Lebanon - Education Project

Domaeat of The World Bank FOR OFmFCIAL USE ONLY Report No. 6473 PROJECT COMPLETION REPORT LEBANON FIRST EDUCATION PROJECT (LOAN 877-LE) November 10, 1986 Education and Manpower Development Division Europe, Middle East and North Africa Regional Office 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.  LFOR OFFICIL USE ONLY THE W ORLD BANK Washington, DC 20433 US A. Ofr. Of DvetltfwGftGt l Opeatmwns Ivah t.m November 10, 1986 MEMORANDUM TO THE EXECUTIVE DIRECTORS AND THE PRESIDENT SUBJECT: Project Completion Report: Lebanon - First Education Project (Loan 877-LE) Attached, for information, is a copy of a report entitled "Project Completion Report: Lebanon - First Education Project (Loan 877- LE)" prepared by the Europe, Mi 1le East and North Africa Regional Office. Under the modified system for project performance auditing further evaluation of this project by the Operations Evaluation Department has not been made. Yves Rovani by Ram K. Chopra Attachment 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 authoriation.  FOR OMCIuL USE ONLY LIST OF ABBREVIATIONS PCR Project Completion Report fPU Project Implementation Unit BT Baccalaur6at Technique BTS Brevet de Technicien Superieur IPNET Institut P6dagogique National de l'Enseignement Technique DGETP Direction G6nerale de l'Enseignement Technique et Professionnel CAP Certificat d'Aptitudes Professionnelles FPA Formation Professionnelle Acceleree TS Technicien Superieur This document has a restricted distribution and may be used by recipients onlY in the perfomance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization.  LEBANON FIRST EDUCATION PROJECT (LOAN 877-LE) PROJECT COMPLETION REPORT Table of Contents Page No. PREFACE BASIC DATA . i EVALUATION SUMMARY * iv SUMMARY AND CONCLUSIONS ******....................... I _, INTRODUCTION ............................................. 3 II. THE PROJECT ........................................4.......... The Socio-Economic Setting ................... ......... 4 Educational Issues and Development Strategy ................ 4 Formulation of the Project ...... ........... .... *. 6 III. PROJECT IMPLEMENTATION .......... *...... 8 Educational Aspects ................................. 8 Physical Aspects and Procurement ......................... 9 Bank and Borrower Performance ............................. 10 Project Costs and Disbursements ......................... 11 Covenants ............................................... 11 IV. CONCLUSIONS ...................................... 13 ANNEX Compliance with Loan Conditions. . .. . ... . . .......................... 15  - i - LEBANON FIRST EDUCATION PROJECT (LOAN 877-LE) PROJECT COMPLETION REPORT Preface Thig is a Project Completion Report (PCR) for the First Education Project in Lebanon (Loan 877-LE), for which a loan of US$6.6 million was extended to the Government of Lebanon in January, 1973. The Project was substantially amended in July 1977. The Loan closing date was September 30, 1985. At the request of the Government, the Loan Account was kept open until July 12, 1986, to permit disbursements for contracts signed prior to the closing date. About US$5.0 million was disbursed and the undisbursed ba.lance of about US$1.6 million was cancelled and the Loan Account closed with effect from July 12, 1986, the date of last disbursement under the Loan. The PCR is based on a review of the Bank files including appraisal, supervision and progress reports and other available documents as a field mission could not be scheduled due to the current security situation in Lebanon. In accordance with the revised procedures for project performance auditing, this project completion report was read by the Operations Evaluation Department (OED) but the project was not audited by OED staff. The draft PCR was sent to the Borrower for comments in July 1986. No comments have been received.  - ii - LgBAMNQ FIRST EDUCATION PROJECT ILOAN 377-LEf PROJECT COMPLETION EPORJ BASIC DATA SHEET A. KEY PROJECT OATA Appraisal Current Estimate Estimate Item (11/29/72) (03/31/86) Total Project ost-Original Project (US$ million) 15.87 NA Total Project Costs - Amended Project (US$ millions) - 17.2 Underrun % 12.8 Loan Amount (US $ million) 6.6 6.6 mount Disbursed (US $ million) 6.6 S.0 Amount Cancelled (US $ million) - 1.6 Date Physical Components Completed - Original Project 10/76 NA Date Physical Components Completed - Amended Project 12/78 6/85 Proportion completed by above date (X)100% 1/ Proporttoo of time overrun (%) - 520 Institutional Performance Good Exceptional 1J Civil works 100% completed, TA 74% completed. and 76% of Loan disbursed for equipment. B. OTHER PROJECT DATA Item Original Plan Revisions Actual First Mention in Files - - NA Government Application - - 01/72 Negotiations: Original Project - - 11/72 Amended Project - - 05/77 Board Approval: Original Project - - 12/72 Amended Project - - 07/05/77 Loan Agreement: Original Project - - 01,24/73 Amended Project - - 07/12/77 Effectiveness Date: Original Project 04/24/73 01/28/74 OS/24/74 Amended Project 09/12/77 - 09/12/77 Closing Date: Original Project 03/31/78 - Amended Project 06/30/79 1/ 09/30/85 Borrower Republic of Lebanon Executing Agency Ministry of Education Fiscal Year of Borrower January 1 to December 31 Follow-on Project None 1T the closing date of the amended project was extended six times due to hostilities in the country (from 06/30/79 to 12/31/79. to 06/30/80. to 12/31/81. to 12/31/82. to 06i29/84 and finally to 09/30/85).  - iii - C. MISSION DAT Type of Sent Monthly No. of Mission 1/ Staff Date of mission By Year Wee;.s Composition Weeks Report 1. ORIGINAL PROJECT Reconnaissance UNESCO 05/71 1 221 2.1 Identification Bdank 09/71 21 21 21 Z/ Preparation UNESCO 11/71 21 1/ 2/ 2/ Appraisal Bank 02/72 21 a,b.d.e 2/ / Supervision I Bank 08/73 21 2/ 2/ 10/09/73 Supervision II Bank 03/74 21 21 2/ 04/01/74 Supervision III Bank 10/74 1 2/ 0.8 10/12/74 Supervision IV Bank 03/75 3 21 1.1 05/05/75 1. AMENDED PROJECT Supervision I Bank 08/77 1.0 b 1.0 09/12/77 Supervision II Bank 10/77 0.6 d 0.6 11/29/77 Supervision III Bank 02/80 0.8 b 0.8 03/19/80 Supervision IV Bank 11/80 0.9 c 0.9 12/29/80 Supervision V Bank 12/81 1.1 b, c 1.1 01/29/82 Supervision VI Bank 11/82 1.0 b, c 1.0 12/20/82 Supervision VII 'jank 02/83 0.6 b. c 0.6 03/15/83 Supervision VIII Bank 07/83 0.8 c, d o.e 07/18/83 Total (Amended Project) 6.8 6.8 1 &a-architect; b-technical educator; c-vocational educator; d-general educator; e-economist 2] Data not currently available 0. CUMULATIVE ESTIMATED AND tPTUAL DISBURSEMENTS (US $ million) LYZ8 FY79 ETFl EY1 ETh1 EfY8 FYH4 EY8 EY8 Original Estimate 0.0 6.6 6.6 6.6 6.6 6.6 6.6 6.6 6.6 Actual 0.0 0.0 0.0 0.0 0.9 2.8 3.8 4.0 5.0 Actual as % of Estimate 0.0 0.0 0.0 0.0 13.6 42.4 57.6 60.6 75.8 E. COUNTRY EXCHANGE RATES Name of Currency (Abbreviation) Lebanese Pound (LL) Appraisal Year Average US$1=LL 3.11 Intervening Years Average US$t=LL 4.73 Completion Year Average US$1=LL17.95  - iv - PROJECT COMPLETION REPORT LEBANON FIRST EDUCATION PROJECT (LOAN 877-LE) EVALUATION SUMMARY Introduction This project was prepared by the Government with Unesco assistance and appraised in. February 1972. A loan of US$6.6 million became effective on May 24, 1974. Later developments in the country made a complete project reformulation necessary. This amended project was approved by the Board in July 1977 and the restructured loan became effective in September 1977. Because of an adverse political development affecting an already tight implementation plan, a series of Closing Date extensions became necessary. Actual Closing Date was September 30, 1985. The loan account was closed on July 12, 1986 after an amount of about US$5.0 million had been disbursed: the undisbursed balance of US$1,586,347.91 was cancelled as of that date. Objectives and Project Content The project was orginally intended to be the first phase of the Government's program to provide equal educational opportunities through upgrading and nationalization of Lebanon's education system. Specifically, it provided for the construction and equipping of 39 primary and 24 lower secondary schools and of 3 primary teacher training institutes and of facili- ties improvement and equipment for one lower secondary teacher training institute. This physical investment was to be complemented by a technical assistance component (para. 1.01). Implementation Experience After Board approval in December 1972, effectiveness was delayed until May 1974 because of difficulties in assembling the PIU team. Subse- quent initial project implementation, however, proceeded well, with construc- tion bids for all schools received by mid-1975. By that time, however, the worsening security situation made the realization of a building program dis- persed throughout the country an unattainable goal. In late 1975, project activities were suspended with no disbursements made (para. 1.02). The 1975/76 hostilities had led to extensive damage to and looting of, vocational and technical schools in the country's cities. Because of the anticipated urgent demand for skilled manpower to cope with Lebanon's recon- struction needs, the Government requested that the loan amount be used to repair and re-equip three technical/vocational schools (located in Dekwaneh, Tripoli and Zahle). The amended project was approved in July 1977 and the loan became effective in September 1977 (para. 1.03). Complementary to this physical investment was a UNDP-financed technical assistance project for, inter alia program/curriculum development and instructor training (paras. 2.13, 3.04-3.06).  -v - The recurring outbreaks of hostilities during implementation caused repeated delays and interruptions, but the PIU persisted in its work with admirable dedication (para. 3.12). The Bank, on the other hand, showed understanding for the extraordinary difficulties the PIU was facing and permitted a total of six Closing Date extensions (para. 1.04). In viewing these extensions, it should be realized that the initial implementation estimate of less than two years would have been optimistic even unier more favorable circumstances. These remarks, however, should not detract from the achievement of completing this project successfully. Results Civil works (reconstruction of the Tripoli school which had sus- tained severe damages, and repairs to the other two schools) were completed by early 