Jordan - Third Education Project

Document of The World Bank FOR OFFICIAL USE ONLY FILE COPY Report No. 2632-JO STAFF APPRAISAL REPORT THIRD EDUCATION PROJECT HASHEMITE KINGDOM OF JORDAN November 15, 1979 Education and Manpower Development Division Europe, Middle East and North Africa Region This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization.  CURRENCY EQUIVALENTS US$ 1.00 = Jordanian Dinar (JD) 0.295 JD 1.000 = US $ 3.39 MEASURES I m2 = 10.764 sq. ft. 1 km = 0.38 sq. mile 1 hectare = 2.47 acres FISCAL YEAR January 1 - December 31  FOR OFFICIAL USE ONLY HASHEMITE KINGDOM OF JORDAN STAFF APPRAISAL REPORT THIRD EDUCATION PROJECT Table of Contents Page No. GLOSSARY BASIC DATA I. THE EDUCATION SECTOR ..............*........o..... 1 Socio-Economic Background.. ................. 1 Development and Reform of the Education and Training System .. ... .. ... 1 Educational Issues...... ......... . -....-- 4 Educational Finance ........7o.... . 7 Bank Strategy and Lending for Education .... .... 8 II. THE PROJECT ........ . . . . . . 9 Introduction ............9....... o .......... o 9 Objectives and Scope ........... . ...... . 9 Saahab Training Complex ......... o ... .ooo.ooo 10 Comprehensive Secondary Schools ... -..-.. 12 Agricultural Secondary School - Extension 13..... 3 Prevocational Teacher Training Institute - Extension .................. o ............... 14 Community College. ...... 0 . .-.0. ......... . 15 Mobile Building Maintenance Units . . 16 Institution Building ........... ...... ...16 Management I nformation Systemoooooooos 16 Evaluation . ....... --.... oo..-.... 17 Educational Research o..no...a esear... ch....o..o 17 Project Management Support ............... . 17 III PROJECT COST. FINANCING, IMPLEMENTATION AND DISP- MENTS- ... ... . ... ...... 18 Cost of the Project ... . . ... ... 18 Project Financing . . ........ -oo .......... 20 Recurrent Expenditure ....... ooo- ........... 21 Implementation .............. ......... .......... ... 21 Disbursements ...... - ......... . . .... ... 22 This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization.  Table of Contents (Continued) Page No. IV. BENEFITS, RISKS, AND CRITICAL ACTIVITIES ............. 23 Benefits ..... * ....... * .......................... * 23 Risks ............................................ . .......... 24 Critical Activities and Key Implementation Dates. 24 V. AGREEMENTS REACHED AND RECOMMENDATION ................ 25 ANNEXES 1. CHARTS, TABLES AND SCHEDULES Charts 1 Structure of the Educational System, 1979 2 Education Pyramid, 1977/78 Tables 1 Comparative Education Indicators 2 Unit Capital Costs and Areas per Student - Project Institutions 3 Contingency Allowances Schedules 1 Implementation Schedule - Civil Works and Procurement 2 Technical Assistance Requirements 3 Estimated Schedule of Disbursements 2. RELATED DOCUMENTS AND DATA AVAILABLE IN PROJECT FILE A. Reports and Studies Relating to Education B. Reports and Studies Relating to the Project C. Selected Working Papers of the Project MAP Location of Project Institutions  GLOSSARY DEO : District Education Office MIS : Management Information System MOE : Ministry of Education NPC : National Planning Council TTI : Teacher Training Institute VTC : Vocational Training Corporation VTS : Vocational Training Society   JORDAN Basic Data (1977) 1/ Total Population (East Bank Only) 2.3 million Current Rate of Population Growth 3.2% Per Capita GNP (1978) US$1,050 Literacy Rate (over 12 years of age) 70.0% Elementary School Enrollment (Gr. 1-6) As a Percentage of Age Group 6-11 2/ 97.2% Preparatory School Enrollment (Gr. 7-9) As a Percentage of Age Group 12-14 2/ 76.0% Secondary School Enrollment (Gr. 10-12) As a Percentage of Age Group 15-17 44.0% Higher Education Enrollment As a Percentage of Age Group 18-23 10.6% Central Government Expenditures on Education As a Percentage of Total Central Government Expenditures (1978) 9.0% Central Government Expenditures on Education As a Percentage of GNP 4.5% 1/ See Annex 1, Table I for comparative educational data. 2/ Gross enrollment ratio including overaged students.   I. THE EDUCATION SECTOR Socio-Economic Background 1.01 Development Objectives, Strategy and Growth Target. The main objec- tives of Jordan's Five-Year Development Plan (1976-80) are to: (a) increase per capita income; (b) achieve full employment, develop manpower capabilities, and increase labor productivity; and (c) ensure a balanced regional distribu- tion of economic activities and the fruits of growth. The macroeconomic targets of the Plan provide for an average annual growth of GDP of 12% (agri- culture, 7%, mining and manufacturing, 26%). The Plan allocations reveal a marked shift in investment priorities towards industry and other commodity- producing sectors particularly export-oriented activities. To achieve the growth target almost 20% of investment funds are allocated to agriculture, irrigation, and water management, and nearly 45% to manufacturing, electricity and transportation. The major industries employing modern production tech- niques and which are given high priority include oil refining, phosphate, potash, fertilizer and cement manufacturing, and vegetable oil production. 1.02 Labor Force, Employment, and Emigration. In the absence of a favor- able endowment of natural resources in Jordan, a well-educated and trained labor force is considered to be the country's most important asset. The sectoral employment structure has significantly changed since 1970. The agricultural sector accounted for 33% of the total employment in 1970 but decreased to 19% in 1975. During the same period, the industrial sector increased its share from 3.8% to 18%. The number of Jordanians emigrating, mostly to the Persian Gulf countries, has increased from about 12,000 per year during 1972-75 to about 20,000 in 1977. The total number of such workers (from the East Bank only) is estimated at 120,000-150,000, compared with 150,000 non-agricultural workers in Jordan. Because of strong demands for Jordanian workers at home and abroad, only 2% is now unemployed (14% in 1970), and this tight employment situation is expected to continue. Despite the development constraints arising from this labor emigration, the government is pursuing an open emigration policy. The government considers emigration to be economically beneficial as: (a) increasing workers' remittances are an important source of foreign exchange revenues (from $23 million in 1974 to $500 million in 1978); and (b) experiences gained abroad contribute to economic * development at home. At the same time, priority is being given to rapid expansion of vocational/technical education and training and encouraging increased participation, especially by females, in the labor force to meet the gap in the availability of skilled workers created by emigration. Development and Reform of the Education and Training System 1.03 Objectives and Strategies. The need for a well-educated work force with the necessary skills to respond to the demands of a rapidly developing economy is seen by the government as fundamental to its overall development strategy. Accordingly, under the Three-Year Development Plan (1973-75) and the current Five-Year Plan (1976-80) the educational development policies and  - 2 - strategies have been directed towards extending and generalizing basic school- ing, while reorienting education and training towards meeting skilled manpower needs. The major educational development objectives upon which this strategy is based are as follows: (a) Provision for all children of nine years of basic schooling, incorporating both the primary (grades 1-6) and preparatory (grades 7-9) levels. The government is required by law to meet the demand for basic schooling by providing the necessary school facilities and teachers. In meeting this requirement, the Ministry of Education (MOE) has used rented facilities and underqualified teachers to a considerable extent; (b) Improvement in the relevance of basic schooling through the provision of practical pre-vocational studies for all students to: (i) prepare them to make more informed choices concern- ing secondary and post-secondary education and training; (ii) acquaint them with some of the skills required in future employment; and (iii) develop in them sound attitudes toward work-life situations; (c) Further diversification of secondary education to serve the needs for vocational/technical manpower by: (i) expanding the provision of secondary industrial schools (three-year program) and trade training centers (two-year program) in urban areas; and (ii) expanding the comprehensive secondary school system initiated under the first and second IDA education projects, in particular in the less urbanized areas, with about 30-40% of students to be enrolled in vocational streams. The goal is to increase the present 12% enrollment ratio in vocational/ technical courses at the secondary level to 30% by 1987 (the initial target year was 1980); (d) Expanding teacher training for both men and women teachers to ensure an adequate supply of qualified teachers with particular reference to meeting shortages of subject teachers for grades 7-9 and for secondary vocational/technical programs. To attract and retain qualified vocational/technical teachers, the govern- ment recently adopted various incentive measures including granting a salary differential of 40% for vocational subject teachers over other teachers. The possibility of further incentives for teachers is being considered by the MOE; (e) Expanding post-secondary education through the establishment of: Ci) a new university at Yarmouk (enrollment target, 20,000 by 1986) with special emphasis on science, agriculture, engineer- ing, and medical education, and having as a major objective to reduce the large number of Jordanian youths going abroad to study (an estimated 43,000 were studying abroad in 1978); and (ii) a pilot community college, which would provide  - 3 - experimentally for the training in one institution of required technicians and subject teachers, as well as providing continuing education for the adult community; and (f) Upgrading the skill levels of the labor force in public and private enterprises through in-plant apprenticeship and upgrading programs organized and supervised by the Vocational Training Corporation (VTC) in the Ministry of Labor which was established under the first education project. These programs have as their target groups: (i) preparatory school leavers who do not have the option of continuing at the secondary level mainly because of poor academic performance; and (ii) workers of any age, including the self-employed, who need skill upgrading. The VTC, as part of its charter, also maintains the necessary coordination between industry and the MOE Directorate of Technical Education to ensure the continuing relevance of the training programs in the MOE institutions. The VTC is establishing five training centers and plans to increase the number of trainees from about 490 in 1978 to about 2,600 in 1982, with further expansion to be considered as required in due course. The Voca- tional Training Society (VTS), with the support of private contributions, has also been giving skill-upgrading in evening courses since 1958 to about 2,200 annually, mostly self-employed adults in a variety of trades: central heating, radio repair, electricity, auto mechanics, etc. The possibility of absorbing the VTS activities under the VTC is under consideration. A new trade testing and certification system applicable to all forms of vocational training is being prepared. 1.04 Additionally, the government intends to take more effective action in addressing the education and training needs of the estimated 30% of the population over 12 years of age classified as illiterate and in providing continuing education for literate adults. The MOE is encouraging adults and out-of-school youths to attend day and evening classes that cover in four years--recently reduced from six years--the content of the primary curriculum adapted to adult learning needs. Students who graduate are deemed to have the equivalent of the primary school certificate for admission to preparatory school education, appropriate skill training programs or continuing education programs. Literacy training is receiving particular emphasis in rural areas. Progress to date has been slow, with only 20,000 trained in the past 10 years from a target population estimated to have numbered 338,000 in 1976. A national plan of action, aimed at eradicating illiteracy and developing con- tinuing education programs for adults, is at present under preparation in the MOE. In the meantime, the necessary legislation is being enacted to ensure coordination between the MOE and the various other ministries concerned (Agriculture, Labor, Health, and Islamic Culture) in the provision of adult education. 