Personnel management/training of educational - unesdoc

~
~
FOR INTER.c\IAL USE ONLY:
NOT FOR GENERAL DISTRIBUTION
/AFG/79/005
~ ssignment Report
Education Planning/I~nagement
AFGHANISTAN
Personnel Management/Training
of Educational Administrators
by
LIvI. Kuryshev
(13 June 1983 - 12 September 1983)
The views expressed are those of the
author and not necessarily those of Unesco.
UNITED NATIONS, EDUCATIONAL, SCIENTIFIC AND
CULTURAL ORGANIZATION (Unesco)
Paris, 1983
Distribution:
Unesco Headquarters: ED/OPS/AFE, CPX/AFE, CPX/REP, ED/EPP
Unesco Regional Office, Bangkok
UNDP Resident Representative, Kabul
~JJ3
LIST OF CONTENTS
PAGES
Chapter
I
INTRODUCTION
a.
b.
c.
d.
Chapter
II
Chapter III
IV
Chapter
V
1
1
1
2
PERSONNEL MANAGEr'lENT SYSTEM
3
a.
b.
c.
d.
3
3
Method of Work
Work accomplished
Problems encountered
Findings
4
5
IN-SERVICE TRAINING
7
a.
b.
7
c.
d.
e.
f.
Chapter
Objectives and terms of
reference
Arrival and accommodation
Briefing
Work frame as agreed upon
1
The present situation
Skill review and personnel
appraisal
Training and seminars
The Administration Training Centre
In-service training programme
Model teaching
7
10
10
11
11
CONCLUSIONS AND RECOMMENDATIONS
12
ACKNOWLEDGlli\~TS
14
·.
I.
A.
INTRODUCTION
Objectives and terms of reference
The Consultancy in Personnel Management/Training of Educational
Administrators, offered within the scope of Unesco/UNDP project AFG/79/005
"Education Planning/Management", was intended as part of the project team 's
efforts to bring about innovations to various aspects of planning and
administrative practices of the
l~nistry
of Education of the Democratic Republic
of Afghanistan.
The terms of reference of the consultancy were as follows:
1.
To study the eXisting personnel management problems of the
Ministry of Education and advise on the necessary improvements in
this field.
2.
To work out an outline of the training programme for the
administrative staff of the Ministry.
3.
To prepare and conduct a course on personnel management and
make suggestions for the future development of the training programme.
4.
To prepare for the responsible nationals a list of books and
materials related to the field of personnel management and training
of educational administrators.
B.
Arrival and accommodation
Following the finalization of the contract, the Consultant arrived
in Kabul on 13th June 1983, to take up his assignment for a period of three
months.
At the airport the Consultant was generously received by local UNDP staff
and members of the project team.
The airport formalities were very efficiently
taken care of, and satisfactory accommodation at the United Nations Community
Association Staff House was provided.
Adequate transport arrangements were also
made.
C.
Briefing
On arrival, the Consultant was given a detailed briefing by
~~.
J.J. Piotrowski,
the Unesco Expert in Data Processing, concerning the current position of the
project and the details of work expected to be done in the field of personnel
management.
After some time allowed for personal familiarization with the situation,
a formal meeting was arranged with Mr. S.N. Hussaini, the President of the
Department of Planning of the Ministry.
Mr. Piotrowski was also present •
.. ./2.
·.
- 2 Next day, the Consultant was received by H.E.
l~.
F. Haq, second
Deputy Minister of Education, who is also the Chairman of the
~linisterial
Committee for In-service Training of Personnel; the meeting was also attended
by Mr. A. Kayum, Director of Training Administration in the Department of
Planning, and by the Data Processing expert, Mr. Piotrowski.
The following day, a meeting was arranged with H.E. Mr. A.S. Qayumi,
~linister
of Education, also attended by the President of the Department.
The Consultant, accompanied by Mr. Piotrowski, also called on Mrs. I. Kaul,
Acting UNDP Resident Representative.
All these meetings were very useful in providing a clear picture of
the
current political situation in the DRA, the Government's policies in education,
identification of some personnel difficulties, etc.
D.
Work-frame as agreed upon
During the above-mentioned briefing sessions within the Ministry of
Education, it transpired that the work in the personnel management field had to
be undertaken almost from scratch, which naturally entailed making detailed
studies of each department of the
~linistry
and of each and individual employee,
working out clear functions for each department in line with the proposed
re-organization of the
~linistry
of Education, followed by preparation of job
descriptions for all the personnel.