1980. The workshops had special security features (strong steel grilles for the windows and reinforced doors) to make a repetition of the 1975/76 looting more difficult (para. 3.07). The first batch of equipment was purchased in 1982 and installed with the assistance of the experts pro- vided under the UNDP project who then proceeded with staff training at the three schools (para. 3.08). Procurement of the second batch of remaining equipment items was planned for 1982 but had to be postponed to 1984 due to a worsening of security. However, the equipment was purchased, received and installed in 1985 by the UNDP-trained school staff. By mid-year, the project was essentially completed (para. 3.09). Sustainability In a merely technical sense, the sustainability of the project does not seem to present major problems, provided that adequate recurrent funds are available. However, in this case, the volatile political situation overshadows every other aspect of project sustainability. Findings and Lessons Because of the uniqueness of this project experience, there are no findings that would have direct relevance for the implementation of projects elsewhere. It can only be hoped that the project and its staff will remain intact to serve Lebanon once peace returns to the country, and provide a basis for the reconstruction efforts in the education sector that will be needed.  PROJECT COMPLETION REPORT LEBANON FIRST EDUCATION PROJECT (LOAN 877-LE) Summary and Conclusions Summary 1. The First Education Project, approved in January 1973, was intended to be the first phase of the Government's plan aimed at providing equal education opportunities to all population groups through upgrading and nationalization of the education system. The project included provisions to build and equip 66 schools. Due to delays construction had not started by late 1975 and proj'ct implementation was postponed due to the commencement of hostilities. No disbursements were made from the Loan. 2. In 1977, the Government requested that it be allowed to use the entire loan amount (US$6.6 million) to replace equipment which had been looted from three technical/vocational schools (at Dekwaneh, Tripoli and Zahle). The Bank agreed to the Government's request and the First Education Project (amended) became effective on September 13, 1977, with an estimated implementation period of 15 months. 3. The amended project immediately encountered delays. The three project schools had been damaged during the hostilities of the 1975/76 period and when repairs commenced it was discovrered that the Tripoli school was beeyond repair and had to be entirely rebuilt. Repairs and rebuilding were completed by 1980. 4. A teclnical assistance componeint, funded by UNDP, commenced in October 1980, with an estimated duration of 24 months. Additional disruptions due to hostilities resulted in the technical assistance component taking 34 months to complete. However, much was accomplished. New programs and curriculum material (French and Arabic) were prepared for vocational and technical education, as well as for instructor training. Equipment lists and bidding documents were finalized. A computerized management system was designed and installed irn the DGETP. 5. International Competitive Bidding (ICB) for equipment commenced in late 1980 but sv-ifered frequent disruptions and delays due to hostilities with the result that the final contracts were not awarded until July 1984. The final shipment of equipment was received in mid-1985. All equipment procured under the project has been installed in the three project schools. Conclusion 6. The project was substantially completed in 1985 due largely to the strength and tenacity of the DGETP staff, whose enthusiasm and commitment to the project was maintained despite experiencing prolonged and extreme difficulties in project implementation. It is important to note that the  - 2 - education and training needs which the First and proposed Second Education Project, and the proposed Second Reconstruction Project would have met still remain. They are even more pronounced today than before the war. 7. The DGETP has amply demonstrated its capability for implementation of large-scale technical/vocational education projects when political stability returns to Lebanon and Bank lending resumes.  - 3 - LEBANON FIRST EDUCATION PROJECT (LOAN 877-LE) PROJECT COMPLETION REPORT I. INTRODUCTION 1.01 The First Education Project, for which a Bank Loan of US$6.6 million was approved in January 1973, was intended to be the first phase of the Government's plan aimed at providing equal education opportunities to all population groups through upgrading and nationalization of the public education system in Lebanon. Specifically, the project, as appraised in February 1972, included provisions for new construction, equipment and furniture for 39 primary schools, 24 lower secondary schools and 3 primary teacher training institutes as well as facilities improvement, equipment and furniture for one lower secondary teacher training institute. A technical assistance component was also included. 