1.05 Progress in the overall development of the education system has been remarkable, especially over the past decade, as a result of the strenuous effort made by the government in implementing its educational policies and  strategy (para. 1.03) and the high level of demand for education. Between 1972/73 and 1977/78 enrollments increased by 27% at the primary level, 78% at the preparatory level and 105% at the secondary level. Enrollments in vocational education increased significantly (more than 300%) during the same period. However, the 8,800 vocational enrollments in 1977/78 were far short of the anticipated enrollments of 13,700 in that year. Gross enrollments at the primary, preparatory and secondary levels now represent 97%, 76% and 44% of the relevant age groups, respectively. There are no significant disparities in the distribution of education opportunities between the regions. Female enrollments as a percentage of total enrollments vary from 47% at the primary level to 43% and 39% at the preparatory and secondary levels--among the highest in the Middle East. Educational Issues 1.06 Although the government's strategy for educational development has been pursued with significant success in increasing educational opportunities and quality and correcting earlier neglect of vocational/technical education, further steps must be taken to address the principal issues related to: (a) technical manpower requirements; (b) teacher supply; (c) quality and main- tenance of school facilities; and (d) research, evaluation, and management. 1.07 Technical Manpower Requirements. The lack of firm data on popula- tion, in the absence of a census since 1961, and on labor outflow as well as the indeterminate quality of labor force statistics, make projections of manpower requirements difficult. The planned 1979 census and the ongoing Bank study on migration trends in the Middle East should provide more reliable data in this respect. In addition, there is an urgent need for the estab- lishment of a permanent and efficient institutional mechanism which would constantly review and assess the quality of basic statistical data, labor market conditions, and emigration patterns by occupational categories and direction, and regularly update projections of medium- and long-term require- ments. Such a need is currently recognized by the National Planning Council (NPC) and ways to strengthen the manpower analysis and projection capability of the NPC are being considered under technical assistance to be provided under a United Nations program. Early action is particularly important as a basis for determining manpower needs under the next five-year development plan (1981-85) to be formulated over the next 12 months. In the meantime, an estimate of manpower needs and estimated institutional supply for broad occupational groups was made by the mission and is summarized below:  - 5 - Projected Annual Demand and Supply 1979-86 ('000) Projected Annual 1986 Output Expected Demand In- All IDA I 1986 clusive of 1978 Institu- & II Bank III Shortfall Attrition Output tions Prolects Project (Surplus) Professionals: Science/engineer- ing based univer- sity graduates 1.2 0.3 0.8 - - 0.4 Arts based univer- sity graduates 1.5 0.7 2.5 - - (1.0) Technicians: Two-year post- secondary industrial/ commercial education 2.7 0.9 1.5 0.5 0.2 1.2 Skilled workers: Industrial 10.8 0.7 4.0 1.1 0.6 6.8 Commercial & others 3.7 1.6 2.9 0.6 0.2 0.8 1.08 While these figures must be treated with caution in view of the uncertainties in the data base, they do indicate that further significant increases will be necessary in the output of technical manpower, particularly at the skilled-worker level. The institutions under the first and second education projects when at full capacity in 1983, will increase the annual output of industrial skilled workers up to 1,100. The government proposes to increase the supply of such workers to 4,000 annually by 1986 through the establishment of three new comprehensive secondary schools offering industrial programs, six industrial secondary schools and three trade training centers, of which the comprehensive schools, one industrial school and one trade train- ing center are included in the present project. The additional needs of about 6,800 annually would be met in part at the lower-skill level through the expected expansion of the apprenticeship scheme (para. 1.03 (f)) but will require also major expansion of the diversified secondary school system. At the technician level, the original proposals for Yarmouk University included provision for technician training. Such provision is not now likely to eventuate and an early decision will be necessary on arrangements to meet the shortfall (1,200 annually by 1986) in the output of technicians through the  - 6 - possible establishment of a new polytechnic (preferably in the South) combined with the provision of additional community colleges. Industrial technicians are currently trained in the Marka Polytechnic Institute established under the first education project while a second polytechnic in Irbid, under the second education project, is expected to be completed by Autumn 1980. While a short- fall is also indicated in the output of science/engineering-based university graduates in 1986, this situation would be corrected quickly if the develop- ment of Yarmouk University proceeds as planned. 1.09 Teacher Supply. The rapid growth in enrollments in primary and preparatory schools has placed heavy demands on the supply of both teachers and facilities. Between 1974/75 and 1977/78 the number of Teacher Training Institutes (TTIs) for that level has increased from 5 to 11 and yearly output has more than trebled to 3,300 teachers. The increased supply of teachers has resulted in constant improvement of teacher/student ratios which in 1977/78 reached the satisfactory levels of 1:32 and 1:21 in the primary and preparatory cycles respectively. Future demand for teachers for the com- pulsory cycle has been conservatively forecast at about 3,200 per year. While supply and demand, therefore, appear roughly in balance, this does not take into account: (a) the probable emigration of some of the graduates; (b) the shortage of teachers for certain subjects, in particular for maths, science and English; and (c) the need for an annual output of about 120 male prevoca- tional craft teachers in grades 5-9, for which there is no current provision. In addition, about 6,200 of the teachers in grades 1-9, 33% of the total, are underqualified by government standards--i.e., they have not completed two years of post-secondary training. Upgrading programs are being provided in the TTIs to cater for the accumulated backlog of underqualified teachers. To meet the need for prevocational craft teachers, the government proposes to establish a prevocational teacher training institute under the proposed project. The shortfall, as yet not fully quantified, in the supply of other subject teachers mainly for grades 7-9 would be met from the community college which would be established on a pilot basis under the proposed project with an expected output of about 270 subject teachers annually. 1.10 The supply of teachers for the secondary schools--who are required to have a university degree which includes education as a minor subject or a degree plus an additional post-graduate year in professional education--is generally adequate. However, secondary industrial instructors are increas- ingly in short supply. Such instructors are trained in a special one-year pedagogical training program (grade 15) open to graduates of the Marka Poly- technic Institute (grades 13-14), who had earlier completed their industrial secondary schooling. The number registering for this pedagogical course was only 25 at the start of the 1977/78 session. The government increased admis- sion to this training program to about 140 this year and plans to maintain this level of intake to meet the projected annual needs for industrial instructors (about 130 by 1984) including those of comprehensive secondary school indus- trial streams. A new by-law has been prepared to grant qualified teacher status and the appropriate incremental financial reward for those completing instructor training at the Institute.  7 - 1.11 Quality and Maintenance of Scinool Facilities. A nationai survey ot school buildings, financed under the second education project (Credit 534-JO), reveals the very poor conditions which have resulted from the extensive use of rented classrooms (45% of all classrooms and 37% of those under the MOE in 1977/78), especially in overcrowded urban areas. The government plans to replace all rented classrooms with government-owned schools of better quality progressively over the next 20 years and is currently undertaking a school- location study including a survey that will identify: (a) rented primary and preparatory schools that are most urgently in need of replacement; (b) the best sites for comprehensive secondary schools in rural areas to replace secondary schools occupying rented buildings; and (c) the best sites for the construction of new vocational/trade schools in urban areas. In addition, poor maintenance of buildings frequently hampers school operations, both urban and rural. In remote areas, this is an especially urgent problem. Skilled construction and repairmen have to be brought from elsewhere, which means costly delays as well as excessive expense. The government proposes to provide mobile building maintenance units to improve these conditions. 1.12 Research, Evaluation, and Management. The MOE recognizes that it needs to carry out considerably more educational research and evaluation than at present before it can do sound long-range educational planning for Jordan. As a result of the successful operation of the tracer system estab- lished under the first IDA education project, the MOE is now actively interested in setting up a separate entity which would be responsible for educational evaluation of all kinds. The best location in the MOE for such a unit has not yet been determined, pending the recommendations of an expert to be provided under the technical assistance component of this project. 1.13 In 1977 the Cabinet authorized the MOE to convert from a manual data system to a computerized data system but this decision has not yet been implemented. Such a system would provide accurate and up-to-date information not only for a new evaluation unit but also for the use of the MOE Research Section that has recently been revitalized within the MOE Directorate of Planning; the Research Section currently has a modest budget and a staff of three. A proposed modern computerized management information system (MIS) would provide more quickly and accurately for decision-makers the management data they need concerning MOE personnel, physical assets, financial resources, and student records. The computing facilities could also be used by the NPC for manpower forecasting and planning. Educational Finance 1.14 Between 1974/75 and 1977/78, the recurrent cost of public education increased by about 10% per year in real terms, 2% higher than the real increase in total government recurrent expenditure. This compares with a 6.8% yearly increase in enrollment; thus there was a modest quantitative improvement in recurrent educational expenditures over the period. As a result, the share of educational expenditure increased from 12.9% to 13.9% of the total public recurrent expenditure. During the same period, allocation of recurrent expenditures to vocational/technical education increased by 29% per year in real terms reflecting the high priority given to skilled manpower training.  - 8 - This trend is expected to continue in the next plan period (1981-85). The share of capital expenditure on education in the total capital expenditure of the government decreased from 3.2% in 1974/75 to 2% in 1977/78 due to the MOE's reliance on renting school buildings rather than constructing new facilities. Total public education expenditures as a percentage of total government expenditures varied in range from 8.5% to 9.0% between 1975 and 1978, while education expenditures as a percentage of GNP decreased from 5.1% to 4.5%. 1.15 Based on projected enrollment increases, recurrent expenditures on education in 1985 are estimated at JD 41.2 million (an increase of 5.6% p.a.). Capital expenditures for public education are likely to show a much faster growth in consideration of the proposed government program to progressively replace rented school buildings with purpose-built schools and could be expected to reach about 20% (currently 9%) of total expenditures on education by 1985. On the above basis, total expenditures on education would amount to JD 51.5 million (in 1978 prices) in 1985, which represents about 4.5% of the projected GNP and 9-9.5% of the government budget. The government can be expected to sustain this level of expenditure in view of the high priority attached to education. Bank Strategy and Lending for Education 1.16 The first IDA-assisted education project (Credit 285-JO approved in 1972 for US$5.4 million) was designed to improve the quality of education and to address deficiencies in the supply of skilled manpower. Particular emphasis was given to vocational training for women to improve their employ- ment potential. The project was innovative. It introduced diversified secondary education, post-secondary technician training, new forms of trade training, and agricultural and technical teacher training. Specifically, the project assisted in providing two comprehensive secondary schools, a polytechnic and trade training center, a coeducational teacher training institute and provision for training of agricultural teachers; technical assistance was provided for institutional support, curricula development and teacher training. A system to trace the placement of graduates of the project institutions was also developed and is operational. 1.17 The Project Performance Audit Report (No. 2494) for the first education project in Jordan concluded that the project was justified and worthwhile. The report stated that "the project has been catalytic in that it stimulated educational planning, the concept of diversification of secondary education, and the better integration of technical/vocational pro- grams with the needs of the labor market. It has helped to develop project implementation capabilities and procedures." The recommendations in the project completion report have been or are being adopted, in particular, the introduction of improved equipment procurement procedures, better coor- dination of technical assistance, more effective scheduling of required inputs and timing of implementation, and arrangements for training in manage- ment and administration of Project Unit and project institutional staff.  - 9 - 1.18 Continuing this strategy, the second IDA project (Credit 534-JO approved in 1975 for US$6.0 million) is assisting in providing a polytechnic, three comprehensive secondary schools, extensions (workshops and laboratories) to 16 preparatory and secondary schools, a trade training complex, a hotel training school, and a rural development center, each element including appro- priate technical assistance. Implementation of this project is proceeding satisfactorily and is expected to be completed as scheduled. 1.19 The proposed project (a Bank loan for US$19.0 million) would con- tinue the first two IDA education projects' emphasis upon increasing the supply of better trained skilled workers, technicians, and teachers for particular specializations as the shortage of skilled manpower is expected to be a serious constraint in the implementation of Jordan's economic develop- ment plan. The project would also provide support in strengthening manage- ment capability in the MOE by providing the MOE with an evaluation mechanism and a modern information system to be used as tools for planning and modern management. With these tools added to a tracer system already installed, plus added support for research, the elements needed for evaluation of the effec- tiveness of the whole education system will be in place by the time earlier project components have operated long enough to be evaluated. Meanwhile, the next education project is expected to contribute in expanding non-formal adult education and training and in meeting skilled manpower needs. II. THE PROJECT Introduction 2.01 The proposed project was prepared by the government following a Bank Project Identification Mission in June 1978 and a subsequent Bank Preparation Assistance Mission in October 1978. The project was appraised by Messrs. M. H. You (economist, mission leader), R. Savas (agricultural educator), V. DeSa (technical educator), G. Pampuro (economist, loan officer), R. Van Wagenen (general educator, consultant), and Ms. R. Montague (architect) in February/ March 1979. Objectives and Scope 2.02 The proposed project, which would assist the government in imple- menting programs fully consistent with its educational development strategy (para. 1.03), would have the following main objectives: (a) expand vocational/ technical training to meet the continuing shortage of skilled manpower in the commercial, industrial and construction sectors, and to improve the quality of agricultural secondary education; (b) assist in meeting the needs for tech- nicians and teachers through the development of a new type of post-secondary training institution; (c) improve the relevance and quality of basic and secondary education through the training of prevocational subject teachers and the expansion of the comprehensive secondary school system; (d) initiate continuing education using the facilities of the project institutions;  - 10 - (e) improve the school building maintenance capability of the District Edu- cation Offices (DEOs) by providing mobile building maintenance units; and (f) improve the MOE's capability for planning, research, evaluation and management. 2.03 The Project would include the provision of: (a) construction/extension, equipment and furniture for: Capacity Estimated New/ Annual Institution Grades Existing Replacement Output 1 Training Complex 10-11) - 440 200 10-12) - 680 200 5 Comprehensive Secondary Schools (two extensions) 10-12 970 3,130 1,300 1 Agricultural Secondary School (extension) 10-12 240 0 70 1 Pre-Vocational Teacher Training Institute (extension) 13-14 60 196 120 1 Community College 13-14 - 980 460 1 Management Information System - - - - (b) equipment for eight mobile building maintenance units; and (c) technical assistance: 1/ (i) related to the above (18 man-years of specialists' services and 38-1/2 man-years of fellowships); and (ii) for advice on operation of an evaluation system and for strengthening research and project management support (2 man-years of specialists' services and 3 man-years of fellowships). Saahab Training Complex 2.04 The proposed component would help finance construction, equipment, furniture, and technical assistance to support the government's plan to expand vocational and technical training to meet the continuing shortage of skilled manpower (para. 1.07). The training complex would be located within 1/ The technical assistance component is detailed in Annex 1, Schedule 2.  - 11 - the new Saahab Industrial Estate (southeast of Amman). The complex would provide: (a) full-time courses of three years duration (grades 10-12) to 680 students in the industrial secondary school and of two years duration (grades 10-11) to 440 students in the trade training center; and (b) part-time non- formal evening courses of varying durations for apprenticeship training and skill upgrading. Course specializations would include electrical utilization, industrial electronics, electrical relays and switchgear, auto mechanics, general plant mechanics, welding and sheet metal, woodwork, instrument mechanics (including watch repair), and upholstery, which reflect the per- ceived needs of the proposed manufacturing establishments in the industrial estate. The industrial school students satisfactorily passing the MOE general vocational industrial certificate examinations (estimated at 200 per year) would be eligible for entry either into industry at the craftsman level or into a polytechnic for technician training. The trade training center's program would be terminal and its output (about 200 per year) is expected to be employed in manufacturing at the appropriate skill level. 2.05 The industrial school curriculum would have 40 periods per week of which nearly 47% would be devoted to practical training; in the trade center, of the 37 weekly periods, 67% would be assigned to practical training. The practical training for both programs would be based on the modular concept, which has been successfully initiated under the first education project. The workshop facilities would be used by the students of the industrial school in the mornings, by students of the trade training center in the afternoons, and by apprentices in basic training in the evenings, leading to intensive use of shop equipment and facilities. 2.06 For the introduction of the new course specializations of instrument mechanics, watch repair and upholstery, 24 man-months of expert services would be provided in the project. In addition, provision would be made for 141 man- months of fellowships for 15 instructors including those in the new specializa- tions to receive advanced training abroad. As trade textbooks in Arabic are not now available in the specializations of industrial electronics, instrument mechanics and watch repair, the government provided an assurance that the instructors in these specializations would be appointed not later than six months before the opening of the training complex to enable them to prepare such textbooks for those specializations. 2.07 To operate the training complex, a total of 12 general teachers and 12 technical teachers with university degree qualifications and 38 trade instructors with technical teacher institute diploma qualifications will be needed. The supply of degree-level qualified teachers is adequate. In view of the growing shortage of trade instructors, however, the government provided assurances during negotiations that to enhance the availability of instructors required annually (about 130 by 1984, para. 1.10) for the proposed expansion of industrial secondary schools, trade training centers, industrial streams of the comprehensive secondary schools and the prevocational teacher training institute (a) further incentives as needed would be provided to attract trainees into the instructor training programs of the Marka Polytechnic Institute; and (b) passage of the new by-law granting qualified teacher status and appropriate incremental financial reward for those instructors  - 12 - successfully completing such training at the Institute would be confirmed to the Bank by September 30, 1980. The government also provided assurances that to analyze job placement and performance of the graduates of the project training complex and comprehensive schools the government will extend the existing tracer system to the graduates of these institutions and the results of the tracer studies will be sent to the Bank for five years following first output from the institutions. Comprehensive Secondary Schools 2.08 This component would help finance construction, equipment, furni- ture, and technical assistance for: (a) three new comprehensive secondary schools (two for boys and one for girls); and (b) extensions to and conversion of two existing general secondary schools (one for boys and one for girls) into comprehensive secondary schools. This project would form part of the government's efforts to extend comprehensive education to the less urbanized areas, with a view to directing secondary education in these areas more effectively towards social and economic development needs. The three new schools would be located in small towns and would consist of central and economically sized comprehensive schools, each replacing a number of small secondary schools currently housed in unsuitable rented premises. The schools would combine academic and vocational education and training to assist in meeting skilled manpower needs, as well as to enhance the employment prospects of the graduates. They would provide: (a) exposure of students in the academic streams (science and literature) to vocational subjects; (b) skill training for the 30-40% of the students who will be directed into vocational options; and (c) non-formal education for adults consisting of both literacy and continuing education relevant to local needs. Particular emphasis would be placed on developing practically-based science teaching, as a further measure to address a need referred to in the completion report for the first education project. 2.09 In addition to the two academic streams, the boys' schools would have an industrial stream with options in four trade vocations (electrical utilization, metalwork, woodwork and general mechanics, or, in one school, auto mechanics). The provision of an industrial stream is additional to the programs offered in the initial development of the comprehensive schools under the first education project and is expected to be generalized. The girls' schools would have commercial and home economics streams with options in six vocations (beauty culture; child care; clothing; art, weaving and ceramics; secretarial and office practice; and librarianship). Satisfactory outline curricula for all of these specializations have been prepared and are being finalized by Jordanian specialists. All students would cover the general core subjects, specialized subjects in their stream (e.g., industrial chemistry for the industrial stream) and one vocational option. While those selecting the vocational streams would take nearly half their class periods in practical work, those selecting an academic stream would be required to take about 15% of their periods in one of the vocational options.  - 13 - 2.10 Total enrollments in formal programs in these schools would be 4,100, of which 3,130 places would be constructed under this project. Of the latter, 1,830 would be in boys' schools and 1,300 in girls' schools. Annual output of all five schools would be about 1,300, of whom about 400 (30%) are expected to be vocationally trained. Of the 400, about 150 would be female. Programs would extend over three years. In the earlier comprehensive schools, an introductory year (grade 9) was provided to prepare the students for entry into the comprehensive school programs. In view of the arrangements currently being made for the provision of prevocational subjects in grades 5-9, with assistance in the training of the prevocational subject teachers under this project (para. 2.14), the transitional year will not be necessary beginning 1985/86. 2.11 Experience with the comprehensive schools under the first education project indicates that the prestige of these institutions should ensure the availability of an adequate supply of teachers for all subjects other than those of the industrial stream. For the latter, the government provided an assurance that the required number of trained instructors (42) would be available (para. 2.07). In addition, 144 man-months of fellowships abroad would be provided for 16 vocational instructors for the project institutions, to upgrade their skills and knowledge of how to teach those skills. In addition, 30 man-months of fellowships are provided for ten principals and assistant principals for study tours related to management and administration of similar-type institutions abroad. 2.12 The project institutions are expected to play a major role in pro- viding opportunities for non-formal education and training for the adult population in their areas. Appropriate programs, apart from the ongoing literacy programs, have not yet been developed but would be expected to pro- vide opportunities for further education and training, in addition to those available within the formal system, for those successfully completing the literacy programs and for other literate adults. The government provided assurances that no later than six months before the opening of the schools: (a) adult education programs to be implemented in the project institutions would be prepared and reviewed with the Bank; and (b) full-time qualified staff for each school for implementation of these programs would be designated promptly thereafter. Agricultural Secondary School - Extension (Shaubak) 2.13 The proposed extension to the existing agricultural school at Shaubak would provide additional accommodations and refurbishing of existing accommodations together with equipment to improve the food processing and poultry broiler production units of the school farm. The school has a total enrollment of 240 in a three-year program (grades 10-12) and provides prac- tically-oriented training to produce about 70 middle-level agricultural technicians per year. The graduates find ready employment in the private sector and, to a lesser extent, in the Ministry of Agriculture. As the output from this school and the other existing agricultural school is sufficient to meet the country's manpower needs at this level, the proposed extension would not increase the capacity of this program but would improve the range of  - 14 - specializations and the quality of training in food processing and poultry production which are rapidly developing subsectors of Jordanian agriculture. About 39 man-months of fellowships would be provided to train food technology, poultry and horticulture (green housing) teachers (3) abroad. Satisfactory outline curricula have been prepared for the new specializations and are being finalized. Prevocational Teacher Training Institute - Extension (Shaubak) 2.14 The proposed Prevocational Teacher Training Institute would be the first and only institution in the country to train male subject teachers required for the implementation of the new prevocational programs in grades 5-9. An existing teacher training institute in Amman will train the required female teachers. The new Institute would be located on the same campus as the agricultural secondary school, with which it will share communal and some laboratory facilities. Separate agricultural programs for grades 7-9 have been discontinued, but agricultural activities will form an important part of the newly-developed prevocational curriculum. Correspondingly, the agricul- tural teacher training course at Shaubak has been discontinued and will be replaced by and merged in the proposed training programs of the Prevocational Teacher Training Institute. 2.15 This project component would provide for additional accommodation (classrooms, craft workshops, boarding and multipurpose facilities, and staff housing) to convert the existing agricultural teacher training course to the prevocational teacher training course with an increased capacity from 60 at present to 256. Due to its location in a rural area, residential accommodation must be provided for all students and teaching staff. There- fore, the project will provide an additional 196 boarding places and 10 staff housing units. The institute would offer a two-year post-secondary course for academic and vocational secondary school graduates who would be recruited from all over the country. The output would be about 120 male teachers per year needed for the gradual implementation of the new prevocational program in grades 5-9 (para. 1.09). Curriculum developed by the MOE for the training of teachers in the prevocational education subjects--energy and environment, industrial activities, agricultural activities, commercial activities, house- keeping activities, family and social relations, and nutrition, public health and safety--is about equally divided between theory and practice. General and professional education subjects are the same as in other TTI's. Due to an existing salary incentive--vocational teachers receive about 40% more salary than general teachers--an adequate number of secondary school graduates are expected to apply for admission to the Institute. The additional 20 teachers and 12 assistant instructors for the practical training are expected to be recruited mainly from the proposed expanded program of teacher training at Marka Polytechnic Institute (para. 2.07). About 52 man-months of fellowships would be provided to train abroad 6 instructors and the director of the institute to equip them for the initial development of this new institute.  - 15 - Community College 2.16 This component would help finance construction, furniture, equipment and technical assistance for the establishment of a pilot community college in Zarqa (population 400,000). Programs to be offered would remain flexible and responsive to needs with particular reference to the needs of the community in the immediate area. They would include: (a) technician training, initially in secretarial and office management, accounting, librarianship, laboratory technicianship, nutrition, catering and institutional management, and clothing design and tailoring; (b) teacher training for subjects for which a shortage has been experienced, most especially in the English language, mathematics, science and home economics, and for primary schools, with particular reference to the training of teachers for one and two room schools in rural areas; and (c) continuing education for adults, the programs to be determined by the needs of the adult community in the Zarqa area. The formal programs would be of two years duration (grades 13-14) while non-formal programs would be of varying duration. In addition to addressing community needs, which is basic to the community college concept, the college would have as a further objective the achievement of cost economies through the availability of common courses and the sharing of accommodations and trainers among the trainee technicians and teachers. Furthermore, the interaction between the various types of trainees would enrich the training experiences of all. Experience gained under this component would provide a useful basis for the possible development of a community college system in Jordan. 2.17 The college would enroll about 1,000 students, of whom about 600 are expected to be women. In addition, an initial enrollment of about 150 adults in continuing education courses is anticipated at any given course period. As considerable interest in the college is expected nation-wide, an admission policy would be established in advance. Zarqa citizens would be given priority in the adult non-formal programs but, for the regular formal programs during the initial experimental period, the allocation of admissions would be made on an equitable basis nationally. An annual output of about 270 special subject teachers and 30 primary school teachers, and 160 technical diploma holders is expected. Employment prospects for the graduating teachers and technicians are excellent. 2.18 In view of the ready availability of well-qualified teachers for posts in the Zarqa area, and the MOE's commitment to the success of this pilot institution, no difficulty is expected in recruiting the about 50 full-time teachers required, including about 13 vocational/technical subject teachers. In addition, the full-time equivalent of another half dozen teachers would be needed to serve the adult non-formal program of afternoon and evening courses, to be largely drawn from local commercial and industrial firms and secondary schools. 2.19 Because the community college concept is new in Jordan technical assistance would be provided. An expert in community college administration would assist the director for up to one year. Fellowships (57 man-months) would be provided for four administrators and five selected technical teachers in four of the subjects, preparing them to upgrade others in their fields.  - 16 - 2.20 In view of the community orientation of the college and the emphasis being placed on developing appropriate continuing education for adults, the government provided assurances during negotiations that no later than six months before the opening of the college: (a) an Advisory Committee, including prominent Zarqa citizens among its members, and a Department of Continuing Education under a full-time head would be established; (b) detailed continuing education programs would be prepared and reviewed with the Bank; and (c) information on a system proposed by the government to evaluate the effective- ness of the community college would be forwarded to the Bank for review and comments. Mobile Building Maintenance Units 2.21 This component would provide eight mobile building maintenance units each equipped with carpentry, plumbing and electric tools, a welding machine, a small lathe, and a generator. The mobile maintenance units would be stationed at various DEOs, and would be staffed with experienced full-time maintenance crews, each comprising a carpenter, a plumber and an electrician along with a driver. The mobile units would be on call for repair work and would benefit especially those schools which have no maintenance staff of their own or find skilled craftsmen who will do repair work unavailable in their communities. Necessary supplies, such as glass and locks, would be stored in adequate quantities in storerooms at the DEOs and arrangements would be made in each DEO to allow the maintenance crew to use workshops as necessary in existing trade training and vocational centers. No difficulty is expected in recruiting the three-man maintenance crews in the towns where the DEOs are located. Institution Building 2.22 This component would be designed to strengthen the MOE itself, with the focus on its capacity to plan the direction in which its educational pro- gram should move in the future. This involves strategy for achieving such a program, the methods of implementing that strategy, systematic evaluation of the outcomes of the programs that would be supported by the strengthened research capability, and a modern management information system. Four elements in that approach would be assisted by this component. 2.23 Management Information System (MIS). This project component has been prepared on the basis of a feasibility study, financed by the government, by an international consulting firm. The study identified the need for a com- puterized MIS for the MOE, recommended the most appropriate system and prepared tender documents for procurement of computer hardware, equipment, and related computer software system. The proposed project would help finance these items. Accommodation required to house the responsible division of the MOE will be remodelled from offices in the main MOE complex. The project would enable the MOE to implement a Cabinet decision made in 1977 to convert the present manual operations into a computerized system which would be designed to provide the MOE management with planning, operational control and reporting information in a more accurate and timely manner. The system would also  - 17 - provide computing services for education research and recording students' performances in the annual national examinations, as well as manpower analysis and projections to be used by the NPC in setting resource allocation priorities in education. 2.24 There are no Jordanian firms of sufficient size or with the requisite experience to develop the appropriate software system, comprising six subsys- tems (finance, student, personnel, school facilities, instructional programs and miscellaneous functions). Accordingly, the project includes the financing of a team of experts (about 15 man-years) to design and develop such a system. During the two-year implementation period, all managerial and technical staff of the MIS would be given in-house practical training by the experts. The staff required for full operation of the MIS would be about 40, including managers, system programmers, analysts/programmers, computer operators and data/entry operators. During negotiations, the government provided an assur- ance that the proposed composition of MIS staff would be submitted to the Bank for review and the required staff would be appointed not later than December 31, 1980. 2.25 Evaluation. Technical assistance would be provided in setting up an evaluation mechanism, defining its task, and starting its operation. For this, an expert in educational evaluation would work in the MOE for six months and two staff members would study evaluation methods abroad for six months each. 2.26 Educational Research. A recently established Research Section has yet to develop a research capability. A broad range of research topics has been identified, including testing and measurement in education, science teaching methodologies, effective teaching of literacy and continuing edu- cation programs, educational supervision, use of audio-visual aids, educa- tion for Bedouins, etc. Three research experts for an average of six months each would be provided under the project to assist the Section in developing a research capability mainly by establishing research methodologies and initiating research in a selected number of topics. 2.27 Project Management Support. This component would provide 24 man- months of fellowships abroad to assist the Project Implementation Unit in improving its project implementation and management capabilities. It would be directed towards giving six key staff members insights into the management of education projects elsewhere, and in assessing and applying lessons learned during implementation.  - 18 - III. PROJECT COST, FINANCING, IMPLEMENTATION AND DISBURSEMENTS Cost of the Project 3.01 Summary of Project Cost. The total cost of the project is estimated at JD 11.8 million or US$40.1 million equivalent. The estimated total cost and foreign exchange components by main project items are summarized below: % of JDs Millions US$ Millions Baseline Local Foreign Total Local Foreign Total Cost Construction, equipment and furniture: 1 training complex 0.7 0.6 1.3 2.4 2.0 4.4 14.6 1 community college 0.7 0.5 1.2 2.2 1.9 4.1 13.3 3 comprehensive secondary schools 1.6 1.2 2.8 5.5 4.1 9.6 31.5 Extension, equipment and furniture: 2 comprehensive secondary schools 0.7 0.6 1.3 2.4 1.9 4.3 14.1 1 prevocational teacher training institute 0.6 0.4 1.0 2.0 1.4 3.4 11.0 1 secondary agricul- tural school 0.1 0.1 0.2 0.2 0.4 0.6 2.0 1 management infor- mation system 0.0 0.2 0.2 0.1 0.7 0.8 2.6 Equipment: 8 mobile school build- ing maintenance units 0.0 0.2 0.2 0.0 0.6 0.6 2.1 Technical assistance: Specialists 0.0 0.5 0.5 0.2 1.6 1.8 5.8 Fellowships 0.1 0.2 0.3 0.2 0.7 0.9 3.0 Baseline cost 4.5 4.5 9.0 15.2 15.3 30.5 100.0 Contingencies: Physical 0.4 0.4 0.8 1.5 1.4 2.9 9.6 Price increase 0.9 1.1 2.0 3.1 3.6 6.7 22.0 Sub-total 1.3 1.5 2.8 4.6 5.0 9.6 31.6 Total project cost 5.8 6.0 11.8 19.8 20.3 40.1  - 19 - 3.02 A breakdown of estimated project costs into local and foreign cost elements by categories of expenditure is summarized as follows: % of JDs Millions US$ Millions Baseline Local Foreign Total Local Foreign Total Cost Construction: Academic and communal facilities 2.7 1.7 4.4 9.2 5.6 14.8 48.5 Boarding 0.1 0.1 0.2 0.5 0.3 0.8 2.6 Staff housing 0.1 0.0 0.1 0.3 0.2 0.5 1.7 Site development 0.5 0.3 0.8 1.5 1.0 2.5 8.2 Sub-total 3.4 2.1 5.5 11.5 7.1 18.6 61.0 Professional services: 0.6 0.0 0.6 1.9 0.0 1.9 6.2 Furniture: 0.2 0.2 0.4 0.8 0.7 1.5 4.9 Equipment: 0.2 1.5 1.7 0.6 5.2 5.8 19.1 Sub-total 0.4 1.7 2.1 1.4 5.9 7.3 24.0 Technical assistance: 0.1 0.7 0.8 0.4 2.3 2.7 8.8 Baseline cost 4.5 4.5 9.0 15.2 15.3 30.5 100.0 Contingencies: 1.3 1.5 2.8 4.6 5.0 9.6 31.6 Total project cost 5.8 6.0 11.8 19.8 20.3 40.1 3.03 Basis of Cost Estimates. Estimated civil works costs for the pro- posed project are based on unit prices derived from current contracts and detailed cost analysis of similar institutions currently being constructed under the second education project. Furniture and equipment costs are based on current CIF prices and are adjusted upward to include local transportation and installation. Costs for professional services are based on current rates being charged by local architectural firms. In line with recent experience, the estimate of technical assistance costs is based upon: (a) average costs per man-month of about US$6,900 for experts (consisting of fees and per diem allowances) and about US$1,650 for fellowships, of which 80% would be foreign costs; and (b) average travel costs to and from home office or study base abroad of about US$1,200 per individual. Baseline cost estimates have been adjusted to reflect the prices at negotiations. Project cost estimates exclude any identifiable import duties and taxes.  - 20 - 3.04 Contingency Allowance. The project cost includes a contingency allowance for unforeseen physical additions equal to 10% of the estimated cost of civil works, furniture and equipment and professional services, and 5% of the estimated cost of technical assistance. The project cost also includes price escalation contingencies calculated for the period beginning at negotiations and in accordance with an agreed schedule of implementation (Annex 1, Schedule 1). Annual rates of price increase for various categories of expenditure are indicated in Annex 1, Table 3. Prices are expected to increase during the project implementation period by a total of 18.8% for civil works, 29.3% for furniture, 26.9% for equipment, 12.2% for professional services and 14.9% for technical assistance. Accordingly, aggregated price increases are estimated at about 22.0% of baseline cost plus physical contin- gencies. Total contingencies are estimated to be about 31.6% of the baseline cost. 3.05 Foreign Exchange Component. The estimated foreign exchange com- ponent is US$20.3 million equivalent or about 50.7% of the total project cost. The calculations of the foreign exchange component are based on the assumption that: (a) about three-fourths of the civil works contracts will be awarded to local construction firms; (b) all professional services con- tracts will be awarded to local firms; (c) all equipment will be imported; and (d) about one-fifth of the furniture contracts will be awarded to for- eign suppliers. The resulting foreign exchange content of each category of expenditure is as follows: (a) civil works, 38%; (b) furniture, 45%; (c) equipment, 89%; (d) professional services, 0%; and (e) technical assis- tance, 80%. Pro-ject Financing 3.06 The proposed loan of US$19.0 million would finance 100% of the total estimated foreign exchange cost of civil works, furniture and equipment as well as part of the technical assistance cost (US$1.5 million). The balance of the foreign exchange cost of the technical assistance program (US$1.3 million) would be financed by the UNDP. Local project costs would be financed by the government (US$19.6 million) and the UNDP (US$0.2 million). The proposed financial plan is summarized below:  - 21 - Government UNDP IBRD Total US$ % of US$ % of US$ % of US$ Million Financing Million Financing Million Financing Million Construction 12.0 65 0.0 0 6.6 35 18.6 Furniture 0.3 20 0.0 0 1.2 80 1.5 Equipment 0.6 10 0.0 0 5.2 90 5.8 Professional services 1.9 100 0.0 0 0.0 0 1.9 Technical assistance 0.2 7 1.3 48 1.2 45 2.7 Baseline cost 15.0 49 1.3 4 14.2 47 30.5 Contingencies: Physical 1.5 52 0.0 0 1.4 48 2.9 Price increase 3.1 46 0.2 3 3.4 51 6.7 Sub-total 4.6 48 0.2 2 4.8 50 9.6 Total project cost 19.6 49 1.5 4 19.0 47 40.1 Recurrent Expenditure 3.07 When fully operational in 1984/85, the project institutions are estimated to require about JD 0.8 million annually in recurrent costs, cor- responding to about 0.2% of the projected public recurrent expenditure on education at that time. Implementation 3.08 The construction, furnishing and equipping of all schools and the technical assistance component are scheduled to be completed by June 1983 (Annex 1, Schedule 1). In order to allow sufficient time for submission of the final withdrawal applications for the last parts of the technical assis- tance, the Closing Date would be December 31, 1983. 3.09 Administration. The Project Unit, established in the MOE for the implementation of the first two IDA education projects and responsible to the Minister, would also be responsible for the implementation of this project. The Project Unit has performed very effectively and has recently been rein- forced by the appointment of a deputy project director, whose duties include responsibilities for the technical assistance programs under the projects, and an additional architect/engineer.  - 22 - 3.10 The designs and tender documents for all project items are being prepared by consultant architects/engineers acceptable to the Bank who have been appointed under terms and conditions agreeable to the Bank. Substantial progress has already been made toward preparation of preliminary drawings, outline specifications, and site plans for all institutions, based on educa- tional and architectural working papers already agreed with the Bank, and they are expected to be completed by January 15, 1980. 3.11 Sites. A suitable site for each new project institution has been acquired and existing institutions have sufficient land to allow for their expansion. All sites have adequate sources of water and municipal electricity. 3.12 Furniture and Equipment Lists. Preparation of furniture and equip- ment lists with quantities and estimated costs is underway. It is expected that the first detailed lists together with technical specifications and related bid documents (mobile building maintenance units) will be completed by loan signing, with the remaining lists to be completed progressively over the following 12 months. 3.13 Procurement. Civil works contracts (amounting to about US$24.3 million including contingencies) would be awarded on the basis of interna- tional competitive bidding (ICB). It is anticipated that, due to the recent steady growth in the construction industry in Jordan, about three-fourths of the civil works contracts will be awarded to local construction companies with about one-fourth to foreign construction companies active in the Middle East. Equipment and furniture items (amounting to US$10.3 million including contingencies) would be grouped to the extent possible in large packages to permit bulk procurement. Contracts for furniture and equipment in excess of US$100,000 would be awarded on the basis of ICB. Small items or groups of items estimated to cost less than the above figure, or items of a spe- cialized nature for which ICB would not be practical, would be procured under normal government procedures which are satisfactory to the Bank and would include, to the extent possible, quotations from at least three manufacturers or suppliers; these items would not exceed an aggregate total of US$1.0 million or about 10% of estimated costs including contingency allowances. In ICB comparisons, local manufacturers of furniture and equipment would be allowed a margin of preference equal to the existing rate of customs duties applicable to competing imports or 15% of the CIF price, whichever is lower. Draft tender and contract documents for furniture/equipment and civil works would, on completion, be forwarded for Bank review and approval; Bank approval of tender evaluation documents would be required prior to the award of all contracts for furniture and equipment under ICB, and for all civil works contracts. Bank reimbursement for all other contracts would be contingent upon Bank approval of tender evaluation documents subsequent to contract awards. Disbursements 3.14 Disbursements (Annex 1, Schedule 3) would be on the basis of: (a) civil works: 35% of total expenditure;  - 23 - (b) furniture and equipment: 100% of foreign expenditures for directly imported and of local expenditures ex-factory for locally manufactured items; 85% of local expenditures of fully imported items procured locally; and (c) technical assistance: 100% of foreign expenditures for expatriate consultants; and 80% of local expenditures for local consultants. These percentages would be adjusted if required to assure continued financing from the available loan funds of expenditures for each category for the entire period of implementation. IV. BENEFITS, RISKS, AND CRITICAL ACTIVITIES Benefits 4.01 The proposed project would make a modest but significant contribu- tion towards meeting manpower needs for skilled workers, technicians and teachers. The provision included for the training of prevocational subject teachers would provide necessary support for the reorientation of the school system. At the same time, by expanding the comprehensive secondary school system into the less urbanized areas, the project would further reinforce the government's efforts to divert a higher proportion of secondary school students into vocational programs, and would at the same time enhance the employment prospects of the secondary school graduates. The comprehensive schools would form part also of the government's program of replacement of unsatisfactory rented buildings, and in the process would meet the educa- tional needs of the surrounding areas in central and more economical insti- tutions. Provision would be made for non-formal education and training programs for adults, which would include literacy training and would initiate continuing education. The theme of continuing education would be further expanded in the proposed community college for the community in its catchment area. In addition the college would provide for the training of needed technicians and teachers in one institution with a view to achieving economy in training costs and to provide an opportunity for professional enrichment through interaction among the various types of trainees. The experiences gained would provide a valuable basis for determining the appropriateness of a community college system for Jordan. The additional provision under the project for the training of agricultural technicians would improve the quality and expand the training of such technicians to include those required for the poultry industries and in food processing. Finally, the project would signi- ficantly enhance the MOE's capabilities in planning, research, evaluation and management, and its ability to maintain school facilities. 4.02 The major quantifiable benefits of the project are an annual in- crease in output of: (a) about 650 craftsmen/skilled workers (400 from the Saahab Training Complex and 250 from the industrial stream of comprehensive  - 24 - schools) and about 150 female graduates trained in commerce and home eco- nomics; (b) improved quality and expansion of technical courses for the training of about 70 middle-level agricultural technicians to include those required in the poultry industries and in food processing; (c) about 300 teachers for primary and preparatory schools (60% women), and 120 male pre- vocational subject teachers for grades 5-9; and (d) about 160 technicians (60% women). Risks 4.03 The proposed project has been well prepared by the government and implementation steps required prior to Board presentation have been satisfac- torily completed on time. Judging from the progress made in project develop- ment to date, the existence of experienced Project Unit staff, and government commitment to successful project implementation, no undue risks or delays in implementation are expected. It may, however, be difficult to recruit quali- fied trade instructors in certain fields (para. 1.09) because of the attraction of higher salaries abroad and in the private sector in Jordan. The various incentives already introduced and further incentives being considered (para. 1.03 (d)), would help mitigate the anticipated recruitment difficulty. The granting of qualified teacher status and financial incentives to the graduates of the trade instructor training courses, on which government provided assur- ances during negotiations, would be a further important step in assuring instructor supply. Critical Activities and Key Implementation Dates 4.04 The critical activities in project implementation and the expected completion dates are indicated in the following table. Such dates are achiev- able with the proposed project management arrangements, and would serve as a basis for project implementing and monitoring.  - 25 - Management All New Project Information System, Institutions Mobile Units Civil Works: Completion of site acquisition and topographical surveys October 15, 1979 Completion of design development drawings and site plans July 1, 1980 Bidding January 1981-June 1981 Commencement of construction July 1, 1981 Completion of construction April 1, 1983 Equipment and Furniture: Completion of preliminary equipment/furniture lists -- December 15, 1979 Completion of final lists and bid documents December 31, 1980 February 1, 1980 Completion of installation of major furniture and equipment January 1, 1983 January 1, 1981 Technical Assistance: July 1, 1983 V. AGREEMENTS REACHED AND RECOMMENDATION 5.01 During negotiations agreement was reached on the following principal points: (a) instructors in the new specializations of industrial electronics, instrument mechanics and watch repair, for which textbooks are not available in Arabic at the Saahab training complex, would be appointed not later than six months before the opening of the training complex to enable them to prepare such textbooks (para. 2.06); (b) to enhance the availability of the trained trade instructors for the project institutions: (i) further incentives as needed would be provided to attract trainees into the instructors training programs of Marka Polytechnic Institute; and (ii) passage of the new by-law granting qualified teacher status and appropriate incremental financial reward for those instructors successfully completing such training at the Institute would be confirmed to the Bank by September 30, 1980 (para. 2.07);  - 26 - (c) to analyze job placement and performance of the graduates of the project training complex and comprehensive schools the existing tracer system would be extended to the graduates of these insti- tutions and the results of the tracer studies would be sent to the Bank for five years following first output from the institutions (para. 2.07); (d) no later than six months before the opening of the schools: (i) the adult education programs to be implemented at the project comprehen- sive secondary schools would be prepared and reviewed with the Bank; and (ii) full-time qualified staff for each school for the imple- mentation of these programs would be designated (para. 2.12); (e) no later than six months before the opening of the community college: (i) an Advisory Committee including prominent Zarqa citizens and a Department of Continuing Education with a full-time head would be established; (ii) detailed continuing education programs would be prepared and reviewed with the Bank; and (iii) information on a system proposed by the government to evaluate the effectiveness of the community college would be forwarded to the Bank for review and comments (para. 2.20); and (f) the proposed composition of Management Information System staff would be submitted to the Bank for review and the required staff would be appointed not later than December 31, 1980 (para. 2.24). 5.02 Subject to the above conditions, the project provides a suitable basis for a Bank loan of US$19.0 million equivalent to the Hashemite Kingdom of Jordan for a term of 17 years, including a grace period of four years.  HASHEMITE KINGDOM OF JORDAN STRUCTURE OF THE EDUCATIONAL SYSTEM, 1979 UNIVERSITIES SEC COMMERCIAL FACULTIES OF 10 ; 11U 12ARTS, EDUCATION, SCIENCE ECONOMICS & COMMERCE, SHARIA, LAW, AGRICULTURE SEC. AGRICULTURAL 10_ 11 12 1 2 { 3_ 4 ENGINEERING, NURSING SEC. POSTAL 1 MEDICINE SEC. INDUSTRIAL TRADE TRAINING i ~~~~~~~INSTITUTES TEACHER TRAINING 10 11~~~~~D_ COMME AL TRADES TRADE TRAINING POLYTECHNIC CMPLEX SOCIAL SERVICE COMPREHENSIVE SCHOOL MIDWIFERY SEC EEA NURSING -COMPULSORY CYCLE i 3 KINDERGARTEN ELEMENTARY PREPARATORY LITERAY PARAMEDICAL SINIFIC SHAR1IA W SECONDARY EDUCATION CERTIFICATE SEC. NURSING STATISTICS * UNIVERSITY BACHELOR DEGREE - E SEC. WOMEN EDUC. COMMUNITY COLLEGE U EXISTING CLASSES - > HOTEL TRAINING HOTEL TRAINING I I IN THE PROCESS OF CREATION r- SCHOOL- RURAL DEVELOPMENT () BANK PROJECT III INSTITUTIONS r-I CENTER _ _ _ __._ J I!! AGE 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 I I I I I I I I X I I I I I I X I l 1 l World Bank - 20330  HASHEMITE KINGDOM OF JORDAN EDUCATION PYRAMID 1977/78 ,o D 2 E UUX < o nF- Grade Enrollment Population Higher' Enrollment Population < c FEMALE MALE 18 8 36 17 2 38 16 416 653 15 550 fj Student Enrollment 717 3 11 13 8 37 14 2,538 4,226 13 2,844 g Population in Age-Group 5,097 SECONDARY 12 6,698 21,910 10,532 22,460 11 8,996 23,830 12,562 24,770 10 44 58 39 39 10 9,491 25,670 OIIIIIIA13,836 27.000 PREPARATORY 9 15,771 27,540 21,944 29,290 t t t t t 8 19,552 29,450 ~ 25,494 31,620 22 76 83 68 43 7 24,971 31,050 31,069 33.560 2 7 8 684 ELEMENTARY 6 27,739 32,210 32,535 34,890 5 31,052 33,040 r 36,398 35,810 4 32,394 33,680 37,223 36,680 3 33,162 34,630 37,526 37,470 65 97 99 95 47 | 2 33,446 35,300 36,944 38,140 rt |X 1 36,281 35,950 39,790 38,650 t F. I I I I I I I I 40 32 24 16 8 0 8 16 24 32 40 'Enrollment excluding 42,800 students overseas World Bank -20338  -29- AnoeK COMPARATIVE EDUCATION INDICATORS Table 1 .. ..ass a ...u ... amunssnaaaa... aa Pae1f 2 JULY 3. 