The assessment of staff training needs,
involving almost 4,000 employees, thus depended on certain pre-requisites which
could not be fulfilled within the short time-span foreseen for the consultancy.
In view of the above, the
~linistry
of Education advised that the present
consultancy work-frame should be as follows:
(i)
Devise methods for detailed studies of each person employed by the
Ministry of Education, in terms of hiS/her background, qualifications,
experience and aptitude, which should lead to determination of
suitability for a definite function;
(ii)
apply these methods first on a test basis in one or two departments
and train counterparts to analyse the results received, before
extending the study to cover the entire
(iii)
r~nistry
of Education;
look into the eXisting system of personnel management in the blinistry
and advise on any necessary measures towards its modernization in the
future;
(iv)
review the work already done by the Unesco team in the area of
in-service and external training, and
(v)
prepare and conduct seminars and courses in the areas specified above
whenever necessary, supported by preparation of relevant documentation•
.. ./3.
I'
- 3 The above stated objectives demanded concentration on analysis and
advisory work rather than on actual lecturing which would definitely require
more expertise in various specific professional fields.
II •
A.
PERSONNEL MANAGEMENT SYSTEl<1
Method of work
The analysis of the eXisting personnel management system of the
~~nistry
(i)
of Education was carried out through:
Direct interviews with the officers of the Personnel Department
and on-the-job familiarization with their duties and functions,
(ii)
studies of the existing rules, procedures and regulations in the
area of personnel management,
(iii)
sample surveys and studies on labour turnover, etc., in selected
departments,
(iv)
(v)
interviews with heads of departments and other rUnistry officials,
discussion sessions during the departmental seminars.
In case the officers in question were non-English or non-Russian speakers,
an interpreter was provided on each occasion.
B.
Work accomplished
In the process of familiarization with the existing system of personnel
management, the Consultant accomplished the following:
(i)
Analysis of the functions and procedures of the personnel denartment
The organization of the Department was thoroughly analyzed,
critically evaluated and counselling provided during the interviews
and also during the final problem-solving seminar of the
departmental officials.
(ii)
Recommendations on i~provements in personnel control systems of
selected departments
During the interviews with the heads of selected departments Presidents, General Directors and Directors - problems and questions
were raised and recommendations given on the spot.
(iii)
Course on human resources management
A three-day introductory course was conducted for the management
cadres of the Department of Planning.
Altogether 15 General Directors
and Directors completed the training.
. ../4.
- 4 (i v)
Personnel management manual
On the basis of analysis of the eXisting system a Manual on
Personnel Management was written by the consultant to help in solving
the major problems of the personnel control system in the
of Education.
~linistry
It consists of more than 160 pages of text with 41
Appendices of an explanatory nature with certain model forms,
examples of procedures, etc.
(v)
Sample studies of labour turnover
Studies of labour turnover were carried out in three departments Planning, Administration and Teacher Training - in connection with
the analysis of the personnel management system in the
C.
~linistry.
Problems encountered
Numerous problems which occurred to hinder the work were of both a
subjective and objective nature, the latter of which can be summarized as follows:
(i)
The field of human resources management, or in narrower terms
personnel management, was virgin territory in this country until
the present government realized its importance; some of the
officials were, therefore, not prepared even to see its necessity
nor to understand its terms, influenced as they were by age-old
customary practices.
(ii)
The work habits listed among the negative effects of the current
personnel practices cause many delays, errors, etc; it is therefore
hoped that the work accomplished by the Consultant will contribute
towards the elimination of such habits of otherwise determined
and industrious people.
(iii)
Translation and interpretation services in the tunistry are very
inadequate; it was embarrassing to interrupt the important work
of some top officials for this purpose, which, at times, became
unavoidable since these services were not otherwise available;
nevertheless, on many occasions, even such translation services
obtained were inadequate.
(i v)
It was learnt that the :r.ranpower and Social Security Departments
attached to the Prime
~linister's
Secretariat were considering some
important changes in the government rules and regulations in the
area of personnel management.
The Consultant could have attempted
an analysis had there been some approved provisions already available •
.. ./5.
- 5 (v)
The llinistry of Education is aiming at a major re-organization
in the near future.
initial analysis.
