Mexico - Third Technical Training Project

Document of The World Bank FOR OFFICIAL USE ONLY Report No. 19541 IMPLEMENTATION COMPLETION REPORT MEXICO THIRD TECHNICAL TRAINING PROJECT (Loan 3358-ME) June 30, 1999 Mexico Department Human and Social Capital Development Group Latin America and the Caribbean Region This documen. 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.  CURRENCY EQUIVALENTS Currency Unit = Peso ($MN) US$1.00 = 9.325 Pesos (May, 1999) FISCALYEAR January 1 - December 31 ABBREVIATIONS & ACRONYMS CAPFCE Administrative Committee of the Federal Program of School Construction (Comite Administrador del Programa Federal de Construcci6n de Escuelas) CAST Technical Services and Assistance Centers (Centros de Asistencia y Servicios Tecnol6gicos) CONALEP National Professional Technical Education School (Colegio Nacional de Educaci6n Profesional Tecnica) CONOCER Council for Normalization and Certification of Competency Standards (Consejo de Normalizaci6n y Certificaci6n de Competencia Laboral) ICR Imnplementation Completion Report MAI Integral Administrative Modernization (Modernizaci6n Administrativa Integral) NAFIN Financial National, National Society of Credit. (Nacional Financiera S.N. C.) PAZM Program of Attention of Marginal Zones (Programa de Atencion de Zonas Marginadas) SHCP Secretariat of Finance and Public Credit (Secretaria de Hacienday Credito Puiblico) SITED Interactive System of Distant Educational Television (Sistema Inter- activo de Television Educativa a Distancia) Managers and Staff Responsible Vice President Mr. Shahid Javed Burki Director Mr. Olivier Lafourcade Sector Manager Mr. Xavier Coll Task Manager Ms. Anna Sant'Anna  FOR OFFICIAL USE ONLY IMPLEMENTATION COMPLETION REPORT MEXICO THIRD TECHNICAL TRAINING PROJECT (Loan 3358-ME) Table of Contents PREFACE ..................................................... II EVALUATION SUMMARY .................................................... IV PART 1: PROJECT IMPLEMENTATION ASSESSMENT .....................................................1 PROJECT BACKGROUND .....................................................1 PROJECT OBJECTIVES AND DESCRIPTION ....................................................2 Original Objectives .....................................................2 Original Project Design and Organization .................................................... 2 Amendments .....................................................3 IMPLEMENTATION RECORD ....................................................4 Component I: Quality Improvements ....................................................5 Component II: Expansion of CONALEP's Training Activities ..................................................... 7 Component III: Increasing CONALEP Efficiency and Effectiveness ................................................. 10 Procurement of Goods and Services and Disbursements .................................................... 12 ACHIEVEMENT OF ORIGINAL OBJECTIVES .................................................... 12 MAJOR FACTORS AFFECTING THE PROJECT .................................................... 13 Factors not subject to Government control .................................................... 13 Factors subject to Government control .................................................... 13 Factors subject to implementing agency control .................................................... 13 PROJECT SUSTAINABILITY .................................................... 13 BANK PERFORMANCE .................................................... 14 BORROWER PERFORMANCE .................................................... 14 ASSESSMENT OF OUTCOME .................................................... 14 LESSONS LEARNED .................................................... 15 FUTURE OPERATIONS .................................................... 16 PART II: STATISTICAL TABLES .................................................... 17 Appendixes A. Mission's Aide Memoire B. Government's Loan Closing Report (in Spanish) C. Government's Comments on the ICR (in Spanish) This document has a resticted 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.   iii IMPLEMENTATION COMPLETION REPORT MEXICO THIRD TECHNICAL TRAINING PROJECT (Loan 3358-ME) PREFACE This is the Implementation Completion Report (ICR) for the Third Technical Training Project in Mexico, for which Loan 3358-ME in the amount of $152 million equivalent was approved by the Board on June 25, 1991 and became effective on November 25, 1991. In 1995, the original loan amount was reduced to $137 million, at the Government's request, in response to the economic crisis. The original total project cost had been estimated at $204.5 million. The appraisal plan was to implement the project in five and a half years. Actually, the Loan closed on December 31, 1998, after two extensions from the original closing date of June 30, 1997. The first one-year extension was granted on February 18, 1997 and the second extension, for 6 months, was approved on March 23, 1998. Both extensions were justified taking into account that the project was making considerable progress during the present administration beginning in 1995 and activities needed more time to mature and produce lasting results, especially with respect to quality improvements and the modernization of the system. The final disbursement took place on May 12, 1999, and a balance of $3 million was canceled. Thus, at closing the Loan was reduced to US$134.0 million. The Loan financed 64 percent of total project cost and the Government contributions amounted to 36 percent, compared to the appraisal estimate of 74 percent and 26 percent respectively (actual project costs by component and financier are included in Tables 7A and 7B). This ICR was prepared by Nydia Maraviglia (LCSHD/LCCIC Consultant) after a final mission that took place on April 26-30, 1999 in which she participated together with Anna Sant'Anna (Task Manager), and Catalina Toledo (LCCIC Consultant). Maria Colchao (LCSHD) provided assistance with annexes and report processing. This report was reviewed by Anna Sant'Anna and Eduardo Velez (LCSHD/LCCIC Sector Leader). It is based on the findings of the project completion mission, a Government completion report, several studies financed by the project, as well as documents in the project file. The completion mission Aide Memoire is included as Appendix A. The evaluation of project execution prepared by the borrower, as well as several documents presented to the completion mission, are available in the project files and an executive summary prepared by the National Professional Technical Education School (CONALEP) is included as Appendix B. The Borrower was requested to comment on the Bank ICR and the response is included in Appendix C.   iv IMPLEMENTATION COMPLETION REPORT MEXICO THIRD TECHNICAL TRAINING PROJECT (Loan 3358-ME) EVALUATION SUMMARY Introduction In 1991, when this project was approved, Mexico was emerging from a period of economic and financial crisis, due to the drop in oil prices during the eighties and the onset of inflation. The Government took major initiatives aimed at economic stabilization. But industrial development and foreign trade were hampered by deficiencies in infrastructure and available technology, low productivity, and scarcity of qualified labor. Training improvements, particularly in general and technical skills, were considered essential to reduce the constraints on industrial production growth. The Bank program to support Mexico's economic restructuring comprised substantial assistance in human resources, including increased access to pre-primary education and improvements in the quality and efficiency of basic education. In non-formal training, the Bank supported the system for National Professional Technical Education School (CONALEP) almost since its inception. In the early 1990s the system needed modernization, restructuring and better linkages with industry to improve course relevance and financial sustainability. Project Objectives and Design The central project objective was to further improve quality, efficiency and relevance of CONALEP training programs. The first two technical education projects had helped build the physical infrastructure of the training system and its administrative structure. The third project allocated over 50 percent of financial resources to improve quality. Additionally it recognized the need for selective expansion of training, particularly on-the-job training, while increasing efforts to maximize cost recovery from industry. Also, it identified the need to improve the efficiency of training by developing cost accounting practices and a plan to reduce unit costs and increase cost recovery. This was to be achieved through three components: a) Quality Improvements included review and revision of all course syllabi, lesson plans and didactic materials for all training careers, revamping of instructor training, and creation of eight Technical Services and Assistance Centers (CAST) in response to regional industrial demand for quality assurance and training;  v b) Expansion of CONALEP Training Activities, particularly to serve the assembly (maquiladora) and tourism industries, but also encompassing the creation of other programs, such as training for marginal populations and a variety of courses on food production, pond fish farming, and training for self-employment. Additional facilities for the eight CAST and for workshops, laboratories and classrooms would be built with Government financing. c) Increasing CONALEP Efficiency and Effectiveness would be achieved through: (i) decentralization of equipment maintenance, transfer of responsibility for maintenance to each of the training centers, and strengthening (with additional construction and equipment) eight regional maintenance centers for repair of major equipment; (ii) improvement of CONALEP administrative capacity through the development of a Computer and Communications Center and the upgrading of all administrative processes at central, regional, and local levels; (iii) improvement of cost recovery for training programs, through special agreements with private firms to share costs of worker training and other services; the target was to cover 20 percent of CONALEP operating costs; to monitor progress of this sub-component, CONALEP would improve evaluation of the efficiency of its training programs and its cost accounting system; improvements would be designed using the findings of studies and a plan to reduce unit costs and increase cost recovery; and (iv) improving efficiency in student flows and graduate placement. Implementation Experience and Results The project was implemented during the 1991-98 period to consolidate achievements of two earlier technical training projects by increasing efficiency and quality, and modernizing CONALEP training and administrative activities. To carry out these improvements, the project relied on the findings and recommendations of 15 studies conducted between 1991 and 1994 and four additional studies completed during the 1995-98 period. Of special interest is a study on labor market demand for technicians completed in 1995 which helped redesign courses making them more relevant to the requirements of industry. Project activities are described below for the three components: (a) Quality Improvements; (b) Expansion of Training Activities; and (c) Increasing CONALEP Efficiency and Effectiveness. Quality Improvements in Training. Improvements were facilitated by a drastic reduction in the number of technical careers offered by CONALEP, from over 149 in the early 1990s, to 29 in the academic year 1997-98. The careers selected were those that best responded to the demands of the labor market. With the assistance of panels of experts at national and state levels, which included curricula specialists, representatives of the productive sectors and education professionals, new curricula, materials and textbooks were developed and workshop and laboratory equipment was renewed and/or re-deployed among the training centers. Redundant equipment was donated to other public institutions. Adjustments in the career mix were also greatly facilitated by the flexible staffing system adopted by CONALEP, consisting of providing fixed term contracts for part-time trainers working in the productive sectors, and giving them pedagogical training. Enrollment targets for the regular and upgraded programs were  vi surpassed by 12 percent and 44 percent respectively. However, completion rates in regular courses were still low at project closing. Indeed, graduates from regular programs comprised only 44.8 percent of enrollment in 1998, 31 percent short of the target of 65 percent set at project appraisal. Remedial measures adopted recently to encourage retention and graduation are still being tested. Specifically, in 1997 CONALEP introduced a high school equivalency option for technical graduates, providing them with the opportunity to have access to higher education upon completion of a few additional requirements. This measure is expected to affect positively the terminal efficiency rate of the program. On the other hand, the efficiency of upgraded and on-the-job training was far greater than that of regular programs: 100 percent of the workers receiving training completed the courses. Targets for training of teachers were consistently surpassed. Beginning in 1995, teacher training dealt with: (a) pedagogic training for science and technology; (b) basic computer competence; (c) professional updating and technological specialization; and (d) teaching evaluation and certification. Additionally, six packages of didactic materials were developed and diploma courses for teachers were offered in higher education institutes. Teachers were also trained using distance training programs and received orientation in the Internet. As part of quality enhancement, the project assisted in the establishment of eight CAST based on a study carried out in 1992. These centers provide training, assistance on technological development, and quality assurance to industry. In the last three years, some CAST achieved an advanced stage of development, including substantive links with industry and cost recovery for services rendered. But other CAST are still developing and will need more time to reach a mature stage. Overall, the proportion of cost recovered from the services offered by the CAST increased from 12 percent in 1994 to 46 percent in 1998. Expansion of Training Activities. CONALEP selectively expanded training activities in key sectors of the economy, consolidated and restructured courses, and discontinued several courses that had become obsolete or could be better carried out by other institutions. Although the strategy was to maximize the use of existing infrastructure, additional buildings were added (with Government financing) for teacher training, workshops, laboratories, classrooms and auxiliary services. Also, the Loan financed the construction of the Computer and Communications Center at central headquarters. Emphasis was placed on re-equipping facilities and developing a comprehensive computerized inventory system to keep track of the current condition of equipment, maintenance schedule and replacement requirements. Training expansion comprised courses for the assembly (maquiladora) and tourism industries, on-the-job training for employed workers, training for unemployed workers and marginal populations, and for self-employment. Some training programs (in agriculture and fishing) were discontinued because other institutions offered similar courses, with greater comparative advantages. In addition, modular programs originally established to enable workers to study technical careers after working hours, were discontinued because demand proved to be low and also because students completing these modules could not be certified as the norms of CONALEP do not allow for partial certification. Increasing CONALEP Efficiency and Effectiveness. This third technical training project had the objective of strengthening the administration of CONALEP and  vii increasing its efficiency, including a plan to reduce costs and maximize cost recovery. To implement decentralization of equipment maintenance, each training center was made responsible for maintaining its own equipment. Additionally, eight regional maintenance centers were established. The first approach is currently working well, but the second strategy was not successful since it proved impractical and costly to transport major equipment to the regional centers for repair. These centers are performing regular maintenance and repair of equipment in CONALEP facilities located nearby, often using students under the guidance of instructors. Major maintenance in training centers is being carried out through contracts with equipment suppliers or other contractors. The improvement of CONALEP administrative capacity initiated by this project is a continuous process that has been significantly advanced through the development of the computer and communications system, the promotion of quality assurance, and a comprehensive effort to modernize the administration. As part of the administrative reform, CONALEP operations were decentralized from federal to state level in 1998. Although it is early to assess the impact of decentralization, it is expected that it will result in more efficient management. Less progress has been made in the areas of cost recovery, cost accounting, and in improving student flows and graduate placement. Additionally, one of the project objectives was to reduce administrative costs and keep them at a level of about 10 percent. Although this target has not yet been achieved, progress was made: in 1998 administrative costs were 25 percent, compared to 57 percent in 1997. Assessment of Outcome Overall the outcome of the project is rated satisfactory. The project resulted in a stronger and modernized technical training structure, an appropriate culmination of two decades of IBRD assistance to the CONALEP. Qualitative and quantitative achievements are significant. However, deficiencies in cost accounting and methodological limitations of the surveys of graduates preclude a more complete and objective analysis of the program efficiency and of its impact. A significant outcome of this project was the establishment of the CAST network consisting of eight centers that provide training, technical assistance and quality control to micro, small and medium industries. After only three to four years of operations, and taking into account differences in the performance and cost recovery capabilities among the CAST, it is clear that the model has a great potential to provide needed and important contributions to industry conducive to higher productivity. Another significant development was the establishment of the Computer and Communications Center which provides computer and communication services based on updated technology and proper equipment standardization. The center is also used as a training facility for students pursuing careers in computing and for staff training. Moreover, to support training programs, the Center operates an educational TV station and an interactive system of distant educational television (SITED). These innovations have changed the operational dynamics of CONALEP and are expected to facilitate the decentralization process.  