1.02 Due to delays in appointing staff to the project implementation unit, the loan did not become effective until May 1974. Considerable progress was made in the subsequent 15 months to August 1975, when construction bids had been obtained for all primary and secondary schools and negotiations were proceeding with the lowest bidder. However, construction did not start due to the worsening war situation at that time. Project activities were suspended in late 1975 and no disbursements were made. 1.03 During the l'75/76 phase of hostilities, vocational and technical schools, particularly in large cities, were looted and damaged. As a result, the Government of Lebanon requested that it be allowed to use the entire US$6.6 million of the Loan to re-equip three technical/vocational schools (at Dekwaneh, Tripoli and Zahle). This was to allow Lebanon to prepare skilled manpower most urgently needed for reconstruction in the shortest possible time. Negotiations took place in Washington, D.C. in May 1977. The Government's request was approved by the Bank in July 1977 and the First Education Project (anmended) became effective on September 12, 1977. 1.04 The continuing hostilities during the implementation period of the amended project caused delays in procurement and delivery of project equipment. As a result, the closing date of June 30, 1979 was extended six times. The actual closing date was September 30, 1985.  - 4 - II. THE PROJECT The Socio-Economic Setting 2.01 The protracted warfare in Lebanon since 1975 has had a devastating impact on economic and social development. It has left deep scars on the population. Casualties have been very high. An unknown number of people left the country, including skilled workers and technicians, and the number that will return is currently unpredictable. There have also been massive internal migrations, resulting in the withering of some economic centers and the creation of a number of squatter settlements. The efficiency of public institutions has beer, seriously impaired by the loss of talented personnel and the disruption of activities over an extended period of time. 2.02 The physical damage wrought by host}lities has also been very extensive. A number of cities, including Beirut, Sidon, Tyre and Tripoli, and many towns and villages throughout the country have been seriously affected. Destruction has been considerable in all sectors, but especially in housing, education, health, industry and public services. The country's production capacity was significantly reduced, and some of it totally destroyed. 2.03 No precise and reliable estimate of total damage to physical assets sustained by Lebanon over the past ten years is available. A Bank reconstruction assessment mission visited Lebanon in November 1982 to assess data available on war damage and to advise the Government on formulation of a reconstruction program. The mission prepared a Reconstruction Assessment Report 1I which stated that the Government's estimate of a reconstruction cost of about LL70 billion (in 1982 prices) was reasonable. The report, which was discussed with the Government in February 1983, also described a reconstruction program for the period 1983-85, which would have required a minimum of LL26 billion (close to US$6.5 billion at 1982 rates). However, the Government was unable to mobilize the required resources for the proposed 1983-85 reconstruction program and implement it because of renewed outbreaks of hostilities. Educational Issues and Development Strategy 2.04 Starting from a small base in the 1960's, the Lebanese education system expanded rapidly during the decade before the civil war and was quantitatively well developed when hostilities commenced in 1975. There was almost universal primary education and the majority of the 11-17 age group were enrolled in secondary education. The country relied heavily on private schools, which accounted for some 62% of all enrollments, including that of the universities. Many private schools were of good quality but tuition costs were generally beyond the reach of the less affluent sections of the community. The quality of the public schools was often less than desirable due to frequent use of unsuitable rental premises and a large proportion of unqualified teachers. 1/ World Bank Report No. 4434, Lebanon-Reconstruction Assessment Report, March 25, 1983. a  -5- 2.05 Only about 122 of secondary level students followed any form of technical (including commercial) or vocational training programs and about 80% of these were enrolled in technical programs of varying duration in private institutions, of which less than half led to an official diploma. Examination statistics do not distinguish between private and public candidates in passing levels and little is known about the quality of private technical education programs. 2.06 Higher education is characterized by a proliferation of institutions cocering for some 79,000 students, of which about 44,000 were Lebanese in 1981/82. The public University of Lebanon (29,000 students, of which 27,000 were Lebanese) has a number of constituent colleges established under wartime conditions with denominational affiliations, and pressures exist for further proliferation and expansion. There is a high proportion of students over 22 years of age enrolled in the universities--about 65% in the Universitv of Lebanon in 1979/80. This situation is a result of late age of entry, high repetition rates, unemployment and interruptions in schooling since the beginning of civil strife in 1975. 