Currently the project is at the stage of
However, it is known that the present
departmental structure will be drastically changed.
Comments on
detailed procedures for personnel management would, therefore,
have been premature at this stage.
D.
Findings
The situation in personnel management in the Ministry was thoroughly
studied using the above-mentioned methods and was found to be influenced by
traditions inherited from the past rather than by a systematic and scientific
approach.
The main shortcomings of the present personnel scheme may be summarized
as follows:
(i)
The blinistry of Education is a vast organization employing
some 3,892 people at the central offices and central institutions
(figures taken from the budget), divided into 23 Departments and
other similar units.
This makes administration in general and
personnel management in particular too difficult and for some
personnel functions even cumbersome.
(ii)
There are no job descriptions and specifications for individual
posts; these exist at departmental level only, in the form of
general statements of the duties performed by particular departments.
The people employed by the latter are just members of the departments,
having no regular responsibilities but doing whatever work is given
to them from time to time.
(iii)
There is no proper manpower planning, which hinders forecasts
of how many and what particular types of employees will be required
and when, and what action should be taken to secure the necessary
labour force.
(iv)
Such important personnel functions as recruitment, selection,
placement, etc. are accomplished on an ad-hoc basis due to the nonexistence of job specifications mentioned in (ii), therefore proper
utilization of individuals' abilities and qualifications dannot be
guaranteed.
. ../6.
- 6 (v)
For the same reason, personnel appraisal is not based on the
exact measurement of job performance and may on many occasions
mislead in such sensitive issues as promotion, demotion, evaluation,
separation, etc., which together with matters outlined in (iv)
contribute to lack of interest in the job and motivation.
(vi)
Supervision under the conditions outlined above is bound to suffer
a degree of inefficiency.
Thus performance standards, morale
and work habits may continue to remain below expectations.
(vii)
There is little effort to retain qualified employees in their jobs.
Labour turnover amounts in some departments to as high as
labour stability sometimes drops to as low as
35?~,
65%. lfuile these ratios
are due to many reasons, some of them obviously beyond the control
of departmental administration, it cannot be denied that at least
more thought should be given to the practices relating to transfers
since, in some departments surveyed for the purpose, transfers
amount to 52 to 741b of total separations.
(viii)
Not enough efforts have been made to train executive and supervisory
staff in human resources management which could provide a degree
of knowledge of individual needs and job satisfaction, social
psychology, supervision styles, employment and development processes
both to line managers and supervisors and to personnel officers.
This has led to the existing situation in which personnel staff, not
mentioning Directors, seem rather ignorant of such information.
(ix)
The Personnel Department of the hlinistry is heavily loaded with
clerical work instead of proper personnel functions.
In the first
place, it is staffed with some 200 members, most of whom,
including the Directors and General Directors of teachers services,
have not been in the teaching profession themselves.
The department
is structured in accordance with the functions of teachers and
other staff but not with distinct personnel functions; it services
some 53 thousand teachers and about 12 thousand literacy campaign
workers throughout the country; this gives just enough time to
process records and files, but not to formulate and monitor personnel
policy in the sector of education.
Out of approximately two
thousand visitors and plaintiffs daily, about 1.5 thousand come to
this department alone.
Too much day-to-day work leaves no time for
creative work, thus affecting the whole range of personnel functions
and causing all the above-explained problems.
. •./7.
- 7 III •
A.
IN-SERVI CE TRAINING
The present situation
It was very discouraging to discover that in-service training had not
been taken seriously in the past.
To this end the establishment of a high-level
Ministerial Committee for In-service Training of Personnel is a praiseworthy
effort.
As there are no job specifications for individual posts, and consequently
no personnel specifications and no manpower planning, it is definitely
difficult to initiate a system of in-service training straightaway.
However,
this cannot be delayed any longer in view of the present situation in which
people are placed in their jobs without proper pre-training, in many cases
without consideration of their educational standards, professional qualifications
and experience.
The authorities of the
in-service training scheme.
W~nistry
do understand the necessity for an
Hence the appointment of the above committee.
Unfortunately, however, without the relevant information, the work of this
committee is hampered, since appraisal in the past was done from time to time
for the sole purpose of promotion and was not leading to assessment of training
needs.
It was therefore decided to conduct a survey of the staff and other
employees with a view to collecting the data related both to personnel management,
as was mentioned in the previous section, and to identification of training
needs.
B.
