UNITED NATIONS
ECONOMIC AND
SOCIAL COUNCIL
Distr. =
LIMITED =
E/CN.14/IKEP/6
8 April 1963 ENGLISH
Original: HCH
ECONOMIC COMMISSION FOR AFRICA
African Institute for Economic Development and Planning
Third Meeting of the Committee of Direction Cairo, June
AFRICAN INSTITUTE FOR ECONOMIC DEVELOPMENT AHD
DRAFT PROGRAMME FOR 196^/64 ACTIVITIES.
(Proposals "by the starting team)
63-1197
IUTRODUCTIOH
1 This report summarizes draft proposals made by the starting tea,, of the institute, xn a meeting held in Addis Ababa from 25 March to 4 Aprxl
1963, at the revest of the Executive Secretary of iiCA. The composition of the team is given in Annex 1. T,o consultants, Dr. F.E. Banks,
Lecturer at Stockholm University, and Dr. D.E. Carney, Sconomic Advxser, Ministry of Development, Sierra Leone, participated in the deliberatxons
as full members of the mooting. Pending the appointment of members of the team by FAO and *H0, each of these Agencies appointed an observer to the meeting. Finally, a number of EGA divxsions gave specialized aavxce
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 EGA, should formulate draft programmes of activities to be submitted to the Governing Council of the Institute. Pendxng the establishment of the
Council, however, resolution 7l(v) stipulates that the programme of 1963/
64 activities will be drawn up by the Executive Secretary "in close co operation with the Standing Committee of Direction at its next meetxng xn 1963 and the Specialized Agencies of the United Nations concerned, takxng into account the conclusxons of the advisory missxon of the Special. -.^1,"
The present report is therefore submitted to the Committee of Dxr.ccxon whxoh will meet next June in Cairo with the United Nations Specialised
Agencies and the advisory mission of the Special Fund
3. The following members were elected as Chairmen for specific items of
the agenda:
Main Course, Dr. F,S. Sanks, Dr. D.E. Carney, Mr. G. Bilphy
Specialized Course: Mr.S.O.Koos
Introductory Course: Mr. M.tf.El Imam
Mr. J. Royer, Adviser to the Executive Secretary on the Institute,
served as secretary to the meeting.
E/CN.14/IDEP/6
page 2
FIRST PART - RESEARCH AM) ADVISORY 53RVTCE3
4. The fundamental role of research in the first year of activities cf .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 Institute: (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 tho Institute's syllabus, development and planning should be given the broadest interpretation and 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 the trainees may select and study those systems of planning which are most easily adjustable to the social
and culturel context of their countries. "Research teama
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 specialised 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 and outsideDakar. In no case, however, should any of the activities be delegated to a sot 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 for
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 developmentEach of these teams comprises one or more lecturers in each of the tiro official languages. Specialized agencies should be associated with the
research of the thre^ teams.
problems
7. The starting team considered it most advisable not to depend on
interpreters for tna lectures on the main subjects of the syllabus and
therefore recommended that, as far as possible, trainees should receivelectures in their own official language (English or French). The inte gration of the courses delivered in two languages must above all be achieve at the research level, between the lecturers associated in the samo 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 fcr 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 cf 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. Tlio assembly of documents from U1T agencies and res#arch institutions inside and outside Africa was also systematically organized.
Advisory services
10. At thd same time, the team was anxious to meet some urgent requests for advisory services from African countries. Pour countries will thus receive, by next October, members of zlie team who will assist during
several months in projection work and preparation of plans. The team was 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 the group on the nature of the main course is given in the next section. As will be seen, it is recommended that in future vc^tl
two types of main course (one short and one long cycle) should be conductor simultaneously in Dakar. As far as the 1963/64 programme of activities -r-.
concerned, however, the team urged that only one cycle should be initiate I
(either a short or a long evele) in order to leave enough time for the
preparation of courses.
page 5
SECOND PART - THE MAIH COURSE IN 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 1961, for a nine-month course (E/CN.I4/ESD/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 (B/CN.14/233) and the deliberations of the fifth session of H3CA in February 1963 (paragraphs 207 - 228 of the report).
13. The starting team noted the importance that the Committee of
Direction attaches to the t^o-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. Tho following paragraphs ara meant to justify this position and also to throw light on tho two syllabuses.The Long Cycle
15. While preparing tho 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 emphasised the two
entrance requirements which should logically be inferred from this definition:
B/CW. 14/113BP/6
page 6
- on the 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 be 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-fold;
- 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 the 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 Africa 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
coursG 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 the continent.
16. The starting team noted the studios made by the secretariat on the
very rapid increase in tho number of students expected to reach the
E/OST.14/IIEF/6
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 unique source of recruitment for the civil service will be 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 taska ahead of them, without lowering their educational back ground, the starting team was convinced that the solution proposed by the Committee 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 thoir 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 long cycle, for civil servants withseveral 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 interpretation being given to the latter r*lc, however, for government officials already of a
senior grade.
18. The curriculum of the short cycle 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 connotations
- the theoretical part should aim, not at training technicians proper in the field of planning, but rather at giving a general understanding of
planning techniques and brushing up the general economic and statistical
background of the trainees?E/CH.14/IDEP/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 1963 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 th'is 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.
4
(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.
e/cn.u/id^p/6
page 9
21. For thy reasons indicated above, the team felt that the starting of a long cycle in October I963 would not raise any problems. The trainees could arrive in Dakar on I3 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? the toam considered that more time would be required (a) to select additional trai ees, and (b) to reoruit 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 FART - THjJ INTRODUCTORY PLANNING COURSE IN 1OTIS
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 SCA secretariat and the Government of ftinisia before a detailed
submission can be made to the June meeting. The official language of the course should be French.25. It was made cleax- that, while planning techniques could be taught
either by members of the starting team or by Tunisian experts, the part-E/C1T.14/IDEP/6
page 10
icipation of Tunisian lecturers should bo especially welcomed in applied
fields.
26. The starting team recommended that one of its members should be
assigned to Tunisia for three months in 1963 and four months in 1964,
for the preparation and for the implementation of this course, and that another two members should each contribute 20 to 30 hours of lectures in 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 is given as annex 4*
E/CN.14/IEEP/6
page 11
FOURTH PART
TH-il 3P.JGIALIZSI) COURSE III CAIRO PIT
■EDUCATION AND JLJTFO'CS^ PLAXlTHTG IN ECONOMIC DEVELOPMENT
26. The starting team took note of the consultations which took
place in December 1962 bo t we en the ECA secretariat, the ^ov^rn represented on the Committee of Direction, and the United Nations Specialized .agencies, concerning the organisation of a specialisedcourse in Cairo during the academic y^ar 1963/64. It also heard a
report on the preferences expressed by the National Planning Institute of the UAR for a course on education and manpower planning.29. The starting team fully agreed with this proposal and recommended that the Institute should arrange such a course in co-cperition with the ILO and UN33C0, tho two specialised agencies most immediately concorned, the UAR Institute of National Planning, and other UN
agencies. A3 for the time and duration of the course, it was thought
that 10 weeks, approximately in March - April 1964, should be suggested
to all concerned.
30. It was recommended that the course b^ intended for officials from African countries. The partipants would probably have a varying back ground, both with roisnect to academic purifications and ' *
to practical ^xperiunoe. Some of thorn might have specialized exper ience in one cr both of the fields concerned, manpower and education,, though not necessarily in planning. Others may be concerned with vocational training in various government agencies (agriculture,
health, etc.)- And others maybe 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 by the Director of the Institute in cooperation with the participating UK agencies, from candidates suggested by governments.
