Jordan - Second Education Project

Document of The World Bank FOR OFFICIAL USE ONLY Report No. 4261 PROJECT COMPLETION REPORT THE HASHEMITE KINGDOM OF JORDAN CREDIT 534-JO SECOND EDUCATION PROJECT November 1982 Education and Manpower Development Division Europe, Middle East and North Africa Region This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization.   FOR OFFICIAL USE ONLY GLOSSARY DOP Directorate of Projact Implementation and School Buildings HTS Hotel training school IDA International Development Association ILO International Labor Organization MOE Ministry of Education MPW Ministry of Public Works NPC National Planning Council ODA Overseas Development Agency of the United Kingdom, originally Overseas Development Ministry (ODM) PCR Project completion report RDC Rural development center SAR Staff appraisal report TA Technical assistance TTC Trade training center UNDP United Nations Development Programme UNESCO United Nations Educational, Scientific and Cultural Organization This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization.  .~~~~~~~~~~~~~~~~~~~~ I  PROJECT COMPLETION REPORT JORDAN SECOND FDUCATION PROJECT (Credit 534-JO) Table of Contents Page No. GLOSSARY PREFACE ..................................... i BASIC DATA SHEET ..................................... ii HIGHLIGHTS ..................................... iv SUMMARY AND CONCLUSIONS v I. INTRODUCTION ............................................1 II. PROJECT BACKGROUND ........................................... 1 Socio-economic Setting ........................................... 1 Education and Training Development ............................... 2 Project Formulation ........................................... 3 Project Objectives ........................................... 4 Project Design ........................................... 5 III. PROJECT IMPLEMENTATION ........................................... 7 Project Management ........................................... 7 Project Unit ........................................... 7 Architectural Consultants ...................................... 8 Physical Implementation .......................................... 9 Sites ........................................... 9 Design ........................................... 10 Construction ........................................... 10 Quality ........................................... 12 Equipment and Furniture .......................................... 12 Maintenance ........................................... 14 Implementation of Software Inputs ................................ 14 Curriculum Development ......................................... 14 Teachers ........................................... 17 Technical Assistance ........................................... 17 Covenants ........................................... 19 IDA Performance ........................................... IQ  Page No. IV. PROJECT COSTS AND FINANCING ...................................... 19 Capital Costs .................................................... 19 Disbursements .................................................... 21 V. PROJECT OPERATING OUTPIJT AND OIJTCOMES ............................ 22 External Productivity Outcomes ................................... 22 Enrollments ...................................................... 22 Curricula ........................................................ 23 Educational Building Survey ...................................... 23 Liaison with Industry ............................................ 23 Teachers ......................................................... 24 Unit Capital Costs ............................................... 24 ANNEXES 1. Planned and Actual Implementation and Disbursements .............. 25 2. Project Physical Facilities ...................................... 26 3. Oualifications of Staff and Student/Staff Ratios ................. 27 4. Compliance with Credit Covenants ................................. 28 5. Unit Capital Costs .............................................. 30 6. Project Costs .................................................... 31 7. Schedule of Disbursements ........................................ 32 S. Technical Assistance ............................................. 33 ATTACHMENT: COMMENTS FROM THE BORROWER 41  - i - PROJECT COMPLETION REPORT JORDAN SECONT EDUICATION PROJECT (Credit 534-JO) PPEFACE This report is a project performance review of the second education project in Jordan (Credit 534-JO) for which a credit of IJS$6.0 million was approved on March 4, 1075. The original closing date was December 31, ;9S1. The final disbursement was made on August 11, 1982. The Project Completion Report (PCR) attached was prepared following a field visit by EMENA education staff in March 1q82. The draft report was sent to the representatives of the Borrower for comments. Borrower comments have been incorporated in the text of the report.  I I A  - ii - PROJECT COMPLETION REPORT - BASIC DATA SHEET JORDAN SECOND FDUTCATION PROJECT (Credit 536-JO) Key Project Data Appraisal Item Expectation Actual Total project costs (ItS$ million) 17.45 34.90 Overrun () - 100 Credit amount (IJS$ million) 6.0 6.0 Disbursed 6.0 6.0 Cancelled _ Date physical components completed 12/79 6/82 Months since Credit signing 57 87 Proportion comnleted by above date (X) 100 40 Proportion of time overrun () - 53 Institutional performance good Other Project Data Ttem Original Plan Revisions Actual First mention in files - 1/17/73 Government's application - - Negotiations 1/16/75 1/16/75 Board approval 3/ 4/75 3/ 4/75 Credit Agreement date 3/12/75 3/12/75 Effectiveness date 6/16/75 6/ 2/75 Closing date 12/31/81 8/11/82 Borrower The Hashemite Kingdom of Jordan Executing agency Project Unit, Ministry of Education Fiscal year of borrower January 1 - December 31 Follow-up project name Third Education Project Fourth Education Project Loan number 1781-JO 2068-JO Amount (US* million) 19.0 25.0 Loan Agreement date 1/21/80 1/20/82  I I I I  - ii) - Mission Data Sent Month/ No. of No. of Date of Item By Year Weeks Persons* Manweeks Report Preidentification IDA 12/72 0.4 2 0.8 2/I s73 Identification TJNESCO 4-5/73 2.5 4 10.0 11/ /73 Reconnaissance IDA 3/74 1.0 2 2.0 4/30/74 Preparation/appraisal IDA 5-6/74 4.0 7 28.0 2 10/75 Post-appraisal IDA 2/75 O.9 1 0.9 ',21/75 Total 41.7 Supervision I IDA 12/75 0.5 A, B, C 1.5 12/29/75 Supervision II IDA 8/76 0.7 A, C 1.4 10/14/76 Supervision III IDA 7/77 0.6 A, C 1.2 8/25/77 Supervision IV IDA 6-7/78 0.85 A, C 1.7 7/13/78 Supervision V IDA 9-10/78 1.0 A, D 2.0 10/30/78 Supervision VI IDA 2-3/79 0.6 A, B, D 1.8 3/19/79 Supervision VII IDA 9-10/79 0.5 B, E 1.0 11/20/79 Supervision VIII IDA 12/79 0.5 A 0.5 1/ 8/80 Supervision IX IDA 2/80 0.2 B, F 0.4 3/13/80 Supervision X IDA 5/80 0.6 A, E 1.2 6/10/80 Supervision XI IDA 9/80 0.7 A, E 1.4 10/31/80 Supervision XII IDA 1-2/81 0.5 A, C 1.0 3/ 6/81 Supervision XIII IDA 11-12/81 0.4 A, E, C 1.2 12/30/81 Total 16.3 Completion IDA 3/82 0.8 A, B, D 2.4 7/ /82 i A = architect; B = technical educator; C = general educator; D = agrictultural educator; E = economist; F = facilities planner. Country Exchange Rates Name of Currency (abbreviation): Jordanian Dinar (JD) Year. Appraisal year average (1974) IJS$1.00 = JD 0.315 Intervening years average US$1.00 = JD 0.316 Completion year average (1q82) US$1.00 = JD 0.326 Comparison of Actual and Estimated Disbursements (uS$ Million) FY76 FY77 FY78 FY79 FY80 FY81 FY82 FY83 Appraisal Estimate 0.03 0.26 1.92 4.62 5.94 6.00 - - Actual Disbursement - 0.01 0.10 1.56 4.52 5.60 5.99 6.00 Actual as % of Estimate - 3 5 34 76 93 100 100   -- iv - HIGHLIGHTS A credit of USt6.O million equivalent to assist in financing the second education project in Jordan was approved and signed in March 1975 (Credit 534-JO). The project was estimated to be completed by December 1979 and to cost US$17.5 million. The project aimed at expanding and reinforcing vocational and technical education, including education of adults, improving relevance and quality of education in the secondary cycle and supporting integrated rural development projects by a pilot scheme of non-formal basic education. The credit financed civil works, furniture and equipment, professional services and special allowances for project unit personnel. Technical assistance costs were met by multilateral and bilateral assistance. The project generally was satisfactorily implemented although for various reasons physical implementation was delayed by as much as four years. As a result of these delays and of increases in areas of the project institutions, total project costs reached 1IS034.9 million or an overrun of 100% (PCR, para. 4.02). The original closing date was December 31, 1981, and credit disbursements were completed on August 11, 1982. The impact of the project has been positive and it will contribute to the expansion and reinforcement of vocational and technical education in Jordan. The physical components of the project were well-executed and the architectural designs well-conceived (PCR, paras. 3.11-3.18). The quality of construction at all project institutions is good as is the quality of the furniture and equipment supplied (PCR, para. 3.25). All major technical assistance components were implemented. The Borrower commented that qualitative evaluation of expert services and fellowship programs would help plan better for such activities in future projects (PCR, para. 3.42). Teachers in project institutions are well-qualified and there is a good balance between newly trained and experienced teachers (PCR, para. 5.13). Student/staff ratios are satisfactory. Other points of special interest are; (i) because of the effectiveness of the Directorate of Projects (DOP) in implementation of this project, it was integrated with the Directorate of School Buildings and Housing in the Ministry of Education and as a result will be responsible for all school buildings in Jordan (PCR, para. 3.02); and (ii) the hotel training school is offering nationals training in various hotel specializations to cater for the rapidly expanding tourism industry in Jordan (PCR, paras. 3.32 and 5.04).  I  - v - SUMMARY AND CONCLUSIONS Introduction i. An IDA Credit for US$6.0 million was extended to Jordan in March 1975 to: (i) expand and reinforce vocational and technical education including training of adults to produce the specialized skills needed for the development of priority sectors of the economy; (ii) improve the relevance and quality in both the lower and upper secondary cycles by replacing uneconomically small, rented school buildings and providing schools with adequate workshop and other teaching facilities; and (iii) support integrated rural development projects in the Jordan Valley through provision of a pilot scheme of non-formal basic education. The project would reinforce the pattern of comprehensive and technical education financed under the first Credit (Credit 285-JO) and extend this reforn to specializations and types of education not included in that project. ii. The project provided for (i) the construction and equipping of one polytechnic institute, one trade training center, one hotel training school, one rural development center and three comprehensive secondary schools; (ii) construction and equipping of extensions to 16 preparatory and secondary schools (science laboratories, pre-vocational workshops for boys, and craft workshops for girls); and (iii) related technical assistance. iii. An IDA completion mission assisted full-time by an appointed Jordanian expert, was in Jordan during March 1982. The mission visited three institutions dealing with technical and vocational training, one non-formal basic education center, three comprehensive secondary schools and three extensions to existing schools to examine physical facilities and software components, and interviewed relevant personnel at the Ministry of Education (MOE) and other government agencies, in addition to UNDP specialists in the field. Project Administration iv. The project was implemented by the MOE's Directorate of Projects (DOP) which was created under the first education project (Credit 285-JO) and supplemented under this project. The Credit covenant requiring that the DOP be expanded and maintained was fulfilled but with a delay of about 20 months. The Deputy Director was not appointed until February 1976, eleven months after Credit signing. This late hiring of staff delayed early implementation of the project (para. 3.01). v. During a recent reorganization of the MOE, and, in view of the DOP's effectiveness in project implementation, the existing DOP was integrated with the Directorate of School Buildings and Housing (para. 3.02). The director of the DOP has been appointed to the new Directorate which will be responsible for all school buildings in Jordan funded from either external sources or under the Government's budget. New positions have been created including a second deputy director for technical matters and an all-out effort is being made to recruit qualified staff to complete the second project, implement the third and fourth projects, prepare future projects, and maintain the Government's school construction and maintenance programs.  - vi - vi. The DOP's success has been partly due to the work carried out by several of its dedicated personnel, to its position as a Directorate in the MOE with full power to act and to the strong backing of the MOE and the National Planning Council (NPC) (para. 3.03). The DOP was not given authority to submit withdrawal applications to IDA, however, until the third and fourth projects. vii. Implementation targets set at appraisal were at the time considered realistic in view of the DOP's experience under the first project and the addition of personnel to the DOP under this project. Physical imnplementation was delayed by as much as four years, however, following early delays in selection of the architectural/engineering consultants, changes in the types of spaces and areas required over those agreed at appraisal, and delays in review of architectural designs by both the DOP and IDA. As a result construction began up to 22 months behind appraisal estimates (para. 3.06). Further delay occurred during the construction period at the sites of five of the seven new project institutions due to a persistent lack of materials, personnel and equipment at the sites and was further exacerbated by the bankruptcy of the contractor for the five institutions when construction was about half completed (paras. 3.09 and 3.14). The subsequent rebidding and signing of new contracts contributed another six months delay with the result that the polytechnic and three of the comprehensive schools were not scheduled for final completion until May/June 1982. No extension of the December 31, 1981 closing date was necessary, however, as all Credit funds were by then committed and the accounts were held open until August 11, 1982, only to permit final disbursements. Implementation of Physical Components viii. The physical components of the project were well-executed and the architectural designs were well-conceived. The quality of construction at all seven institutions was uniformly good (para. 3.18). Detailing of plans was simple and clear, local structural systems were used, and the materials were familiar to the contractors and readily available. The supervisory staff from the consultant architect and the DOP were well-qualified and their continuity was maintained. ix. The quality of both equipment and furniture supplied is good. The procured equipment is generally appropriate for the instructional courses in terms of quantity, standards and specifications, although at the rural development center some equipment seemed over-sophisticated for the type of curriculum involved (para. 3.25). Minor problems have been identified, but the MOE is taking the necessary measures to resolve them. Costs x. The project cost was estimated at appraisal to be US$17.45 million of which US$11.18 million was in foreign exchange. The IDA credit of US$6.0  - vii - million (35% of the total cost) was provided to finance construction of physical components, purchase of furniture and equipment, professional services and some local costs of the DOP. Multilateral and bilateral sources were to contribute US$1.27 million (7%) for the technical assistance program. The Government was to finance the remaining US$10.18 million (58%) of the total. In fact, the final cost of the project was US$34.9 million, resulting in a 100% overrun due to both cost increases caused by delays in execution of the project and increases in building areas over those estimated at appraisal (para. 4.02). Educational Objectives xi. The project institutions were not operational until the 1980/81 academic year. Therefore, there are no graduates as yet from any program. It is hoped that target enrollments and output from the project institutions may be achieved in view of registered enrollments (para. 5.01). xii. The hotel training school, presently fully operational, is offering to nationals, for the first time, the possibility of receiving training and education in different specializations of hotel activities. This will help the rapidly expanding tourism and catering industry in Jordan (paras. 3.32 and 5.04). Technical Assistance xiii. In general, all major technical assistance (TA) requirements were implemented in spite of problems encountered particularly in the early stages of the project (para. 3.42). The original plan called for 240 m/m of expert services but the actual amount reached 257 m/m. The requirements for fellowships were about 606 m/m but the implemented value reached 459 m/m or 75% of the planned figure. The implementation of technical assistance encountered various difficulties as a consequence of financial constraints and overcommitment of UNDP funds for Jordan. Eventually, the UNDP met all its commitments for TA. Major difficulties encountered in the selection of trainees were; (i) language problems; and (ii) recruiting candidates in certain specialized fields. Thirty Jordanians benefited from the bilateral assistance fellowships in various training specializations in different countries (para. 3.42). The Borrower commented that the PCR did not evaluate qualitatively the expert services and fellowship programs to help plan better for such activities in future projects (para. 3.42 1/) xiv. Teachers in all project institutions in operation are well-qualified and there is a good balance between newly trained and experienced teachers. The student/staff ratios are good--8:1 for the Irbid polytechnic; 8;1 for the Aqaba trade training center; 17:l for the hotel training school; and 18:1 for the Irbid girls' comprehensive school (para. 5.13). Conclusions xv. In general, the second education project has been implemented satisfactorily. It will contribute to the expansion and reinforcement of vocational and technical education in Jordan. The project institutions began their operations at a critical period in Jordan's economic development, when key sectors are experiencing effective demands for well-trained and experienced manpower.  I  I. INTRODUCTION 1.01 In accordance with Terms of Reference dated February 2, 1982, a mission comprising Mr. Jorge E. Quintero (agricultural educator) and Ms. Ruth Montague (architect) visited Jordan from March 1-16, 1982 to carry out a project completion review of the second education project financed under Credit 534-JO. The mission was assisted by Mr. F. Soheimat (technical educator/consultant), who was nominated by the Jordanian Ministry of Education to assist this mission in preparing the completion report. 1.02 The mission reviewed the actual implementation of the project against the expected schedules and achievements set out at the time of appraisal in 1974. No evaluation of the graduates from the project institutions was feasible, because only a few institutions have recently begun to operate. 1.03 The completion study was carried out through a review of records and reports available in the Bank and in Jordan, by discussions with relevant ministry officials at central and regional levels, and by visits to 10 out of the 23 project institutions, during which extensive discussions were held where possible with principals, staff and, to a limited extent, students. 1.04 The report focuses on the achievements attained in meeting the objectives of the project to the extent that they could be assessed at this early stage and the lessons learned from delays and problems encountered during project implementation. II. PROJECT BACKGROUND Socio-Economic Setting 2.01 At the time of appraisal, agriculture was the most important sector of the economy, accounting for about one-sixth of GDP, 30% of total employment and nearly one-third of commodity exports. The manufacturing and mining sector, though small, was by far the most dynamic sector of the economy. 2.02 Population in the East Bank, estimated at about 1.8 million in 1973 (of which about 229,000 were Palestinian refugees living in camps and 90,000 were in nomadic Bedouin tribes), was growing at the high rate of 3.3% per year. About 60% of the total population was below 21 years old and about 41% of adults were illiterate. As a result of rapid urbanization, the percentage of rural population had dropped from about 40% in 1961 to less than 30% in 1973. The employed labor force in 1973 represented only 20% of the total population, with women comprising a very low percentage. 2.03 The labor market in Jordan was heavily conditioned by labor shortages in the neighboring countries, particularly the Gulf States and Saudi Arabia, which could offer higher salaries than those in Jordan. As a result of the increased outflow of manpower, the rate of unemployment decreased from over 8% in 1970 to less than 4% in 1973. On the other hand, emigration aggravated the domestic shortage of skilled workers, which resulted in a rapid increase in wage rates.  - 2 - 2.04 Projections of manpower requirements and training needs in Jordan were difficult because of the lack of data, the uneven quality of available information, and above all because of the rapidly escalating requirements of the oil-rich, labor importing countries which were fuelled by major infrastructure investments. A projection of average annual internal demand for middle and high-level manpower during 1973-1985 was prepared by the appraisal mission, based on a conservative interpretation of internationally observed occupational trends. The projection identified shortages of technicians from two-year post-secondary vocational education and in skilled manual occupations from vocational training. Projections of manpower requirements for the period 1973-1985 for civilian employment only, indicated an average annual demand of 2,150 technicians and 7,000 skilled and semi-skilled workers. These figures indicated that further significant increases would be necessary in the output of technical manpower, particularly at the skilled-worker level. Education and Training Development 2.05 Formal education in Jordan is conducted by the Ministry of Education, other ministries, the United Nations Relief and Works Agency and various private agencies. The MOE effectively determines curricula and oversees instruction in all elementary (grades 1-6), lower secondary (grades 7-9), upper secondary (grades 10-12), and post-secondary institutions (other than the universities) and community colleges. 2.06 Elementary and lower secondary education were quantitatively well developed. During 1965-1975 enrollments more than doubled and represented 104% and 63% of the respective age groups (including overage students). Repeater rates were relatively low at 8% and 15%, with dropout rates of 3% and 11% at the elementary and lower secondary levels, respectively. 2.07 About 78% of students were at that time (1973) passing the public lower secondary school certificate examination and a large majority of them entered upper secondary education which was divided into separate academic and vocational schools; the latter were sub-divided into commercial, industrial, agricultural and nursing education. Since 1968/69, enrollment at the upper secondary level increased by an average of 7.3% per annum to reach about 34,500 in 1972/73 which represented 31% of the age group. Of this enrollment only about 10% were enrolled in separate vocational schools. Of the 3,560 students enrolled in vocational education in 1972/73, about 1,600 were in commercial schools, 1,500 in industrial schools and the remainder in agricultural schools or in the schools for assistant nurses. No institution existed for the training of personnel for the hotel and catering industry. Very limited opportunities were offered for up-grading or re-training of adults already in employment. 2.08 In 1972/73 about 36,000 Jordanian students were enrolled in higher education, either in Jordan or abroad, which represented about 27% of the 18-21 age group. Of these, about 3,000 were enrolled in post-secondary technical, commercial, agricultural, para-medical and teacher training courses.  - 3 - 2.09 The rapid growth of the education system in Jordan led to structural imbalances and bottlenecks which adversely affected the quality and relevance of education including; (a) the number of qualified teachers did not keep pace with demand due to delays in increasing the capacity of the teacher training institutions although it was believed the rapidly increasing enrollments in teacher training institutions would progressively correct this imbalance; (b) over-expansion of academically-oriented general secondary education because of the pressure of social demand; and (c) neglect of vocational/technical education despite growing shortages of skilled workers and technicians. Insufficient attention was paid to the training and retraining needs of adult workers both in agricultural and non-agricultural sectors, as well as to the problem of functional literacy. 2.10 These shortcomings were recognized by the Government. Accordingly, the objectives of the educational plans 1970-80 were directed to: (a) continued expansion of elementary and lower secondary education; (b) expansion of adult education and literacy programs; (c) better adaptation of upper secondary education by expanding the comprehensive secondary school system initiated under the first IDA education project (comprehensive secondary schools would combine academic and vocational education and training to assist in meeting skilled manpower needs in addition to enhancing the employment prospects of the graduates); (d) an increase in the proportion of professionally qualified teachers; and (e) improvement of physical facilities. Project Formulation 2.11 In December 1972 an IDA mission first discussed a possible second education project with the Government. In April 1973 and March 1974, a UNESCO identification mission and an IDA reconnaissance mission visited Jordan to discuss with the Government the composition of the proposed project. During May/June 1974 an IDA project preparation/appraisal mission visited the country to assist the Government in preparing and appraising the second education project. The project, estimated at a capital cost of US$17.45 million, as approved consisted of: (a) a polytechnic institute for training of technicians; (b) a trade training center for training skilled labor; (c) a hotel school for training middle-level personnel and skilled workers for the hotel and catering industry; (d) a rural development center for training in rural skills, general agriculture, cooperative development, women's crafts, nutrition and basic literacy courses; (e) three comprehensive secondary schools, which would enable students either to proceed to more advanced studies or to be trained in more specialized skills; (f) extensions and equipment for 16 lower and upper secondary schools distributed throughout the country; (g) an educational building survey; and (h) a large scale technical assistance program to strengthen the institution building process. 2.12 Negotiations were held on January 16, 1975. The Credit Agreement, dated March 12, 1975 provided for a Credit of US$6,000,000 and stipulated various conditions requiring: (a) extending the application of the tracer system established by the first IDA education project; (b) preparing and furnishing to IDA detailed curricula and syllabi for the polytechnic institute and the trade training center; (c) completing and instituting by March 1978 a trade testing and certification system to be applied to all students graduating from institutions of vocational educaton; (d) preparing and  - 4 - submitting to IDA a detailed program of activities for the rural development center; (e) modifying the lower secondary school certificate examination; (f) forming an advisory council for the polytechnic institute and a liaison committee for the trade training complex; and (g) establishing the hotel training school as a corporate entity and setting up its Board of Management. Project Objectives 2.13 The project aimed at assisting the Government of Jordan in meeting its immediate educational needs and in developing its system of education through; (a) expanding and reinforcing vocational and technical education, including adult training and retraining, to produce the specialized skills required for priority sectors of the economy; (b) supporting integrated rural development projects in the Jordan Valley through the provision of a pilot scheme of non-formal basic education; and (c) improving the relevance and quality of both lower and upper secondary education by replacing uneconomically small, rented school buildings and providing the schools with adequate workshops and other teaching facilities. The project sought to expand the system of comprehensive and technical/vocational education financed under the first IDA education project and extend this reform to specializations and types of education not included in that project, to meet identified manpower shortages. Specifically, the project included the provision of (a) construction/extension, equipment and furniture for: Estimated Total Student Boarding Staff Construction Type of Institution Location Capacity Places Houses Area (M2) 1 Polytechnic institute Irbid 240 3,360 1 Trade training center Aqaba 630 /4 80 3,720 1 Hotel training school Amman 280 4,280 1 Rural development center Ghor 90 1 1,210 3 Comprehensive secondary schools Zarqa (girls) 3,150 5,650 Zarqa (boys) 5,920 Irbid (girls) 5,650 5 Science labs /1 240 250 ea. 4 Craft centers for girls /2 190 300 ea. 7 Pre-vocational workshops for boys /3 340 365 ea. /1 Amman (2), Balqa, Irbid and Madaba /2 Balqa, Jerash, Karak and Madaba /3 Balqa, Irbid, Karak (2), Ma'an, Madaba and Zarqa 74 At full capacity  - 5 - (b) technical assistance; (i) related to the above project components (222 and man-months of specialists' services and 516 man-months of fellowships); and (ii) for reviews of curricula and to assist in the educational building survey (18 man-months of specialists' services) and for strengthening general education (90 man-months of fellowships). Proposed phasing of the program is given in Annex 8. Project Design 2.14 A polytechnic institute to be built at Husun in Irbid Governorate was intended to supplement the training of technicians at the Marka Polytechnic (built under the first project) by providing two-year post-secondary courses in three major occupational fields not offered at Marka; (i) industrial chemistry; (ii) food technology; and (iii) textile technology. The technicians to be trained were needed to operate new production facilities already planned or under consideration. The institute with a student capacity of 240 places was expected to have an annual output of approximately 110 technicians. It would also provide short, intensive courses for employed graduates who wish further specialization in either the field they have studied or in closely related fields. Support courses destined for groups from other training institutions that lack facilities which are available at the polytechnic would also be organized in accordance with demand. 2.15 A trade training center (TTC) located at Aqaba, was to provide full-time and part-time courses of varying duration in five basic specializations; (i) plant maintenance and repair; (ii) industrial electricity; (iii) instrumentation and control; (iv) climatization and refrigeration; and (v) materials handling and transport, as well as pre-apprentice basic training and up-grading, and conversion and retraining courses for adults. The TTC would play its role in the context of a training policy characterized by an increasing reliance on modern, flexible training arrangments, which include a series of short, intensive training modules 1/, apprentice training and in-plant training. The center would produce about 400 trained workers annually at different levels of competence. 2.16 A hotel training school (HTS) located in Amman, where the majority of the hotel labor force is situated and will continue to be employed, was to comprise a school of about 280 student places and a practice hotel with a capacity of about 80 beds. The training school, the only one of this type in Jordan, was intended to provide two-year courses at either secondary or post-secondary levels to train middle level personnel for the hotel and catering industry in four basic specializations: (i) hotel administration, accounting and control; (ii) reception and front office; (iii) restaurant and bar; and (iv) kitchen. In addition, a one-year course in hotel management would be offered to applicants who successfully completed any of the first three basic specializations above. Ad-hoc one-year courses in house-keeping and store-keeping and a six-month course for tourism guides would also be organized in accordance with the needs of the industry. In addition, short intensive training would be provided in the practice hotel for lower level personnel (waiters, barmen, linen maids, cleaners, ironers, washers). The 1/ Short, intensive training units of instruction, each of which can stand alone or be taken in a series over of a period of time as employment requirements or individual desires dictate.  - 6 - hotel training school would enroll about 240 regular students in classes five days a week; 100 day-release students who would attend the school one day a week; and 120 on-the-job trainees in the practice hotel. The annual output would be approximately 20 graduates from the managerial course, 170 middle-level personnel and about 120 lower-level workers, which should be easily absorbed by the labor market. 2.17 A rural development center (RDC) was to be built near Deir Allah in the Middle Ghor, Jordan Valley, near the agricultural research station of the Ministry of Agriculture. The center would function as a pilot project to support integrated rural development projects in the central Jordan Valley. The center would provide short, intensive courses for adults in the afternoon or in the evening in rural skills, general agriculture (crop and animal production, floriculture, irrigation techniques, grading, packaging and marketing, single farm accounting and credit), cooperative development, women's crafts, public health, nutrition and family care as well as functionally-oriented basic literacy courses. In the morning, the center would serve as a centralized workshop for neighboring schools, at both lower and upper secondary levels, catering for about 300 students. The courses for adults would be organized in modules of about 40 hours each, and instruction would be predominantly practical. Equipment would be simple and mainly of the type that the trainees would be likely to use in their occupations. It was estimated that the center could organize some 50 courses per year enrolling up to 1,000 adult trainees. It was expected that the adult trainees would be drawn mainly from lower and upper secondary level drop-outs, young people employed in farming or agriculture-related activities and adult farmers and farmers' wives requiring training or retraining. 2.18 Three comprehensive schools, one each for boys and girls at Zarqa and one for girls at Irbid, were intended to offer a broad curriculum incorporating pre-vocational training as well as academic subjects for all students. Each comprehensive school would enroll approximately 1,050 students in each of two shifts, making a total enrollment of about 6,300 students. The schools would offer four streams of specialization in arts, science, commerce and industrial arts or home economics. Each school would be available in the evening for adult education and community development activities. The schools would produce an annual output of about 1,900 graduates. 2.19 Science laboratories and craft workshops were to be provided to existing lower and upper secondary schools distributed throughout the country. Five upper secondary schools for boys would be provided with science blocks; four lower and upper secondary schools for girls would be provided with craft centers; and pre-vocational workshops to provide an introduction to crafts would be built at seven boys' lower secondary schools. All of these extensions would be available for adult training in the evenings. The extensions would help to correct the academic bias of the curricula by increasing its practical content and thus help to meet the training needs of the increasing number of graduates who join the labor force or enter vocational training programs at the end of the lower secondary cycle. 2.20 There was no systematic information available in Jordan on the conditions of physical facilities in either rented or owned schools. Given the importance of such information for both educational development planning  - 7 - and the identification of possible future Bank projects, an educational building survey was proposed. The services of a foreign expert--included as part of the technical assistance program--would be required for about six man-months to help MOE to design the survey and assist in analyzing its findings. 