viii Another program spearheaded by this project is a training program for marginal populations established in 1996 and counting now with 110 mobile units. This program succeeded in reaching a large number of people residing in very low income neighborhoods, offering them training in a variety of work skills in coordination with other agencies that serve the same target population (e.g., health, social development). For further application and expansion of this valuable experience, it will be necessary for CONALEP to identify an appropriate niche among the country's agencies concerned with social development of marginal populations, in line with the main purpose and functions of CONALEP which should remain strongly anchored in improving industrial productivity. Major Factors Affecting the Project The effects of the 1994-95 economic crisis affected the pace of implementation and disbursements of this as well as other projects in Mexico, requiring an 18-month extension of the closing date. The rhythm of activities picked up after 1995 and at project completion most of the agreed actions were completed. The execution of studies was periodically reviewed by Bank missions and their quality was considered satisfactory. Nevertheless, methodological problems persisted in some studies and were frequently discussed during missions. One that suffered the most problems was a tracer study of graduates and their insertion in the productive sector, which did not include appropriate control groups, thus preventing the results from yielding firm conclusions regarding the relative efficiency of the training programs. Summary of Findings Overall, cost recovery from all training and services offered by CONALEP reached 20 percent in 1998, meeting the target set at appraisal. The potential for achieving a higher cost recovery rate still exists, particularly for on-the-job training and technical assistance offered by the CAST to the productive sector. Indeed, the proportion of cost recovered from the services offered by the CAST increased from 12 percent in 1994 to 46 percent in 1998. The most well equipped and staffed CAST located near large industrial concentrations achieved the highest levels of cost recovery, reflecting the importance of service quality and location in increasing efficiency. During the 1994-98 period, the eight CAST offered 5,146 training courses attended by 65,389 workers and carried out 3,565 technical assistance events for industry. Throughout project implementation, CONALEP enrolled 1,292,269 students in its regular technical courses. Enrollment targets for the regular and upgraded programs were surpassed by 12 percent and 44 percent respectively. However, completion rates in regular programs were still low at project closing (43.8 percent in 1998, compared to a target of 65 percent). This is due to a high dropout rate among students, which represents a heavy cost for the institution. Remedial measures have been recently adopted to ameliorate this problem, but it is too early to assess their impact.  ix Key Lessons Learned a) An example of best practice in identifying needed reforms in technical training programs is the use of panels of experts at national and state levels, including curricula specialists, representatives of the productive sectors and education professionals; b) The expansion of the scope of CONALEP activities transforned the institution from a strictly pre-work technical training agency to a comprehensive system offering in pre- and on-the-job training, technical assistance and quality and productivity enhancement to industry, and this represents a good model; the industrial services provided by the most advanced CAST are an example that can be used to assist the development of the entire CAST network in different regions of the country; c) With regard to maintenance, an important lesson was learned from the lack of success of regional maintenance centers and the better results achieved by assigning building and equipment maintenance responsibilities to the each training center allowing them to use private contractors and providers for maintenance of major equipment. d) Although observations and experiences indicate that there were substantial improvements in the quality and relevance of CONALEP training, a more conclusive analysis of costs in relation to outcomes would have provided a firmer basis to guide the allocation of resources among programs and fine-tune training activities. e) The flexible staffing policies adopted by CONALEP constitute a key factor in the modernization of the institution and provide an important lesson concerning the central role played by personnel policies in the process of institutional change. f) With regard to studies, particularly when they involve costly surveys designed to assess outcomes, it is important to pay careful attention to methodological aspects, including sample selection and control groups, so that results are both reliable and conclusive.  PART I: PROJECT IMPLEMENTATION ASSESSMENT PROJECT BACKGROUND 1. In 1991, at the time this project was approved, Mexico was emerging from a period of economic and financial crisis, mainly as a consequence of a drop in oil prices in the early 1980s and again in 1986. Economic growth had decelerated and inflation moved upward the reducing purchasing power and the standard of living of the majority of the people. In these circumstances, the Mexican Government took major initiatives aimed at stabilization and structural adjustments to the economy. The strategy followed was to strengthen the economic base in order to improve quality of life, promote trade globalization to stimulate market development and competition, and deregulate private sector activities to create a favorable environment for capital investment and growth. But industrial development and foreign trade faced the serious obstacles of inadequate infrastructure and levels of technology, and scarcity of qualified labor. As a result, productivity remained low. As many as 58 percent newcomers to the labor force had only primary (11 percent) or less than primary education (47 percent). There were about 23 percent of new entrants with some lower or upper secondary general education but lacking technical skills and this group was experiencing high unemployment rates (30-45 percent). Improvements in general and technical education were needed in order to better prepare the fast growing labor force for work. In this context, public programs and actions to improve the quality and the outcomes of pre-work, on-the-job and re-training programs became priorities. 2. The Bank assistance strategy for Mexico supported the restructuring of the economy and placed substantial emphasis on the development of human resources, including increased access to pre-primary education and increased quality and efficiency of basic education (grades 1-9). In technical education, the Bank supported the CONALEP training system through two prior projects, but the system needed to be modernized in line with the technological requirements of the 1990s. The most pressing needs were identified in the areas of instructor training, equipment upgrading, instructional materials, maintenance systems, improved course selection and design, and stronger linkages with the private sector to enhance training relevance and financial sustainability.  2 PROJECT OBJECTIVES AND DESCRIPTION Original Objectives 3. The central objective of the project was to assist in the modernization of CONALEP, consolidating the quantitative and qualitative gains achieved thus far and further improve the quality, efficiency and relevance of training. The specific objectives were to: (a) uniformly upgrade the quality of high level skills training and middle level technician training to meet the rapidly changing needs of the labor market; (b) selectively expand the scope of CONALEP training activities in key sectors, especially on-the-job training on a cost-recovery basis, and initiate a modular program to enhance the skills of experienced and employed workers; and (c) strengthen the administration of CONALEP, increase efficiency, reduce costs, and improve cost recovery. While the two prior projects focused almost exclusively on building the physical infrastructure of CONALEP and its administrative base, this third project allocated 51 percent of total project costs to quality improvements and another 31 percent to measures designed to increase the administrative efficiency and effectiveness of the institution. An innovative feature of this project was its proposed enhancement of cost recovery from industry. Expansion goals aimed at a 67 percent increase in total enrollment resulting, to a large extent, from better utilization of existing facilities. Assessment of Original Objectives 4. The project's original objectives were correct in placing major emphasis on quality and efficiency improvements to the CONALEP system. Additionally, they rightly identified the need to expand the functions of the institution to cover on-the-job training and in proposing that a share of total costs of such training be recovered from the private sector. An evaluation of the efficiency of CONALEP training prograrns using an improved cost accounting system was also appropriately defined as a project objective. These objectives would be pursued based on findings from studies and a plan to reduce unit costs and increase cost recovery. Original Project Design and Organization 5. The project objectives would be achieved through three components to be implemented on the basis of the results of eleven studies addressing issues of quality, efficiency and impact of CONALEP programs. The three components were: a) Quality Improvements (US$104.4 million including contingencies - 51 percent of total costs). This component would analyze the training needs of the labor force and adopt new modes and options of training based on concrete plans for the development of the productive sectors while, at the same time, improving the overall quality of CONALEP training, through: (a) Development of Instructional Materials including review and revision of all course syllabi, daily lesson plans, and evaluation materials for 97 career programs; (b) Instructor Training to revamp the existing ad- hoc instructor training program and add an instructor training center to accommodate  3 100 instructors at one time, functioning in conjunction with existing regional outreach facilities and eight technological development and production maintenance centers; this complex would provide pre-service training for about 4,700 instructors per year and in-service training for another 4,000, including company trainers; and (c) Eight Technological Services and Assistance Centers (CAST) to provide on-the-job training and technical assistance for industry. b) Expansion of CONALEP Training Activities (US$63.8 million, including contingencies - 31.2 percent of total costs). This component would provide for training to meet the needs of the assembly (maquiladora) and tourism industries, as well as part-time training programs for workers unable to attend regular career courses; it also contemplated other training programs for the unemployed and marginal populations, and a variety of courses on food production, pond fish farming, and training for self-employment. The physical expansion of training facilities would consist of construction and equipment for 70 additional shops, 50 laboratories, 191 classrooms, and an additional 101 training centers (financed by the Government). c) Increasing CONALEP Efficiency and Effectiveness (UJS$36.3 million, including contingencies - 17.8 percent of total costs). This component consisted of the following activities: (a) Decentralization of Equipment Maintenance Services and Expansion of Production Programs to strengthen maintenance services with the creation of a maintenance unit in each of 252 training centers to be operated by instructors and students. For repair of major equipment, eight regional maintenance centers would be improved through additional construction and equipment. Besides selective maintenance services, these centers would have the additional functions of producing furniture and equipment for CONALEP and other public training facilities; (b) Improvement of CONALEP Administrative Capacity through modem communications and more efficient and effective administrative procedures at central, regional and local levels. Based on feasibility studies, the project would finance the construction and equipment for a computer and communication center at CONALEP central offices; (c) Improvement of Cost Recovery and Cost Accounting through a rapid increase in number of special agreements (convenios) between CONALEP and public and private enterprises to share worker training costs; the share of costs thus recovered was expected to increase at a rate of 15 percent per year, reaching 20 percent of CONALEP total operating costs; this process would be monitored through an efficient cost accounting system and better evaluations of the efficiency of CONALEP training programs; these improvements would be based on the findings of a study and a plan of action to reduce unit costs and increase cost recovery; and (d) Improving Efficiency of Student Flows and Graduate Placement, based on a study on completion rates and student placement. Amendments 6. The project legal documents were amended on September 18, 1998 in order to include in the procurement schedule allowances for direct purchase of copyright didactic materials, such as library books, in accordance with paragraph 3.5 of the Guidelines. On December 9, 1998 a second amendment was approved to introduce the category "civil  4 works" in Schedule I and to incorporate in the procurement schedule procedures for civil works, to allow for the financing of the Computer and Communications Center. In addition, there were two extensions to the closing date. The first was a one-year extension approved February 18, 1997, and the second a six-month extension establishing December 31, 1998 as the closing date. The first extension was justified in view of the delays in project implementation that resulted from the 1994-95 economic crisis and parallel budgetary constraints. These factors, combined with the devaluation of the Mexican peso, had slowed down the pace of disbursements. The second extension was necessary to complete the implementation of an action plan for the administrative modernization of CONALEP, started in 1997. The completion of such plan was considered essential for the successful achievement of the project objectives. Finally, on December 12, 1997 the Bank agreed on a currency conversion amendment and on January 28, 1998, it agreed to reallocate Loan funds among disbursement categories. These two amendments were formalized by telex dated March 2, 1998. IMPLEMENTATION RECORD 7. The Bank has assisted the development of CONALEP since 1981 through three projects, and a progression can be detected as to the significance of project objectives and outcomes. The first project in 1981-85 was mainly intended to build the infrastructure for technical training; it involved new construction, remodeling of existing facilities, equipping 122 training centers (compared to 99 originally programmed), and the construction of the national offices of CONALEP in Metepec, State of Mexico. Enrollment targets were surpassed, from the original goal of 70,000 students to 93,000. The second project was carried out during 1985-91 and had as its main objective to meet the growing demand for technical training. Enrollment surpassed by 8.5 percent the original target and pedagogical training of teachers stepped up significantly. The third project, the object of this report, was implemented in 1991-98 with the central objective of consolidating the system expansion by increasing training efficiency and quality and by modernizing the administration of CONALEP. 8. Planned improvements in quality of training and administration, as well as the expansion of training to meet the needs of the assembly (maquiladora) and tourism industries was greatly facilitated by the consolidation of the careers offered by CONALEP, which resulted in a reduction from over 149 to 29 careers selected on the basis of the results and recommendations of specific studies and panels of experts. During the first three years of project implementation (1991-94), 15 studies were carried out (compared to 11 planned) and in 1995-98 another 4 studies were completed. These studies dealt with a variety of topics including the improvement of student recruitment and retention in the regular technical programs; development of a graduate tracer system to evaluate training outcomes in terms of graduate performance and insertion in the productive sector; design of a modular system of technical training tailored to the needs of the employed labor force; demand analysis of CONALEP training services to assist in making it more responsive to the requirements of industry; promotion of self- employment and entrepreneurship among graduates; and several studies to define needed improvements in administration, provide technical assistance and services to industry,  5 promote women's participation in technological careers, and design training for marginal zones. The results of a study on labor market demand for technicians by career and states, completed in 1995, were used in redesigning courses making them more relevant to the needs of industry. All studies were periodically reviewed by Bank missions, that offered comments and suggestions. Supervision missions found these studies generally satisfactory, with some exceptions mentioned below. 