1979 I GNPI I 5 GNP 35 TUTALIG Of PUBLIC I I IPRI, IAV.PRI. I I ISEC I I I aCAPITAI n2EV,)TFDPUBLIC I EDUCATION iLITER- 3 pR!. ICIOMPLE. ISTU. ISCH4,TEAC.AuPROGRESS.1 SEC. 3STU. IRIGHERI I3 AT iTO EDO.! EXP. I RECURRENT IACY LENROLLITION IDENTSISALARY 1N3)UN RATE ILNRULL3OENTS3ENROLLI I IMARKETI (PUBLICIDFVOTEDIEXP ALLUCATELD RATE IRATID IRATE FOlRIPER IRELATION IF4O8 PRI.IRATIO $PER IRATIU I I PUP. sPRICESI FXP. i TO I T703 8(5 OF I NET SPR1.SCH.aTEACHI TO Gt0P/ ITO SEC. I NET ITEACH. GROSS: YRIMILLS.: (USS)i (INL0 Y I I OD. IPR?. SEC. H0.IADULTS)i (I) 1CYCLk(X)SER I CAPITA i(%) I (5) IER I (M I ofIIa (21) I s3 : CAl a (51 I (RI I3 7) 8 3 8) a (9)1 a 100 I (I I I 3(12) 31 C13) 3(341 3) ADVANCED) AUSTRIA; 7A 7*SCG 5,620G 5.SY 8.5E0 24Y 5ly ISV 99 98 930 260) 2.00 99D 510 1Q0 16.Asy CANADA 75 22.8 1,13s 7.3 16.7 30 37 26 98 99 97 IQ 2.0 99 90 is 16.00 GERMANY F.REP.75 61.8 6,670 5.0) 10.2 3IPO 64'* 2660 99 90 99 23EV .. . 99V BAY 22C 20.26Y JAPAN 79 11 1. 4,05 0 0.3t, 20.70 Aoi,Y 37UY IIUY 99 990 99C 2S 2.08 99C 9900 20C 2a .69Y NETHERLANDS 79 13.7 5.425 9.4 22.40 21 39 25 99 95 95 29 2.0 97 80 20 12.00 NEO ZEALAND 73 3.10 4,200G 5.2 ... 39 24 29 99 99 99 26 ... 99 67 19 2V.00 NORwAY 7N 4,0 83,043 7.2 14.4 54 20 15 99 99 99 16 1.9 99E 62 it 11.00 3CEDEN 76 V.2 11.15V V.8 14.0 23 29 la 99 99 99 16 ... 907 RSC 13 30.00CC U,K. 75 56. 0 3. 780 7.1I 1 3.9 26. 4 1 A 99 99 ... 24 2 .0 ,*I 6R 1 7 21.0CR U.S.A. 76 2 14. 6 7 795 o 5 . a 5.R ... 7 2. A2M 99E 99 99 22 ... 99 93 1 9 2Ri. 0V EUROIPE GREECEz 76 Q.I 2,590 2.h 10.V 37 26 e1 8cR 99 820 31 2.0 7VE 80 27 15.00 IRELAND 7a 3.10 2.620G S.I 13.9U 430 410 Jay 98 IORCY 994 39 ... 95A 6900 19 15.470 PURTUGOL 77 9.7 1.850 3.6 19.4 01 1 I lb 700 82 60* 19 2.0 7Se 35 12 5.00 ROMANI1A 75 21.2 1.2an 4.0 6.4 36 19 13 9V 1o13 ... 21 ... 98 49 22 1 0 . 0 SPAIN 70 3S.RG ?,990G 2.4V J5.2A 090 220 15Y 940 11900 .. 35A ... ... 7800 30 17.680 AFRICA ALOE-RIA 7 7 1.9 990G 7.5 14.3FY 42 .. 1e 39 780 45 39 4.0 55 26K 13 6.00 RENIN 7 4 3.20 IVoG, 7.2' 36 .00y 470 23D0 100 1(D 4000 7 06c 530 25.06 V38 lIIC 390 0,74v BOTSWANA 7V 0.4 540 6.0 22.0 92 23 14 lb 8oC 70 It 9.0 08 14 22 2.00 BURUNDI 70 4 3. a 1200 2.5 19.94 478 414 128 IV0 200 30? 38 1 0. 0 104 20 x M 1.0 CAMEVII2o, 7 6 7 .7 31 4 5. 7 21.5 3 3 4 S 223 ... 60 VS 52 4a0 20 90 24a 0.9OC c *A , * 7'4 1.00 220F 3.0OD 17.0D 98H 1 90i... .. 7900 25 69V . .. IV RObY 2780 0.210 CHAD 75 4,0 120 3. 0 1 0 .0 78 22 ., 35I 290RV 30 6540 1 5.0 B 2540 30 0 .0 1 8 CONGO(H) 714 1. 3F 5(0F 6.0 ( 9.3 00 3e 21 50S? 1330 63 63 6.0 48 033 22 3. 40 EGYPT 76 38V. 310 S. 9, .. . 30 32 25 44 76 80 3 1 . .. 79 49 d0 32.00 EOTHI OP IA 77 29.3j 1 00 2. 4 1 2. 9 44 31 1 4 1 0 26 . .. so . .. 03 A OR . GABON 7 4 0.50 2.9000 5.00n 20.60 290) 90 II(0 . 1000 25C 46C 5.0 IRA 31o 21 C 0.290 GAK I A 7* 0 .9 170n 3. 3 ((1 .5 46 25 6 10 27 90 335 ... 92 1 3 125 .I.. GHANA 74 Q 9p9 990F ... 19*7y 430 220 el( 2002. .6450 624 300 ... 144 OSsov 6c I6 . 090 GUINEA 706 0.7 (ROE 0. 3011 ... 30 31 30 .. 00o 64 45 12e.0 06U 1 30 26 4, 00 IVORY CnAST 7. 7.0 6(0I h.A ?3.1 33 46 13 94 50 06 43 7.0 47 I 7o 2 6 1.640 KENYA 76 13.V 2,40 5,9 26.0 67 23 10i au 807 407 34 6.0 30 16 27 1.0 LES(TOHO 75 (.2 160 (2.00 23.0 09 IV 20 40 As so 92 7.ON RI 10 216 1.00 LIBERIA 75 I 1.5 01I0 2.4 1 3. 2 27 15 le 0 7 58s . .. 35 2.u ., 1 2 2 6 l.1040 MADAGASCAR 77 V.0 240 a4,0 24.o 93 28 19 so 90 33 44 6 .0 3Vi 14 23 1.70 MALA41 77 9.b Jan 2.2 9.3 40 17 22 25 960 21 61 5.0 9 So 21 0,47 MALT 79 5,7F 900 4.2* 33.00 415F 370 18F 10F 22XF ,... 48F 9'5f SOP 60 21 ... MAURITANIA 71 1 .0 3200~ 4.1Y 20.00... ..... 104A j7Sy ... 224 ... . 300 24A . MAURITIUS 7o 0.9L 600 4.7 12.1 s0 26 6 80C 94 99 24 4.5 90 VS 32 3.50 MOROCCO 76 18.2 520 6.5 19.2 390 OAiR 130 24 650 33 40 . 33 170 22 4.00 NIGERIA 74 75.0F 3400 4.100 24.200 230 160 420 ... 41900 ... 3000 ... ... 1000 20CY 0.480 ROVANDA 7 3 4.1 IF 000o 3.2C 2A.OD... ..... 23 52 ... SI ... . I. 2 1 3 0.23cy SENEGAL 77 5,2 420 5.0 23,0 OR 30 20 10 32 ... 49 10.0 20 Io 21 3,5 SIERRA LEOINE 73 3.0F 2000 3.4 23.4 31 36 30 150 34X 45 32 4.06 6V 134 21 0.9380 SOMALIA 7* 3.6 1(0 9.0 I/,0 6,9 31 21 60? 390 RO 27 12.0 76 5 1V 0.10 SUDAN 76 19.9 290 4.9 19.9 48 36 16 2 0 34 74 33 3.8 33 14 24 1.24 SWAZILAND 7V 0.5 560 7.1 12.2 37 33 23 65 920 49 17 4,n. 06 320 20 2,000 TANZANIA 7 6 15.1 10 0 6.6 1 7,.4 42 21 I 12 60 780 01I 4q 3. 0 1 0 04 I9 0.34 YOGn) 7 7 2.04 30 0 S.5 2 6.95 30 28 2 I I8 7 4 4 0 so 6.0 92 - 04 2.00 TUNI3IA 7 3 5.70 8AOG 6. 3 2 3. 4 37 4 03 I a 9 7 2 I 0 41 6. 0 3~ A1 2 1 3.00 UGANDR 79 11.6 2 30 3.400 15.7DY 3000 0010 22E0 294 - 930Y ... 3400 v . 1044A 6XCY 218 0.500 UP0EV voLTA 77 5.8 118 3.4 23.9 31 16 32 SC 13 23 51 24.0 19 2 25 1.0 ZAIRE 76 25.6 140 6.0 22.0 49 26 25 15 860 04 420 2.0 4I 130 27 1,000 ZAMBIA 76 5.1 44a0 6.8 19.9 54 2? 22 39 970 MO 419 7,.0 21 16 23 1.50 CENTRAL AMERICA AND THE CARIRVEAN 88884000 7* 0.2 1.620 V~~~~~~~.1 2 2. 1 43 31 16 99 1060 99 21 3.0 99q 940 17 . COSTA RICA 75 2.0 960 5.20 22.78 574 258 12B 89R 30900 65V 294 3.04 588 9200 258 17.150 CUBA 78 9.9 9.500n 8.0 11.0 ... .. . . 96 98 98 22 2.7 98 69 1s 15.00 DDOmIN1CAN 8t0.72 0.80 7900 3.0 13,9 02 24 22 51 8V 17 54 3.00 63 14 24 7.00 EL 3ALVAOflR I7 4.1 570 4.0 27.2 64 a 27 62 MRS 32 39 2.2 41 23 21 7,00 GUATEMALA 73 6.20 7000 1.9 16.0 59 23 14 A7 64 26 35 3.0 69 8 25 0,097 HAITI 76 4.7I 200 I1,0 8.0 61 21 It 204a 25F IS 560 3. 0 62 4 ... 0,17 80900843 79 2.90 4000 4.2G 18.80 620 15G 190 53 78 30 35 3.0 68 11 17 V.00 JAMAICA 76 2.1 1.070 9.9 16.2 37 33 22 860 01 92 39 a.S 9 4 64 25 7.58 MEXICO 75 59.9 1.090 0.100 12.ODQ 5(Y 260 120 74 11200 31 46 3.0 63 3SSo 234 8.97EV NICARAGUA 74 2.3G 7000 2.5 14.2 fit 13 13 57 65 21 37 2.0 95 17 24 7,00 TRINIDAD A. T. 77 11 2. 185 4 .5 1 4. 1 48 3e 20 95 98k 91 30 3. 0 49 62 24 .. SOUTH AMELRICA BOLIVIA 76 S6 3190F 9,0 I7,5F ..5. . 8 178e 290 24 5F ... 48 180,D BRAZIL 79 110.00 1, 3000 5.0 1 2. 4 42E 20E 37E 64A MAO ... 27cy ... ... 26G 1500 6. 008 CHILE 75 10,30 1,050G 3*BRY 12.540 230 IO0 S0Y ,,. 11900 ... 350 ... ,,. 4800y ... 16,550 COLOMBIA 7*4 20. 30 6900 3. 300 21.200Y 0400 2200 1( I 73 10500 20 330 4 .0 90 3600 34A 6,670 ECUADOR 75 7. 30 7000 3.70D 27. 7C ... II.. 69 10207 .. 3823 ... ... 38Efy I380 . GUYANA 74 0.80 9100 O 5. 8N 14.70 47 35 1 4 83A 920 39 33 6.0 1 9 620 281 1.0 0 PARAGUAY 714 2.60r 6900 1.8 I11. 0 5S 13 e22 RI1 82 26 30 1.9 65 17I 12 5.00 PERU 75 16.00 840G 4.200 21.70Y 40Y 220 ISY 72 11100 38 3R00 3, 0 7 0 4810 2300 14.410 URUGUAY 75 2.8G 1,370G 2.95 19.3 06 34 20 90 934 ... 2 4 ... 83 , ~ I VENEZUELA 73 12.30 2.400G 4.6 19.9 103 0 2 8 0 3 9 7 7 A a ... 33 2.04 ... 53 .. 1 3C  Annex 1 -30- Table 1 Page 2 of 2 .................................................................................................................................... I I I I I I I I S I I I S I I I I GNP/ I X GNP It TOTALI2 OF PUBLIC I I I IPRI. oAV.PRI. I I ISEC I I I aCAPITAS DEVOTEDIPUBLIC I EDUCATION ILITER. I PRI. ICOMPLE. iSTU- iSCH.TEACHIPRUGRLSSI SEC. ISTU- IHIGHtRl I I AT I To EDU,I EXP. i RECURRENT sACY SENROLLITION IDENTSiSALARY INIZUN RATE IENROLLIDENTSIENROLLI I ,MARKETg (PiJBLICSDEVOTEDIEXP ALLOCATEDS RATE IRATIO IRATE FORIPER SRELATION IFROM PRI.IRATIO IPER lRATIo I I POP, IP9ICESI FXP. I TOl I TOt I(Z OF I NET IPRI SCH aTEACHI Tf GNP/ ITU SEC. I NET ITEACH; GRUBSI YAIMILLS.. (uss)1 nNLY) I EDU, IPRl, SEC. Hl.iADULTS)I (I) ICYCLE(X IER I CAPITA : (22 I (2) IER I (2) a I (1) SI (2) a (3) 1 ') 1 (5) I (6) I (7) I (8) 1 (9) 1 (10) s (11) 1(12) 1(13) 1(14) 1 ............... ............................._.....__._.........,........,,__.,,,...... ,,....__........................_..... .~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ASIA ANr nCEANIA ................ AFGHANTSTAN 77M 1403 180G 1.8 11.6 47 19 IS 12 2YX 69 37 3.0C 62 Bx 17 1.00 BANGLADESH 73 80 r; 9sn6 1.2 20.2 44Y 22Y 21Y 23D s5x ... 48D ... .,, 23xD 28 ,., CHINA(TAIwAN) 73 16.3G 1,o5OG 3.2 14.0 28 41 22 82 98C 94 40 14.0 84 61C 26 20,00C INDIA 75 620.4G 1400 2.6VY 298 ,,Y ... aA * ,,, ,,, 29xY 20AY 2.34EY INDONESIA 76 130.9G 280G 3.0 11.0 26 32 IS 608 79EX 43E 30E 2,0 52t 19Ex I1E 2,00 IRAN 73 33.oG 2, 06G 3.3 12.6 50M 188 12H so 77 74A 32 5.08 BOA 24 32 .32CY IRAQ 75 10.5r 1,390G o.7C 16,3DR ... ... 2. C 93XY ,.. 22 ... ... 35XY 26C 8.47Y JORDAN 77 2.3 1, 050K 4. 5K 9.OK 25R SOR 3R 70 97X 81 32 2.0 91 68 22 10.6 KOREA 78 37.0 1,242 2.8 17.5 35 29 36 93 102X 904 9 2.9 91 60 45 18.00 LEBANON 72 3. 2G I,070G 3.5 18. 0 39 40 10 68 86 6S 19 2.0 63 2OU 25 23 00 MALAYSIA 76 12.6 Bao o.7 26. 0 42 34 IS bOC 95 93 32 3 7 78 48 28 3. 00 NEPAL 76 12.6F lloF 11 10.0 29 20 41 19 59 28 31 2. 3 64 14 24 0,8 OMAN 72 0.8F 2.30nF 1.7N 3.8 96 , . 20 24x 99 27F 7.0 .,, 0.4X 9 .,. PAKISTAN 75 71.3G 180G 1.6 16. 2 45 25 18 21 47X 50 39 2. 0 . 17.x is 600 PAPUA N.G. 75 2.8G 4SoG 5.6 16.1 38 16 24 32 57? 73P 31 11.( 90 12X? 24 0,90? PHILIPPINES 74 43.2G 420G 2.5 14.9 73 15 12 87 104x ,.. 30 15S, .. 460 ... 21,00 SINGAPORE 74 2.3G 2,580G 2.7Y 9.2Y 39Y 39Y 17Y 75A lo9xv 720 31Y . . 99A 44XY 24 7baY SYRIA 75 7.6G 830G 3.6 6.9 39 25 26 53 89 70 35 2. 0 92 45 21 12.00 THAILAND 77 40 1 41 0 40.V 20. 0 55 30 15 84F 83 30 35 S,0u 70 28 25 3.00 TURKEY 73 40,96 1,010G S.6CY 20.6CY. 8 . 2 ... 8 5Y .., . - 24 27DY 5s83Y YEMEN 73 5.4G 300G 0.5 0.0 5 ZP 23P IX 1 18 36 5.0 75 2x 19 0,O0BY YEMEN P,0,R. 76 1.7 280 6.6 ... 57 28 8 20 89x 48 30 s.0 94 21X 24 0.10 SUMMARY FOR DEVELOPING COUNTRIESS NUMBER OF CUQ,.. lES1 94 90 88 88 85 87 95 70 9S o8 77 94 91 80 RANGE l(0.5- (3,8. 125. (5. (2. (3- (14- (13. (19. (1.9. (7. (.4. (9. (.01. 12.0 ) 33.0) 96 ) 47) 41) 98) 133X) 99 1 69 2 25.0 I 99) 80 ) 39) 23.0) QUARTILESIUPPER I S.1 21.2 54 32 22 73 94 76 46 7 83 36 25 7,0 mEDIANS 3,9 16 3 45 23 18 So 78 SS 36 4 63 17 23 2,3 LnwER I 3.0 12 4 38 18 12 20 53 30 32 3 43 9 20 .9 ;;;L............ A7;'';;;........ ................................. ..,..... SYMBOLS.... DATUM UNAVAILABLE Am1970 OR BEFORE MBCURRENT PRICES snuRcEsl MAGNITUDE NIL OR NEGLIGIRLE 831971 NaGDP ..