2.21 TLe program of technical assistance included a total of 20 man/years of expert's services to develop curricula and syllabi, assist in preparing detailed equipment lists, and teach courses and train their Jordanian counterparts; about 50 man/years of fellowships for the training and upgrading of instructors as well as the counterparts; and travelling scholarships for headmasters to familiarize them with modern methods of administration and time scheduling in double-shift schools. TA was to be financed entirely by multilateral and bilateral sources. 2.22 To enable the Government and IDA to assess the success of the first education project in achieving its objectives, the Government had agreed at that time to establish a tracer system for all project institutions. The Government confirmed that this system would also be applied to the second project. III. PROJECT IMPLEMENTATION Project Management 3.01 Project Unit. The project was implemented by a Directorate of Projects (DOP) created under the first education project (Credit 285-JO) and supplemented under this project. The original DOP consisted of the director, an architect, a procurement specialist and an accountant. Additional staff consisting of a deputy director, a civil engineer, a second procurement specialist and a second accountant were required by the Credit Agreement (Credit 534-JO) to be appointed under this project to remain in their posts until the closing of the first Credit (February 2, 1979) when the second procurement specialist and second accountant were to be no longer required. By then, however, the third education project (Loan 1781-JO) was about to be appraised and the DOP remained at full strength. Although the second procurement specialist and second accountant were appointed early in the second education project, the deputy director was not appointed until February 17, 1976, eleven months after Credit signing, and the civil engineer not until December 1, 1976 or some 20 months after signing which contributed to the early delays in implementation. This was in spite of the fact that special allowances for DOP personnel were included in the Credit to be paid at a scale indicated in a supplemental letter to the Agreement. The allowances were included in an effort to make DOP salaries competitive with those in the private sector. The payment of these allowances apparently did not begin until January 1, 1976 and then at a much reduced scale from those agreed in the supplemental letter. The desired effect of bringing the DOP up to strength was only partially realized as there was persistent staff turnover during the life of the project and continuing difficulty in filling vacancies. The importance of these allowances to the staff of the DOP, however, was evidenced during negotiations for the fourth education project (Loan 2068-JO) when the Government requested that they again be included in  - 8 - the Loan. As this request has now been denied, the Government is making a special effort to find a way itself to extend the allowances beyond the closing date of the second project. 3.02 The DOP has always constituted a regular Directorate in the Ministry of Education (MOE) and as such its director has had an equal voice with other MOE directors in the Ministry. Very recently during a reorganization of the MOE and in view of the DOP's effectiveness, the existing Directorate of School Buildings and Housing of the MOE was integrated into the Directorate of Projects which was given the new title "Directorate of Project Implementation and School Buildings". The director of the DOP has been made responsible for the new Directorate which will be responsible for all school buildings in Jordan whether new or existing, funded from outside sources or under the Government's budget. New positions have been created, including a second deputy director's post for technical matters, and an active effort is being made once again to recruit qualified staff to finish the second Bank project, implement the third and fourth projects, prepare for future projects and run the Government's own school building and maintenance programs. 3.03 The DOP's success has been due in part to the work over the years of several very dedicated individuals on its staff, to its position as a Directorate in the MOE with full power to act and to the strong backing of the MOE and the National Planning Council (NPC). The one area where delays occurred--submission of withdrawal applications to IDA--has been rectified for the third and fourth projects by giving authority to the DOP to sign withdrawal applications. 3.04 In view of its unsatisfactory experience with furniture procurement under the first project, in September 1976 the DOP requested the "urgent" appointment of a furniture specialist to advise the DOP on the design and procurement of furniture for the second project and suggested that he be paid from the technical assistance category of the first Credit. Thereafter a specialist was selected following IDA's recommendation, an offer made, a draft contract drawn up and an expression of interest received from the specialist. He was, however, not hired and by April 1977 the DOP had decided instead that local technical committees would be formed to do the work. Subsequent difficulties with laboratory furniture layouts and types indicate that his assistance would have been helpful (para. 3.27). 3.05 Architectural consultants. At the time of appraisal, it was expected that architectural consultants for the new institutions would be selected and contracts signed within three months and that tender documents would be ready for the invitation of bids one year later. Following Credit signing, in mid-1975 the DOP advertised internationally for interested architectural/engineering consultants with the requirement that foreign firms applying form a joint venture with a local firm(s). Seventy-seven firms applied, of which seven were shortlisted by a local committee appointed by the DOP for the task. It was not until March 1976 though that the committee recommended the award for the design of all new institutions to a single foreign/local joint venture consulting firm and it took until July 1976 for contract negotiation and signing, over a year behind appraisal estimates.  - 9 - 3.06 The design and construction schedule included in the consultant's contract shows construction scheduled to begin in February 1978 or 19 months following contract signing, already up to 13 months behind appraisal estimates. Construction did not finally begin until late October 1978 for 6 institutions and late November 1978 for the girls' comprehensive secondary school at Zarqa (this additional month's delay was caused by site difficulties; para. 3.09) or 22 months behind appraisal estimaates and in fact after the date estimated at appraisal for completion of six of the new institutions (Annex 1). This further delay during the design and bidding stages was caused by a combination of factors including difficulties experienced by the consultant in obtaining necessary site and design information from the DOP, lengthy and unnecessarily detailed review of designs by the DOP's special committees and by IDA, and a slightly extended bidding and award period, again due to slow committee procedures in the DOP. 3.07 Overall, the architectural consulting firm with its local joint venture partners has performed in a very satisfactory manner during implementation of this project. The quality of the staff assigned to the project has been consistently high and their dedication to the work enabled implementation to proceed relatively smoothly. Design work for the project was done by the foreign firm with working drawings, detailing and engineering work done in Amman by the local partners. Provision was made in the contract for supervision of construction by the consulting firm and salaries for site staff were fixed at a level adequate to attract qualified personnel. There has been little turnover among this staff compared to the first project due to the provision of adequate salaries, and the resulting high quality of the construction in part reflects this. 3.08 The 16 extensions to existing schools were to have been designed and implemented by the Ministry of Public Works (MPW) with completion of construction scheduled for mid-1977. Instead, the MPW did not complete the bid documents until mid-1978 in spite of the fact that the DOP itself, in an effort to move things along, prepared the preliminary designs and forwarded them to the MPW in August 1977. The MPW cited its lack of technical staff, due to the much more attractive salaries in the private sector, as the reason for the delay. Construction finally began on the first six extensions during the fall of 1978 more than a year after they were scheduled for completion. Physical Implementation 3.09 Sites. Sites for all seven new project institutions had been selected before the project went to the Board in March 1975 but only three had been acquired, for the hotel training school, the polytechnic, and the rural development center. The supervision summary of December 29, 1975 indicated that the remaining four had also been acquired and when a contract was signed with the architectural consultant the following summer all sites were turned over to him to allow preparation of designs. However, after civil works bid documents were finished, bids taken, and contracts for construction awarded, it was discovered that the site for the girls' comprehensive school at Zarqa had, in fact, never been purchased. As the price had escalated significantly in the meantime, the Government proposed utilizing another site it already owned in the same general area of Zarqa. IDA and the consultant architect both opposed the use of this site as it was in future to include a major  - 10 - thruway interchange. Shortly thereafter, the Government did allocate the funds to purchase the original site and construction began about one month after it began at the other sites. All sites are well-located, adequate in size, and suitable for their purposes. 3.10 Fifteen of the 16 extensions were built on sites of existing schools. Only for the science laboratory extension at the boys' secondary school at Ajloun did any additional land have to be purchased. Difficulties in procuring this land delayed construction of this extension beyond the others. 3.11 Design. The overall architectural design of the project institutions is of a high quality and careful consideration has been given to site and climatic conditions as well as to the functioning of the institutions. Local materials and construction methods have been used and the buildings fit very well into the Jordanian environment while at the same time being aesthetically pleasing. Covered outdoor areas are used extensively to provide shaded circulation and communal areas. The Directors and staff of the four schools that were in operation at the time of the completion mission expressed their satisfaction with the physical plant. 3.12 The areas of all the new institutions were expanded greatly over the areas planned at appraisal, from an increase of 29% at the boys' comprehensive secondary school at Zarqa to as much as 123% at the rural development center (Annex 2). This was due in part to very conservative estimates at appraisal of the areas per student for various spaces that would be needed, as final curricula were not then available, and of the amount to be added to the net areas for walling and circulation and to the complete omission in the working papers of such obvious spaces as a library at the Aqaba trade training complex. Following Credit signing curriculum committees were formed who worked with the DOP on the designs and, helped by ILO and Overseas Development Agency (ODA) specialists, made further changes in the requirements. Also added were various spaces not planned for at all at appraisal such as boarding facilities for students and offices for expatriate experts at the hotel training school and staff rooms, guest rooms and a director's house at the trade training complex. IDA repeatedly informed the Government that increasing the areas to this extent would also greatly increase costs, but the Government decided to accept the recommendations of the curriculum committees, the DOP and the consultant architects and has financed the entire additional cost itself. In an effort to avoid this problem in the third and fourth projects, an effort was made to reach agreement on curriculum before architects' briefs were drawn up and to allocate more realistic areas, net and gross, to the various institutions. 