9. Implementation is described in the following paragraphs for each of the three project components: (a) Quality Improvements; (b) Expansion of CONALEP Training Activities, and (c) Increasing CONALEP Efficiency and Effectiveness. Component I: Quality Improvements 10. The first component dealing with quality improvements comprised the following activities: (a) development of instructional materials; (b) training of instructors; and (c) creation of Technological Services and Assistance Centers (CAST). Regarding instructional materials, course curricula and career programs, there were clear improvements throughout the project period. Between 1989 and 1994 an academic reform was carried out, consisting of expansion and diversification of the educational choices offered by CONALEP and 146 careers were designed. In 1995, under a new Government Administration, CONALEP began to reassess its career programs and reversed the trend by carrying out a drastic reduction in the number of careers offered, concentrating its efforts on 69 careers and eliminating courses that were already available through other institutions or that had become obsolete. Fields such as agro-industry and fishing, as well as other careers with irrelevant content and obsolete equipment, were dropped from the program. 11. During 1996, the academic reform continued, following recommendations of panels of experts comprising curricula specialists, representatives of the productive sectors and education professionals. These recommendations led to the selection of 29 careers which best responded to the demands of the labor market. The reform was made effective in the academic year 1997-98. CONALEP concentrated its training in two of the most important sectors of the Mexican economy, dedicating 70 percent of its courses to manufacturing and 30 percent to services industry (predominantly tourism and computer related careers). Resources were re-deployed to improve workshop and laboratory equipment pertinent to the careers which had the most demand. Redundant equipment was donated to other public institutions that could make good used of it. The restructuring of careers was made possible, to a large extent, by the flexible staffing system adopted by CONALEP, which consists of recruiting part-time trainers, most of them employed in the private sector, and offering them fixed term contracts for specific courses. The profiles of the instructors contracted emphasize technical abilities and their performance as teachers is strengthened through pedagogic training offered by CONALEP.  6 Development of Instructional Materials 12. The academic reform required the development of new curricula that balanced technical training with socio-humanistic education and skills practice. In addition, other activities related to quality improvements were carried out, such as the development of study plans, laboratory guides, pedagogical guides, evaluation guides, and training guides. Textbooks specially designed for technical training were also developed, producing innovative materials that are much in demand in Mexico as well as in other Latin American countries. Instructor Training 13. Training of teachers and instructors was carried out through three consecutive programs: an educational staff development program in 1994; a training updating, development and specialization program in 1995; and an integrated program for teacher training and development in 1996-98. While the original target was to train 51,000 teachers per year, in 1998 the teacher training program expanded to 140,947 teachers (a 276 percent increase). The third program integrated the following activities: (a) pedagogic training for science and technology; (b) basic computer skills; (c) professional updating and technological specialization; and (d) teaching evaluation and certification. Also, in 1998 CONALEP organized a diploma course on Updating of Teaching Abilities in cooperation with the Virtual University of the Technological Institute of Monterrey and the technical support of the Latin American Institute of Educational Communication. Additionally, 1350 teachers and principals received training through distance education and were certified as trainers of teachers and instructors. TV distance training was also provided for 239 training centers, 115 external institutions, and 4,319 students and teachers. Topics covered included: educational TV, educational use of multimedia, preparation of teachers and managers for the XXI century and virtual worlds, and introduction to the Internet. 14. Achievements of this second component also include the design of 144 teacher profiles (of 130 planned), the evaluation of 17,987 teachers, and the preparation of six packages of didactic materials for training and updating of teachers. For continued education, CONALEP benefited from the support of its Interactive System of Distance Educational Television (SITED) which comprises 150 programs of distance education with a minimum duration of 2 hours each. In addition, the distance education approach was used as a tool for exchange of academic knowledge and experiences among instructors and teachers. Technological Development and Assistance Centers 15. The creation of Technological Services and Assistance Centers (CAST) was based on a 1992 study which defined the functions of these centers as providers of training, technical assistance and quality assurance to industry. The project financed the study as well as the buildings (with Government counterpart funds), equipment and furnishings for eight centers in the following cities: Cuatitlan Izcalli, Zapopan, Matamoros, Guadalupe, Ciudad Juarez, Le6n, Tijuana, and Coatzacoalcos. The CAST in  7 Ciudad Juarez and Le6n were built separately from the CONALEP regular training centers. In Matamoros, Guadalupe, Tijuana and Coatzacoalcos they were located in lands adjacent to existing training centers and in Cuautitlan Izcalli and Zapopan the CAST occupies remodeled facilities of pre-existing CONALEP training centers. The activities of the CAST vary according to the staffing and equipment of each center and the demand from industries located in their area of influence. Four CAST were completed in 1993 and four in 1994, with federal financing. Their specialization includes metal-mechanics, metallurgic, production and transformation processes (e.g., design and development of shoe prototypes, simulation of computerized manufacturing, chemical analysis of metallic materials and of contaminants, plastics, and others), installation and maintenance, electronics, telecommunications, and computers. Since their inception three years ago, some CAST were able to achieve a fairly advanced stage of development (as for instance the one in Ciudad Juarez) and establish solid links with the productive sector; they have also shown a strong entrepreneurial sense for seeking cost recovery for the services rendered. But other CAST are still developing and will need more time to reach a mature stage. Overall, the share of total operating cost recovered from the services offered by the centers increased from 12 percent in 1994 to 46 percent in 1998. During the 1994-98 period the CAST served 3,565 trainees with 5,146 training courses of an average duration of 42 hours each, and carried out 3,565 technical assistance events for industry. Component II: Expansion of CONALEP's Training Activities 16. To accommodate the selective expansion of training described earlier, CONALEP primarily used existing infrastructure developed through earlier projects. Additions to that infrastructure were built with Govermnent financing and, in most cases, exceeded the original targets. The following facilities were built: 1 center for instructor training, 8 regional maintenance centers, 8 CAST, remodeling of 132 regular training centers (compared to 101 planned) , 106 workshops (compared to 70 planned), 168 laboratories (compared to 50 planned), 332 classrooms (compared to 191 planned), and 1,407 ancillary facilities (compared to 1,204 planned). In addition, the Bank loan financed construction and equipment of a central building to house the Information and Communications Center (described under the third component) at CONALEP headquarters in Metepec, and 110 mobile units (compared to 60 planned) for the training program in marginal zones. The Loan also financed the procurement of computers to strengthen CONALEP national network. During the project period, 544 CONALEP facilities were re-equipped, and 88 workshops and laboratories related to the CAST received between 45 percent and 93 percent of the equipment required for training and technical assistance to industry. The replaced equipment was redistributed to other centers or donated to other public institutions. A new equipment inventory system (described in para. 24) and a separate inventory for computers are now used to keep track of the location, condition, maintenance schedule, and need for replacement of equipment. 17. As part of the project, CONALEP expanded the scope of its training activities to include: (a) training to meet the demands of the assembly (maquiladora) and tourism  8 industries, involving on-the-job employee training and also training for small enterprises, in coordination with larger manufacturing plants; (b) regular 3-year technical careers; (c) training for marginal populations; and (d) training for self-employment. Other training programs such as training in food production, agriculture and pond fish farming were discontinued because other institutions offered similar courses, with greater comparative advantages. In addition, modular programs, established to enable workers to study technical careers after working hours, were discontinued because of the low demand and the fact that students completing these modules could not be certified because the norms of CONALEP do not allow partial certification. 18. Training for Assembly (Maquiladoras) and Tourism Industries. This training program was redesigned and expanded based on a survey of 250 industries with over 50 workers in ten different production sectors. The study, completed in 1994, showed that industry demanded courses dealing with motivation, discipline, responsibility for quality, industrial safety and specific skills. After 1995, the training needs of the assembly (maquiladora) industry was met mostly through the restructuring of regular programs. To guide the design of training for the tourism industry, another study was completed in 1994 and proved useful to adjust the program offered by CONALEP training taking into account numerous other training programs available in the field, offered by both public and private institutions. The results of this study led CONALEP to reduce its tourism training to two technical professional careers -- hotel and food and beverages. 19. Regular Technical Careers. The regular technical professional programs that prepare technicians for productive employment were reviewed and redefined into 29 careers and the new structure became effective in 1997. The consolidation and concurrent changes in the curricula enhanced the quality of the training and the prestige of the institution. Indeed, while in 1993 CONALEP was the last educational option among secondary students, in a recent survey it is their third choice, after the national university and the Politecnico. Currently, each career is organized in modules devoted to specific skills for productive work. Each module leads students to concentrate on a concrete productive process and the number of modules for each career varies from 8 to 25. All occupational careers are offered in six semesters and consist of three levels: during the first two semesters, students achieve semi-skilled competence, after the fourth semester they reach the skilled level, and at graduation they qualify as supervisors and middle level technicians. Since 1997, CONALEP incorporated an equivalency program consisting of six elective courses (one per semester) which enable students who so desire to obtain a high school diploma which permits them to enroll in higher education. The elective program was adopted to decrease early desertion by those students who believe they would later want to pursue university studies. Thus far, however, only a small percentage of students (6 percent in 1998) take these elective courses. 20. On-the-Job Training. The development of this program was based on the links between CONALEP and the public and private sectors and is carried out by the CAST network and CONALEP training centers at the request of and in coordination with private enterprises and public institutions. Training takes place, in most cases, at the place of work and 34 percent takes place in or through the CAST. A portion of the costs of these courses is recovered from industry and other client organizations (discussed  9 under component C). In 1998 CONALEP offered 4,493 on-the-job training courses, which represents almost a ten-fold increase compared to 1991, when only 542 courses were given. The number of workers trained increased from 10,573 to 67,284. 21. Training for Marginal Populations. In 1993 and 1994 CONALEP conducted a study to determine the feasibility of establishing a program to train residents of marginal rural and urban areas. The Program of Attention to Marginal Zones (PAZM) began in 1995 with pilot testing and was expanded nationwide in 1996. Currently PAZM operates out the 260 CONALEP training centers, using mobile units to reach populations in remote marginal areas. The resources of this program consist of 110 mobile units (equipped trailers), 80 used for training and 30 for medical services, and about 800 staff. This component surpassed the appraisal target of 60 mobile units. At the community level, the program works in coordination with other institutions that work with marginal populations with similar development objectives. The training offered is defined according to needs expressed by community members, including electricity, carpentry, social development and others. CONALEP students participate in the program during their required public service duty, assisting the communities where training is taking place. From 1995 to 1998 a total of 388,101 persons were trained in 16,132 marginal communities and 278,729 persons received health services offered in parallel with skills training. 22. Training for Self-employment. This is a training program directed to self- employment which started in 1991 to encourage the formation of micro-enterprises among CONALEP graduates. The program began with 56 courses in 1991-92, increased to 240 courses in 1992-93, and to 260 courses in 1993-94. In 1995 however, program activities came to a halt due to the economic crisis and several problems facing the program. Students often met with difficulties in securing financing for their micro- enterprises, which led to low motivation. There were also weaknesses in the abilities of trainers with respect to practical advice on operating micro-enterprises and on preparing realistic financial plans and work programs that could lead to the establishment of viable enterprises. A survey taken in 1994 indicated that only 44 percent of the students who had taken the course on self-employment had a favorable opinion of the program. Other measures of outcomes were also low: in 1991-92 only 193 micro-enterprises were created out of almost 7,000 participants (a 2.7 percent success rate); in 1992-93 the success rate dropped to 1.7 percent, although it increased to 9 percent in 1993-94. At that point, CONALEP realized that the program needed substantial revision and devoted the 1995-97 period to redesigning the program in consultation with other institutions active in the field. In 1996-97 the program was reinstated with improved quality standards, after trainers received 23 courses. The benefits of this reform are reflected in the results for 1998 which show that, among 6,708 course participants, 1,363 enterprises were created (a success rate of 20.3 percent). Improved results can also be attributed to the links which CONALEP established with credit programs including those operated by NAFIN. The restructured program emphasizes a practical approach to training on a cost recovery basis. It was also opened to external applicants, and provided for direct contacts between students and entrepreneurs.  10 Component III: Increasing CONALEP Efficiency and Effectiveness 23. This third component was intended to strengthen the administration of CONALEP and increase its efficiency, including implementation of a plan to reduce costs and maximize cost recovery. It comprised the following sub-components: (a) decentralization of equipment maintenance and expansion of production programs; (b) improvement of CONALEP administrative capacity; (c) improvement of cost recovery and cost accounting for training activities; and (d) improvement of the efficiency of student flows and graduate placement. 24. Decentralization of Equipment Maintenance. Two strategies were used to improve maintenance of equipment. The first consisted of establishing eight regional maintenance centers, and the second was to make each training center responsible for the maintenance of its own equipment. The first approach worked only partially, since the centers are not functioning regionally but only cover the maintenance needs of the training centers located nearby. This limited range reflects the high transport costs associated with hauling heavy equipment over long distances. As it turned out, the regional maintenance centers were unable to compete with maintenance services contracted with equipment suppliers. The eight regional maintenance centers have the additional function of providing technical practice for CONALEP students through the production of furniture and tools. The success of the second strategy involved strengthening the training centers to perform their own preventive and repair maintenance, often using the staff and students, and to contract out maintenance of heavy equipment to equipment suppliers. Another improvement was the establishment at the federal level, of a comprehensive and sophisticated computerized equipment diagnosis and inventory system. This system keeps track of the location, maintenance status, age, and need for replacement or updating of each piece of equipment and is updated twice a year. The director of each training center is directly responsible for the equipment in the center. The inventory of computers is handled separately by the Infornation and Communications Center, and there is another inventory system capturing equipment costs, that is controlled by the accounting office. 