---. ? QUESTIONABLF CmI972 PSINCLUDING FUREIGN AID COLUMNSII AND 2 WURLD BANK ATLAS A INCLUDES PART.TIME STUnENTS Dm1973 QNCENTRAL GOVT, ONLY OR IBRD MISSIUNS ** COMBINED WITH PRIMARY FP1974 REMINISTRY nF EDUCATION (MOE) ONLY 3 TO 14 IBRD MISSIONS .Ce UNDER REVIEW Fa1975 SXMOE AND STATE GOVT. ONLY AND/OR UNESCO Gm1976 ToEXCLUDING CENTRAL GOVT. STATISTICAL Hi1977 USPUBLIC ONLY YEARBUOK 881978 VBINCLUDING PRIVATE EXPENDITURE X-INCLUDING OVERAGED STUDENTS YGUNESCO SOURCES ........................................................................................... COMPARATIVE EDUCATION DATA ARE USEFUL IN THE EVALUATIUN OF VARIOUS EDUCATION SYSTEMS AND ANALYSIS OF RELATIVE STAGES OF EDUCATIONAL DEVELOPmENT BETWFEN VARIOUS COUNTRIES, HUWEVER,ON THE BASIS OF THE PRESENT DATA,CROSS.NATIONAL COMPARISON SHOuLU BE APPROACHED WITH GREAT CAUTION, DATA PRESFNTED IN THE ABOVE TABLE HAVE BEEN COLLECTED LARGELY BY THE BANK MISSIONS FROM GOVERNMENT SOURCESI THE REMAINDER ARE STAFF FSTIMATES OR DATA FROM UNESCO, EFFORTS HAVE BEEN MADE TOJ STANDARDIZE DEFINITIONS AND WITHIN LIMITS, TU CHECK THE ACCURACY OF THF DATA, NEVERThELESS,SUCH DATA ARE STILL IMPERFECT IN SEVERAL RESPECTS AND THE BANK IS wOHKING TO IMPROVE THEM PROGRESsIVELY ON THE UCCASION OF ITS OPERATIONAL WORK, IN THE USE OF THESE DATA, THE FOLLOWING QUALIFICATIONS SHOULD BE BORNE IN MINDS (M).EDUCATION" AS DEFINED IN THE TABLE INCLUDES ALL EDUCATION AND TRAINING, FURMAL AND NON.FORMALa (2)7PRIMARY EDUCATInN REFERS Tn EDUCATION AT THE FIRST LEVEL AND "SECONDARY" EDUCATInN REFERS TO ALL EDUCATIUN AT THE SECUNDARY LEVEL REGARDLFSS OF TYPE (E.G. GENERAL, TECHNICAL, AGRICULTURAL) I (3)"LITERACY RATES"(COL,.6 ARE OFTEN OBTAINED FROM COUNTRY CENSUSES, IN MANYCOUNTRIES THEY ARE ONLY APPROXIMATIONS AND IT IS DOUBTFUL THAT ANY UNIFORM DEFINITION OF 'LITERATE' HAS BEEN FOLLOWED CONSISTENTLYI M4)"PUBLIC EXPENDITURF IN EDUCATION'(COLS.3,4 AND 5) REFER TO ALL CAPITAL AND RECURRENT EXPENDITURES DEVOTEU TO EDUCATIUN BY PUBLIC AND QUASI-PUBLIC AGENCIESa (5)"ENROLLMENT RATIOS"(COLS 7, 12 AND 14) REFER TO SCHUOL YEAR AND MEAN THE PERCENTAGE OF ELIGIBLE CHILDREN ENROLLED FULL.TIME IN THE APPRnPRIATF SCHOOL, PUBLIC AND PRIVATE BY LEVEL, THEY ARE OFTEN SUBJECT TO A WIDE MARGIN UF ERROR IN THE DEVELOPING COUNTRIES OWING TO VARIATTON IN THE ACCURACY OF BASIC DATA(I.E, AGE.SPECIFIC POPULATION AND ENROLLMENTS). ENROLLMENT FIGURES FREQUENTLY ARE HIGHER THAN THE NUMBER OF STLIDENTS ACTUALLY IN SCHOOL. OVERAGED STUDENTS WHnSE INCLUSION IS INDICATED BY FOOTNOTES ALSO CAN INFLATF THE RATIOlS,  JORDAN: THIRD EDUCATION PROJECT Unit Capital Costs and Areas Per Student/- Project Institutions Gross Area Buildings and Project Item Per StudentL2 Site Works Furniture Equipment Total mT - ------------------- US$ --------------------- Training complex: 3 Academic and communal 11.1 4,470 360 1,150 5,980 Community college: Academic and communal 6.8 2,730 220 710 3,660 Staff housing: Director's house 130.0 47,460 - - 47,460 Guest rooms 40.0 15,250 - - 15,250 3 new comprehensive secondary schools: Boys', Kufr Yuba Academic and communal 8.0 3,060 260 590 3,910 Boys', Kitteh Academic and communal 8.0 3,190 260 590 4,040 Girls', Salt Academic and communal 6.2 2,360 200 280 2,840 /1 Excluding professional fees and contingencies. /2 Excluding covered galleries; the cost of the galleries is included in the unit capital cost figures. /3 Based on the industrial secondary school enrollment of 680; 6.8m2 per student when based on total enrollment.  JORDAN: THIRD EDUCATION PROJECT Contingency Allowances Technical Assistance Civil Works Furniture Equipment Professional Specialists Fellowships Total Project Cost Services Local Foreign Local Foreign Local Foreign Local Foreign Local Foreign Local Foreign Local Foreign Total Contingencies (as % of project cost): Physical 10.0 10.0 10.0 10.0 10.0 10.0 10.0 - 5.0 5.0 5.0 5.0 Price increase 18.3 19.6 28.5 30.3 25.5 27.1 12.2 - 14.9 14.9 14.9 14.9 Project cost (without contingencies): Millions JD 3.4 2.1 0.2 0.2 0.2 1.5 0.6 0.0 0.0 0.5 0.1 0.2 4.5 4.5 9.0 Millions US$ 11.5 7.1 0.8 0.7 0.6 5.2 1.9 0.0 0.2 1.6 0.2 0.7 I. 7 15.3 30.5 % foreign exchange 38.0 45.0 89.2 0.0 80.0 80.0 50.1 Contingencies (amounts): Physical Millions JD 0.3 0.2 0.0 0.0 0.0 0.2 0.1 0.0 0.0 0.0 0.0 0.0 0.4 0.4 0.8 Millions US$ 1.2 0.7 0.1 0.1 0.1 0.5 0.1 0.0 0.0 0.1 0.0 0.0 1.5 1.4 2.9 Price increase Millions JD 0.7 0.5 0.1 0.1 0.1 0.4 0.0 0.0 0.0 0.1 0.0 0.0 0.9 1.1 2.0 Millions US$ 2.3 LII.2 0.32 0.2 1.5 0 .3 0.0 0.0 Q.00 QQ 3 3- 6 Subtotal L2 Millions JD 1.0 0.7 0.1 0.1 0.1 0.6 0.1 0.0 0.0 0.1 0.0 0.0 1.3 1.5 2.8 Millions US$ 3.5 2.2 0.4 0.3 0.3 2.0 0.4 0.0 0.0 0.3 0.0 0.2 4.6 5 O . % foreign exchange 39.1 46.2 89.7 0.0 80.0 80.0 52.6 Total project cost (including contingencies): Millions JD 4.4 2.8 0.3 0.3 0.3 2.1 0.7 0.0 0.0 0.6 0.1 0.2 5.8 6.0 11.8 Millions US$ 15.0 9.3 1.2 1.0 0.9 7.2 2.3 0.0 0.2 1.9 0.2 0.9 19.8 20.3 40.1 % foreign exchange 38.3 45.3 89.3 0.0 80.0 80.0 50.7 L/ Price increases computed on basis of (1) separate annual increase rates for local and foreign exchange costs; (2) project completion 6/1983 (3.5 years from loan signing including 0.5 years for completion of technical assistance); (3) estimated progress of work per year; (4) baseline cost plus the physical contingency; (5) following yearly percentages: 1979 1980 1981 1982 1983 Local Foreign Local Foreign Local Foreign Local Foreign Local Foreign Civil works and professional fees 8.3 10.0 7.7 9.0 7.4 8.0 7.4 7.0 - - Equipment 9.0 10.0 8.5 9.0 8.0 8.0 8.0 8.0 Furniture 9.0 10.0 8.5 9.0 8.0 8.0 8.0 8.0 Technical assistance 7.0 7.0 7.0 7.0 7.0 7.0 7.0 7.0 7.0 7.0 /2 Total contingencies as % of project cost without contingencies - 31.6x. (t i~~~~~~~~~~~~~~~~~~~~~~~~~~~~  JORDAN: THIRD EDUCATION PROJECT Training Complex, Community College, New Comprehensive Secondary Schools, Prevocational Teacher Training Institute/Secondary Agricultural School Implementation Schedule 1979 1980 1981 1982 1983 1 2 34 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 Design and Construction: Sites Selected Site Acquisition and Survey Preliminary Drawings Design Development Drawings Bid Documents _ Final Drawings and Cost Estimates Advertise and Issue Documents Receive and Analyze Bids, Contract Awards Construction Guarantee Period Equipment and Furniture: '_ Final Lists Specifications and Cost Estimates Bid Documents Advertise, Analyze Bids, Awards Manufacturing, Delivery and Installation Technical Assistance: CA~ plop Specialists ., _ _ Fellowships ll * I~~~~~~~~~~~~~~~~~~~~ * IBRD Review and Approval Negotiations Csing Dat :e Board 6- World Bank-20985  JORDAN: THIRD EDUCATION PROJECT Extensions - Comprehensive Secondary Schools Implementation Schedule 1979 1980 1981 1982 1983 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 Design and Construction: Site Survey Preliminary Drawings Design Development Drawings Bid Documents Final Drawings and Cost Estimates Advertise and Issue Documents Receive and Analyze Bids, Contract Awards Construction Guarantee Period Equipment and Furniture: _ Final Lists _ Specifications and Cost Estimates Bid Documents Advertise, Analyze Bids, Awards ',' Manufacturing, Delivery and Installation Fellowships 5t n 'I~ ~ ~ ~ ~~~~~~~~~~~~~~~~~~~~~F SIBRD Review and Approval Negotiations-p4 Closing Date-04 BoardW B 2 World Bank -20984  JORDAN: THIRD EDUCATION PROJECT Management Information System, Mobile Maintenance Units, Studies Implementation Schedule 1979 1980 1981 1982 1983 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 Management Information System: Feasibility Studys Design and Construction: Preparation of Bid Documents = Bid Announcement, Evaluation and Contract Award Construction Equipment: Preparation of Bid Documents Bid Announcement, Evaluation and Contract Awards Manufacturing, Delivery and Installation _ Technical Assistance: - _ _ Mobile Maintenance Units: Specifications and Bid Documents _ ' Bid Announcement, Evaluation and Contract Award Manufacturing and Delivery Studies: Evaluation: Specialists Fellowships E Educational Research: . O O Specialists Project Management Support: _ LL 00m Fellovvships AIt * IBRD Review and Approval Negotiations-pa- Closing Date_ Board B 2 World Bank k-20986  JORDAN: THIRD EDUCATION PROJECT Technical Assistance Requirements Experts Fellowships Project Item and Type of Man/Months Total Beginning Man/Months Total Beginning Technical Assistance Required Number Each Man/Months Date Number Each Man/Months Date Training complex: Experts: Instrument mechanics 1 12 12 7/1/82 Upholstery 1 12 12 7/1/82 Subtotal experts 2 Fellowships: Instructors: Instrument mechanics, upholstery 4 12 48 9/1/80 Elect., ind. elect., auto mech., welding, woodworkers, gen. mech. 10 9 90 4/1/81 Director 1 3 3 4/1/81 Subtotal fellowships 15 141 Total training complex 2 24 15 141 Community college: Experts: Community college administration 1 12 -L2 5/1/82 Fellowships: Director 1 4 4 1/1/82 Assistant director 2 4 8 1/1/82 Registrar 1 4 4 1/1/82 Dressmaking 2 9 18 9/1/81 Nutrition & institutional management 1 9 9 9/1/81 Librarianship 1 5 5 1/1/82 Lab technician 1 9 9 9/1/81 Subtotal fellowships 9 57 Total com=unity college 1 12 9 57 Comprehensive secondary schools: Fellowships: Principals 5 3 15 1/1/82 Assistant principals 5 3 15 1/1/82 Electricity 3 9 27 10/1/ 81 Metalwork 3 9 27 10/1/ 81 Woodwork 3 9 27 10/1/81 General mechanics 2 9 18 10/1/ 81 Automotive 1 9 9 10/1/81 Ceramics 1 9 9 10/1/81 Sewing 1 9 9 10/1/81 Beauty culture 1 9 9 10/1/81 Art & weaving 1 9 9 1o/l/81 Total comprehensive schools 26 174 0 .~~~~~~~~~~~~~~~  JORDAN: THIRD EDUCATION PROJECT Technical Assistance Requirements Continued Experts Fellowships Project Item and Type of Man/Months Beginning Man/Months Total Beginning Technical Assistance Required Number Each Man/Months Date Number Each Man/Months Date Prevocational teacher training: Fellowships: Director 1 4 4 1/ 1/82 Audio-visual aids 1 12 12 6/ 1/81 Woodwork 1 6 6 1/ 1/82 Metalwork 1 6 6 1/ 1/82 Electricity 1 6 6 1/ 1/82 Methodology 1 9 9 6/ 1/81 Human nutrition 1 9 9 6/ 1/81 Total prevocational teacher training 7 52 Secondary agricultural school: Fellowships: Greenhouse 1 6 6 1/ 1/82 Food technology 1 24 24 1/ 1/80 Poultry 1 9 9 6/ 1/81 4 Total secondary agricultural school 3 39 Institution building: Management information system: Experts 15 12 180 8/ 1/80 Evaluation: Experts 1 6 6 10/ 1/80 Fellowships 2 6 12 10/ 1/80 Total evaluation 1 6 2 12 Educational research: Experts 3 6 18 7/ 1/80 Project management support: Fellowships 6 4 24 7/ 1/80 Total institution building 4 24 8 36 | Grand total: / I- Experts 22 24OL- 6 _ Fellowships = 68 499L - /1 To be financed by the UNDP except for the management information system component which will be financed under the Loan.  - 38 - Annex 1 Schedule 3 JORDAN: THIRD EDUCATION PROJECT Estimated Schedule of Disbursements Calendar Fiscal Accumulated Undisbursed Year and Year and Disbursements Disbursements Balance Semester Semester Amount % Amount % Amount % (US$m) (US$m) (US$m) 1980 1 19.0 100.0 1981 2 1 0.9 4.7 0.9 4.7 18.1 95.3 1981 1 2 0.6 3.2 1.5 7.9 17.5 92.1 1982 2 1 1.8 9.5 3.3 17.4 15.7 82.6 1982 1 2 3.5 18.4 6.8 35.8 12.2 64.2 1983 2 1 4.7 24.7 11.5 60.5 7.5 39.5 1983 1 2 5.0 26.3 16.5 86.8 2.5 13.2 1984 2 1 2.5 13.2 19.0 100.0 0.0 0.0  - 39 - ANNEX 2 RELATED DOCUMENTS AND DATA AVAILABLE IN PROJECT FILE A. Reports and Studies Relating to Education 1. Five-Year Plan, 1976-80, National Planning Council. 2. Educational Statistical Yearbook, Ministry of Education, 1979. 3. Study on Curricula and Standards of Education and Training for Boys and Girls in Secondary Schools and Teacher Training Institutes in Jordan, Ministry of Education, 1978. 4. Training Needs in the South of Jordan (preliminary report), Vocational Training Corporation, Amman, January 1979. 5. Vocational Training Corporation Five-Year Plan, 1978-82. 6. Toward a Strategy to Eradicate Illiteracy, Ministry of Education, 1979. 7. Employment Survey for Establishments Engaging (5) Persons or More, Department of Statistics, August 1977. B. Reports and Studies Relating to the Project 1. Project Proposal, Government of Jordan, January 1979. 2. Guidelines for Pre-Vocational Education in the Compulsory Stage, Ministry of Education, 1978. 3. Pre-Investment Study Report for Integrated, Computerized Management Information System, prepared by Planning Research Corporation (PRC) International, November 1979. 4. Tender Specifications for Management Information System Computer Hardware, prepared by PRC International, November 1979. 5. Tender Specifications for Management Information System Applica- tions Software, prepared by PRC International, November 1979. 6. Project Brief - Proposed Third Education Project, August 8, 1978, and Update, November 16, 1978. 7. Directive No. 6 of 1978 - Instructions on Organization of Evening Classes in Government Schools, 1978. C. Selected Working Papers of the Project 1. Educational Worksheets, November 1979. 2. Accommodation Schedules, November 1979. 3. Manpower Projections, March 1979.   IBRD 14381 360 JULY 19791 10~~~~~~~~~~ f,~~~~~~~~~~~~~Kf Y. g Lkb,d > ,4+~~~~ fA . -a)v, , ~~~~T g.t-ort Seehu To OomoRoi, S Y R I A Abeo SI.e Soo I Al- Rof,nqE ------ S/~~~~~~~~~~~~~~~~~~~~~ ... qaEAzq T. Gaza I JeM -o|v qqar , rO G.ZXH R,9 S X , t 1 l :_ 6 _,, X \ \ SAUDI _____ t 2 . j - \ ~~~~~ARABIA RV~ bb. f '' 0~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~3 /s Aiv-zac \ tJORDAN THIRD EDUCATION PROJECT * COMPREEIHINSIVE SECONDARY SCHOOLS > \ }F> 0 Qa' el Jinz^A TRADE TRAINING COMPLEX I R.sh.d,ya Ob EI Hasa 5>v=\ i X PREVOCATIONAL TEACHER TRAINING NST TUTE / SECONDARY AGRICULTURAL SCHOOL 4 . / . . . * ~~~~~~~~~~~~~~~~~~~COMMUN17Y COLLEGE o CTIES, TOWNS AND VILLAGES S