3.13 Construction. During the fall of 1977 an international prequalification of potential bidders for construction of the seven new institutions was advertised. Fifty-seven firms replied (December 1977). Of these, 20 were prequalified by the DOP technical committee. The 2 local firms were later dropped from the 20 because of poor prior performance. When the remaining 18 firms were notified of their prequalification, they were also notified that in order to bid it would be necessary for them to form a joint venture with a local contracting firm registered as Class "A" with the MPW. The bid period extended from May 28 to July 25, 1978. Four foreign/local  - 11 - joint venture firms bid on each of the seven institutions. In September the DOP recommended the award of the seven civil works contracts to two firms--five to one and two to the other. Contracts were subsequently approved and signed and construction began at six institutions on October 26, 1978 and at the Zarqa girls' comprehensive secondary school on November 22, 1978 (para. 3.09). 3.14 Problems developed early, however, with the construction of the five schools under one contract. The foreign contractor gave the entire responsibility for implementation to the local partner who was unable or unwilling to maintain the schedules. Early in 1979, the DOP called the foreign firm in for consultation, and they agreed to station the necessary technical personnel in Jordan. Subsequently, an addendum to the contract was signed in July 1979 giving entire responsibility to the foreign firm and eliminating any participation by the local partner. Delays continued, however, due to a persistent lack of materials, personnel and equipment at the sites and a rapid turnover of the foreign contractor's project managers and other personnel. 3.15 In contrast the performance of the local partner for the other two institutions, the trade training complex and the hotel training school, was so satisfactory that early in the construction period, the local partner was given, at the recommendation of the DOP and the consultant architect, the entire responsibility for the construction with the foreign contractor only checking the situation periodically. This satisfactory situation continued until the buildings were completed. Classes were able to begin at the trade training complex in September 1980, two years behind appraisal estimates, but before the building was finally completed and turned over in February 1981. Classes began during October 1980 at the hotel school about a year and a half behind appraisal estimates and again before its completion in mid-1981. The hotel itself opened in September 1981. 3.16 At the remaining five sites (para. 3.14), in spite of some progress in accelerating construction, delays continued. The DOP which was very satisfied with the quality of construction at the sites did all it could to continue with the same contractor and to keep him working, but his problems extended beyond Jordan to contracts he had in other Middle Eastern countries, and in December 1980 the DOP was notified of his bankruptcy. The DOP then acted with noticeable dispatch to secure the sites, call in the performance bond and prepare for further implementation. An effort was made by them to come to an agreement with the mechanical subcontractor hired under the original contract to finish the construction but negotiations fell through. Subsequently, all five sites were rebid by seven local class "A" firms. Construction resumed in May 1981 and was completed at the rural development center by the end of the year, about 3-1/2 years behind appraisal estimates. Classes also began in the fall of 1981 at the Irbid polytechnic at Husun and during February 1982 at the girls' comprehensive school at Irbid, although the building and site works at both institutions were not entirely complete. The DOP estimates that the polytechnic and the three comprehensive secondary schools will not be entirely finished until May/June 1982, almost four years behind appraisal estimates. As a result of this experience, the PU plans in future to investigate the financial standing of construction firms more carefully before prequalifying them.  - 12 - 3.17 For construction of the 16 extensions, local bidding procedures were allowed by the Credit Agreement for those extensions estimated to cost less than US$100,000 each up to an aggregate total of US$1,100,000. Bids were taken from local class "A" contractors during the late summer and fall of 1978 and contractS were signed for all extensions but one, the science laboratories extension at the boys' secondary school at Ajloun. The latter contract was not signed until late 1979 following protracted difficulties in obtaining additional land and a second bidding after the first proved unsatisfactory. The extensions were finished during 1979 and 1980 except at Ajloun where the extension was not completed until 1981. 3.18 Quality. The quality of construction at all seven institutions (paras. 3.14 and 3.15) is uniformly high in spite of the difficulties in implementation. The original contractors began well and the four contractors hired to finish the five schools for which the contractor went bankrupt, maintained this standard. The quality of construction in Jordan generally has risen greatly since the first project began in 1972 as local contractors became more experienced and concentrated on doing fewer jobs better, and clients demanded a better performance generally. Also in this project, detailing was straightforward and clear, local structural systems were used, materials called for were familiar and readily available and the supervisory staff from both the consultant architect and the DOP were qualified and stable. Equipment and Furniture 3.19 Equipment and furniture lists were for the most part prepared by the local curricula committees as were preliminary layouts for the project's various science laboratories. A team of experts from the ODA prepared the lists for the Irbid polytechnic, and the lists for the hotel training school were prepared by the DOP in consultation with the ILO hotel expert stationed in Amman. 3.20 Bidding was by ICB except for miscellaneous items such as boarding furniture and small electrical appliances which were procured locally. The DOP advertised for suppliers interested in registering for bidding during the last half of 1976 and when registration closed early in 1977 they had registered nearly 800 companies. Due to the delays by then apparent in construction of the project institutions, the DOP put off sending the packages out for bids in an effort to time delivery with completion of the construction. The first package therefore did not go out for tender until December 1978, shortly after construction started. Procurement proceeded reasonably well with a minimum of problems during the bidding, award, contract signing and delivery phases. The furniture and soft furnishings packages for the hotel training school were rebid when no satisfactory offers were received from the first bidding. Textile equipment for the Irbid polytechnic was bid three times. Kitchen, laundry and materials handling equipment 1/ for the Aqaba training complex are currently under procurement. 101 contracts had so far been signed at an average size of about US$58,000. I/ The Borrower reports that all essential equipment for the materials handling course is available at the school. Regarding training on heavy equipment, students will work on those types of equipment available at the port of Aqaba.  - 13 - 3.21 One problem came with slow processing of payment procedures and submission of withdrawal applications to IDA. Following receipt from suppliers of shipping documents, it took up to 30 days before a withdrawal application under Procedure III was mailed to IDA for its share of the cost (63% early in the project, reduced to 50% following a revision of Schedule 1 in November 1979) and the Central Bank of Jordan was authorized to remit the remaining amount due to the supplier. Mailing and processing time within the latter two institutions were also added to the time. IDA's Controller's Department did suggest when complaints were being received from suppliers that the Government pay the suppliers directly and seek reimbursement under Procedure I in an effort to expedite matters but the Government would not agree. In the third project, the authority to sign withdrawal applicatiwns has been given to the DOP (para. 3.03), and will also be given for the fourth project. 3.22 Following persistent urging by IDA and the experience under the first project, the DOP constructed during 1978 a large storage warehouse on the site of the Marka Polytechnic near Amman for holding equipment and furniture being procured under this project. New recording and inventory methods were also introduced, and it was planned to keep a record of exactly which items were received by each project institution and their total value. Although record-keeping did improve over the first project, the above records have not been kept and the items and their total value as received by each institution are currently unknown. 3.23 The method of inspection of the goods was also cumbersome as the three technical inspection committees which were formed (machine and hand tools, furniture, and laboratory equipment) were required to inspect each item of equipment and furniture received, even those for which no technical expertise was necessary. When the committees did meet they were hampered by a lack of floor space in which to open containers and spread, sort and assemble the goods as the warehouse became more and more crowded. 3.24 Delays in construction were the main factor contributing to the overcrowding at the warehouse which became acute in the period just before the Aqaba trade training complex and the hotel training school were completed to the point where they could begin to receive their shares of the stored items. Equipment and furniture had eventually to be stored in other schools in the Zarqa and Irbid areas and even in the DOP building itself. Other factors contributing to the overcrowding were unexpectedly short delivery times for equipment coming from Europe (as little as 1/6 the time it took under the first project) and the purchase and delivery early in the project of bulky items of furniture. Under the third project, the DOP is timing procurement to coincide more closely with the completion of construction, and will purchase bulky items last to allow delivery directly to the institutions in which they will be used, acquire better handling equipment such as a forklift and a crane, streamline inspection procedures, hire additional qualified staff for the warehouse, and complete construction of multipurpose and other large areas at project institutions first to allow storage at the sites of equipment and furniture items. By the time of the completion mission, delivery of equipment and furniture items to completed institutions and extensions under this project had been largely accomplished although the items for the uncompleted institutions naturally remained in storage.  - 14 - 3.25 The quality of both the equipment and furniture items supplied appears good. Furniture is straightforward in design and construction and is sturdy. The director of the hotel training school expressed his satisfaction with the hotel furnishings which are attractive, simple and sturdy. Equipment, where it was in use, appeared to be of good quality and appropriateness although at the rural development center some items seemed unnecessarily sophisticated for the simple curriculum that is to be taught especially in woodworking, metalworking and nutrition. 3.26 Although some extensions needed additional furniture, the quantity of items supplied in general seems to be generous and in cases even excessive. At one science laboratory extension with two rooms, one was being used as a classroom and the other was filled with recently delivered science equipment items and laboratory benches that were apparently appropriate and of good quality but were far more than could ever be used efficiently in the two rooms. 