25. Improvement of CONALEP Administrative Capacity. This is a continuous process that has been advanced by achievements in the development of the computer and communication system, the promotion of quality assurance, and a comprehensive effort to modernize the administration. Progress has been less evident in other areas, including: (a) improvement of cost recovery; (b) cost accounting; and (c) improving the efficiency of student flows and graduate placement. The Computer and Communication Center was an important part of the administrative renewal of CONALEP. Building and equipping were completed by 1994. Most of the computer equipment and software procured prior to 1994 proved rapidly obsolete as a result of the rapid advances in technology during those years, and had to be replaced. Currently, the center continues to provide CONALEP with computer and communication services based on updated technology, proper standardization of equipment, and protection through supplier guaranties. The center also continues to ensure relevant training for students and staff pursuing careers in computing. Three information systems were developed and are in operation: (a) human resources and payroll, (b) financial control, and (c) student tracer system. Moreover, the center  11 continues to improve its education TV program (SITED) in support of training, broadcasting courses, teleconferences and cultural programs, operating with 212 bases for satellite reception. There are also internal networks and a national intranet for interactive communication between training centers and state and central offices. These systems represent an important element in the decentralization of CONALEP. 26. In 1995, a quality assurance unit (Integral Administrative Modernization - MAI) was established to promote excellence. In parallel, CONALEP began restructuring its administration, changing internal procedures based on process analysis. Standards of quality of services were developed and the staff of the training centers and national and state offices- were trained, and given new procedural guidelines and videos on educational quality. Additionally, local training committees in each of the training centers were strengthened and now include quality and modernization of administration as their main concerns. Manuals on administrative functions were developed and a new staff development system was adopted, incorporating the new work culture and staff profiles. In five more years, the new attitudes and practices are expected to succeed in transforming CONALEP image into that of a modem and efficient institution. The training centers are competing statewide and with other institutions for quality rewards on the basis of several pre-established criteria, including the quality of their projects, leadership, study plans, staff development, administration, improvement of processes and information, interactions with the community, and evaluation of staff performance. Surveys are being conducted among students on the quality of the staff and equipment. CONALEP is also working closely with the occupational Council for Normalization and Certification of Competency Standards (Consejo de Normalizaci6n y Certificaci6n de Competencia Laboral -CONOCER) in adapting its courses to the national system of labor competency standards, and has been the first educational institution to issue competency certificates according to CONOCER norms. 27. Cost Recovery and Cost Accounting. The improvement in cost recovery were considerable and CONALEP reached the 20 percent cost recovery target set at appraisal in 1998. This was possible through user fees charged to industry in payment for courses, as well as donations from private and public donors of land and buildings. Although reaching original goals should be commended, this level of cost recovery may be considered low given the needs to sustain improvements in the quality of training, instructor upgrading, and the cost of updated equipment. In the entire network, the level of cost recovery varies considerably among CAST and between CAST and regular training centers. The most well equipped and staffed CAST, located near large concentrations of industry achieve the highest levels of cost recovery. For instance, the CAST in Ciudad Juarez finances 50 percent of its budget from its own income and estimates that it could increase that rate to 75 percent by doubling the number of clients and by using 100 percent of its installed capacity. 28. Improving the Efficiency of Student Flows and Graduate Placement. These objectives were considered important at appraisal because of the high dropout rate observed during the first semester of regular CONALEP courses. Moreover, information on graduate placement was less than satisfactory. Although 62 percent of CONALEP students found a job within 3 months of graduation, data were not available on the kinds  12 of jobs they obtained or on their earnings. Also missing was information on how CONALEP graduates compare with other groups in the labor market, a key element to assess the effectiveness of the program. The surveys of graduates conducted in 1994 and in 1997 were informative, but failed to allow for reliable comparative analysis because their design did not include control groups. Thus, although direct observation and reports indicate substantial improvements in CONALEP administration and training programs during the project period, the lack of comprehensive cost accounting and the limitations of the graduate surveys preclude an empirical analysis of project efficiency and impact. Procurement of Goods and Services and Disbursements 29. The Bank missions repeatedly provided detailed guidelines for the procurement of goods and contracting of consultants. Topics discussed during missions included e.g. advance payments, bank guaranty for advances, inspection and tests for evaluating equipment, presentation of samples and prototypes as part of bids, terms and place of delivery of equipment, fines for late delivery, installation, requirements for Bank review of contracts, and others. Procurement problems arose with respect to the quality and the specifications of equipment purchased prior to 1995, particularly computers and software, that proved to became rapidly obsolete. Additionally, the lack of homogeneity in models and brands of the equipment made maintenance or upgrading difficult. Most of the computer equipment acquired during the first half of the project, at a cost of about US$7 million, had to be replaced. The strategy from then on was to undertake procurement on the basis of standard specifications for equipment and software and to require guarantees and arrange for maintenance contracts with suppliers. 30. Disbursements kept pace with the project activities, although delays with respect to the planned flow of loan funds occurred as a result of 1994 peso devaluation and staff changes in 1995. ACHIEVEMENT OF ORIGINAL OBJECTIVES 31. The project succeeded in achieving most of its qualitative and quantitative objectives. There have been favorable changes in training programs, technical assistance rendered, and in the modernization of CONALEP administration. Enrollment for the regular and upgraded programs surpassed appraisal targets by 12 percent and 44 percent respectively. However, completion rates in regular programs were still low at project closing. In 1998, the number of graduates was 43.8 percent of the initial enrollment, or 31 percent short of the target of 65 percent set at appraisal. Such high dropout rate represents a high cost to the institution, given that resources for facilities, staff, equipment and administration are deployed on the basis of student enrolment. Remedial measures have been recently adopted to ameliorate this problem, including the introduction of an elective program of high school equivalency for those students who may wish to continue their studies at higher education institutions career after graduating as technicians. The absence of this choice in the past had been a source of dissatisfaction among students. On the other hand, the efficiency of upgraded and on-the-job training was far greater: 100 percent of the workers receiving training completed the courses.  13 On-the-job training is mostly done in cooperation with private industry or other public institutions, and workers have a high motivation to complete the courses because their course accomplishments usually benefit them in their jobs in terms of promotions and salary increase. Also, those courses are usually designed jointly with the industry and have an immediate relevance for trainees. 32. The accounting of training and service costs is one of the project objective that fell short of the original goal. During project implementation, this important sub- component was the least developed. Indeed, the lack of reliable and comprehensive cost information by activity, hampered a more complete analysis of the efficiency and impact of CONALEP training programs. 33. The complementary project objective of controlling administrative costs and keeping them at a level of about 10 percent was partially achieved. In 1998, administrative costs were down to 25 percent of total costs, compared with 57 percent in 1997, which is the level frequently recorded for other public technical training programs. MAJOR FACTORS AFFECTING THE PROJECT Factors not subject to Government control 34. The effects of the 1994-95 economic crisis affected the pace of implementation and disbursements of this as well as other projects in Mexico, and led to a 18 month extension of the closing date. However, the rhythm of activities picked up after 1995 and at project completion most of the agreed actions were completed. Factors subject to Government control 35. There were no major problems that could be attributed to the Government. Factors subject to implementing agency control 36. Greater control over the design and execution of the surveys of graduates and attention to the recommendations made by Bank missions with regard to the need to introduce control groups, would have resulted in useful information to identify desirable changes to be made in the program and to measure program impact. PROJECT SUSTAINABILITY 37. The increased strength of CONALEP resulting from the administrative and educational reforms carried out during project implementation, the decentralization of CONALEP from federal to state level, and the great potential for enhancing cost recovery in the future, augurs well for sustainability of the program. Another factor in favor of program sustainability is the increased prestige and visibility gained by CONALEP in recent years, having moved from the last place in student choice for  14 education in 1993 to third place. To ensure sustainability, it will be important for CONALEP to place a major emphasis in maximizing efficiency, further strengthening its linkages with private industry, and addressing the wide regional and local differences in the quality and performance of the CAST. BANK PERFORMANCE 38. The key issues that needed to be addressed by this third technical project were properly identified and the findings and recommendations of the evaluations of the previous two projects were taken into account. The Bank carried out a careful project appraisal, supervised the project regularly, and provided detailed recommendations on implementation of various activities. It also identified problems of methodology and contents of the surveys and suggested remedial action on several occasions. The technical expertise available during Bank missions was appreciated by the implementing agency and considered of good quality. BORROWER PERFORMANCE 39. Project implementation took place during two different Federal Administrations (the first between 1991-94 and the second in 1995 to 1998). Most of the studies were completed during the first period. Construction and remodeling of facilities (financed by the Government and implemented by the Administrative Committee of the Federal Program of School Construction (Comite Administrador del Programa Federal de Construcci6n de Escuelas - CAPFCE) as well as the procurement of equipment and mobile units by CONALEP, were actions carried out at an even pace through the project implementation period. Academic and administrative reform and development of the CAST took place mostly during the second period. Overall, project activities were intensive and well conducted. During both periods, there were sometimes problems with procurement of goods, because of non-compliance with Bank procedures, reflecting the learning process of new staff joining the project team. A greater control over the design and implementation of the surveys of graduates and more focus on cost accounting, would have permitted an empirical analysis of the efficiency and the impact of CONALEP training, and would have helped the further restructuring of its administration and programs. ASSESSMENT OF OUTCOME 40. Overall the outcome of the project is rated as satisfactory. The project resulted in a stronger and modernized technical training structure, an appropriate culmination of two decades of IBRD assistance to the CONALEP system. 41. A significant outcome of this project was the establishment of the CAST network consisting of eight centers to provide technical assistance and quality control to micro, small and medium industries. After the first three to four years of operations, there are still marked differences in the performance and cost recovery capabilities among the CAST. Nevertheless, as they develop further, they have a great potential for making important contributions to industry and productivity improvement.  15 42. The establishment and successful development of the Computer and Communications Center now provides CONALEP with computer and communication services based on updated technology and proper equipment standardization. The center also delivers relevant training for staff and students pursing careers in computing and supports training activities through its educational TV (SITED) system. These systems have changed the dynamics of CONALEP operations and facilitated the decentralization process. 43. Another program spearheaded by this project, consisting of training for marginal populations, was able to reach a substantial number of people, offering them, through mobile units, training in a variety of skills. It also accomplished effective coordination with other agencies serving the same target population (e.g., health, social development). For further application and expansion of this valuable experience, CONALEP will need to find an appropriate niche among the country's agencies concerned with social development of marginal populations in order to maintain the purpose and functions of the institution strongly anchored in improving the industrial sector. LESSONS LEARNED 44. The following were the lessons learned from the review and assessment of the project: a) An example of best practice in identifying needed reforms in technical training programs is the use of panels of experts at national and state levels, including curricula specialists, representatives of the productive sectors and education professionals; b) The expansion of the scope of CONALEP activities transformed the institution from a strictly pre-work technical training agency to a comprehensive system offering in pre- and on-the-job training, technical assistance and quality and productivity enhancement to industry, and this represents a good model; the industrial services provided by the most advanced CAST are an example that can be used to assist the development of the entire CAST network in different regions of the country; c) With regard to maintenance, an important lesson was leamed from the lack of success of regional maintenance centers and the better results achieved by assigning building and equipment maintenance responsibilities to the each training center, allowing them to contract private contractors and suppliers for maintenance of major equipment. d) Although observations and experiences indicate that there were substantial improvements in the quality and relevance of CONALEP training, a more conclusive analysis of costs in relation to outcomes would have provided a firmer basis to guide the allocation of resources among programs and fine-tune training activities. e) The flexible staffing policies adopted by CONALEP constitute a key factor in the modernization of the institution and provide an important lesson concerning the central role played by personnel policies in the process of institutional change.  16 f) With regard to studies, particularly when they involve costly surveys designed to assess outcomes, it is important to pay careful attention to methodological aspects, including sample selection and control groups, so that results are both reliable and conclusive. FUTURE OPERATIONS 45. The increased administrative and academic strength of CONALEP and its raised prestige among students and the productive sector should facilitate its decentralization and future growth and chrnae. There is also a great potential for increased efficiency and for higher cost recovery through the activities of the CAST and the training centers. Opportunities for further Bank assistance to CONALEP exist in the on-going Technical Education and Modernization Project (Loan 3805-ME), of which CONALEP is one of the executing agencies, and in the proposed Technical Training and Certification Project scheduled for FY02.  17 IMPLEMENTATION COMPLETION REPORT MEXICO THIRD TECHNICAL TRAINING PROJECT (Loan 3358-ME) PART II: STATISTICAL TABLES Table 1: Summary of Assessments Table 2: Related Bank Loans Table 3: Project Timetable Table 4: Cumulative Estimated and Actual Disbursements Table 5: Key Monitoring Indicators Table 6: Studies included in the Project Table 7A: Project Costs Table 7B: Project Financing Table 8: Bank Resources: Staff Inputs Table 9: Bank Resources: Missions Table 10: Status of Legal Covenants  18 Table 1: Summary of Assessments Macro policies '4 Sector policies '4 Financial objectives i Institutional development ' Physical objectives i Poverty reduction ' Gender issues ' Other social objectives ' Environmental objectives i Public sector management '4 Private sector development '4 Other (specify) Sustainability ' Identification ' Preparation assistance ' Appraisal '4 Supervision ' Preparation '4 Implementation ' Covenant compliance '4 Operation '4 Assessment of Overall Outcome '4  19 Table 2: Related Bank Loans Manpower Retraining for the unemployed. 1989 Closed ICR dated November 30, 1993. Training(Ln.2876-ME) Labor Market and Promoting private sector-led growth, easing 1992 Completed ICR dated December 28, 1998. Productivity costs of labor mobility and labor market Enhancement (Ln.3542- adjustment. ME) Technical Education and Improving the quality of technical education 1994 Ongoing Project restructured. Closing date will be Training Modernization and training in order to better meet the needs extended to June 30, 2003. (Ln.3805-ME) of the productive sector.  