of the teaching time) should be dealt with in sufficiently groat detail to provide the participants with a sound theoretical understanding as well as with the tools and techniques "
that could be put to immediate practical use. Manpower requirements should be related to general development plans, including, e.g. output and investment targets. The use of manpower assessment results for
derivation of guide linos both for short-term employment policymeasures and vocational training, and for the discussion of employment objectives and manpower supply programs in tho long run should be demonstrated.
\c) Planning of education and training; (approximately 25 percent
of the teaching time). The starting point should be a clear under
standing of the functions of education in different societies, and of
the contribution of education to the economic and social development
E/CN.14/lB3P/6
page 13
as well as other important elements of the economics of education
(e.g. cost and finance aspects). The principles, methods and
techniques for the determination of educational development object
ives and for the formulation of the education/training plan should
lead to a proper balance between what is economically feasible, what is socially and culturally desirable, and what is included in the manpower requirements implied in the development plans. Again, both the short-term and the long-term problems should be emphasized.
(d) A concluding section (approximately 25 percent of the teaching time) should deal with the final adjustment to each other ,
pf development J>lans, manpower requirements and manpower supply programs, with their implementation and continuous revision in the light of experience, and with the administration and organization of the planning machinery and related services.
32. The teaching should be carefully related to conditions in African countries and illustrative material and case studies from these countries should be used wherever possible.
33« The starting team emphasized the desirability of arranging the course on a bilingual basis, but it was agreed that no final decision on this point could be taken until the question of available and required resources had been further examined.
Annex Is List of participants
Annex 2% Draft syllabus, Two-year Course
Annex 3- Draft syllabus, Kine-month Oourse
Annex 4s The Introductory Course in Tunis
E/OT.14/IDEP/6
Annex 1
African Institute for Economic Development and Planning
Meeting of starting team
Addis Ababa, 25 March - 5 April 1963
LIST OF PARTICIPANTS
Starting team
Mr. Samir JLai»
Mr. J.L. Boutillior Mr. S.O. Doos
Mr. G. Dulphy Mr.M. M. El Imam Mr. M.C. Vieyra
Consultants
Dr. F.E.Banks
Dr. D.E.Carney
Observers
Dr. G. Russel Be. A. Acock Mr. J.J. Bochet Secretariat
Mr. J. Royer
Mrs. I.L. Tfeisfelt Miss M. Crozet
EGA Regional Adviser ECA Regional Adviser ILO Regional Adviser ECA Regional Adviser ECA Regional Adviser
planning methods)
sociology of development) manpower)
social aspects) iconometrics)
UNESCO Regional Adviser (social sciences)
Lecturer in mathematistical economics, Stockholm University Economic Adviser, Government of Sierra Leone
World Health Organization
Chief, PAO/ECA Division of Agriculture
Rural Institutions Officer, FAO/ECE Div. of Agriculture
Adviser to the Executive Secretary of SCA on the Institute Secretary
Administrative Assistant
I. -FIR3T
E/CTT.14/IHEP/6
Annex 2
Draft Syllabus TWO-YEAR COURSE
soe content of courses in Annex 3 (syllabus for 9 months)
unless otherwise stated
hours '
(lectures &■ seminars)
Background- oonraos.. .
1. Revision courses g0
Mathematics c-q
Statistics (theory)
For these two courses see detailed syllabus of June 1962 project - E/Gff. 14/172
2. Statistical development in relation to planning 20
This course as an introduction to national accounts
and model building
3. Demography
(emphasis on projection work)
4. Commercial and national accounting ' 50
Development problems^ and policies
.5. Economic analysis and economic development 50
.6. International economics 50
Integration;of African economies, within the context of world economy, under the following angles: International traio (and intra-Sfrican trade) - Money and Banking -
Industrial Plans
7. Economic geography of Africa
-, ' • ' 50
8. Structure cf African Economies
9. Social'environment and Institutions in Africa 30
• ■ ■ ' ■ ~ip
10. Social approach to development problems
1/ Half lectures and exercises, half seminars and tutorials
9.
Dynamics of soci g
African experiences in development and planning
50
3Q Annex 2
page 2
hours
Specialized courses , ■ ..- . .