2.07 Education opportunities vary considerably between rural and urban areas and among socio-economic groups. There was a growing realization by the Dre-war Government that the public sector must assume a larger responsibility for education and training. In order to begin the reform of the education system the Ministry of Education (MOE) decided to focus in the 1970's on reforming and rationalizing primary and secondary education and to increasingly assume a larger share of education from the private sector at these levels. As an initial step, the MOE adopted a program in 1973/74 to ccnstruct a network of primary and lower secondary schools in accordance with a 1972 "plan de regroupement." A first phase of 63 schools for the new school network was originally included in the First Education Project (para. 1.01). A second phase, of 120 schools, was included in a proposed Bank-assisted Seccnd Education Project which was appraired in 1975. The Loan for the latter project was not made because of the outbreak of hostilities. 2.08 A Second Reconstruction Project was identified by the Bank Reconstruction Assessment mission which visited Lebanon in November 1982. The project was appraised in February 1983 and included an education component intended to provide for the repair, rehabilitation and re-equipping of 85 prinary and lower secondary schools and for the development and expansion of the vocational training system to prepare skilled manpower for reconstruction. New outbreaks in hostilities, however, prevented any further processing of the proposed project. 2.09 The Government's development priorities for the education and training sector, which will be re-addressed with the return of political stability, include: (a) establishment of a project planning and coordinating unit in MOE; (b) reparation and rehabilitation of primary and secondary schools; (c) rehabilitation and expansion of the technical/vocational training system to meet critical skilled manpower needs for reconstruction;  - 6 - (d) implementation of the 1972 "plan de regroupement" based on a new school mapping study; (e) in-service teacher training programs; (f) institution building for MOE, and (g) reform of the higher education system. Formulation of the Project 2.10 The project was identified by a UNESCO mission which visited Lebanon in May 1971 to identify education projects suitable for Bank financing. The recommendations of the UNESCO mission were reviewed with the Government by a Bank education mission in September 1971 and agreement was reached on the project items that would be submitted by the Government for Bank financing. The project was appraised in February 1972 and included provisions for the establishment of 63 new primary and lower secondary schools, and three primary teacher training institutes, and upgrading of one existing lower secondary teacher training institute (para. 1.01). 2.11 Delays were experienced during the start-up phase of the project with the result that, at the outbreak of hostilities in 1975, no disbursements had been made and project activities were suspended (para. 1.02). During the 1975/76 period of hostilities the MOE's techriical/vocational schools at Dekwaneh, Tripoli and Zahle were looted and consequently, the Government requested that 1973 Loan Agreement be amended to apply the proceeds of the Loan to re-equip the three schools. The Government's request fag approved by the Bank in July 1977 and became effective on September 12, 1977. 2.12 Preliminary equipment lists for the Dekwaneh, Tripoli and Zahle schools were prepared by the MOE's Direction G6n4rale de l'Enseignement Technique et Professionnel (DGETP) in 1978 with assistance from UNESCO/ILO. 2.13 In early 1980, the Government reached agreement with UNDP on a technical assistance project "Relaunching and Development of Technical Education and Vocational Training" (LEB/77/002). The long term objective of the project was to strengthen the DGETP and to assist it in the implementation of its six-year (1975-81) development plan. The project's immediate objectives included: (a) assisting DGETP to resume operations following the disruptipns and damage suffered during earlier hostilities; (b) installation and commissioning of equipment procured under World Bank Loan 877-LE (Education I) and related staff training; (c) upgrading of vocational training programs including related instructor training; (d) coordination of public and private sector trsining programs; (e) upgrading of curricula in line with the new equipment procured under World Bank Loan 877-LE;  (f) coordination of institutional arrangements between MOE and the Ministry of Labor for vocational training programs; and (g) establishment of a management information system for the DGETP. The UNDP project document was signed in February 1980 and the project was implemented by UNESCO, in association with the ILO, during the period October 1980 to July 1983. The UNDP contribution amounted to US$1,611,844.  - 8 - III. PROJECT IMPLEMENTATION 3.01 The estimated implementation period of 15 months for the project forseen when the project was substaptially amended in mid-1977 proved to be unrealistic, particularly in view of the fact that the technical school at Tripoli could not be repaired and had to be entirely rebuilt. Furthermore, the technical assistance component estimated at 24-month duration did not commence until October 1980, and due to disruptions resulting from hostilities, actually took 34 months to complete. In addition, the project experienced delays directly resulting from hostitities as well as bureaucratic delays arising indirectly from hostilities. Therefore, the actual period of project implementation was about 84 months rather than the 15 months originally estimated. Educational Aspects 3.02 The amended project supported an important initiative by the Government to commence the modernization and restructuring of the technical education and vocational training system. The programs and methodologies of the DGETP dated back to the early 1960's, had limited practical training content and were badly in need of modernization. 3.03 When it became obvious, after the events of 1975/76, that a major effort would be required to replace looted equipment in the technical/vocational institutes, the MOE decided that the timing was appropriate to initiate major reforms being contemplated for the system. Consequently, the Government arranged for a UNDP-funded technical assistance project which included provisions for upgrading programs and curricula, including instructor training programs, to complement the new equipment to be received under the Bank-funded project 877-LE (para. 2.13). The UNDP project was to be the first phase of technical assistance for the reform and modernization of the technical/vocational training system. A second phase of technical assistance was included in the Bank's proposed Second Reconstruction Project which was not implemented due to hostilities (para. 2.08). 3.04 The UNDP-funded technical assistance project accomplished the following in the area of curriculum development: (a) For the new accelerated vocational training program (formatiors professionnelle acceleree - FPA) - 1 to 2 years duration: modular instructional materials packages were prepared for twelve trades - electrical installation, industrial electricity, welding, farmwork, reinforced iron work, painting, structural metal work, auto body repair, carpentry, central heating, plumbing, and tiling. (b) For the new Baccalaureat Technique (BT) program - a k.,ree-years post preparatory program: modular instructional mater.als packages were prepared for seventeen specializations - machine shop, printing, building construction, civil works, commerce, hotel management, hotel operations, electricity, e:lectronics, automotive, telecommunications, industrial chemistry, air conditioning, computer science, structural metal work and foundry.  (c) For the new Technicien Superieur diploma (TS) - a two-year post- secondary program: modular instructional materials packages were prepared (in French and Arabic) for two specializations: electronics and business management. Each of the above packages were prepared in French and Arabic editions and include well illustrated, written instructional materials in modular format for trainees, and instructor's guide with performance tests, and lists of required equipment and consuiable materials for course implementation. 3.05 In addition to the above, the tecb'ical assistance project prepared: (a) training materials to train vocational and technical instructors in the new training principles and methodologies (i.e. the implementation of a performance-based, modularized curriculum); (b) orientation materials to orient school principals and staff to the new training system; (c) a plan for the introduction of the new technical/vocational training system in all public technical and vocational schools together with a plan for system evaluation; and (d) a plan for the reorganization and expansion of the DGETP which will be implemented when conditions permit. 3M06 The technical assistance project also assisted the DGETl in establishing a computerized management information system and a computer center. A computer, procured through ICB in December 1980, was installe! at DGETP in January 1981. In mid-1984, the computer system was expanided from six to fourteen terminals. The computerized system is used for processing of staff and student data including examinations, management of equipment and consumable supplies, knd will be used in the future for conducting follow-up studies of DGETP graduates. The computer center provides courses in computer programming and data processing for students in the BT and TS programs. The system has greatly enhanced the operational efficiency of the Directorate. Processing of annual examination data for DGETP students, which formerly took DGETP administration staff three weeks to complete, is now completed in three days. The technical assistance project was substantially completed in July 1983. Physicial Aspects and Procurement 3.07 During the 1975/76 phase of hostilities, the school buildings at Dekwaneh and Zahle