20 Table 3: Project Timetable 1. Preparation 9-Mar-90 9-Mar-90 2. Appraisal 1-Jun-91 11-Mar-91(*) 3. Negotiations 1-May-91 15-May-91 4. Board presentation 1-Jun-91 25-Jun-91 5. Signing 1-Jul-91 14-Oct-91 6. Effectiveness 1-Jul-91 25-Nov-91 7. Project completion 1-Jun-97 1-Dec-98 8. Loan closing 31 -Dec-97 31-Dec-98 *Pre-appraisal mission retroactively classified as appraisal. Project Timetable 6-Dec-99 24-Jul-98 1 1-Mar-97 28-Oct-95 1 5-Jun-94 Dates 31-Jan-93 - i+ Ranned L.W Actual 19-Sep-91 7-May-0 2.3-Dec-088 11-Aug-87 29-Nar-86 1 2 3 4 5 6 7 8 Processing Steps  21 Table 4: Cumulative Estimated and Actual Disbursements (Millions of US$) II1RD FY FY92-FY,9 FY9 FN FY F9. FY99. Appraisal Estimates 22.3 54.6 86.7 116.5 141.1 152.0 Revised Estimates 22.3 54.6 81.7 106.50 126.1 137.0 Actual 10.9 36.8 63.7 104.7 111.2 116.9 123.7 134.0 Disbursements Actual as Percent of 48.8 67.4 77.9 98.3 90.3 97.8 Revised Estimate Date of Last May 12, 1999 Disbursements 11 US$ 15.0 million were canceled from the totai loan of US$152.0 million on July 1995. 2/ A balance of US$2'988,043.85 million that was cancelled as of May 12, 1999. Disbursements 160 140 120 | ...+.... Appraisal 100 Estinrrtes .2 ~ ~ ~ - 80 ~~~~~~~~~~~~Actuai 60 . y , , . E Disburserents ( n 0 Re gvised I 40 1 p C l; Estin-ates 0 FY92 FY93 FY94 FY95 FY96 FY97 FY98 FY99 Bank Fiscal Year  22 Table 5: Key Monitoring Indicators A. STUDENTS AND INSTRUCTORS 1. Number of Students enrolled * Regular Programs 1,156,000 1,292,269 112 % * Modular Programs 280,000 106,061 38 % * Upgrading Programs 479,500 691,522 144 % * Total 1,915,500 2,089,852 109 % 2. Number of Instructors Receiving Methodology Training 51,000 140,947 276% B. OUTPUTS AND EFFICIENCY I Completion Rates * Regular Programs 52-65% ('91-'97) 44.8% ('98) 69% * Modular Programs 75-80% ('93-97) 9% ('98) N/A * Upgrading Programs 90% ('9 1-'97) 100% ('98) 111% C. COSTS AND FINANACING * Recurrent Cost of Operation (percent of total recurrent) * Administrative Maintain 10.4% 25% ('98) N/A l Regular Programs 77 to 59% 66% ('98) N/A * Modular Programs 5 to 24% 2% ('98) N/A - Upgrading Programs 8 to 6% 7% ('98) N/A a Cost Recovery/Saving Goals 14.7 to 20% ('91-97) - (percent of recurrent expenditures) D. CIVIL WORKS 1. Instructor Training Centers (percent) 100% ('95) 100% ('95) Completed on time 2. Computer Center (percent) 100% ('94) 100% ('94) Completed on time 3. Regional Maintenance Centers (No. And Planned 8 centers to be 8 Centers 100% percent completion completed in '94 Completed on time 4. Technological Centers (No. and percent 8 8 CASTs 100% completion) Completed in 1995 5. Existing Training Centers Requiring Planned 101 remodelings 132 131% Supplemental Construction (No.) remodelings completed on time 6. Mobile Training Units (No.) 60 110 183% 7. Additional construction in existing centers Workshops Laboratories 70 106 151% Classrooms 50 168 336% Other spaces 191 322 168% 1,204 1,407 117% 'The abbreviation N/A means that there were no targets set for the corresponding indicators, but the results are reported for their high significance as project accomplishments.  23 E. EQUIPMENT AND FURNITURE PROCUREMENT 1. 250 Re-equipped/Average percent 100% 100% 100% completed 2. No. Of Centers Fully Re-equipped 250 146 58% F. SELF-EMPLOYMENT PROGS. 1. No. of Training Centers (196) 196 260 132% 2. No. Of Training Courses per year 250 581 232% 3. No. Of Instructors Receiving Training 1250 1,201 96% 4. No. Of Students enrolled 20,000 101,236 506% 5. No. Of Units of Self-employment established 2,000 1,363 68% G. TECHNOLOGICAL SERVICES 1. No. Of Technicians Upgraded2 3,000 65,398 2. No. Of Instructors Upgraded 4,000 N/A 3. No. Of Micro and Medium Industries 12 to 250 per year from '91 Assisted to '97= 882 1,850 210% 4. Technological Services Rendered Not planned 3,565 N/A 2Selected 3rd. Year technicians of regular programs and employed technicians.  24 Table 6: Studies Included in the Project 1. Labor Market Demand Obtain information to enable a Completed in The study was used by the for Technicians more balanced planning and 1995 Division of Curricular implementation of training Development as an input for the programs for mid-level second phase of the 1995 course technicians, auxiliaries, skilled and offerings; it was also used to semi-skilled workers, by branch of define the 1997 national training economic activity; magnitude of courses, on the basis of the the growth of these levels, and demand for technicians, by information by regions and states career and state 2. CONALEP program Expand training services specially Completed in Offering of CONALEP's courses for the maquiladora tailored for the maqu-iladora 1994 for this group was redefined export industries industrial sector, for basic training, on-the-job training and updating of skilled workers and technicians 3. CONALEP program Adjust the supply of CONALEP Completed in The Hotel and Gastronomy for the Tourism Sector training for the Tourism Sector by 1994 Careers were separated and new training facility and/or region curricula were developed for each, based on the results of the study 4. Program in Support of Increase and strengthen Completed in The impact of this study may be Marginal Populations and CONALEP's attention to marginal 1994 observed in the methodology Zones zones, to improve production designed and validated as a basis through programs of training and for the new training program for updating the manpower marginal zones, adopted in the 260 centers. 5. Improving Student Determine the causes of lower Completed in It resulted in promotion and Recruitment in Regular student recruitment in relation to 1993 dissemination campaigns, Technical Programs installed capacity in some centers, billboards, TV and radio ads, and propose recommendations to visits to secondary schools and improve this situation. Also, to preparation of information develop strategies to strengthen the modules promotion and dissemination program regarding courses offered, emphasizing the characteristics and advantages of the technical education offered by CONALEP 3All studies described in this table are in Spanish (translated titles).  25 Curricula redesign for math, Spanish, history and computers 6. Improving Student Diagnose the causes and provide Completed in * Compensatory courses Retention recommendations to significantly 1994 improve: (a) student retention rates * General knowledge exams per semester; (b) the system's terminal efficiency; and (c) help * Strengthening of the establish an integral program to fellowship program support students to finish their studies * Integralfellowships 7. Improving Graduate Develop a system to evaluate, on a Completed in * Graduates traced Tracer System permanent basis, the incorporation 1993 and performance of the * Directory updated CONALEP graduates in the * Improvements introduced productive sector and measure the according to the findings of external effectiveness of the the study College 8. Modular System of Facilitate the design and Completed in . New academic model Technical Training development of a modular system 1994 to facilitate the preparation and * Flexible modules training of specialized, employed labor force 9. Program of Systematic analysis of the Completed in * Establishment of 8 CASTs Technological Assistance technological experiences and the 1993 and Development demand for CONALEP's services, * Improvement of equipment as well as external experiences in Updating and promotion of order to define the operational services parameters of the centers that would provide technical assistance * Linking training supply with services in response to the the needs of the productive requirements of the national and sector regional productive sector 10. Promotion of Micro- Promote the establishment of Completed in Program of self-employment for Industry Development micro-enterprises among 1993 students graduates, taking into account the profile of CONALEP's students, as well as the productive activity of the region  26 11. A. CONALEP's Improve the overall administration Completed in * Program of Integral Administrative of the system, in programming, 1993 Modernization (MAI) Development budgeting, registration of unit costs, and accounting control * Strategic Planning * Introduction of the concept of quality in administration * Redesign of procedures * Labor culture of excellence * Permanent staff training * New organizational structure authorized in 1997 by SHCP and SECODAM II. B. Development of Develop and establish an efficient Completed in In 1995 the plan for the infrastructure to and broad general infrastructure 1992 development of the information improve CONALEP's for communications and system 1995-2000 was launched, communication and computerization, in order to including office computerization information systems respond appropriately to the needs on the basis of defined standards of the central offices and the for equipment and software, centers responsive to the regular flow of information. There is one computer per two administrative staff. A training program in computer use is part of this plan 12. Determination of the Identification of positions in the Completed in Taking into account the positions that could be labor market, for those students in 1994 recommendations of this study, occupied by students CONALEP's modular careers it was decided not to establish completing a technical new centers or new careers career in the modular before a qualitative and system quantitative analysis of the needs of the productive sector in the respective regions 13. Program of quality Contribute to the program of Completed in Consolidations of careers assurance for health quality assurance in the health 1994 careers sector 14. Educational Strengthening the educational Completed in It was the basis for the creation Orientation System quality of technical professionals 1994 of the Educational Orientation in various areas of activity through System the establishment of a national Educational Orientation System, consisting of three programs: I. School promotion and orientation; II. Educational orientation; and III. Professional orientation  27 15. Middle Technical Provide an analytical and Completed in * Consolidation of educational Employment and empirical framework of education 1994 supply Education and employment requirements in the fields pertaining to CONALEP * Definition of CONALEP's niche 16. Metrology Assistance Identify current status of Completed in The study identified the services to make a full diagnosis metrological resources of labs in 1998 that could be accredited in the of the CASTs the CASTs located in Cuautitlan, short term, equipment needs, Ciudad Juarez, Zapopan, training required for the staff, Matamoros, Guadalupe, Tijuana documentation needed as part of and Leon the calibration procedures, quality manual, remodeling of facilities to provide an environment required by standards, and steps needed to obtain accreditation of the calibration services 17. Women Participation Provide strategic conditions to Completed in The study identified several in Technical Careers enable CONALEP to develop 1998 reasons why women do not short term and medium term choose more often careers in communication campaigns to industry, and it proposes several motivate women's participation in strategic information criteria to technical careers in industry strengthen women's participation in "hard" careers. The suggested criteria are still being reviewed and no decision has been taken regarding outreach 18. Curricula Design for Continue to increase training Completed in The study will be validated in Social Training Courses quality, particularly of the PAZM 1998 1999 before its general courses, through redesign of application teaching to strengthen aptitudes and manual skills responsive to the basic needs for training, of the target population in marginal zones  28 Table 7A: Project Costs (US$ Million) Quality 39.7 64.7 104.4 62 139.7 33.3 173.0 19.3 Expansion 24.2 39.6 63.8 62 11.0 0.0 11.0 0.0 Efficiency 13.8 22.5 36.3 62 25.5 0.0 25.5 2.0 Table 7B: Project Financing (US$ Million) Federal Government 52.5 0.0 52.5 75.1 0.5 75.5 IBRD 25.2 126.8 152.0 101.2 32.8 134.0  29 Table 8: Bank Resources: Staff Inputs Preparation to Appraisal 46.9 94.4 Appraisal 13.9 24.6 Negotiations through Board Approval 7.7 13.2 Supervision 162.2 404.5 Completion 8.0 21.4  30 TABLE 9. BANK RESOURCES: MISSIONS Through Appraisal Identification Nov / 89 2 1 N/A N/A N/A Identification Mar /90 2 1 B,C N/A N/A N/A Preparation Nov / 90 2 1 B N/A Preparation Jan /91 3 2 B(2), C N/A Appraisal Through Board Approval Appraisal Mar /91 7 2 A,B(3), C,D N/A Post Appraisal Jun /91 1 1 A N/A Supervision Supervision I Aug /91 2 2 A,B I I N/A Supervision 2 Nov /91 2 1 A,B I I N/A Supervision 3 Feb /92 2 2 A,B I I N/A Supervision 4 Jun /92 2 2 B,C I I N/A Supervision 5 Oct /92 2 2 A,B 1 I N/A Supervision 6 Mar / 93 5 2 A(2),B,C,D 1 I N/A Supervision 7 Jun / 93 2 .5 A,B 2 1 a, b, c Supervision 8 Oct / 93 5 2 A(2),B,C,D I I N/A Supervision 9 Mar /94 4 A,B,C,D 2 1 B Supervision 10 Mar / 94 2 A,B S HS b, d Supervision 11 Oct /94 3 2 A,B,D S HS b, d Supervision 12 May /95 2 A(2) S S b, d Supervision 13 Jul /95 2 1 A(2) S S b, d Supervision 14 Oct / 95 2 .5 A, g S S N/A Supervision 15 Dec /95 2 .5 A(2),B,D,F S S b, d Supervision 16 Jan /97 7 1 G,H S S N/A Supervision 17 Oct /97 2 1 A,B S S N/A Completion Apr /99 2 1 A,I S S N/A a/ A=Labor Economist; B=Tech. Training Spec.; C=Implement Spec.; D=Division Chief; E=Procurement Spec.; F=MIS Spec.; g=lnformation Spec.; H=Gender Spec.; I=Sociologist. b/ 1= Problem Free; 2=Moderate; 3=Major Problems; S=Satisfactory; U=Unsatisfactory. c/ a=Management; b=Procurement; c=Legal; d=Counterpart Funds.  31 Table 10: Status of Legal Covenants 202 (b) 02 Open and maintain a special account. C No Comments. 3.01 (a) 03 Contractual arrangements between C 14-Jan-92 25-Nov-91 No Comments. Borrower, Guarantor and CONALEP. 3.03 09 Government and Bank undertake C March of Midterm Review Report annual and Mid-term reviews project. every year received in April 1997. March, 1994 4.01 (a) 01 Maintain adequate financial records C 25-Nov-91 No Comments. (Continuously). 4.01 (b) 01 Submit audit reports of the financial C 30-Jun-92 All audit reports were (I) records and of the Special Account. submitted on or prior to the due date and were unqualified. 4.01 (b) 01 Submit audited records of the C 06-Jun-92 There were several instances (II) projects. of delays in submission of Audit Reports. 4.01 (b) 01 Submit certified monthly statements C Accounts were submitted by (III) of the Special Account. NAFIN every time the Special Account was replenished from the Loan Account. Schedule 05 Completed the project. C 31 -Dec-96 31-Dec-97 No Comments. 2 31-Dec-98 2.02 03 Provide the funds required for the C 14-Jan-92 25-Nov-91 No Comments. project to CONALEP. 3.02 03 Contractual Arrangements. C 14-Jan-92 25-Nov-91 No Comments. 3.03 09 Government and Bank undertake C March of No Comments. annual and mid-term reviews of every year project. March, 1994 2.06 10 CONALEP shall carry out the eleven C Complied with. (a)-(b) studies. 2.06 10 Study: Labor Market for skilled C 1995 Complied with. (I) workers and middle-level technicians. 2.06 10 Study: Training workers for the in- C Complied with. (II) bond assembly industry sector 31-Mar-93 (Maquiladora). 2.06 10 Study: Training workers for the C 31-Mar-93 Complied with. (III) tourism sector.  32 2.06 10 Study: Improving recruitn for3-M Improvement registered. (V) career programs currently offered by CONALEP. 2.06 10 Study: Determine how to reduce the C 31-Mar-93 A reduction of 15 percent is (VI) level of CONALEP dropouts. observed. 2.06 10 Study: Improving follow up C No comments. (VII) information on graduates. 31-Mar-93 2.06 10 Study: Determine levels of C Technology has been updated (VIII) technology in workplace, and develop in school-based programs as plan for adapting training programs well as in custom-made accordingly. courses at CASTs. 2.06 10 Study: Determine the types of C Complied with, especially (IX) technical assistance required by through CASTs. micro, small and medium scale enterprise. 2.06 10 Study: Determine how to refine and C Complied with, especially (X) upgrade the micro-enterprise through CASTs. development program currently offered by CONALEP. 2.06 10 Study: Determine how to improve C 31-Mar-93 Administrative costs were (XI) CONALEP's administration of its reduced at central level by 8.6 physical, financial and human percent. resources. 2.07 10 CONALEP shall prepare and begin C Administrative expenses were carrying out an action plan to reduce reduced. per student administration expenses at 50 highest cost training centers. 2.08 02 Cost recovery to reach 20 percent of C Cost recovery reached 20 recurrent costs by end of calendar percent in 1996, 1997 and year 1996. 1998. Satisfactory compliance with one year delay (in 1996 19 percent was achieved). 2.10 10 CONALEP shall operate mobile C The number of mobile units training units according to agreed operating are 110 compared to operational maOnual. goal of 60. 2.09 10 CONALEP shall operate TDAC's C All eight CASTs are operating (CAST's) according to agreed satisfactori operational manual. Iy.  33 2.11 10 CONALEP shall operate maintenance C Complied with, as a result, units according to agreed operational maintenance of buildings and manual. equipment improved Significantly during the 1995-1999 period. 2.12 10 CONALEP shall operate equipment C Complied with. production unit in accordance with agreed operational manual. 2.15 09 CONALEP, together with the C Annual reviews and action Borrower and the Guarantor, shall plans were carried out as participate in annual review of the planned. Project Implementation to be conducted each June, beginning in 1992 and, on basis of review, produce a plan of action for modifications to be implemented in following 12. 4.02 (a) 01 CONALEP shall have the records and C Complied with. (1) accounts audited by independent and qualified auditors for each financial year. 4.02 (a) CONALEP shall furnish the Bank C Audit reports have been (II) 01 within six months of the end of each presented on time and have fiscal year: a certified copy of its been unqualified. financial statements so audited; and the audit report of the auditors. 