11. Agricultural economics- rural, and agricultural 12. Transport economics and transport programming
13. - Energy economics and energy resources programming 30
14. Administrative organization and system analySi^ai - - ^
(excluding on, full month of intensive language courses.
at the beginning of the first year)
II. SECOND YEAS Ttanlcfiround courses
1 Revision courses (continued) 60
Advanced mathematics ■ 30
Advanced statistics
50
2 Advanced national accounting
,. Econometrics and mathematical economxca
7050 4. Planning techniques
5. Preparation and evaluation of projects.
l" Lonomic, facial and fiscal policy in Africa 40
7. Regional Planning in Africa
Dynamics of social changes in Africa
10. Non-African experiences in development and planning 30
courses
"r . 50
U. Education and manpower planning -
12. Health and ^lfare planning
i 1 Tnrlustrialization, nau^"- and ■ .
or of
Annex 3
Draft Syllabus UIM3-M0IITH COURSE
Hours '
Introductory Language Course: one month (Lectures & Seminars)
1. Revision courses
Mathematics 20
Statistics 20
Demography 15
2. Economic Analysis and Economic Development 40 Theoretical training as a background for general
development studies on Africa Hicroe conomics
Macroeconomics
Development economics (with practical examples)
The quantitative and qualitative aspects ofeconomic development
3. Commercial and National Accounting 40
Theoretical and practical training in the processing
and analysis of commercial and national accounts as available in Africa
Balance sheets, their uses and interpretation Profit and loss
Depreciation
The theory of national accounting
The collection of national accounting data Agregatdon iproblems in national accounting Practical problems in the interpretation of
national accounts
Planning Techniques 50
Practical training in methods and techniques in use - or for use - in the preparation of plans in Africa
a) The general plan and its relation to the detailed
plans, i.e. micro and macro planning
b) Capital coefficients - their theory and use
c) Leontieff tables and their relation to national :
accounting
l/ Half lectures and half seminars
Annex 3
/
2
Hours d) Agricultural planning and its relation to
industrial and general planning Programming techniques
Planning and material "balances
The follow-up and implementation of plans
The co-ordination of the plan at the micro level h) The organization of the Planning Administration:
a general survey
5. The Preparation and Evaluation of Projects 25 Case studies, preferably from African countries, to form
the basis of lectures on the preparation and evaluation
of projectsResource appraisal Investment criteria
The design and evaluation of projects Intersectoral considerations
Administrative systems for the preparation and.
implementation of project design
Economic, Financial and Fiscal Policy 15
Practical training in financial, monetary and "budgetary
techniques as a tool for economic development, in use or for use in Africaa) The study of money and the price system
b) Monetary policy, fiscal policy and economic
development
c) The "budgets its purpose, preparation, and impact
on development
d) The implementation and analysis of budgetary policy
1) The. co-ordination of budgetary ofcjee-bives2) The collection of taxes 3) Transfer paymonts
e) The mobilization of savings
f) The Central Bank, the private banking system and
economic developmentg) The financing of economic development (to include the investigation of international sources of capital)
International Economics Of)
Integration of African economies, within the context of world economy, under the following angless International trade (and intra-African trade) - Money and Banking -
Industrial Plans
'-..'#
Annex 3 page 3
Hours
8. Study of African Snvironniont and Institutions 30 a) Factors affecting favourably or unfavourably
economic development (social,, economic, legal, political or cultural factors)
b) Institutional reforms in the development process
9• Regional Planning in Africa 10
(including "amenctgement du Territoire")
10. 3ocial problems cf African development 40
Interrelation of economic and social factorsSocial factors of economic development
Mobilization of human resources in the development
process
Various aspects of urban development Social aspects of industrialisation
Interpretation of social programmes in overall planning ;
11. Structures of African economies 50
Inscription of broad patterns of African economies,
■with an attempt at a systematic classification of economic and social problems.
relations between main aggregates
The economic colonial systems in Africa
Characteristics of traditional agriculture in
■ Africa? cash and subsistence activities Monetary systems
External economic relations
Internal African trade, including agricultural marketing organizations and price factors g) Financing systems
h) Now institutions (money, credit, marketing, etc.)