Skill review and personnel appraisal
This exercise was started with the grouping of various professions
currently existing and possibly needed in the future structure of the
~linistry.
All the staff and other employees were categorized, and the following groups
emerged:
(i)
(ii)
(iii)
(i v)
(v)
(vi)
(vii)
(viii)
(ix)
Educationalists;
Educational facilities personnel;
Teaching aids/textbooks personnel;
Transport and supplies personnel;
Office and support personnel;
General services personnel;
Information services personnel;
Finance personnel;
Management services personnel.
. ../8.
'.
..
- 8 Each group included upto nine professions.
To assess the training needs of each group of employees, a
questionnaire was designed to obtain the following information:
(i)
(ii)
(iii)
(iv)
(v)
(vi)
( vii)
(viii)
(ix)
Name, department, directorate;
personal data;
length of service in the Ministry and department;
educational standard;
knowledge of national and foreign languages;
membership in professional and other organizations;
employment hi st ory;
job satisfaction/dissatisfaction and reasons;
skill levels attained in the present profession and
in those for which the person feels prepared;
(x)
(xi)
(xii)
personal characteristics, general and professional;
carrer advancement expected by the worker;
training requirements, both for skill improvement and
for career advancement.
The questionnaire titled "Skill Review Form" was to be filled by the
workers themselves.
Another questionnaire called "Personnel Appraisal Form" was also
prepared to follow the self-assessment forms and to be filled twice - by a
Director, i.e. the immediate supervisor, and by a President of a Department,
separately and independently, so as to provide more information on the worker's
job performance and conduct, and on his value on the job and any development
required.
This form included the following sections:
(i) Name, department, directorate;
(ii ) skill levels, as in Skill Review Forms;
(Hi) personal characteristics, as in Skill Review fforms;
(i v) career advancement suggested by supervisors;
(v) training needs assessed by the supervisors.
The exercise was designed to cover all employees of the central offices
and institutions upto General Directors' level.
. ../9.
'.
..
- 9In addition, a Staff Analysis Form was devised to obtain the outcome
of the survey.
(i)
(ii )
The form contains the following information:
The title and code number of profession;
total number of incumbents;
(iii)
their distribution by sex and age;
(i v)
(v)
their distribution by departments;
(vi )
their distribution by general education and professional
their distribution by length of service and ranks;
training;
( vii)
(v]jii )
number of people in each national language group;
number of those competent in foreign languages,
separately for interpretation and translation;
(ix)
distribution of incumbents by years of service in the
present and in related professions;
(x)
number of those satisfied and dissatisfied with their
present job, with reasons classified;
(xi)
number of those falling into each grade in basic, advanced,
management and specialist levels of skills;
(xii)
(xiii)
(xiv)
number of those falling into each grade in character assessment;
number of transfers requested and recommended;
training requested and recommended, the types of training
classified.
The Staff Analysis Form, therefore, is intended to supply information
both for identification of training needs and for personnel statistics leading
to initial manpower planning and proper selection/placement, when the longawaited restructuring of the blinistry takes place.
Since the number of employees at the Vrinistry is too large to conduct
such an important and, to some extent, new and unfamiliar exercise, it was
agreed to make a trsal in two Departments representing most of the
professions employed at the central offices - the Department of Primary Schools
and the Administration Department, the total span amounting to some 600 people.
The plans and questionnaires were scrutinized by the top officials
of the
~rinistry
and, after some minor corrections, approval was given•
.. ./10.
<..
..
- 10 -
C.
Training and seminars
The Directorate of Research of the Department of Planning was assigned
the task of conducting the survey.
To train the national counterparts in the techniques and procedures of
the survey, two seminars were given:
(i )
A f our-day seminar f or the re search group and seni or
executives of the two departments, with a total of nine
participants.
At this seminar the objectives, forms and techniques of the
survey were explained to the counterparts, whose special attention
was drawn to the bottlenecks normally hindering such works.
After lengthy and detailed sessions, the counterparts were trained
enough to provide explanations to anyone who was having a problem
with the filling of the forms, after distribution to the departments
in question.
(ii)
A two-day seminar for the research group, composed of six participants, on the techniques and procedures of processing the survey
forms.
This seminar was supported with extensive on-the-job
training when necessary demonstration was made.
After observation,
it was found that the counterparts were able to dc the work
independently.
In addition, some written instructions were also issued to
facilitate their work.