4.02 (a) 01 CONALEP shall furnish to the Bank C CONALEP has provided all (III) such other information, concerning information requested by the (I) and (II) above, as the Bank may Bank. request. Covenant Types: Present Status: 1 = Accounts and Audits C = Covenant complied with 2 = Financial Performance / Revenue generation CD = Complied with after delay from beneficiaries CP = Complied with partially 3 = Flow and utilization of project funds NC = Not Complied with 4 = Counterpart finding 5 = Management aspects of the project or executing agency 6 = Environmental covenants 7 = Involuntary resettlement 8 = Indigenous people 9 = Monitoring review, and reporting 10 = Project implementation not covered by categories 1-9  34 Appendix A Mission's Aide Memoire MEXICO TERCER PROYECTO DE CAPACITACION TtCNICA (CONALEP III) Prestamo 3358-ME AYUDA MEMORIA Misi6n de Cierre del Proyecto Abril 26-30 de 1999 Introduccion La misi6n de cierre del Tercer Proyecto de Capacitaci6n Tecnica se realiz6 del 26 al 30 de abril de 1999 y estuvo compuesta por Nydia Maraviglia (Jefe de la misi6n, Consultora), Anna Sant'Anna (soci6loga) y Catalina Toledo (Contadora, consultora) . El objetivo de la misi6n consisti6 en realizar, juntamente con representantes de Nacional Financiera (NAFIN), Colegio Nacional de Educacion Profesional Tecnica (CONALEP) y Secretaria de Hacienda y Credito Publico (SHCP), una revisi6n de la implementaci6n del Proyecto hasta su cierre el 31 de diciembre de 1998, como base para la preparaci6n del informe de terminaci6n del Proyecto (Implementation Completion Report -ICR), a ser presentado a la Junta Directiva del Banco. La misi6n desea agradecer a los funcionarios del CONALEP, NAFIN y de la SHCP las atenciones recibidas y sus importantes contribuciones al exito de esta misi6n. Acompaniados por funcionarios de NAFIN y CONALEP, la misi6n visit6 Ciudad Juarez, Estado de Chihuahua, con el fin de observar sobre el terreno las actividades y realizaciones del CONALEP en lo referente a ensefianza tecnica Ilevada a cabo en los planteles, la capacitaci6n en el trabajo, la operaci6n de unidades m6viles, la vinculaci6n con empresas privadas y el funcionamiento del CAST. La misi6n quisiera agradecer la amable recepci6n brindada por las autoridades estatales del CONALEP en Ciudad Juarez y la excelente programaci6n de esta visita de campo. La visita ha sido muy provechosa, una vez que permiti6 a la misi6n tener una visi6n clara del funcionamiento de los principales programas del CONALEP. En especial vale notar la operaci6n del CAST, que se destaca por su caracter innovador en cuanto a la vinculaci6n con el sector productivo y sentido empresarial de recuperaci6n de costos y programaci6n estrategica para llegar a la sostentabilidad tecnica y financiera del programa. N6tese tambien el papel del CAST en el desarrollo de proveedores, aspecto merecedor de mayor difusi6n a nivel nacional. I. Revisi6n de los Componentes del Proyecto La misi6n recibi6 el borrador del informe de cierre del Proyecto preparado por CONALEP, asi como numerosos otros documentos y tuvo la oportunidad de intercambiar opiniones durante presentaciones muy efectivas organizadas por el CONALEP sobre la implementaci6n de los distintos componentes durante los afios 1991-1998. Durante este periodo se distinguen dos etapas, la primera de 1991 a 1994 y la segunda, desarrollada durante la presente Administraci6n, de 1995-1998. Las presentaciones permitieron tambien detectar los efectos sobre el financiamiento y las actividades del proyecto de los cambios en el entomo macro econ6mico Mexicano observados durante la ejecuci6n del  35 Proyecto. Ademas, las presentaciones consideraron los efectos que tendra la descentralizaci6n del CONALEP sobre los distintos programas, asi como las medidas que se estan tomando para asegurar la continuidad de los logros alcanzados a la fecha traves del Proyecto, una vez que la responsabilidatl de implementaci6n pase completamente a los estados (con la retenci6n de funciones normativas a nivel central). Se revis6 tambien el desempefio de todos los componentes del Proyecto, los cuales son: (a) Mej oras en la calidad; (b) Expansi6n de las actividades de capacitaci6n; y (c) Mejoras en la eficiencia y eficacia de CONALEP. El Banco efectuarA un analisis de la totalidad del Proyecto utilizando el resultado de las observaciones de campo, asi como la sustancial informaci6n recibida durante la misi6n e incluira sus conclusiones y recomendaciones en el ICR. II. Costos y Financiamiento El Prestamo original fue de US$152 millones y se redujo a US$137 millones en 1995 como resultado de un pedido de cancelaci6n del Gobierno en respuesta a la crisis econ6mica. El costo total original del Proyecto habia sido estimado en US$204.5 millones. Se preve una cancelaci6n del saldo final del Prestamo al cierre de cuentas, programado para el 30 de abril de 1999. Sin embargo, el monto exacto de dicha cancelaci6n no esta todavia disponible, en virtud de que no ha sido procesada por el Banco la uiltima solicitud de desembolso. Asimismo, la misi6n solicit6 y obtuvo informaci6n adicional de parte de CONALEP sobre el costo de construcci6n de planteles, que constituy6 el aporte del Gobierno al proyecto. La informaci6n sobre el costo total del Proyecto, fue brindada en Pesos mexicanos para el periodo 1990- 1998. En base a esta informaci6n, NAFIN calculara el costo total del Proyecto en su equivalente en D61ares al momento de su finalizaci6n, incluyendo el aporte del Gobierno. III. Asuntos Pendientes Durante la misi6n, se identific6 la inforrnaci6n adicional que necesitara el Banco para preparar el ICR, tal como se describe a continuaci6n. Al respecto, se acord6 que dicha informaci6n sera enviada al Banco a mas tardar el 12 de mayo de 1999: a) NAFIN enviarA al Banco la versi6n final del estado de cumplimiento con los compromisos establecidos en el Convenio de este Prestamo; b) NAFIN consolidara la informaci6n sobre costos realizados (reales) utilizando el costo de la construcci6n enviado por CONALEP, y enviarA al Banco los cuadros especificados en el informe de cierre como tablas 7.B y 7.C; c) CONALEP enviara el resultado de la compilaci6n que esta actualmente finalizando, sobre los gastos incurridos en el Proyecto, por componente. Vale notar que el Banco necesita esta informaci6n para el analisis de la implementaci6n del Proyecto a ser incluida en el ICR y para el informe final de supervisi6n del Proyecto; d) CONALEP/NAFIN enviaran al Banco la versi6n final del resumen ejecutivo del "Informe Final del Tercer Proyecto de Capacitaci6n Tecnica", en diskette, para que pueda ser incorporado en el ICR. IV. Procesamiento del ICR Antes del 31 de Mayo, el Banco entregarA al Gobierno un borrador del ICR para recibir sus comentarios. La finalizaci6n de este informe por parte del Banco debera hacerse antes del 30 de junio de 1999.  36 Appendix B Government's Loan Closing Report (in Spanish) TERCER PROYECTO DE CAPACITACION TECNICA CONALEP III - BIRF PRESTAMO 3358-ME INFORME DE TERMINACION DE PROYECTO Resumen de la visi6n del Gobierno de Mexico Junio, 1999 INTRODUCCION En el marco de una economia con una fuerte tendencia a la globalizaci6n, los paises como el nuestro se enfrentan ante el reto de reestructurar muchas de sus politicas tradicionales que venian manejando hasta la conclusi6n de los afios 80s. Dichas politicas se tendrian que orientar hacia iniciativas de estabilizaci6n y transformaci6n estructural de la economia mexicana, derivado de esto se iniciaron diversas estrategias que permitieran insertar a nuestro pais en ese proceso de globalizaci6n. Las principales lineas que adopta el Gobiemo es el fortalecimiento de su infraestructura, para motivar la inversi6n en sectores claves del pais que promovieran un desarrollo industrial importante a la par con politicas de liberaci6n comercial. Ante este requerimiento el Gobiemo de Mexico tambien consider6 como parte esencial de este proceso elevar el nivel educativo de la poblaci6n econ6micamente activa a traves de la capacitaci6n, e incluir un modelo educativo acorde con los requerimientos de esta nueva fase para las nuevas generaciones que se incluiria en el mercado de trabajo, en este sentido el papel de la educaci6n tecnica jugaria un importante papel. El Tercer Proyecto de Capacitaci6n Tecnica (CONALEP III), surge como una opci6n para enfrentar esta problematica, ya que a travs -de dos proyectos financiados anteriormente por el Banco: el primero tendiente al fortalecimiento de la infraestructura del Colegio, asi como su equipamiento; y el segundo promover la demanda para la capacitaci6n tecnica mediante el desarrollo de metodos pedag6gicos de ensefianza y capacitaci6n a sus profesores con el objetivo de elevar la calidad del servicio del Colegio, lo colocan como una instituci6n viable para solventar a corto plazo los requerimientos del mercado laboral, principalmente de tecnicos especializados. Es asi que en 1990, como una iniciativa conjunta del Gobiemo Mexicano y el interes del Banco en participar en una nueva operacion se inicia el proceso de preparaci6n del nuevo proyecto para el CONALEP, en el que se establece que el costo total del proyecto seria de 204.5 mdd, de los cuales el Gobiemo aportaria 52.5 mdd, y mediante la firma de los Documentos Legales del Prestamo 3358-ME, el 14 de octubre de 1991, el Banco Mundial financiaria parcialmente el proyecto con un monto de 152.0 mdd. La operaci6n es declarada efectiva el 25 de noviembre de 1991, fecha en que inicia oficialmente la ejecuci6n del Tercer Proyecto. EJECUCION DEL CONALEP III Retomando la experiencia del ejercicio de dos proyectos anteriores, el CONALEP ha logrado con este Tercer Proyecto, consolidar su imagen institucional que se ve reflejada en la calidad del servicio  37 educativo que actualmente proporciona a traves de sus diversos programas, lo que se puede evaluar por medio de los componentes e indicadores de monitoreo que han quedado plasmados en el Informe de Termninaci6n del Proyecto. En terminos generales, el CONALEP se destac6 por el cumplimiento y arnpliaci6n de las metas y objetivos originalmente establecidos para el proyecto, los cuales se concentraron en los tres componentes que se detallan a continuaci6n, que al ser evaluados durante la Misi6n de Cierre del Proyecto, el Banco encontr6 satisfactorias las acciones emprendidas para cada uno de ellos: I. Mejoras en la calidad educativa. II. Expansi6n en las actividades de capacitaci6n del CONALEP. III. Fortalecimiento Institucional: Incremento de la eficiencia y competencia del CONALEP. Es importante mencionar que durante la ejecucion de este proyecto, incidieron varios elementos que no permitieron que concluyera en el tiempo previamente establecido, como han sido principalmente: a) los niveles presupuestarios asignados anualmente, los cuales se dieron por debajo de lo que se sefial6 en el Staff Appraisal Report (SAR); b) la crisis financiera que se origino en 1995 y que Ilevo a restricciones presupuestarias severas, aunado a un desliz del peso frente al d6lar, tambien contribuy6 en el bajo ritmo anual de desembolsos. Derivado de esta crisis el Gobierno de Mexico decidi6 cancelar en ese mismo afio 15.0 mdd de la linea total del credito, quedando un monto de 137.0 mdd. Ante esta problematica el CONALEP puntualiz6 sus acciones de acuerdo a los recursos autorizados cada afio, esforzandose por cumplir con los requerimientos establecidos en el los Documentos Legales, asi como asumir los compromisos y retomar las sugerencias del Banco Mundial en cada Misi6n de Supervisi6n al Proyecto. Cabe sefialar, que pese a los factores extemos que afectaron la ejecuci6n del proyecto y que impidieron su conclusi6n, prevista para el 31 de diciembre de 1997, fue necesario ampliar la fecha del cierre del proyecto por un afio mas, con lo que se permitiria al CONALEP finalizar las acciones en funci6n de cumplimiento y ampliaci6n de metas. Asi mismo, para el aprovechamiento de los recursos se efectuaron enmiendas a los Documentos Legales con la finalidad de reasignar recursos entre las diferentes categorias de gasto de acuerdo a las iniciativas de acci6n en donde el CONALEP requeria de fortalecimiento, ademas se incorporaron gastos efectuados por el Colegio que se consideraron elegibles de financiamiento ya que venian incidiendo directamente en el proyecto. Otro aspecto a resaitar durante la ejecuci6n del proyecto y que es observado en el Informe de Terminaci6n del mismo, es lo referente a los procedimientos de adquisici6n de bienes, especificamente a equipo de computo y software. Muchos son los factores que incidieron para que estos bienes no cumplieran conforme a lo que observa el Banco, principalmente en la primera fase del proyecto: * La primera de ellas es que el mercado que ofrece equipo de computo y software experimenta un constante avance tecnoilgico, lo que repercute directamente en este tipo de bienes, los cuales se vuelven obsoletos rapidamente. * Otro aspecto es el presupuesto asignado a la comnpra de este tipo de bienes por parte del Gobiemo, que muchas veces limita la compra del equipo en cuanto a ntumero y en relaci6n al producto mas avanzado que se ofrece en el mercado.  38 * Por ser las primeras compras que el CONALEP llev6 a cabo, no se tenia experiencia en la definici6n de las especificaciones tecnicas de los equipos, lo que contribuy6 a la rapida obsolescencia de los mismos. * Se considera tambien que la compra de este equipo dependi6 del perfil del usuario que haya definido el CONALEP en su momento. * La politica de licitaciones implica tiempos prolongados que van desde la definici6n de los documentos de licitaci6n y sus especificaciones tecnicas hasta el momento de la entrega del equipo por parte del proveedor al organismos ejecutor, que en promedio se lleva hasta 8 meses, periodo en el que existen diferencias importantes entre el modelo que se adquiere y el nuevo prototipo que se encuentra en el mercado. Sin embargo, todos los procedimientos de licitaci6n, tanto de este tipo de bienes como todos aquellos que adquiri6 el CONALEP, desde el inicio del proyecto hasta su termino, se realizaron en conformidad con las normas del Banco, bajo los principios de economia y eficiencia. PERPECTIVAS DEL COLEGIO Con la experiencia adquirida mediante este proyecto, el Colegio entra en una fase de sustentabilidad institucional y financiera, la cual requiere del disefio de una estrategia que le permita mejorar, fortalecer y extender sus servicios educativos para enfrentar el nuevo milenio. Para lo cual, el ICR puede ser considerado un documento base para el disefio de dicha estrategia tomando en cuenta las ultimas recomendaciones del Banco Mundial, donde resalta los logros mas sobresalientes alcanzados por el Colegio: / Fortalecimiento y modernizaci6n de la estructura de capacitaci6n tecnica. -( Creaci6n de los Centros de Asistencia y Servicios Tecnol6gicos (CAST), como un modelo de gran potencial que puede contribuir al fomento y conducci6n de la productividad del sector industrial. V Instalaci6n y modernizaci6n del Centro de Informatica y Comunicaciones. V Establecimiento del Sistema Interactivo de Televisi6n Educativa a Distancia (SITED). / Adaptaci6n de la Red Nacional de Comunicaciones, entre planteles, representaciones y oficinas nacionales. V Consolidaci6n del Programa de Atencion a Zonas Marginadas, como medio para promover la capacitaci6n y la asesoria tecnol6gica a zonas marginadas urbanas y rurales.  39 Informe Final del Tercer Proyecto de Capacitacion Tecnica (Prestamo 3358-ME) Entidad Ejecutora: Colegio Nacional de Educacion Profesional Tecnica Entidad Financiera: Banco Internacional de Reconstrucci6n y Fomento Periodo 1991 - 1998 Version Ejecutiva mayo de 1999 ^_ Colegio Nacional de Educacion Profesional Tecnica  40 INTRODUCCION La presente versi6n ejecutiva del informe de terminaci6n del Tercer Proyecto de Capacitacion Tecnica. Prestamo 3358-ME (CONALEP ll), es el testimonio del Colegio Nacional de Educacion Profesional Tecnica de las acciones realizadas durante el periodo de vida del Proyecto; se ocupa fundamentalmente de describir los aspectos y logros cualitativos del mismo. El Colegio desea expresar su agradecimiento a las Secretarias de Educaci6n Publica, de Hacienda y Credito Publico, de la Contraloria y Desarrollo Administrativo, a Nacional Financiera y al propio Banco, particularmente al Departamento para Mexico, America Latina y el Caribe por la oportunidad que le brindaron de ser uno de los ejecutores de credito externo y aprender los procesos involucrados en el. La integraci6n del informe se efectu6 analizando la informacion proporcionada por las unidades administrativas de la instituci6n, mediante investigaci6n documental de otras fuentes impresas, a traves de la consulta de las Ayudas Memorias de las Misiones de Supervision y del Informe de Medio Termino. La ejecuci6n del proyecto dur6 ocho ahos, Uempo durante el cual el contexto econ6mico, social y gubernamental de nuestro pais se modific6, a dichos cambios se adapt6 el Colegio. Podriamos afirmar que este informe representa la evoluci6n y transformaci6n que ha tenido el CONALEP en dos etapas, aquella que va de 1991 a 1994 y otra que se empieza a gestar en 1995 y que continua hasta 1998. La primera etapa se caracteriz6 por un hacer constante y la generaci6n de un buen niumero de iniciativas que le confirieron al modelo educativo de la instituci6n presencia en la sociedad mexicana; Ia segunda etapa aprovech6 las experiencias acumuladas por la instituci6n, idenbficando sus fortalezas y sus debilidades, su peculiaridad estriba en impulsar un cambio planeado con base en la redefinici6n de sus acciones de acuerdo con las demandas del contexto. En el transcurso del presente informe se podran identificar ambas etapas. El costo total del proyecto se estim6 en 204.5 millones de d6lares, de los cuales el Banco Mundial aportaria aproximadamente el 75% y el Gobiemo Federal el restante 25%. Las principales acciones y logros alcanzados por cada uno de los subcomponente que integran los componentes del Proyecto se describen a continuaci6n: 1) MEJORAS EN LA CALIDAD. A.1) DESARROLLO DE PLANES Y PROGRAMAS DE ESTUDIO (OFERTA EDUCATIVA). Para contribuir a lograr el objetivo del componente de 'Mejoras en la calidad", el CONALEP, durante el periodo de ejecuci6n del Tercer Proyecto de Capacitacion Tecnica, emprendi6 dos grandes acciones: la primera de ellas fue la reforma academica del Colegio realizada a partir de 1989 y concluida en 1994, reforma que se caracteriz6 por la expansi6n y diversificaci6n de la oferta educativa, llegando a disenar 146 carreras. La segunda acci6n fue el redimensionamiento de la oferta educafiva y el fortalecimiento curricular que inici6 el CONALEP en 1995 a efecto de consolidar una oferta educafiva pertinente, flexible y de calidad. En terminos de la oferta educativa, el Colegio para 1995 enfrentaba basicamente tres problemas: uno de caracter operativo, consistente en un gran nOmero de carreras, lo que generaba una importante fragmentaci6n de recursos; otro que consistia en la competencia