3.27 As in the first project, problems arose again with locating and installing science laboratory benches and furniture. Although laboratory layouts and necessary utilities outlets were included in the architectural working drawings, no clear provision was made for final installation of the furniture by either the civil works contractors or by the suppliers. In addition, some workbenches that were supplied were shorter in length than had been specified and as a result utilities connections project from the floor at the ends of the benches and, of course, fewer student places are therefore provided. The DOP has recently arranged for a representative of the supplier to travel to Jordan and advise on the final installation. In the third, fourth and future projects, the DOP plans to furnish plans of the laboratories along with the bid documents to suppliers who will base their bids on the plans as well as on the lists and specifications. The winning supplier will be required to supply detailed utilities layouts for the laboratories for the use of the civil works contractors and will be required to install his furniture at the completion of construction. Maintenance 3.28 For all the schools and extensions in operation, maintenance is adequate. Each institution is responsible for its own maintenance, and provision is made for it in the institution's annual budget. The Director of the hotel training school praised the cooperation he has received from the MOE during the start-up of the school and the hotel. All materials and maintenance that he has requested have been provided. Also, a fulltime qualified plant engineer is on the staff of the hotel to ensure that all systems function as necessary. Implementation of Software Inputs Curriculum Development 3.29 Activities related to the development of curricula for the project institutions were slow in starting because they depended almost entirely on the participation of foreign experts planned under the technical assistance component. However, under the technical committees established by the MOE with the participation of local educators and with inputs from expatriate  - 15 - specialists, good results were achieved. The curricula and course syllabi for all institutions were completed by the end of 1981 except for one specialization at the trade training center. 3.30 A technical committee was established by the MOE to prepare curricula and course syllabi for Irbid polytechnic. This committee was assisted by an ODA team. Detailed curricula and course syllabi were completed and submitted for approval to the Board of Education. By the time of the completion mission, they had been approved and are now being implemented. 3.31 The course syllabi for the training programs at the trade training center were prepared with the cooperation of UNDP/ILO experts and with the participation of local counterparts and technical committees. For plant maintenance and repair, industrial electricity, and instrumentation and control, curricula and course syllabi have been completed and approved by the Board of Education. Course syllabi for climatization and refrigeration were prepared by an ILO expert under the first education project. Course syllabi and equipment lists for the materials handling and transport are currently under preparation by a UNDP/ILO expert who began work in July 1981. The mission found that the TTC which began operation in the 1980/81 academic year, is currently operating as a traditional three-year industrial secondary school, rather than as the modular skills training center as specified in the staff appraisal report (SAR) and the Credit Agreement. Instead of the flexible, modular course syllabi, they are using standard textbooks approved and printed by the MOE. Five three-year training courses are currently offered in: (i) plant maintenance; (ii) industrial electricity; (iii) instrumentation and control; (iv) refrigeration and air-conditioning; and (v) automotive repair. During the mission's conversations with the TTC's director and the acting head of the MOE's Industrial Training Division, no justifiable reason was found for this change in the appraisal plan. However, an apparent reason is that no secondary technical school is currently functioning in the area and the change in the planned program was the result of social pressures. The mission was told that the Government intends to proceed as outlined during appraisal and the MOE expects to implement a program to ensure easy adjustment of the skill composition and level of the workers to the changing requirements of industry and to permit upward social mobility of capable workers through training. Nevertheless, the TTC as in operation, still plays an important role in the training of skilled manpower. Since the return of the mission, we have learned that the planned additional training activities, including pre-apprentice basic training and up-grading, conversion and retraining courses for adults were introduced in April 1982. 3.32 The hotel training school's curricula and course syllabi, which were prepared by the technical committee established under the MOE and assisted by the UNDP/ILO experts, have been reviewed and approved by the Board of Education in accordance with Jordanian Law. Training manuals have been prepared and curricula and syllabi are being successfully implemented. The Board of Directors of the school, comprising representatives of the MOE, the Ministry of Tourism, the Vocational Training Corporation, the DOP, the Jordanian Hotel Association and the NPC meet regularly to decide on matters regarding the HTS. As a result of the continuous cooperation between the Board of Directors and the HTS administration, expansion of the facilities is being considered and will include 12 classrooms.  - 16 - 3.33 A program of activities for non-formal training at the rural development center has been prepared and presented to IDA. The outline shows a synopsis of training courses to be offered at the center in the areas of plant and animal production, home economics, crafts and literacy. However, no description of courses, content, duration, arrangements, etc. is included. The MOE has decided that at the RDC, existing curricula for prevocational training for grades 1 to 9 and for literacy classes will be used when operations commence. Curricula for short and regular vocational courses will be prepared with the help of an expert, as yet to be recruited through the UK-ODA, and would be submitted to the Board of Education for approval. Since the return of the mission we have also received information that the RDC started operations in April 1982, in collaboration with the Vocational Training Corporation (VTC) and is providing the following courses of about 160 hours each: (i) electrical wiring; (ii) carpentry; (iii) welding; (iv) auto and farm machinery mechanics; (v) plumbing; and (iv) sewing. The RDC will use the VTC's syllabi for adult vocational training, which are generally acceptable, until new specialized curricula are prepared. During 1982 there will be about 90-120 trainees enrolled in the above-named courses. The management committee, in accordance with the SAR is to determine the types of programs to be undertaken at the center, but this has not yet been done. Similarly, policy level coordination with the Jordan Valley Commission liaison and advisory committees has not yet been accomplished. The newly appointed director is in the process of organizing a management committee which would include representatives from the different ministries as well as from the community, and is also establishing liaison links with the various organizations working in the Ghor Valley and especially with the Commission. 3.34 Curricula and course syllabi for the three comprehensive schools are similar to those in the first project. An expert recruited under UNDP/UNESCO assistance, evaluated the programs of the two comprehensive schools completed under the first education project and also reviewed the outline curricula prepared for the comprehensive schools under the second project. The expert found that in general, vocational teachers had not had sufficient training in order to provide the quality of teaching needed to develop student vocational skills beyond the awareness level, and thus recommended that teacher qualifications in the area of vocational training needed to be improved through teacher preparation and in-service training. The expert also suggested clearly defining the role of the guidance counselor in the comprehensive schools because she found that guidance counselors are not perceived as being effective in vocational/career counseling, testing, academic achievements or scheduling. Additionally, a need for establishing a regularly scheduled maintenance program that would include teacher training to carry out simple repairs and equipment maintenance was suggested. The expert carried out in-service training of teaching staff by means of individual seminars at the comprehensive schools. Aspects covered included teaching methodologies, teacher attitudes, and perceived problems encountered by teaching and administrative staff. In March 1981, a committee was established by the MOE, under the chairmanship of a former Minister of Education, to study a new orientation for secondary education in Jordan. A draft plan establishing a comprehensive curricula in all general secondary schools in Jordan, is currently under discussion by the Board of Education. Its recommendations will be considered at an MOE conference and a policy decided upon by June 1982.  - 17 - Teachers 3.35 For the four operational or partially operational institutions--Irbid polytechnic, the trade training center, the hotel training school, and the comprehensive school at Irbid--a sufficient number of adequately qualified staff have been made available (Annex 3). 3.36 The Irbid polytechnic is staffed by well-qualified instructors, with 15 holding a university degree plus a diploma or certificate in the job-related field; 14 holding university degrees; 4 with two-year post-secondary specialized training and one with secondary/technical certification. The staff have had experience in industrial activities and 6 staff members have participated in the fellowship program abroad. 3.37 The TTC staff comprises 2 teachers holding a university degree plus a diploma or certificate in the job-related field; 6 teachers with a university degree; 14 teachers with two-year post-secondary specialized training and one with a secondary/technical certificate. The staff all have industrial experience and 10 staff members have participated in the fellowship program abroad. 3.38 The HTS is staffed with well-qualified instructors, with 10 holding university degrees and diplomas or certificates in the job-related field; 16 with two-year post-secondary specialized training and one with secondary/technical certification. The hotel training school staff have had intensive training by ILO experts and have successfully participated in the fellowship program. 3.39 The comprehensive school at Irbid is staffed by 11 teachers holding a university degree plus a diploma or certificate in the job-related field; 27 teachers with university degrees; 4 with two-year post-secondary specialized training; and one with a secondary/technical certificate. The headmasters of the three comprehensive schools along with two commercial teachers and one pre-vocational teacher participated in a training/observation trip to the United States to observe organization and operation of the comprehensive school system in that country. 3.40 At the RDC, only the director and one instructor were appointed at the time of the completion mission. However, recent information received states that 9 instructors were appointed through the VTC and that training courses would commence by April 1982 (para. 3.33). 3.41 The directors of the two non-operational comprehensive schools at Zarqa, when interviewed, were optimistic about the appointment of teachers for those schools. They mentioned that both teachers and students would come mainly from overcrowded schools in the same districts. Technical Assistance 3.42 The training of Jordanian nationals was seen as a critical element in supporting project development and operations. This was to be achieved by thorough training of counterparts by the experts while in the field and  - 18 - through an ambitious program of fellowships abroad (Annex 8).1/ The original plan provided 240 m/m of expert services and 606 m/m of fellowships under UNDP or other bilateral assistance. The actual amount of expert services provided was 260 m/m which exceeded the programmed amount, and 459 m/m of fellowships were implemented or 75% of the programmed amount. The technical assistance program was financed by the UNDP, the United Kingdom, the Government of Switzerland, the Federal Republic of Germany, the Kingdom of Morocco and the U.S. International Development Agency. Despite difficulties in locating suitable counterparts and selecting qualified candidates for fellowships, thirty Jordanian nationals benefited from the bilateral assistance fellowships in various training specializations in different countries. The implementation of technical assistance encountered various difficulties at the beginning of the project, as a consequence of financial constraints and overcommitment of UNDP funds for Jordan. Eventually, the UNDP met all its commitments for technical assistance. Major difficulties encountered in the selection of trainees were; (i) the problem of language, therefore, candidates were enrolled in foreign language training to overcome this difficulty; and (ii) recruiting of candidates in specialized fields. 