12. African experisnees in development and planning 50
Selected case studies of development schemes in Africa,in planned economies or elsewhere. Planning experiences to be analysed under the following angles:
- basic choices
- preparation of plans; comparative studies of techniques . ..used
-.- implementation and results, administrative machinery and evaluation of results
- regional co-ordination
Annex 3 page 4
13, lion-African experiences in development and planning
(historical and analytical review of selectedexperiences outside Africa)
14. Rural and Agricultural Development
a) Transition from traditional agriculture to
commercial crop and livestock production.Measures for promoting this transition, including
credit, tenure and technological improvement, extension servicesb) Marketing problems, projections of demand for
exports of domestic demandc) Undor-employcient in agriculture and the release of
manpower for other sectors resulting fromincroased productivity - effects of urbanization and industrialization
d) Food supply - nutrition and health as factors in
increasing productivity and in settingagricultural and nutritional targets e) The role of forestry and fisheries
f) Drainage, irrigation? malaria and pest control in increasing agricultural area and yields
g) Implementation measures for agricultural plans
15. Manpower and educational planningShort and long-term problems of utilization of manpower
and of matching supply and demand of manpower resources.Short and long-term problems of training, and preparation of educational plans in relation to African development
Hours
20
Background
Methods of manpower and educational planning Techniques of assessing manpower requirements
Educational planning and manpower supply programming
Implementation and follow-up of planningAdministration and structural aspects of educational
and manpower pi anning
Total number of hours + three optional courses
Study tour
Grand total
one month
545 60
601
B/CH.14/IDEP/6
Annex 3 page 5
OPTIONAL SUPPLEMENTARY COURSES
Econometrics and Mathematical Economics Econometrics
Linear programming
Mathematical growth models Intertemporal models
Operational research
Advanced statistical techniques
2. Administrativa Organization
a) The organization and administration of planning
bureaux ■•
b) Specific administrative problems in under
developed countriesc) Administrative problems in information
d) Financial administration: the tax ays-berniBank organization
e The problems of documentation
f The organization of statistical services g Problems of liaison and coordination in.
administrative services
3- Systems Analysis
a) The analysis of existing administration and
financial systems
b) Systems analysis and design - macro and micro
c) The preparation of written procedures and(charts
d) Elementary operations analysis
e) A survey of data processing techniques and integration into existing administrative f) The training of clerical and administrative
the organization of local training programs
4- Health.and Welfare Services Programming
2Q
Health and welfare problems resulting from
A survey of existing health and welfare services Personnel problems in health and welfare
Health and welfare forecasting and programming Sducational and informational problems
Administrative problems, coordination, and the implementation of health and welfare proKL^ma
E/eN.14/lEEP/6
Annex 3 page 6
Transport Programming
A survey of existing transport systems
The extension of existing transport systems:
transport programming
c) Administrative problems
d) Personnel and training problems
6. Economic geography 20
The influence of climate Agricultural
Resources and population:
E/CU.14/IU3P/6
Annex 4
THE-INTRODUCTORY FLAMING COURSE IN TUNISIA
(broad suggestions for the syllabus).
Duration* 12 weeks
RatOi 20 hours per week (total 240)
Distribution: 2/3 lectures and l/3 seminars, discussions and lab. work.
General frameiThe course is divided into 4 main parts:
.a) General background: dealing with such problems as : - Elementary economic and national income analysis ; - Analysis of the structure of the economy
- Economic and social aspects of development
- Formulation of development objectives :
b) Techniques (see table
c) Policies and procedures such as .
- Strategy of development- Sectorial programming : - Regional planning
- Sub-regional problems :
- Manpower and educational planning
- Finance and foreign aid problems . ■ ' -Comparative studies of African planning, etc. ■
. d) Organizational aspects; ' :
- Adininistrative and institutional problems . -..Organization of the planning machinery
E/CN. H/lDEP/6
Annex 4 page 2
Suggestions for the allocation of courses
»' ' " — ' ' "~ '" '
I. INTRODUCTION TO COURSE
Outline of problems and details Formation of discussion groups
II. GENERAL BACKGROUND
III. TECHNIQUES
1. Statistics required for planning
Lectures
(2) .
2
-
(38) (60)
■■■■' 10 2. Elementary statistical and econometric 12
analysis . ,
3. Elementary commeroial accounting 4. National accounts and interflow-
tables
5. Elementary macro-models and decisipr models*
6. Investment criteria
7« Project formulation and appraisal IT, POLICY AND PROCEISURE
V. ORGANIZATIONAL ASPECTS
6 10
■
,al 6
8
8(48) (12)
Seminars
(2)
-
2
(16) (32)
4 8
4
8■"■
2 6