D.
The Administration Training Centre
Firstly, the Consultant would like to express his appreciation of the
work accomplished by his colleagues in the Unesco project team, who assisted
in establishing the Administration Training Centre which is operating at the
Department of Planning.
In the first place, it must have been a difficult job not only to secure
a room in the over-growded Thlinistry but one that was adjacent to the project
office.
The facilities include specially designed furniture, TV and other
audio-visual equipment in good operating condition, along with some copying,
duplicating and printing equipment.
Secondly, the project experts developed and duplicated a number of
forms covering and facilitating all stages of training, e.g. course description,
module description, lesson plan, teaching notes, teaching aids and
transparencies, course evaluation, course administration guide, etc •
•• • /11 •
.
·
- 11 These, together with course material/text, form a valuable set of
documentation which, once prepared and tested by an expert or consultant,
can be used by competent staff members for any future courses on the same
or similar matters.
Apart from the pleasure of conducting one of the seminars at the
Centre, the Consultant also had an opportunity to be present at another
seminar given by a fellow consultant on information services and would
like to comment that the Centre established by the Unesco staff is of great
help to the
~linistry
in its efforts to train its staff.
The
~linister
of
Education, when visiting the Administration Training Centre with the Presidents
of all the Departments, also expressed his appreciation of its services and
hoped for additional Unesco support for enlarging and improving the Centre.
E.
In-service training programme
The Ministry is currently considering a programme of in-service
training for its top officials.
Meanwhile, the Administration Training Centre
is extensively used for national training seminars/workshops, in many cases
nationals repeating to new audiences what they have learnt in seminars/
workshops conducted earlier by international experts, since the documentation
of such activities is stored in a scientific manner.
The facility is also
used for regular professional meetings which will, in future, include
personnel management, as suggested by the Consultant.
F.
Model teaching
At the request of the Central Institute for Up-grading of Teachers,
the Consultant prepared and delivered an instructive lecture to some 150
school headmasters, school supervisors and inspectors, covering (i) various
aspects of school administration, (ii) a programme of a complex inspection
of a school, and (iii) methods and procedures of such inspection.
The lecture materials are translated into Dari and ,rill be used as
a model opening lecture for future courses and seminars of educational
administrators.
••• /12.
.
- 12 -
.1
IV.
CONCLUSIONS AND RECOMMENDATIONS
In view of the aforegoing, the importance and timing of the Consultancy
on 'Personnel Management/Training of Educational Administrators' needs no
emphasis.
As can be seen from the list of problems in this field currently
encountered by the Ministry, personnel management matters cannot be neglected
any longer if the
~tinistry
is to achieve development in this sector as planned.
For this reason the Consultant considered his mission to be a very important
one since it contributed to the
~linistry's
efforts to improve its major
functions.
It emerged from several discussions with the blinister of Education that
the Consultant had apparently succeeded in creating an awareness of the
importance of effective personnel management among the 1.tinistry's leaders.
The
~linister
fully appreciates that further action along the lines proposed is
not only due but essential.
The national counterparts, therefore, offered
every possible support to the Consultant in his work.
They also developed
a keen interest in these issues, and the work picked up the desired speed.
According to the present status of development in this area, the
Consultant recommends that the following steps be taken or followed up urgently:
1.
Data received from the two departments on the 'Skills Review' and
'Personal Appraisal' forms to be tabulated as per detailed procedures
and forms prepared by the Consultant and as per model work
accomplished during on-the-job training of counterparts.
2.
The above exercise to be extended to each department in phases and
tabulation completed.
3.
The
~~nual
on Personnel Kanagement to be translated into local
language (s).
4.
The' Administration Training Centre' to be strengthened further in
terms of facilities and in organizing training programmes.
5.
Cooperation with the
1~npower
and Social Security departments
attached to the Prime 1tinister's Office to be established, in
connection with the new policies being framed on the subject •
•• . /13.
.f
-
6.
13 -
Translation/Interpretation facilities within the blinistry
of Education to be institutionalized.
7.
The Management workshops already started by the Unesco Elcpert
to be continued.
8.
The valuable works published from time to time on the subject
by the Unesco Regional Office for Education in Asia and the Pacific
(ROEAP-Bangkok, Thailand) to be fully utilized by the ~linistry of
Education in its endeavour to bring improvements in the sector.
Furthermore, the Consultant wishes to emphasize that Unesco/bNDP
assistance in the field of personnel management and training of educational
administrators, and in educational planning and administration in more general
terms, is highly appreciated by the lunistry's authorities, since innovations
introduced by Unesco experts and consultants go hand in hand with the
Government's efforts to modernize various sectors of public life.
Further
strengthening of this assistance is considered absolutely essential if the
desired results are to be achieved.
It should also be understood, from the analysis given in the previous
chapters, that the field of personnel management in its numerous applications
is too vast
~o
be covered and improved during one short-term consultancy even
with all the encouragement given by the
~linistry's
authorities.
Considering these issues, the Consultant strongly recommends the
following:
(i)
During the next phase of the existing Unesco/UNDP
project AFG/79/005 "Education Planning/Management" it would
be advisable to provide regular assistance in the field of
personnel administration by way of a full-time expert.
Since
personnel management interlocks with the smooth functioning of
all facets of education, such expertize should contribute
immensely towards development.
(ii)
In the meantime, pending the input proposed in (i) above,
another Consultancy of the same nature should be fielded for
three months, starting July 1984, when the inf ormati on from
all the departments has been received and tabulated, for the
purpose of 'training needs' analysis, and other actions proposed
for the 1tinistry of Education have been accomplished.
The next
consul tancy should be able to finalize the survey, work out the
••• /14.
- 14 in-service training strategy and conduct the course on human
resources management for various categories of senior staff and
supervisors, as well as help the
~tinistry
to structure and define
the duties of the Personnel Department.
The Consultant hopes that both the above recommendations for future
Unesco/UNDP action will be given due attention and consideration in the
interests of development of education of children and adults in Afghanistan.
V.
ACKNOWLEDGEMENTS
It must be acknowledged that whatever work has been accomplished or
initiated has been the result of joint efforts of a large group of people,
without whose interest and participation it would have been difficult to
achieve so much.
First of all, the Consultant would like to convey his sincere thanks
to His EJccellency Eng. Abdul Samad Qayumi, the Honourable Minister of Education
of the Democratic Republic of Afghanistan; to His EJccellency Mr. Fazil Hag,
the Second Deputy
~tinister;
to
~~.
S.N. Hussaini, the President of the Depart-
ment of Planning, to NIr. Dlohammad Shafi, his Vice-President; and to Mr. Khat-,ar,
the President of the Personnel Department.
To these knowledgeable and
experienced people the Consultant owes special appreciation for their constant
advice and suggestions and for their sustained support to him in implementing
his work.
Again, the Consultant could not have carried out his assignment
successfully within the time available without the active cooperation and
support extended to him by
Mr.
Jerzy J. Piotrowski, the Unesco Expert in
Data Processing, who skillfully guided the Consultant in his work and offered
valuable suggestions.
Sincere thanks must also be extended to
Mr. Bhagwan B. Mathur, Unesco Administrative Officer, for rendering every
assistance to the Consultant and providing him with all necessary facilities
for carrying out his tasks.
Special appreciati on should be given to Mr. M.M. Rahnuma, the General
Director of Statistics, Department of Planning, and to Dr. Yousufzai, Member
of Compilation and Translation Department, for their contribution to the
difficult task of translating and interpreting on so many occasions, and for
their valuable advise and information.
• ••/15.
,
- 15 The Consultant also wishes to express his gratitude to Mr. H. Yasin
Yunussi, the General Director of School
~apping
and Research in the
Department of Planning, and to his colleagues for their keen interest in the
survey which was so important for the whole programme.
The Consultant's thanks are also due to the UNDP Resident
Representati ve in Kabul and his staff for giving him every help during his
stay in Kabul.
Special mention of thanks should be made to Mrs. Surriya Khozai and
~~.
Abdullah for their secretarial and technical help throughout his work.
Finally, the Consultant would like to record special appreciation for
the studies and documentation prepared by ROEAP, Bangkok, Thailand, on the
subject, that were available in the project office and proved very useful in
his work.
To conclude, the Consultant li0uld like to add that the overall friendly
atmosphere, within the national and international spheres, and the appreciation
and care even for personal comforts, greatly increased his enthusiasm for
the vlOrk.
It was a valuable experience and an honour to work with all those
mentioned above and the Consultant takes this opportunity to extend his sincere
thanks to the Government of the DRA and. to both Agencies for giving him such
a memorable experience.