3.43 Of the 60 m/m of experts programmed for the Irbid polytechnic, to be financed by bilateral assistance, none was appointed due to economic constraints in the ODA. However, a team of four UK-ODA experts assisted during a three-week period to review the proposed curricula, equipment lists and the educational requirements of the polytechnic. This totalled 3 m/m or 5% of the TA experts' program. Regarding TA for the TTC financed under UNDP assistance, only three of the seven experts were appointed; considerable difficulties and delays occurred in recruiting an expert in materials handling and transport. Therefore, only 48 m/m out of the originally planned 60 m/m were utilized. Seven experts were engaged at the HTS as initially proposed. 102 m/m of expert services were projected, but the total man-months devoted to the project reached 191; all were ILO experts financed by UNDP. The contribution of this group to each facet of the task was greatly appreciated and has resulted in the successful operation of this component. Regarding the general education component, two specialists -- an educational facilities planner and a comprehensive school curriculum specialist -- were appointed as envisaged. 3.44 The fellowship training has not been completely implemented. Of the 180 m/m envisaged for the Irbid polytechnic, only 124 m/m were utilized; however, the number of fellows rermained the same. Regarding the TTC, where 180 m/m of fellowship were envisaged, only 92 m/m were implemented by 10 fellows. The HTS planned to utilize 144 m/m of fellowships, but at the time of the completion mission 204 m/m had been utilized by eight fellows. The fellowship for the director of the RDC was deleted at the request of the MOE because the director had previously received training from the Netherlands 1/ The Borrower commented that the report did not deal with the evaluation of experts services and fellowship programs from a qualitative viewpoint. The Borrower commented further that some of the services and programs fell short of the requirements for various reasons such as quality, relevance, availability of facilities and other factors. The Borrower felt that an evaluation of efficiency and effectiveness would help to plan better for such activities in future projects.  - 19 - Government. Of the 90 m/m of fellowships planned under the general education component, only 39 m/m were utilized by three headmasters, two commercial teachers and one pre-vocational teacher. Covenants 3.45 Credit covenants have been generally met with regard to all institutions except the hotel training school and the trade training center (Annex 4). On December 14, 1978, under a decree of the Prime Minister, a Board of Directors was formed for the hotel training school. A draft bylaw was submitted on the Prime Minister's Office during April 1981 and is being studied by their legal department before being finalized. IDA Performance 3.46 Between March 1975 when the project was signed and the Closing Date, IDA sent thirteen supervision missions to Jordan. Ten missions were composed of an educator and an architect or economist. Although early in the project there were up to ten months between missions, during the last several years missions became more frequent, occurring twice a year. The level and frequency of supervision missions provided by IDA seems to have been adequate as does staff continuity. However, as the project was predominantly technical in nature, supervision would have benefitted by the participation of more technical educators in the missions. Similarly, the presence of an agricultural educator on more than two missions would have been beneficial for the rural development center. 3.47 Relations between the Government officials concerned and IDA have been excellent and the DOP has several times expressed its appreciation of IDA's efforts on behalf of the projects. IDA procedures and policies do not appear to have constrained the implementation of the project. IV. PROJECT COSTS AND FINANCING Capital Costs 4.01 The project cost was estimated at appraisal to be US$17.45 million of which US$11.18 million was in foreign exchange. The IDA Credit of US$6.0 million (35% of total cost) was provided to help finance construction of physical components, purchase of furniture and equipment, professional services and DOP staff special allowances. Multilateral and bilateral sources were to contribute US$1.27 million (7%) for the technical assistance program. The Government was to finance the remaining US$10.18 million (58%) of total project cost. The following table compares the estimated and actual project costs by category of expenditure and shows each category's proportion of the total cost (Annex 6);  - 20 - Appraisal Estimates Actual us$ % of Us$ % of '000 Total '000 Total Civil works 10,783.0 61.8 25,161.0 72.1 Furniture and equipment 4,374.4 25.1 5,884.0 16.9 Professional services 875.5 5.0 2,600.0 7.4 Technical assistance 1,263.7 7.2 1,105.0 3.2 Project administration 153.6 0.9 150.0 0.4 Total 17,450.2 100.0 34,900.0 100.0 4.02 The TJS$l7.45 million (sic) increase in total project cost is about half due to cost increases resulting from delays in execution of the project and half to increases in building areas over areas estimated at appraisal. At appraisal the project civil works cost was estimated assuming that construction would begin as early as July 1976 and that construction of the last institution would be completed by June 1979, a not unreasonable assumption. As bids were only taken during 1978 with construction not beginning uintil late that year, costs naturally had risen, due to general and continuing world-wide inflation, well beyond those estimated at appraisal. The situation was aggravated by the bankruptcy in late 1979 of the civil works contractor for five of the new institutions which necessitated a rebidding during the first half of 1981 for completing the construction of the schools (para. 3.16). As a result, unit construction costs for the new institutions which were estimated in the appraisal report to be from JD54/m2 to JD63/m2 were actuallv from two to three times as much. 4.03 Total costs also rose over appraisal estimates because of increases in areas of all institutions which affected not only civil works costs but also furniture and equipment costs (para. 3.12). Professional services costs also increased for the above reasons but also mainly due to the construction delays which have caused the supervision period by the consultant architectural firm to be several years later and longer than planned. 4.04 According to DOP figures, technical assistance costs apparently declined, although in fact more expert manmonths were provided than were planned for at appraisal. Fellowships manmonths did decline slightly (para. 3.44). Only at the Irbid polytechnic were no long-term experts provided (due to financial constraints in ODA) as had been planned although very early in the project an ODA team of three short-term experts did work on curricula and equipment lists for the institution. This has made the beginning of certain courses and the setting up of their laboratories and workshops more difficult. Over the entire implementation period, the long-term experts for the polytechnic were expected to arrive but the MOE is now attempting to fund them through assistance from the Japanese Government.  - 21 - Disbursements 4.05 Disbursements lagged behind appraisal estimates due to the delays in implementation and slow processing of withdrawal applications for furniture and equipment (para. 3.21). A comparison of actual withdrawals with appraisal estimates by year is shown in Annex 7. The following table shows the actual total disbursements from the Credit by category; Original % of Actual % of Category of Expenditure Allocation Total Disbursements Total (us$) (us$) 1. Civil works 2,600,000 43.3 3,010,827.67 50.2 2. Furniture and equipment 2,500,000 41.7 2,518,312.38 42.0 3. Professional services 250,000 4.2 392,000.00 6.5 4. Special allowance for Project Unit personnel 150,000 2.5 78,859.95 1.3 5. Unallocated 500,000 8.3 Total 6,000,000 100.0 6,000,000.00 100.0  - 22 - V. PROJECT OPERATING OUTPUT AND OUTCOMES External Productivity Outcomes 5.01 At the time of the completion mission (March, 1982), the Irbid polytechnic, the Irbid comprehensive school for girls, the hotel training school, the 16 extensions to secondary schools and the Aqaba trade training center were in full or partial operation. Construction of the rural development center was completed and training activities were expected to start by April 1982. The two comprehensive schools at Zarqa (one each for boys and girls) are expected to begin operations during August 1982. The hotel training school at Amman and the Aqaba trade training center are in their second year of operation, while the Irbid polytechnic and Irbid girls' comprehensive school are in their first year of operation. The hotel unit became operational during September, 1981. The project institutions, with planned and actual physical facilities and enrollments are shown in Annex 2. Since most of the new project institutions did not become operational until Fall 1980, there are as yet no graduates from any of the programs. However, in view of the present enrollments, it is likely thfat projected enrollments will be attained. Enrollments 5.02 The Irbid polytechnic currently enrolls 115 students in its first year of operation and a total enrollment of 240 students is anticipated when the institute is fully operational (1983). 5.03 The TTC enrolled 186 students in the first and second years of a three-year course which started in 1980, although at appraisal only full-time and part-time courses of various duration were considered (para. 3.31). Additional training activities, including pre-apprentice basic training, up-grading and re-training courses for adults have been introduced, beginning in April 1982, in collaboration with the Vocational Training Corporation; about 100 trainees are enrolled in six training areas. 5.04 Enrollments at the hotel training school are approaching the planned figures. There are 453 students as follows: (a) 333 in the hotel school in a three-year program (grades J10, 11 and 12); (b) 60 students in the hotel training center for a one-year training program (grade 10); and (c) 60 students in the hotel training college program (grades 13 and 14). Planned enrollments are expected to be reached during the next enrollment period. The hotel itself has never had under 50% occupancy. The School's Board of Directors has approved the expansion of the school facilities by construction of twelve new classrooms to meet anticipated increases in enrollments. Because male graduates often leave Jordan to work abroad, female enrollment in the HTS may be increased to about 50% of the total. 5.05 The rural development center began partial operation in April 1982 in collaboration with the VTC and offers the following courses; (a) electrical wiring; (b) carpentry; (c) welding; (d) auto and farm machinery mechanics; (e) plumbing; and (f) sewing (for females). The duration of each course will be about 160 hours for 15-20 trainees enrolled in each specialty. No  - 23 - evaluation of the courses offered at L. RDC will be available until at least the end of the 1982 calendar year, by wich time most of the participants enrolled by mid-1982 will have completed their training. 5.06 The girls' comprehensive school at Irbid has an enrollment of 788 students, but expects to reach the targeted enrollment of 1,050 during the 1982/83 academic year when all facilities will be completed. 5.07 Because the buildings are not yet completed (para. 3.16), the two comprehensive schools at Zarqa (one each for boys and girls) had no enrollments at the time of this review. The schools will become operational during the coming academic year, 1982/83. 