con instituciones de educaci6n profesional tecnica en carreras con suficiente cobertura por parte del sector publico y la iniciativa privada, lo que daba como resultado una marcada duplicidad en la atenci6n de la misma demanda, y el tercero, a la falta de pertinencia de los contenidos de los planes y programas de estudio con las necesidades de los estudiantes y los sectores producfivos. En el primer caso se racionaliz6 la oferta fusionando planes de estudio cuyas especialidades y contenidos eran practicamente iguales, asimismo se eliminaron las carreras con muy baja matricula a nivel nacional y se suprimieron las carreras que presentaban contenidos y equipamiento obsoletos. De esta forma se redujo el nOmero de carreras a ^ _ Colegio Nacional de Educacion Profesional Tecnica  41 63 y se actualizo la oferta en nueve areas ocupacionales Cabe destacar el hecho de que la reducci6n de areas ocupacionales obedecio a la intenci6n de fortalecer la vocaci6n del Colegio, es decir, que la mayor parte de las carreras impartidas correspondieran al area industrial. Esa fue la decisi6n por la cual se eliminaron las areas ocupacionales y carreras relacionadas con el ambito Agropecuario y Pesca, ademas existen otras instituciones educativas del nivel medio superior que cuentan con mayores recursos, experiencia e infraestructura para impartir ese tipo de especialidades t6cnicas. Con relacion a las areas de formaci6n ocupacional cabe destacar los siguientes aspectos: las areas fueron reconceptualizadas considerando que las carreras estuvieran comprendidas en la estructura ocupacional del pais y que los niveles de formaci6n correspondieran a los existentes en el mercado de trabajo. Para tal efecto se utiliz6 como insumo basico el modelo propuesto por la Secretaria del Trabajo y Previsi6n Social en el Catalogo Nacional de Ocupaciones. Asimismo, tambien se consult6 la Clasificaci6n Internacional Uniforme de Ocupaciones, elaborado por la Organizaci6n Internacional del Trabajo. Durante 1996 como resultado de los foros estatales de consulta, los paneles de expertos y las jornadas de evaluaci6n curricular, en las que participaron docentes del Colegio, especialistas en contenidos, representantes de los sectores productivos y profesionales del area de ciencias de la educaci6n, se defini6 una nueva oferta educativa de 29 carreras, agrupadas en dos grandes sectores de la actividad econ6mica: el industrial (70%) y el de servicios (30%), misma que comenz6 a operar en el ciclo escolar 1997-1998. Las decisiones tomadas y sus consecuentes acciones permitieron: 1) eliminar las duplicidades con otras con otras instituciones; 2) concentrar los recursos disponibles para mejorar el equipamiento de talleres y laboratorios de las carreras realmente demandadas; 3) formular un plan de actualizaci6n factible para el personal docente, en un numero de especialidades manejables para el Colegio; y, 4) revisar la totalidad de los planes de estudio, cuya ultima actualizaci6n se habia realizado en 1990, siguiendo las recomendaciones de la UNESCO, en el sentido de actualizar cada cinco ahios un plan de estudios. La nueva oferta educativa requiri6 un disefo curricular basado en criterios de pertinencia y flexibilidad, para lograr la correspondencia entre los contenidos y las demandas de formaci6n profesional del mercado de trabajo, asi como para adaptarla y actualizarla de acuerdo con los cambios tecnol6gicos y la dinamica social. El replanteamiento que se llev6 a cabo de la estructura curricular se caracteriza por ser mixta, es decir, integrado por asignaturas que proporcionan una formaci6n cientifica y sociohumanistica, y por m6dulos que proveen al alumno de competencias propias del desempefio practico de la carrera que cursa. La estructura curricular qued6 conformada por dos bloques: Formaci6n Basica, integrado por 19 asignaturas de las areas de Lenguaje y Comunicaci6n, Ciencias Naturales e Hist6rico - Social; y, Formaci6n Ocupacional, organizado en 3 niveles ocupacionales: semicalificado, calificado, y, mandos y tecnicos de nivel medio; asi como el Programa de Complementaci6n Academica, compuesto por 6 asignaturas a cursas en forma paralela a la formaci6n profesional tecnica, que le dan acceso a la educaci6n superior. Un aspecto importante a destacar, es la relaci6n que ha mantenido la oferta educativa y sus consiguientes planes y programas de estudio con el equipamiento que se define y determina para cada una de las carreras que operan los centros educativos del CONALEP, de nada valdria tener un desarrollo curricular adecuado sino se cuenta en los planteles con la infraestructura y equipo que permitan a los alumnos alcanzar los objetivos educativos correspondientes. En materia de equipo el Credito 3358-ME realiz6 una aportaci6n importante que fue acompanada por una consecuente inversi6n del gobiemo federal para la creaci6n y mejora de infraestructura de espacios educativos en los planteles, asi como la creaci6n de una base de datos que permite al Colegio saber con que equipo cuenta cada plantel y sus condiciones fisicas. La oferta educativa se continuara caracterizando por su flexibilidad, pertinencia y calidad. En el marco de la federalizaci6n, se fortalecera la planeaci6n educativa estatal lo que implicara la determinaci6n de cierto tipo de carreras que respondan a demandas especificas de su contexto y en combinaci6n con otros sistemas educativos de O Colegio Nacional de Educaci6n Profesional Tecnica  42 las entidades federativas. Los planes y programas de estudio recibiran un fuerte impulso por lo que hace a su disello y desarrollo bajo el enfoque de competencias ocupacionales, lo que exigira mejorar la informaci6n sobre el equipamiento y su vigencia de operaci6n. A.2) MATERIAL DIDACTICO. En el Informe de Medio Termino del Tercer Proyecto de Capacitaci6n Tecnica se asentaban los siguientes datos: 'En cuanto a los materiales didacticos impresos y audiovisuales se disenaron 38 nuevas cedulas de apoyo para el cuarto grado semestral del plan 1990; se revisaron 18 y estan en proceso de diseno 75, asi como se redisefiaron 50 materiales audiovisuales y se encuentran en proceso de diseno 213n. Por otra parte, en el punto de diagn6stico del Programa Institucional 1995-2000 relacionado con el material didactico se describe: 'El Colegio Ileva a cabo una importante actividad: la elaboraci6n y distribuci6n, practicamente gratuita, de materiales didacticos. Entre estos se encuentran los materiales escritos, audiovisuales y programas para computadora". "El Conalep ha elaborado cerca de 700 titulos y mas de doce millones de volumenes de diversos materales como cedulas, manuales, fasciculos, antologias y glosarios, ademas de materiales audiovisuales y programas de c6mputo para apoyar el proceso educativo. Tambien se ha realizado un gran esfuerzo para dotar a las bibliotecas de textos que sirvan de apoyo a los programas de estudio." "A pesar de ello, no se ha logrado ia actualizaci6n permanente de dicho acervo a fin de asegurar su adecuaci6n y pertinencia a los avances tecnol6gicos, ni tampoco se ha podido incrementarlo en lo que corresponde a los programas informaticos y de multimedia." En concordancia con esos objetvos, el Programa Institucional propus6 como objetivo la revisi6n y actualizaci6n de los materiales didacticos, a fin de que sean acordes a los avances disciplinarios del nivel medio superior, asi como a los cientificos y tecnol6gicos predominantes en el ambito productivo. El cumplimiento del objetivo se logr6 mediante la adopci6n de la estrategia de coeditar los libros de la formaci6n basica y adquirir libros para la formaci6n ocupacional. En las coediciones, los libros son elaborados por especialistas de las diferentes disciplinas que conforman a las asignaturas de la formaci6n basica, por lo que se asegura la correspondencia de su enfoque y tematica con los manejados en el nivel medio superior del pais. Tambien se ha buscado que el formato de los libros facilite su comprensi6n y manejo por parte de los alumnos. La coedici6n de libros comprende la elaboraci6n del libro para el alumno, asi como uno para el docente, en donde se le proporciona una guia metodol6gica para la imparticion de cada asignatura. A partir de aqui, se persistira en la coedici6n de libros y en su actualizaci6n, habra un fuerte despliegue de creaci6n de materiales didacticos para la formaci6n ocupacional y se iniciara un probable proyecto piloto de integraci6n de bibliotecas virtuales; asimismo, se propiciara que los alumnos y docentes de la instituci6n aprovechen mejor los recursos didacticos y los evaluen en consecuencia. B) CAPACITACI6N DE INSTRUCTORES. (PERSONAL DOCENTE). La capacitaci6n del personal docente que ha colaborado en el Colegio ha estado en concordancia con los distintos modelos academicos que la instituci6n ha definido en los 20 anos de su existencia. Para atender a los profesores durante el periodo de vida del proyecto, se han formulado el "Programa general de desarrollo y formaci6n de docentes e instructores" (1994), el 'Programa de formaci6n, actualizaci6n, desarrollo y especializaci6n" (1995) y el 'Plan integral de formaci6n y desarrollo docente" (1996-1998). El Plan Integral de Formaci6n y Desarrollo Docente (PIFDD) comprende las siguientes vertientes: "Formaci6n pedag6gica para la ciencia y la tecnologia', "Desarrollo de habilidades informaticas b6sicas", "Actualizaci6n profesional y especializaci6n tecnol6gica" y 'Evaluaci6n y certificaci6n de la docencia". el PIFDD ha logrado delimitar las funciones del docente, las caracterisUicas academicas y profesionales con que cuenta, ha identificado sus necesidades O_ Colegio Nacional de Educacion Profesional Tecnica  43 de formaci6n y actualizaci6n. Con la implementaci6n de las vertientes se ha podido dotar a los docentes de los elementos tecnico - pedag6gicos, asi como del conocimiento de nuevas estrategias y metodologias didacticas y el uso de herramientas informaticas necesarias para mejorar el proceso de ensenanza - aprendizaje. Los programas han respondido a las necesidades de formacion y actualizaci6n manifestadas por los docentes del Colegio, a la vez que se han estructurado de manera flexible, gratuita y de participaci6n voluntaria. Lo que ha permitido la incorporaci6n y aceptaci6n de los docentes. El impacto de los resultados de la formaci6n docente en el Colegio se determina mediante la opini6n de los estudiantes de recibir una mejor educaci6n, de un mejor desempeno de los profesores y de una constante autoevaluaci6n de la labor que llevan a cabo. Dentro del Plan Integral de Formaci6n y Desarrollo Docente se atendieron a 11,423 docentes en el programa de formaci6n pedag6gica; 8,901 docentes en el programa de actualizaci6n profesional y 1,298 docentes en el programa de Habilidades InformAticas BAsicas. Se evalu6 a 17,987 docentes y se diseniaron 144 perfiles de competencia docente. Como complemento a su formaci6n y actualizaci6n se transmitieron, a traves del Sistema Interactivo de Televisi6n Educativa a Distancia (SITED), 150 programas con una duraci6n minima de dos horas cada una. En el marco del modelo academico del CONALEP, el desarrollo del personal docente de la instituci6n continuara siendo uno de los puntos fundamentales que contribuyan permanentemente a mejorar la formaci6n de profesionales ticnicos, en este sentido, se profundizarA en la formaci6n pedag6gica, en la mejora de habilidades informaticas y en la actualizaci6n en los campos ocupacionales y didacticas especificas de los mismos. C) CENTROS DE ASISTENCIA Y SERVICIOS TECNOLOGICOS (CAST). Para contribuir a lograr el objetivo general del Tercer Proyecto y como punto de partida para conocer donde era factible crear los CAST, el Colegio realiz6 en 1992 un estudio denominado "Apoyo y desarrollo tecnol6gico". Como resultado del estudio, los CAST quedaron ubicados en los siguientes lugares de la republica mexicana: Cuautitlan, Distrito Federal; Zapopan, Jalisco; Matamoros, Tamaulipas; Guadalupe, Nuevo Le6n; Cd. JuArez, Chihuahua; Le6n, Guanajuato; Tijuana, Baja California; y, Coatzacoalcos, Veracruz. Los CAST tienen dos funciones bAsicas, proporcionar servicos de capacitaci6n y brindar servicios tecnol6gicos a la micro, pequena y mediana industria. No obstante que el desarrollo de los CAST no ha sido homogeneo, debido a sus diferentes niveles de equipamiento y numero de personal, podriamos afirmar que su principal logro es que las micros, pequenias y medianas empresas, e inclusive algunas grandes empresas de ciertas regiones del pais, cuentan con una alternativa que pone a su disposici6n servicios de capacitaci6n especializada en tecnologia actual y servicios tecnol6gicos que les permiten resolver problemas especificos de producci6n y los apoyan para incrementar su productividad y la calidad de sus productos. De igual manera, los servicios que brindan los CAST impactan de manera positiva en la capacitaci6n y actualizaci6n de los recursos humanos que demandan las industrias del pais, contribuyendo con esto a elevar la productividad y calidad de las empresas y dada la diversidad de cursos que ofertan estos mismos, estan a disposici6n del publico en general y de instituciones del sector gubernamental. Debido a que todos los servicios que ofertan los CAST tienen un costo, se ha establecido una metodologia para el calculo de las cuotas de recuperaci6n que deben pagar los usuarios de estos, lo cual permite la reposici6n, actualizaci6n o sustituci6n de los equipos, la capacitaci6n o actualizaci6n del personal de los mismos centros y acondicionamiento o adaptaci6n de las instalaciones para optimizar su operaci6n. A traves de los anios los CAST han incrementado el porcentaje de su recuperaci6n de costos de operaci6n ya que en 1994 este fue del orden del 12% y en 1998 se obtuvo el 46%, con lo cual se espera, de mantenerse esta tendencia, que en el mediano plazo estos Centros puedan llegar a ser autofinanciables. O_ Colegio Nacional de Educaci6n Profesional T6cnica  44 Los resultados obtenidos por los CAST en el periodo 1992-1998 fueron los siguientes: se impartieron 5,146 cursos de capacitaci6n, con una duraci6n de 219,975 horas, en las que se atendieron un total de 65,398 personas; por lo que se refiere a la prestacion de servicios tecnol6gicos se brindaron 3,565; y, los ingresos obtenidos por ambos tipos de servicios sumaron en conjunto 23.2 millones de pesos. El programa de los Centros de Asistencia y Servicios Tecnol6gicos es factible de sostener, debido a que sus servicios responden a una necesidad real que tienen las empresas en el pais y los resultados obtenidos por bstos desde su inicio de operaciones han sido ascendentes hasta 1998. Se espera que con la implantaci6n de los sistemas de aseguramiento de la calidad y la acreditaci6n de sus laboratorios de pruebas y calibraciones se incremente aun mas la aceptaci6n de sus servicios de capacitaci6n y tecnol6gicos, respectivamente. 2) EXPANSION DE LAS ACTIVIDADES DE CAPACITACION. A) CAPACITACI6N PARA Y EN EL TRABAJO. Una de las vertientes fundamentales del Tercer Proyecto de Capacitaci6n Tecnica lo constituy6 sin duda alguna el impulsar las acciones de capacitaci6n 'Para" y 'En" el trabajo, la pRmera de ellas se emprendi6 conjuntamente con la Secretaria del Trabajo y Previsi6n Social a traves de su programa de becas para desempleados conocido como PROBECAT. Esta capacitaci6n se realiza en las instalaciones de los planteles del CONALEP aprovechando tanto la infraestructura ya existente como la nueva infraestructura que con recursos del gobierno federal se creo en ellos tales como aulas, talleres y laboratorios; asimismo, se aprovecha la experiencia que en capacitaci6n tienen los instructores de las escuelas del Colegio. La capacitaci6n "En" el trabajo tiene su sustento en la vinculaci6n que guarda el Colegio con los sectores publico y privado, asi como en la capacidad de respuesta de la instituci6n para atender sus necesidades de capacitaci6n de una parte del personal que labora en ellas. Esta modalidad busca mejorar la productividad de individuos y empresas, se realiza en las instalaciones de quienes demandan la capacitaci6n o en las instalaciones de los planteles CONALEP y representa una de las opciones para obtener ingresos propios. Para proporcionar ambos servicios se desarrollan contenidos, material didactico, se capacita y actualiza a los instructores, se optimiza el uso de los espacios educativos, se realizan negociaciones con los empleadores y con las instituciones, se firman convenios, en fin se llevan a cabo todas las acdividades necesarias para brindar un buen servicio y que los clientes del Colegio queden satisfechos. El trabajo realizado hasta la fecha ha tenido diversos niveles de impacto en la insttuci6n, por ejemplo, se paso de un enfoque concentrado en las oficinas nacionales a un enfoque desconcentrado hacia las representaciones y planteles, de una capacitaci6n basada en la oferta a una basada en ia demanda. Entre 1991 y 1998 se impartieron un total de 26,461 cursos en ambas modalidades de capacitaci6n, correspondiendo 13,075 a la capacitaci6n 'Para" el trabajo y 13,396 a la capacitaci6n "En" el trabajo, beneficiando a 341,472 becarios y a 204,897 trabajadores, respectivamente, para un total de 546,366 personas capacitadas para desempenar alguna labor. El impacto a nivel social, en el caso de la capacitaci6n 'Para" el trabajo, creemos, se ha dado en incrementar las posibilidades que tienen los capacitados de emplearse y de insertarse en el mercado laboral con una mejor o con otra cualificaci6n para desempefar un trabajo; por lo que respecta a la capacitaci6n 'En" el trabajo, se contribuye a mejorar el desempero de los trabajadores, a su eventual movilidad laboral y salarial y a propiciar que las empresas decidan invertir en la capacitaci6n de sus trabajadores como un medio para ser mas productivas, competitivas, sostenerse en el mercado y continuar siendo una fuente de empleo. El programa buscara atender en mayor medida la capacitaci6n "En" el trabajo, su enfoque estara basado en normas de competencia laboral, lo cual preve un aumento de la demanda por parte del sector privado; asimismo, se mejorara el acopio y tratamiento de la informaci6n y se afinara la recuperaci6n de costos. O Colegio Nacional de Educacion Profesional Tecnica  45 B) PROGRAMA DE ATENCI6N A ZONAS MARGINADAS. En los afios de 1993 y 1994 el Colegio realiz6 un estudio con financiamiento de Banco Mundial, para determinar la factbilidad de establecer en CONALEP un programa para dar atenci6n a la poblaci6n que habita en zonas marginadas rurales y urbanas, y a su vez obtener una metodologia para proporcionar dicha atenci6n y contar con sistemas de informaci6n para apoyar la operaci6n y evaluar los resultados. Este estudio dio origen al programa de Atenci6n de Zonas Marginadas (PAZM) cuya implementaci6n en el Colegio inici6 durante 1995. El PAZM es el medio a traves del cual el CONALEP proporciona capacitaci6n social, asesoria tecnol6gica y asistencia comunitaria a las comunidades marginadas del area de influencia de cada plantel. La poblaci6n objetivo del programa habita en zonas marginadas urbanas y rurales con niveles de marginacion media, alta y muy alta. Los servicios se seleccionan y determinan mediante un estudio de sus necesidades, condiciones y posibilidades; el analisis de sus caracteristicas econ6micas, fisico - geograficas y socioculturales; la concertaci6n con la comunidad y los sectores publico, privado y social. La oferta del PAZM contempla cursos de capacitaci6n social basica con una duraci6n entre 40 y 360 horas, con el requisito para los participantes de saber leer y escribir, ademas de ser mayores de 15 ahos de edad. Algunos de los cursos mas demandados son los siguientes: electricidad, carpinteria, corte y confecci6n, primeros auxilios, soldadura, reparaci6n de aparatos electrodomesticos y conservaci6n de alimentos. El PAZM presta una gama de servicios comunitarios que pretenden mejorar el entorno de las comunidades y la calidad de vida de sus pobladores, como son mejoramiento de espacios educativos, reparaci6n de aparatos electrodomesticos, servicios dentales, consultas medicas, primeros auxilios y adecuaci6n de viviendas. Los resultados alcanzados a 1998 son los siguientes: se tienen en operaci6n 101 unidades m6viles, se han impartida un total de 5,117 cursos de capacitaci6n social, beneficiando a 118,590 personas y 5,207 comunidades; contando con una cobertura a nivel nacional. La aplicaci6n de los conocimientos adquiridos durante la capacitaci6n, regularmente lo usan para el desempeflo de algun oficio que les permite autoemplearse o para la creaci6n de microempresas de acuerdo a las caracteristicas y zonas donde se encuentran las comunidades. Tambien la capacitaci6n recibida la utilizan para mejorar lo que tienen en su vivienda, reparar o construir un mueble, arreglar su ropa y la de su familia. Se han ofrecido 20,374 servicios comunitarios, atendiendo un total de 16,132 comunidades y beneficiando a 2,239,146 personas, dentro de los cuales en materia de salud se atendieron 278,729 personas; el programa estuvo apoyado por 388,101 alumnos. En el marco de la federalizaci6n del CONALEP y del Programa de Atenci6n a Zonas Marginadas, se participara activamente en la capacitaci6n y asesoria del personal del Colegio en representaciones y planteles de tal forma que el periodo de transici6n que se espera no genere confusiones en cuanto a los lineamientos de operaci6n para el PAZM. C) PROGRAMA DE AUTOEMPLEO PARA ALUMNOS. En 1996, para evaluar el programa se efectuaron reuniones con los responsables de su operaci6n en el sistema CONALEP. En este mismo aho, se inicia un proceso de fortalecimiento del modelo, fundamentado en el analisis referencial que consider6 la evaluaci6n de siete modelos de formaci6n emprendedora utilizados en el Instituto de Estudios Superiores de Monterrey, Universidad Iberoamericana, Instituto Tecnol6gico Aut6nomo de Mexico, Instituto Politecnico Nacional, Universidad Aut6noma Metropolitana, Generaci6n Empresarial Mexicana y Desarrollo Empresarial Mexicano. El enfoque del Programa se replante6 para sus futuras etapas, a fin de que su objetivo no se limitara exclusivamente a la motivaci6n y capacitaci6n de empresarios potenciales o reales, sino al desarrollo de valores emprendedores, que fomentara una nueva cultura laboral, a partir de actitudes favorables a (a creatividad y participaci6n positiva de alumnos y egresados, ya sea como empresarios o bien como empleados de organizaciones ya establecidas. O Colegio Nacional de Educaci6n Profesional Tecnica  46 En noviembre de 1998 se puso en operaci6n el nuevo esquema normativo capacitando a 22 multiplicadores, quienes en diciembre de ese mismo ano participaron en la capacitaci6n de 260 responsables operativos del programa a nivel plantel, lo que represent6 una cobertura del 100% del universo del Colegio. Respecto a material didactico, se concluy6 el primer m6dulo denominado "El emprendedor y la elaboraci6n de su plan de negocios" y en relaci6n con la difusi6n de la nueva versi6n del programa se disenaron y distribuyeron tripticos y carteles. El Tercer Proyecto de Capacitaci6n Tecnica le permiti6 al Colegio impulsar el Programa de Autoempleo para Alumnos y Egresados, dando respuesta a la necesidad de romper con los esquemas tradicionales de formaci6n que inducen a los egresados a ocuparse en un trabajo asalariado, motivandolos a la constituci6n de pequen as empresas, que no s6lo les permiten la opci6n del autoempleo sino que promueven un mayor desarrollo de las distintas localidades, generando fuentes de empleo adicionales y arraigo en sus lugares de origen. Podemos afirmar que el subcomponente tiene un fuerte impacto en quienes participan en 6l ya que es un medio que les permite poner en practica los conocimientos aprendidos, las habilidades desarrolladas y las actitudes internalizadas en su propio proyecto laboral. 3. MEJORAS EN LA EFICIENCIA Y EFICACIA DEL CONALEP. A) DESCENTRALIZACI6N DE SERVICIOS DE MANTENIMIENTO DE EQUIPO Y EXPANSION DE PROGRAMAS DE PRODUCCION DE EQUIPO. El uso constante de los equipos por parte de alumnos y maestros durante el proceso de ensenanza aprendizaje van deteriorando paulafinamente las condiciones del mismo, para mantenerlo en 6ptimas condiciones de operaci6n en el Tercer Proyecto de Capacitaci6n Tecnica se contemplaban dos estrategias que permitirian alcanzar dicho prop6sito, una era la de establecer Centros Regionales de Mantenimiento en distintas partes de la republica y otra la de fortalecer el mantenimiento en cada uno de los planteles del sistema CONALEP. Con respecto a la primera estrategia, los centros que se establecieron fueron nueve ubicados al interior de los planteles Ciudad Azteca, Hermosillo 111, Irapuato, lztapalapa 1, Merida 11, Guadalupe, Villa Hermosa 1, Tijuana I y Centro Mexicano Italiano; sin embargo, no han funcionado como centros regionales sino para dar mantenimiento preventivo y correctivo al equipo de talleres y laboratorios de los planteles en los cuales estan ubicados. Lo anterior en virtud de que en la practica, para los equipos que requerian mantenimiento mayor se hacia necesario la petici6n del servicio al fabricante o su representante en Mexico, dada la especializaci6n de tecnicos requerida para realizar el servicio; para el caso de mantenimiento menor, se complicaba el traslado de los equipos hacia dichos centros. Para fortalecer el programa academico, estan siendo aprovechados como espacios de practicas tecnol6gicas de los alumnos para intensificar y mejorar el desarrollo de habilidades laborales. La segunda estrategia es la que ha dado mejores resultados porque en cada uno de los planteles se ha fortalecido el area de mantenimiento, lo que hace que no dependan de un centro regional sino que ellos mismos sean quienes le den mantenimiento preventivo al equipo, esta estrategia ha rendido buenos frutos porque ha sido acompanada de una fuerte sensibilizaci6n, conocimiento y aprendizaje de los alumnos del uso, cuidado, limpieza, condiciones adecuadas para su manejo y seguridad e higiene para operar el equipo, es decir, se ha impulsado una filosofia de calidad en el uso didactico del equipo y de la responsabilidad compartida de los estudiantes para conservar los materiales que utilizan en su propio provecho. En relaci6n con la producci6n de equipo por parte de los alumnos en los planteles, el Colegio continuo con el programa de autoequipamiento establecido y financiado desde el Segundo Proyecto de Capacitaci6n Tecnica. Dicho programa ha propiciado el uso 6ptimo de instalaciones y equipo, de ahorro en los planteles participantes y sobre todo ha tenido incidencia en el aprendizaje de los alumnos ya que son ellos, con la guia de sus maestros, quienes se involucran en un trabajo productivo que les reporta beneficios a ellos y a sus planteles. ^ _ Colegio Nacional de Educacion Profesional Tecnica  47 B) MEJORA DE LA CAPACIDAD ADMINISTRATIVA DEL CONALEP. B.1 INFORMATICA Y TELECOMUNICACIONES. Para 1994 se habia concluido la construccion del Centro de Informatica y Comunicaciones y la adquisici6n de equipo de c6mputo y lenguajes de programaci6n de reciente tecnologia. Para el periodo 1995-2000 en materia de informatica se buscaron tres objetivos: promover en el ambito docente y estudiantil del Colegio la adquisici6n de competencias basicas en el uso de las tecnologias y software con mayor demanda en el mercado, ampliar y consolidar los programas de capacitaci6n y actualizar los bienes informaticos del Colegio. Para lograr tales objetivos se disen6 y puso en marcha el programa de desarrollo informatico de la instituci6n, el cual ha dado como resultados la incorporaci6n de las asignaturas de computaci6n y la de aplicaciones bajo ambiente grafico en los planes de estudio de las 29 carreras que ofrece la institucion; tambien dicho programa permitio disminuir el numero de alumnos por computadora, pasando de 32 en 1995 a 12.6 en la actualidad. El Colegio ha avanzado paulatinamente en el desarrollo de sistemas informaticos para agilizar sus proceos y aprovechar mejor la informaci6n generada, asi a la fecha cuenta con un sistema de recursos humanos y n6mina, un sistema de control financiero, un sistema de gesti6n escolar automatizada y un sistema de capacitaci6n en proceso de depuraci6n. Por lo que respecta a las telecomunicaciones, el Colegio cuenta con la Red del sistema de televisi6n educativa (SITED) para apoyar el proceso de ensenanza aprendizaje al difundir cursos, teleconferencias y programas culturales, en dicha red setienen instalados 212 equipos de recepci6n satelital. Por otra parte se tiene la res de area loca concebida para dar atenci6n a los usuariosde las distintas areas del Colegio, jpara lo cual se instalaron equipos de c6mputo como estaciones de trabajo y aplicaciones para el usuario final. Asimismo, se realiz6 el proyecto de la Red Nacional de Comunicaciones para que planteles, representaciones y oficinas nacionales se comuniquen entre si de forma agil y eficiente. Este proyecto es fundamental en el cambio de las necesidades de comunicaci6n que se tendran en el proceso de federalizaci6n del Colegio. El Colegio continuara impulsando fuertemente la utilizaci6n de la informatica y las telecomunicaciones como dos herramientas tecnol6gicas indispensables tanto para mejorar el proceso ensenanza - aprendizaje como para su uso en el proceso administrativo y organizativo de la insbituci6n. B.2) PROMOCION Y ASEGURAMIENTO DE LA CALIDAD. Con el afan de seguir avanzando en el camino hacia la excelencia, durante el ejercicio de referencia se trabaj6 intensamente para incrementar el numero de personas capacitadas en el area de calidad. A traves de esta capacitaci6n, se pretende brindar al personal los conocimientos y herramientas necesarias que les permitan ofrecer un servicio de calidad. En este sentido se disen6 y elabor6 el material de apoyo y antologias de lecturas de los siguientes cursos - taller y videodinamicas: Planeaci6n Estrategica para la Calidad, Valores Conalep, Responsabilidad, Estandares de Calidad en el Servicio, Calidad en el Servicio, Administraci6n con Calidad, El Promap y el MAI, La Vuelta al MAI en 12 minutos. En el periodo 1995-1998 se realizaron cursos de capacitaci6n en t6picos de calidad, considerando participantes de todos los planteles y representaciones, asi como de Oficinas nacionales. Ademas para asegurar la adopci6n de la filosofia, conceptos, metodologia y herramientas de la calidad, se elaboraron y distribuyeron 380 antologia y se enviaron 254 videos sobre calidad educativa, fortaleciendo a 159 comites escolares que se tienen instalados. La continuidad a estas acciones permitira en el mediano plazo que el Colegio cuente con los elementos que se requieren para transitar de una etapa de gestbon normalizada a una fase de mejora continua. O_ Colegio Nacional de Educaci6n Profesional Tecnica  48 B.3) MODERNIZACI6N ADMINISTRATIVA INTEGRAL El Programa de Modernizaci6n Administrativa Integral (MAI) surge como un proyecto que incorpora las metodologias y enfoques mas exitosos en materia de gesti6n administrativa como son ia planeaci6n estrategica, la calidad total, y el rediseno de procesos. El MAI busca hacer no s6lo mas modema y eficaz la gesti6n administrativa del Colegio, sino promover una nueva cultura laboral de excelencia, apoyada en la capacitaci6n permanente del personal y en una nueva organizacion de trabajo, sustentada en el desarrollo de procesos para lograr una operaci6n altamente desconcentrada. En el marco de este programa se aplic6 una encuesta a nivel nacional para conocer la problematica de los procesos desarrollados en planteles, asi como las necesidades y expectaUivas de los usuarios. Con los datos obtenidos en la encuesta se llev6 a cabo un diagn6stico estrategico basado en los conceptos y herramientas de la reingenieria de procesos y la calidad total, a fin de determinar la situaci6n academica del Colegio desde la perspectiva de lo que queremos que sea en el futuro. Como resultado del analisis de la informaci6n recabada, se obtuvo la integraci6n de 10 carpetas, correspondientes a cada uno de los siguientes puntos: Promoci6n, Atenci6n a la Demanda, Planes y Programas de Estudio, Docentes, Proceso Ensenanza - Aprendizaje, Capacitaci6n, Materiales y Prototipos Didacticos, Vinculaci6n, Infraestructura, y Equipamiento y Administraci6n. Estos estudios contienen la descripci6n y problematica de los procesos sustantivos, que de manera global permitieron formular la propuesta para el rediseno y mejora de los procesos del CONALEP. Se realiz6 un Diagn6stico de Evoluci6n y Madurez de la organizaci6n en Oficinas Nacionales. Esta herramienta permiti6 medir el impacto que los factores del ambiente laboral producen en la estructura academico - administrativa, revelando las debilidades y fortalezas, la interacci6n entre los elementos de la cultura organizacional, la actitud del personal hacia el cambio y el nivel de evoluci6n y madurez organizacional del Colegio. Parte importante del proyecto MAI ha sido la reestructuraci6n organizacional basada en procesos. Se diseni6 una nueva estructura organizacional para planteles, representaciones y areas centrales, con base en el rediseflo de sus procesos; para ello con la aplicaci6n de la metodologia de reingenieria, se identificaron 23 procesos, mismos que fueron agrupados en 3 macroprocesos sustantivos: Educaci6n Profesional Tecnica, Capacitaci6n, y Promoci6n y Vinculaci6n, asi como 2 macroprocesos de apoyo: Administraci6n y Planeaci6n, y Programaci6n y Presupuestaci6n. Los resultados obtenidos en este periodo, no s6lo dejan ver el logro de los objetivos general y del componente del proyecto, sino fundamentalmente permiten establecer un cambio radical en la operaci6n y administraci6n del Colegio, pasando de una instituci6n de gesti6n convencional a una instituci6n normalizada y con claras perspectivas que habran alcanzar la mejora continua y excelencia en el siglo XXI, todo ello con un personal no s6lo con conocimientos, habilidades y actitudes propias para ofrecer con oportunidad, eficacia y calidad los servicios que ofrece, sino tambien con una nueva cultura institucional. C) MEJORA DE LA RECUPERACION DE COSTOS Y CONTABILIDAD DE LOS SERVICIOS QUE PROPORCIONA EL CONALEP. El financiamiento de la educaci6n tecnol6gica que imparte el Colegio tiene diversas fuentes: el subsidio federal, los ingresos propios, las donaciones y credito externo. Todos estos recursos permiten mantener en operaci6n los servicios que se proporcionan. Los ingresos propios se han convertido en una alternativa para el Colegio obtenidos a traves de recuperar costos mediante el cobro de colegiaturas, venta de servicios de capacitaci6n y asistencia tecnica. En el Tercer Proyecto de Capacitaci6n Tecnica se plante6 como meta para el ano de 1996 tener una recuperaci6n de costos del 20%, misma que se alcanzo y se ha mantenido hasta 1998. Desde que inici6 el proyecto se definieron los rubros que se iban a considerar para calcular dicha recuperaci6n, referida fundamentalmente a los gastos de administraci6n de la instituci6n. Es importante senalar que aun falta un buen numero de elementos por afinar para tener informacion que permita tomar mejores decisiones sobre la recuperaci6n de costos. & Colegio Nacional de Educaci6n Profesional Tecnica  49 D) MEJORA DEL FLUJO DE ESTUDIANTES, EN LA EFICIENCIA TERMINAL Y EN EL EMPLEO DE LOS EGRESADOS. Como un primer acercamiento, el Colegio en 1994 realiz6 un estudio para determinar la situaci6n en la cual se encontraban los egresados. Dicho estudio se elabor6 considerando las generaciones 91, 92 y 93; 13 grupos de carreras y 6 regiones del pals. La encuesta de 1994 se conform6 considerando las siguientes categorias: actividad actual (ocupaci6n o empleo), empleabilidad (tiempo en encontrar empleo), relacig6n entre formaci6n y ocupaci6n, y ingreso. Se obtuvieron un total de 1,399 cuestionarios utilizables (93%) y algunos de los resultados obtenidos por indicador se muestran a continuaci6n: * Condici6n de actividad. El 76.2% de los egresados se encontraron ocupados; un 12.8 %, desocupados abiertos; el 1I % restante, dedicados a actividades del hogar, estudiando, buscando empleo y otros. * Tiempo en encontrar empleo. El 62.01 % report6 menos de 3 meses; el 24.6 % de 3 a 6 meses y el 13.38 % restante, de 6 a 12 meses. * Relacion formaci6n - ocupaci6n. El 38.4 % report6 'muy relacionada", el 26.3 % 'mas o menos relacionada", el 14.5 % "poco relacionada'; y el 20.8 % restante 'ninguna relaci6n o no respondi6". Con los logros obtenidos en la encuesta de 1994, se dieron los elementos y la experiencia al personal del area de seguimiento de egresados del Colegio para la aplicaci6n de una encuesta en 1998. Algunas observaciones particulares de los resultados generales de la encuesta de egresados del CONALEP, generaciones 1990-1993 a 1994- 1997, son las siguientes: - La evaluaci6n que hacen los egresados sobre los servicios escolares que ofrece el Colegio como son: exposici6n dominio de temas de los profesores, relaci6n maestro - alumno, relaci6n entre companeros, calidad de las prActicas en talleres y laboratorios, prActicas en empresas, por lo general son buenos, sin embargo existen carreras tales como: Protesista Dental, Salud Comunitaria y Control de la Contaminaci6n Ambiental, en la que lo egresados no estAn satsfechos. Asimismo, las carreras que mejor evaluaron los servicios son: Procesamiento de Alimentos, Construcci6n especialidad Urbana, Administraci6n de Empresas Comerciales, Asistente Ejecutivo y Contabilidad Fiscal.