were damaged and looted. The Tripoli technical school was destroyed. During the period 1977-80, the buildings at Dekwaneh and Zahle were repaired and the technical school at Tripoli was entirely rebuilt. The workshops in repaired and rebuilt buildings had special protection added to prevent looting: all possible access to the workshops, such as windows, were equipped with strong iron grids and all doors were protected with heavy, plate-iron internal coverings. All three schools were ready to receive equipment by early 1980. ?A  - 10 - 3.08 Preliminary equipment lists and bidding documents were approved by the Bank in early 1980. Detailed technical specifications were added to the preliminary lists with the assistance of the ILO and UNESCO experts under the UNDP-funded technical assistance project (para. 2.13) and the first international competitive bidding (ICB) for four packages of equipment for the Dekwaneh, Tripoli and Zahle schools was conducted in late 1980. By September 1981 contracts amounting to about US$2.8 million had been awarded for all four packages representing about 40% of the equipment to be procured under the Bank Loan. This equipment was received by mid-1982 and installed in the three schools under the supervision of the ILO/UNESCO experts. At this time, the ILO/UNESCO experts conducted training programs for technical staff at all three schools in workshop and laboratory layout, and in installation and commissioning of equipment so that local staff would have the experience and expertise required for the installation and commissioning of the remainder of the equipment to be procured under the Bank loan. 3.09 The second ICB for the remaining equipment was scheduled for May 1982 but was aborted due to severe hostilities at that time and was eventually conducted in early 1983. Award of contracts was again delayed by hostilities and the final contracts were not awarded until July 1984, by which time some of the bidders had exercised their rights to withdraw bids due to expiration of the bid validity period. By the end of July 1984, contracts amounting to about US$1.2 million had been awarded under the second ICB. This equipment was all received by mid-1985 and installed in project schools by DGETP technical staff who were trained by the ILO/UNESCO experts (para. 3.08). 3.10 In addition to the Government, Bank and UNDP inputs described above, bilateral donors contributed significantly to the overall project objectives. During the period 1978-1982, the Government of France provided 360 months of expert services and 48 months of fellowships, as well as equipment, (total estimate: US$3.0 million) for the DGETP's Institut Pedagogique National de l'Ensignement Technique (IPNET). During the same period USAID provided equipment and staff training for IPNET estimated at US$1.5 million. The Federal Republic of Germany provided support estimated at US$1.5 million for the establishment of a technician training institute for marine sciences at Batroun and the Government of Great Britain provided equipment and technical assistance, estimated at US$1.0 million, for the technician program in aviation mechanics at the Dekwaneh school. The total amount of bilateral assistance provided is estimated at US$7.0 million. Bank and Borrower Performance 3.11 The Bank fielded supervision missions whenever it was possible to do so. Technical advice provided the by supervision and appraisal missions to the DGFTP enhanced its capacity for project formulation and implementation. The last supervision mission was in July 1983. During periods when Bank supervision missions could not be fielded for security reasons, Bank staff monitored project progress through telephone and telex communications with the DGETP. It was not possible to field a Bank completion mission due to the current security situation in the country. 3.12 Given that this was the first experience with a Bank-assisted education project, and that the project was implemented during a most adverse period in Lebanese history, the performance of the MOE'S DGETP staff was exceptional. The project was completed due largely to the strength and  - 11. - tenacity of the DGETP staff, whose enthusiasm and commitment to the project never lagged despite frequent disruptions as well as prolong,d and extreme difficulties during project implementation. The director of the DGETP was killed during hostilities in September 1982, and the project was subsequently completed by his deputy and staff. Successive Bank missions through July 1983 commented favorably on the competence and enthusiasm of the DGETP staff. Project Costs and Disbursements 3.13 Accurate data on total project costs is not currently available. No appraisal report was prepared for the amended project and the agreement of July 12, 1977 amending the original loan agreement of January 24, 1973, does not incude detailed cost estimates. However, a Bank mission in early 1977 estimated the essential equipment needs for the three project schools at approximately US$6.6 million and the cost of repairing the three schools was estimated at US$1.5 million. The Government agreet. to carry out the necessa.:y repairs to the three schools (para. 3.07) and to arrange a technical assistance project with Unesco (para. 2.13). Total project costs have been estimated as follows: Item US$ million Civil Works (para. 3.07) 2.5 Equipment 6.1 Technical Assistance (UNDP) 1.6 Bilateral Assistance (para, 3.10) 7.0 Total: 17.2 3.14 Estimated and actual disbursements are shown under Key Project Data (p.iv,D). Disbursements lagged considerably behind original estimates because of frequent disruptions and delays in project implementation and also because of suspension of administrative activities during periods of armed conflicts. No disbursements were made during the first four years. Payment to suppliers was made from local funds and applications for reimbursement were then prepared and forwarded to the Bank. Local processing of the applications for disbursement was considerably delayed due to complicated bureaucratic procedures compounded by hostilities. At the request of the Government, the Loan Account was kept open until July 12, 1986, to permit disbursements for contracts signed prior to the closing date. About US$5.0 million was disbursed and the undisbursed balance of about US$1.6 million was cancelled and the Loan Account closed with effect from July 12, 1986, the date of last disbursement under the Loan. Covenants 3.15 Seven of the eight covenants (Annex) are considered to have been met. However, the covenant requiring the Borrower to ensure that about two-thirds of the capacity of the technical/vocational schools at Dekwaneh, Tripoli and Zahle be utilized for vocational training programs has not been fully met. It is estimated that current enrollment is about 152 in vocational and about 85% in technical education programs. This matter was discussed in detail with the DGETP authorities during the November 1982 project supervision mission. The DGETP authorities explained to the mission that there was a  - 12 - strong demand for places in the tecianical education program (for example, during the 1982/83 school year there were 30,000 applicants for the 9,000 available places) and technical students were employed immediately after graduation from the program. The solution proposed by the DGETP was to establish new vocational training centers in the major cities in order to expand enrollment. Therefore, two new vocational training centers (at Dekwaneh and Bir Hassan) were included in the proposed Second Reconstruction Project which was appraised by a Bank multi-sectoral mission in February 1983. However, this proposed project did not materialize (para. 2.08).  - 13 - Iv. CONCLUSIONS 4.01 The First Education Project, for which the Bank Loan of US$6.6 million was approved in January 1973, was intended to be the first phase of a Government program aimed at providing equal education opportunities to all population groups through upgrading and nationalization of the education system in Lebanon. At the request of the Government, the Bank agreed in 1977 to the utilization of the entire loan amount for the replacement of looted equipment in three technical vocational schools, so that skilled manpower required for reconstruction could be quickly prepared. The re-equipping of the three schools has been successfully completed and, in addition, new technical/vocational programs and curricula have been prepared which will be implemented in all public technical/vocational schools in Lebanon. However, the Government's plan for the provision of equal education opportunities to all population groups has not been addressed and this need has intensified as a result of events in Lebanon during the past decade. 4.02 The DGETP has amply demonstrated its capability for implementation of large scale technical/vocational education projects-a capability which will be badly needed-when political stability returns to Lebanon and Bank lending to the country resumes.  ' XN~ It  - 15 - ANW.X FIRST EDUCATION PROJECT (OAN 877-U) FRCr NiETzN RHUM Status of Cm1ia e Coditicms Source Not of Ccnplied Action Clditions Description of Covnant Cbvenant With PeMning Met Discussion Qualified and experiersed 3.03 specialists to be employed. X Obligation to repair facilities 3.04 X Training at D1aaieh of teaclr- 4.05(a) X COurses started in October 1979. ers and Instructors for TEVT to be resuTed before July 1, 1978. Appointnent of qualified teach- 4.05(b) X ers ant instructors to inple- met the IEVT rrogran. Coordination betwen Ministry 4.06(a) X Coordination betwen the Ministries of of Educat ion and Ministry of Education and labor is effected throuah labor for TEVT. a training committee. IEVT curricula and programs to 4.06(b) X IE and VT programs and curricula were be submitted to TRRD before prepared under IA camxwnt and reviewd Dbeeber 31, 1978 (extended by Nbvember 1982 supervision mission and from Septwber I5, 1977). are satisfactory. Preparation of a conprehensive 4.07 X UNE900 Sector Report (1978) was accepted long-term plan to cover edtua- by Bank in 1980 as complying with this tion needs. covenant. 2/3 of total capacity of An estimated 159 capacity of project project to be used for voca- institutions is currently used for V.T. tional training. 4.06(c) X The IDIP intends to expand V.T. by establishing new VT centers as soon as conditions pevmit.