5.08 The sixteen new extensions to the lower and upper secondary schools are in full operation and students using these facilities equal the target figures. Curricula 5.09 The curricula and course syllabi for the comprehensive schools, the HTS and the Irbid polytechnic have been prepared and are being implemented. At the Aqaba trade training center, an ILO expert is preparing the training material for the materials handling and transport specialization, and it is expected that the program will be implemented as planned. At the RDC a special committee, to be assisted by an expert who is expected to arrive by September 1982, has been established to prepare the training programs. In the meantime, training programs have begun using the programs used by the VTC in its own trade training centers (para. 3.33). 5.10 A tracer system established under the first education project will be applied to the educational institutions under the second project. The tracer system has enabled a follow-up of graduates from the technical institutions, vocational schools and trade training centers as well as field studies in cooperation with the NPC and the VTC. Educational Building Survey 5.11 A survey was made under the project of all buildings used for educational purposes. Complete floor plans for each school, a site plan and a photograph were obtained with evaluations of whether the schools were capable of future enlargement or not. Written information has been collected from about 90% of all schools, floor plans for about 75% and site plans for 50%. In response to the lessons learned from the building survey the country took the important step of setting out a school building construction program under the five-year development plan, and, in addition, undertook a school mapping exercise assisted by UNESCO. Liaison with Industry 5.12 Liaison with industry has been initiated under two project institutions. The Jordanian Hotel Association is closely cooperating with the HTS and the President of the Hotel Association is a member of the school's Board of Directors. At the Irbid polytechnic, students are participating in  - 24 - summer internships in two textile factories and in local food processing industries. Thus, they are familiarizing themselves with these facilities as well as with current industrial needs and trends. The TTC at Aqaba is well aware of the need for liaison with the industrial sector and therefore the TTC will include representatives from industry when its liaison committee is established. Teachers 5.13 The teachers in the project institutions are well qualfified and there is a good balance between experienced and newly trained teachers. The student/teacher ratio is good (Annex 3). At the time of the completion mission the actual student/teacher ratio at the HTS was 17:1, which is above the appraisal estimate of 24:1. At the comprehensive girls' school the ratio is the same as the appraisal estimate of 18:1. At the polytechnic the student/teacher ratio at the beginning of the 1982/83 calendar year when 126 additional students are going to be enrolled, will be 8;1--above the appraisal ratio of 12:1. At the TTC the actual student/teacher ratio is about 8:1, again above the appraisal estimate; however, the program at the TTC is different to that planned at appraisal (para. 3.31). Unit Capital Costs 5.14 Unit construction costs in project schools ranged from US$2,795 or JD911 for the Irbid comprehensive school for girls, to US$15,200 or JD4,952 for the Irbid polytechnic institute (Annex 5). The areas for all the institutions were greatly expanded over those planned at appraisal; the original civil works contractor for five of these schools declared bankruptcy midway through the construction period. This resulted in delays, rebidding and the necessity for new contractors to begin work on the sites which along with the additional areas, resulted in prices considerably higher than those estimated at appraisal. Enough detailed information was not available to allow calculation of equipment costs per place (para. 3.22).  THE HASHEMITE KINGDOM OF JORDAN SECOND EDUCATION PROJECT (CREDIT 534-JO) PROJECT COMPLETION REPORT Planned and Actual Implementation and Disbursements 1975 1976 1977 1978 1979 1980 1981 1982 USt Millions Irbid Polytechnic 6.0 Preparation of civil works _ __ bid documents / Bidding and contract awards dI' Construction r, a_ Aqaba Trade Training Complex 5.0 Preparation of civil works W. M./ bid documentsm n--U rU Bidding and contract awards Construction IW dW v - _ /-- Hotel Training School U r _ _ 7- _ 4.0 Preparation of civil works r K W, W bid documents _ _ / Bidding and contract awards/ Construction V VI ,- - _ Rural Development Center T 3.0 Preparation of civil works _-- bid documnents -r Bidding and contract awards Conistruction minnu rnnrrnVAur Three Comprehensive Schools 2.0 Preparation of civil works VIA A r, W bid documents _ _ Bidding and contract awards Construction A - W W, W . _ Laboratories Craft Centers and 1.0 Workshops Preparation of civil works i , bid documents Bidding and contract awards I r Construction Mr 0.0 Credit Agree:ment Closing Date Date-March 12, 1975 1982 r______ planned at appraisal actual  - 26 - ANNEX 2 THE HASHEMITE KINGDOM OF JORDAN SECOND EDUCATION PROJECT (CREDIT 534-JO) PROJECT COMPLETION REPORT Project Physical Facilities Enrollment Gross Areas (m2) Planned at Actual % of Planned at % Increase Institution Appraisal 1981/82 Planned Appraisal Revised Actual or Decrease *rbid polytechnic, Husun; Academic and communal 240 115 48 3,360 - 6,280 + 87 Trade training complex, Aqaba: Academic and communal 630 186 30 3,280 3,340 5,820 + 77 Boarding 80 88 110 440 - 870 + 98 Staff housing - 9 / - - - 597 +- Subtotal 3,720 7,287 + 96 Hotel training school, Amman: Academic and communal 460 453 98 1,220 - 1,745 + 43 Boarding - 128 /2 - - - 1,617 + - Practice hotel 80 beds 76 beds 75 3,060 - 5,835 + 91 Subtotal 4,280 9,197 +115 Rural development center, Deir Allah: Academic and communal 90 - - 1,090 1,329 2,430 +123 Staff housing 1 1 100 120 - 166 + 38 Subtotal 1,210 2,596 +114 Girls' comprehensive school at Zarqa: Academic and communal 1,056 /3 - - 5,650 5,994 7,990 + 41 Boys' comprehensive school at Zarqa: Academic and communal 1,056 /3 - - 5,920. 6,371 7,665 + 29 Girls comprehensive school at Irbid: Academic and communal 1,056 13 788 75 5,650 5,994 7,490 + 33 Science laboratory extensions (each): 48 48 100 250 - 193 - 23 z Craft center extensions (each): 48 48 100 300 - 355 + 18 M Pre-vocational workshop extensions (each): 48 48 100 365 - 354 - 3 /1 6 staff rooms, 1 director's house, 2 guest rooms 7- Plus 3 guest rooms /3 Single shift  THE HASHEMITE KINGDOM OF JORDAN SECOND EDUCATION PROJECT (CREDIT 534-JO) PROJECT COMPLETION REPORT Qualifications of Staff and Student/Staff Ratios Degree & University Specialized Secondary/ Student/ Teacher Degree or Training Technical Student Total Staff Ratio Institutes Training Higher Qualification Certificate Total Capacity Enrollment Projected Actual Irbid polytechnic 15 14 4 1 34 240 115 12;1 4:1 Aqaba trade training complex 2 6 14 1 23 630 186 11;1 8;1 Hotel training school /1 - 10 16 1 27 460 453 24;1 17:1 Rural development center - 4 5 2 11 90 n.a. n.a n.a. Zarqa comprehensive school (boys) - 1 - 1 2 1,050 not in operation yet Zarqa comprehensive school (girls) - 2 - - 2 1,050 not in operation yet lrbid comprehensive school (girls) 11 27 4 1 43 1,050 788 18:1 18:1 Total 28 64 43 7 142 /1 There are 24 other part-time teachers and instructors. a x4  - 28 - Annex 4 Page 1 THE HASHEMITE KINGDOM OF JORDAN SECOND EDUCATION PROJECT (CREDIT 534-JO) PROJECT COMPLETION REPORT Compliance with Credit Covenants Credit Agreement Description of Covenant Section Number Status Furnish IDA with detailed curricula 4.04 All conditions have been and syllabi for the polytechnic met except for the new institute and trade training center specialization at the by March 1977. trade training complex of materials handling and transport which is under preparation by an ILO expert. Complete and institute by March 1978 4.05 Testing of vocational a trade testing and certification graduates at the second- system to be applied to all students ary level has been in graduating from institutions of effect for several years. vocational education. This testing was extended to post-secondary grad- uates for the first time in June 1981. By March 1976, Borrower to prepare 4.06 By letter of June 4, 1979 a detailed program of activities for IDA agreed to extend to the rural development center and January 15, 1980 the date submit program to IDA. for preparation of the program. A detailed program of activities for the center has been sub- mitted to IDA. Modifications to preparatory school 4.07 Government has abolished certification examination (PSCE). the PSCE and IDA agreed to delete this covenant.  29 Annex 4 Page 2 Compliance with Credit Covenants (continued) Credit Agreement Description of Covenant Section Number Status Formation of an advisory council for 4.08 This condition has not the polytechnic institute and a been met although liaison committee for the trade previous supervision training center. missions understood that it had. Both institu- tions are currently forming such bodies. By March 1978, the hotel training 4.09 IDA agreed to a new school to be established as a corp- date for fulfillment of orate entity and a Board of Manage- this covenant. A Board ment established. of Directors was formed by decree of the Prime Minister on December 14, 1978. A draft bylaw was submitted to the Prime Minister's office during April 1981 and is being studied by their legal department before being finalized. It will be issued by the Council of Ministers.  30 - Annex 5 THE HASHEMITE KINGDOM OF JORDAN SECOND EDUCATION PROJECT (CREDIT 534-JO) PROJECT COMPLETION REPORT Unit Capital Costs Type of Institution Actual Cost Student Capacity Unit Capital Cost (JD '000) (JD) Irbid polytechnic institute 1,188.6 240 4,952.5 Trade training center 1,291.7 630 2,050.3 Hotel training school 1,375.3 280 4,911.8 Zarqa comprehensive school (boys) 1,129.3 1,050 1,075.5 Zarqa comprehensive school (girls) 1,199.0 1,050 1,141.9 Irbid comprehensive school (girls) 956.6 1,050 911.0  THE HASHEMITE K7IGDOM OF J0ORAN SECOND EDUCATION PROJECT (CU37T 534-JO) PROJEcr COOPLETION REPORT cjn. Tt-nt Construction . nd Site -volozo-ent F-rnitre sod Sqipot Professions. F.es .Tchnhc-l AssiTtants Project dliaS tration 70551 Aporaia.l E-ti,stes Appraisl A.tipb tss A....sa)O I.xsatt Appri til 15t5r550 Aporil tSts tool. Incl, Aonal 2 Ene, fool. Aetnal 2 lecl.T Incl. Actusl 2 Etol. Encl. Ocil 2 EIol_ Inl. A:tnl 2 En-, fc). Actuel S Project Ite- Co . CpntinS. Cost Diff. Cntin ortirna. Cost D CoStin- Co,tinn. Cost l C-in. C-i. Coa Sf C-i.. Ct -iE. Cotit. Cotin. COSt Diff. Srbid polytechnic, Husut 194.0 303.0 1,188.6 0292 156.1 224.0 15.4 '9.2 86.6 110.9 456.1 667.1 Tr-d. trininfg -opl.. Aqab. 231.3 361.3 1,291.7 0258 223.1 320.2 33.1 34.8 86.6 110.9 564.1 827.2 HNotl trs-itg school, A-.p 297.5 464.7 1,375.3 0196 146.9 211.0 29.8 64.9 105.5 135.0 579.7 855.6 Rural dvelop-nt centerD Iir All. 66.6 104.0 465.7 0348 36.5 52.4 4.6 10.0 1.6 2.0 111.3 168.4 C..p-h ... i- ..,..d.,y -h-1., 30.7 39.3 30.7 39.3~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~307 9. Con pracosnsiv scondary schonlal3.7 3. Oir 15' .06001 at Oarqa 337.1 526.6 1,199.0 128 74.1 106.5 33.7 00.8 49.89 683.9 toys' school at f.rq. 353.7 552.5 1.129.3 0104 90.7 130.4 35.4 53.3 47 73 -irIs' chool t Irhid 349.8 346.4 956.6 n 75 77.0 110.7 35.0 52.7 461.S 709. toteosions, 1 Sojonor laloratoruss T.j oy' school, an 17.5 - 43 13 25.3 35.6 Zuhbid,h girls' school, AM 17.5 27.3 20.4 - 20 7.8 11.3 25.3 38.6 Se-lt.h boys' school, tooilth 193 30.2- 41 .027.3 41.7 Ajloun 6 40' school, 431000 20.1 31.4 21.2 - 32 8.3 11.9 28.4 43.3 Sahab b.,.' -choo1, S.h.b 19.3 30.1 17.4 - 42 8.0 11.5 27 3 41.6 Cra0t rontsrs for girls, 25.I 163. ns-ilsh girls' school, Stecllh 19.3 30.1 26.4 _ 12 9.1 13.0 J-r.sh gurls' school, J-rnah 19.3 30.1 23.3 - 16 9.1 13.0 4 43 OI-Onent girls' school. tl-XOatr 21.0 32.8 24.6 - 25 9.4 13.5 30. 6 dah firla' school, ttadaab 19.3 30.1 34.1 0 13 9.2 13.2 20.5 43.3 ?rs-ooostiotslnnrkshnp. tot bo.ys SOnutIron OI,utsl boys' sohool1 313.54 Enulhern Ehonth 24.7 38.6 21.7 - 44 11.2 16.1 Al 3h.jar-h bEys' school, Al hhstrsh 23.4 36.6 20.6 - 44 11.1 155. 61 bnys' shool, Ac 26.8 41.9 24.5 - 42 12.2 17 3 Al-O,qas boys' sohool, 1-Q.-sr 25.5 39.8 20.0 - S0 11.3 16 2 36.8 56.0 A, Ousasg boys' schonl of sgtitoltuta, Al-8.acrsh 25.5 39.8 21.4 - 4* 11.0 36. ihab boys' 561. s.hsS 80.5 34.5 0.3 *3 10.8 15. 365 5322 L-S ..fth sys1 .ha1ool, AlS-ue fo 00.6 33.3 Ib.5 - S3 10.8 15.5 33.4 50.8 Pr"ecrt ^fsotnit .10550_ _ _ _ _ _-_ 4j,J S 68.4 .