E/CN.14/IB3P/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, of development £>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 lj List of participants
Annex 2s Draft syllabus, Two-year Course Annex 3s Draft syllabus, Mne-month Oourse
Annex 4- The Introductory Course in Tunis
E/CN.H/lDEP/6
Annex 1
African Institute for Economic Development and Planning
Meeting of starting team
Addis Ababa, 25 March - 5 April I963
LIST OF PARTICIPANTS
Starting team
Mr. Sarair JLnin Mr. J.L. Boutilliur 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 Dr. A. Acock Mr. J.J. Bochet Secretariat
Mr. J. Royer
Mrs. I.L. Tfeisfelt Miss M. Crozet
ECA Regional Advisor ECA Regional Adviser ILO Regional Advisor ECA Regional Adviser ECA Regional Adviser
planning methods)
sociology of development) manpower)
social aspects) econometrics)
UNESCO Regional Adviser (social sciences)
Lecturer in mathematistical economics, Stockholm University Economic Advisor, Government of Sierra Leone
'florid Health Organization
Chief, FAO/ECA Division of Agriculture
Rural Institutions Officer, FAO/ECE Div. of Agriculture
Adviser to the Executive Secretary of ECA on the Institute Secretary
Administrative Assistant
. 14/l 13BP/6
Annex 2
- T\TO-IEAB COURSE
see content of courses in Annex 3 (syllabus for 3 months) .
unless otherwise stated
hours '
,,^ vv;d " (lectures & seminars)
1. Revision courses
Mathematics "
Statistics (theory) 5°
For these two courses see detailed syllabus of
June 1962 project - e/CN.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 20
Development problems, and policies
5. Economic analysis and economic development 50
6. International economics -^SO
Integration of .African economies, within the context of
world economy,"under the following angles: International trade (and intra-fifrican trade) - Money and Banking -
Industrial Plans
7. Economic geography cf Africa ■ . . 49...
8. Structure of African Economies 50
9. Social environment and Institutions in Africa 30 10. Social approach to development problems . 30
l/ Half lectures and exercises, half- seminars and tutorials
Annex 2
/
page 2
hours
Specialized courses . .
11. Agricultural economics - rural and agricultural development 50 12. Transport economics and transport programming 30 13. Snorgy economics and energy resources programming 30 14. Administrative organization and system analysis _J_
Total ... 600
(excluding onj full month of intensive language courses
at the "beginning of the first year)
II. SECOND YEAR Background courses
1. Revision courses (continued) . gQ
Advanced mathematics ^
Advanced statistics
2. Advanced national accounting
3. Econometrics and mathematical economics 70' 4. Planning techniques 50
5. Preparation and evaluation of projects
Development problems and policies6. Economic, financial and fiscal policy in Africa ■ 40
7. Regional Planning in Africa 30
8. Dynamics of social changes in Africa
9. African experiences in development and planning 50 10. Non-African experiences in development and planning 30
Specialized courses
11. Education and manpower planning 50 12. Health and ;rolfare planning 30
13. Industrialization, natural resources and co-ordination of J>0
industrial plans in Africa Total 600.
(excluding a six-weeks study tour or visit to an African
research centre at the beginning of the second year)
E/CN.14/IDEP/6
Annex 3
Draft. Syllabus IJI&E-KONTH COURSE
■ '■ • ' ■ ■' . ■ . Hours '
Introductory.Language Course: one month ' ' (Lectures & Seminars)
1. Revision courses
b,) Mathematics 20
tn Statistics ■ ■ -
c) Demography -jc
2* Economic Analysis and Economic Development 40 Theoretical training as a background for general
development studies on Africa Microeconomics
Macroeconomics
Development economics (with practical examples') The quantitative and qualitative aspects of
economic development
3. Commsrcial 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 Agregation problems in national accounting
Practical problems in the interpretation ofnational accounts 4« Planning Techniques
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
1/ Half lectures and half seminars
E/CN.14/IEEP/6
Annex 3
page
Hours d) Agricultural planning and its relation to
industrial and general planning tt Programming techniques
f 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
The Preparation and Evaluation of Projects
Case studies, preferably from African countries, to form the basis of lectures on the preparation and evaluation of projects
25
Resource 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
Practical training in financial, monetary and "budgetary techniques as a tool for economic development, in use or for use in Africa
The study of money and the price system Monetary policy, fiscal policy and economic
development
The budget* its purpose, preparation, and impact
on &evo1opme nt
The implementation and analysis of budgetary policy The co-ordination of budgetary objectives
The collection of taxes Transfer payments
The mobilization of savings
The Central Bank, the private banking system and economic development
g) The financing of economic development (to include
the investigation of international sources of
capital)
7. International Economics
Integration of African economies, within the context of
world economy, under the following angles: Internationaltrade (and intra-African trade) - Money and Banking -
Industrial Plans
20
Annex 3 page 3
Hours
8, "Study of African Environment and Institutions 30 a) Factors-af-facting favourably or unfavourably
oconomic development (social, economic, legal, political or cultural factors)
"b) Institutional reforms in tho development process
9. Regional Planning in Africa ■10
(including "ame"nagonient du Territoire")
10. 3ocial problems of African development ■ 40
Interrelation cf economic and social factorsSocial factors, of economic development
Mobilization of human resources in the development
process
Various aspects of urban development Social aspects of industrialization
Interpretation of social programmes in overall
■ planning
11. Structures of African economies 50
Description 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 d) Monetary systems
e) External oconomic relations
f) Internal African trade, including agricultural marketing organizations and price factors g) Financing syst orris
h) ITcw institutions (money, credit, marketing, etc.)
12. African Qxporioncos in development and planning 50
Selected case studios of development schemes in Africa,in planned economies or elsewhere. Planning experiences to he 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. ITon-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 services
b) Marketing problems, projections of demand for
exports of domestic demandc) Under-employmont in agriculture and the release of manpower for other sectors resulting from
increased productivity - effects of urbanization
and industrialization
d) Food supply - nutrition and health as factors m
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 yieldsg) 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
50
Background
Methods of manpower and educational planning
Techniques of assessing manpower requirements
Educational planning and manpower supply programming
Implementation and follow-up of planning
Administration and structural aspects of educational
and manpower planning
Total number of hours + three optional courses
Study tour
Grand total
one month
545
60§21
Annex 3
page
OPTIONAL SUPPLEMENTARY COURSES
1* Econometrics and Mathematical" Economics
2.
Econometrics
Linear programming
Mathematical growth models Intertemporal models
Operational research
Advanced statistical techniques
Administrative Organization
a) The organization and administration of planning
"bureaux
b) Specific administrative problems in under
developed countries
Administrative problems in information diffusion Financial administration: the tax systems Central
Bank organization
The problems of documentation
The organization of statistical services Problems of liaison and coordination in
administrative services
Systems Analysis
a) The analysis of existing administration and
financial systems
b) Systems analysis and design - macro and micro
The preparation of written procedures and flow. chart s
Elementary operations analysis
A survey of data processing techniques and their
integration into existing administrative systems
f) The training of clerical and administrative personnel:
the organization of local training programs
4* Health .and Welfare Services..Programming
20
20
20
Health and welfare problems resulting from urbanization A survey of existing health and welfare services
Personnel problems in health and welfare
Health and welfare forecasting and programming Educational and informational problems
Administrative problems, coordination, and the
implementation of health and welfare problems
E/eN.14/lKEP/6
Annex 3 page 6
Hours
Transport Programming 20
a.) A survey of existing transport systems
b) The extension of existing transport systems!
transport programming
c) Administrative problems
d) Personnel and training problems
Economic geography 20
The influence of climate Agricultural characteristies
Resources and population: a regional description
Annex 4
THE. INTRODUCTORY PLANNING COURSE IN TUNISIA
. (broad suggestions for the syllabus)
Duration: 12 weeks
Ratos 20: hours per week (total 240)
Distributions 2/3 lectures and l/3 seminars, discussions and lab. work.
General frames The 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?
- Administrative and institutional problems - Organization of the planning machinery
e/cn.
Annex 4 page 2
IV, V.
INTRODUCTION TO COURSE
Outline of prot)lem3 and details
Formation of discussion groups
GENERAL BACKGROUND
2. Elementary statistical and econometric 12
analysis I
3. Elementary commeroial accounting °
4. National accounts and interflow ■ 10
tables '
5. Elementary macro-models and decisional 6
models
6. Investment criteria
7. Project formulation and appraisal
POLICY AND PROCEDURE
ORGANIZATIONAL ASPECTS
(12)
6
