India - Second Technician Education Project

* 4 Document of The World Bank FOR OFFICIAL USE ONLY Rqwt eNo P-5448-IN MEMORANDUM AND RECONMENDATION OF THE PRESIDENT OF THE INTERNATIONAL DEVELOPMENT ASSOCIATION TO THE EXECUTIVE DIRECTORS ON A PROPOSED CREDIT OF SDR 213.5 MILLION TO INDIA FOR A SECOND TECHNICIAN EDUCATION PROJECT MARCH 8, 1991 Ths document has a restricted distribution and may be used by recipients only in the performance of their offlcial duties Its contns may not otherwise be disclosed without World Bank authorization.  CURRENC" EQgIALENTS (As of January 15, 1991) Currency Unit - Rv-ee Rupee 19.43 - USS 1.00 Rupee 1.00 - US$ 0.051 WEIGHTS AND MEASURES 1 Meter (m) - 3.28 Feet (ft) 1 Kilometer (km) = 0.62 Miles FISCAL YEAR April 1 - March 31 ABBREVIATIONS AICTE - All India Council for Technical Education BTE - Bureau of Technical Education GOI - Government of India ITI - Industrial Training Institute TTTIT - Technical Teacher T-ainin- I tutc  FOR OFFICIAL USE ONLY INDIA SECOND TECHNICIAN EDUCATION PROJECT Credit and Proiect Summary 3onnmr: tt India, acting by its President Iem.ficlariat Governments of Andhra Pradesh, Assam, Haryana, Himachal Pradesh, Maharashtra, Punjab, Tamil Nadu, West Bengal and the Union Territory of Delhi Amount: SDR 213.5 million (US$307.1 million equivalent) Tern.t Standard, with 35 years maturity On-lendina Terms, Government of India (GOI) to Andhra Pradesh, Assam, Haryana, Himachal Pradesh, Maharashtra, Punjab, Tamil Nadu, West Bengal and Delhis In accordance with standard arrangements for development assistance to States and Union Territories for the development of technical education projects on terms and conditions applicable at the time. rinaacing Plans Local Foreign Total ----------uS$ Million----- States 29.80 - 29.80 OI 25.20 - 25.20 IDA 210.40 96.70 307.10 Total 265.40 96.70 362.10 econosic Rate of Returs Not Applicable Staff Appraisal isportt Report No. 9043-IN Ths document has a estricted distribution and may be used by recipients only 'n the :n4tormance of thkr ocia duties. Its contents may not otherwie be discsed without Work' Rak iuthorization.  NEtOJANDU AND IUCCOMMDTION OF TE PESIDENT OF TE INTERTIONAL DEVELOPS4NT ASSOCIATION TO THE EXEMCTIVE DIRECTORS ON A PROPOSED CRIEDIT TO INDIA FOR A SECOND TECHNICIAN EDUCATION PROJECT 1. The following memorandum and recommendation on a proposed credit to India is sublitted for approval. The credit, for SDR 213.5 million (US$307.1 illon equivalent), would be on standard IDA terms. The credit will be on- lent in accordance with standard arrangements for development assistance to States for the education sector, and would help finance a Technician Education project in the States of Andhra Pradesh, Assam, Haryana, Himachal Pradesh, MNaharashLra, Punjab, Tamil Nadu, West Bengal and the Union Territory of Delhi. 2. acbround. Industrial manpower in India is developed through public and privately financed education and training institutions, apprenticeship- type training, and in-plant training. At the apex of the public system are five Indian Institutes of Technology (IITs) which offer undergraduate and graduate programs in engineering with a total annual admission of about 1,300 students. At the next tier, there are 17 Regional Engineering Colleges and 272 State Engineering Colleges (SECs) with a combined admission capacity of 64.900 students. There are 767 Polytechnics with a total annual intake capacity of 115,000 which provide three-year diploma courses in civil, mechanical and electrical engineering at the next level. Teachers at the Polytechnics are trained at the four centrally-financed Technical Teacher Training Institutes (TTTls). Craftsman-level certificate courses are offered to about '25,000 students annually through 1,887 Industrial Training Institutes. Lastly, there are about 1,500 Vocational Schools offering certificate courses to about 72,000 students each year. 3. Despite the impressive number of training institutions, enrollment capacity and the fact that India has the third largest pool of technicians in the world, its technician education system suffers from a variety of problems. First, the quality of training is poor. Over 602 of the teachers at Polytechnic. would benefit from some form of pedagogic training. In addition, there are difficulties in attracting, training, and retaining competent staff, especially in the newer areas such as computers and electronics. Teacher vacancy rates stand at around SO3 at the Polytechnics. The lack of properly equipped laboratories and up-to-date equipment also hampers the quality and implementation of curricula. Finally, rigidities in the curricula and structure of technician training programs, and the system's failure to respond Lu 'i aeads of industrial and inf: