Jordan - Third Education Project

Docuumat d The World Bank FOR OFFICIAL USE ONLY Report No. 6251 PROJECT PERFORMANCE AUDIT REPORT JORDAN THIRD EDUCATION PROJECT (LOAN 1781-JO) June 16, 1986 Operations Evaluation Department This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization. FOR OFFICIAL USE ONLY THE WORLD BANK Washington, D.C. 20433 U.S.A. Office of Directo-Cneral Opeatins Evaluation June 16, 1986 MEMRANDUM TO THE EXECUTIVE DIRECTORS AND THE PRESIDENT S"BJECT: Project Performance Audit Report - Jordan Third Education Project (Loan 1781-JO) Attached, for information, is a copy of a report entitled "Project Performance Audit Report - Jordan Third Education Project (Loan 1781-JO)" prepared by t'ie Operations Evaluation Department. 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 authorization. FOR OFFICIAL USE ONLY GLOSSARY CSS - Comprehensive Secondary School DEO - District Education OfOice ICB - International Competitive Bidding JD - Jordanian Dinar MBMU - Mobile Building Maintenance Unit MIS - Management Information System MOE * Ministry of Education MOR - Ministry of Health MOL - Ministry of Labor OSTI - Oklahoma State Technical Institute OSU - Oklahoma State University PID - Project Implementation Directorate TA - Technical Assistance UNDP - United Nationst Development Program UNRWA - United Nations' Relief and Works Agency VTC - Vocational Training Corporation FISCAL YEAR OF BORROWER January - December 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. PROJECT PERFORMANCE AUDIT REPORT JORDAN THIRD EDUCATION PROJECT (LOAN 1781-JO) I TABLE OF CONTENTS Page No. Preface ........................................................... i Basic Data Sheet ........................... 1 Evaluation Summary .............................................. v PROJECT PERFORMANCE AUDIT MEMORANDUM I. PROJECT BACKGROUND AND SDMMARY ........................... 1 II. PRINCIPAL ISSUES o..................................... 3 Project Implementation Schedule ......................... 3 Technical Assiotance o .. *....0..0...................*.... 4 Project Costs ......................................*... 5 III. EDUCATIONAL OUTCOMES .................................... 6 Overview .........A...................................... 6 Meeting Trained Manpower Shortages ...................... 6 Meeting the Need for Technicians and Prevocational Teachers ..........oo....*....... . **...*......o 9 Improving Relevance and Quality in Secondary Education .. 9 Provision for Adult Education ........................... 10 Improving School Building Maintenance ................... 10 Improving Planning, Management, Research and Evaluation . 11 Attachment I: Comments from the Borrower ......................... 13 PROJECT COMPLETION REPORT 1. Project Background .................................... 17 II. Project Implementation ..o....o.......o................ 21 III. Project Costs and Disbursements ........................ 24 IV. Attainment of Project Objectives ....................... 28 TABLE OF CONTENTS (contd.) Page No. Annexes: I/1. The Education System (diagram) ........................... 43 1/2. The Education Pyramid (1982/83) .......................... 44 1/3. Basic Educational Statistics and Trends .................. 45 11/1, Project Implementation Schedule .......................... 47 11/2. Project Physical Facilities .............................. 48 III/1. Estimated Project Costs at Appraisal and Financing Source ........................................ 49 III/2. Project Costs-Appraisal Estimates and Actual ............. 51 III/3. Project Cost and Loan Disbursements ...................... 52 IV/1. Comprehensive Fecondary Schools- Enrollments at the Operating Project School ............. 53 IV/2. General Secondary Schools- Program Timetable . o.o...0............................ 54 IV/3. Comprehensive Secondary Schools- Project Timetable .................................... 55 IV/4. Community Colleges- Enrollments in Public and Private Institutions .......... 56 IV/5. Technical Assistance- Expert Services by Specialization ....................... 57 IV/7. Technical Assistance- Evaluation of TA in Projects I, II and III by MOE, Summary of Conclusions and Recommendations ooo........... 58 IV/8. Project Covenants and Agreements- Descriptions and Status of Compliance ................... 59 Map of Jordan Showing Project Institutions - i - PROJECT PERFORMANCE AUDIT REPORT JORDAN THIRD EDUCATION PROJECT (LOAN 1781-JO) PREFACE This is a performance audit of the Third Education Project in Jordan, for which a loan of US$19.0 million was approved in December 1979 and signed in January 1980. The loan account was closed on January 3, 1986 when the last disbursement was made and a balance of US$3.07 million was cancelled. The audit report consists of a Project Performance Audit Memorandum (PPAM) prepared by the Operations Evaluation Department (OED) and a Project Completion Report (PCR) dated June 1985. The PCR was prepared by the Europe, Middle East and North Africa Regional Office with UNESCO assistance. The PPAM is based on a review of material in Bank files, including the Staff Appraisal Report No. 2632-JO of November 15, 1979; the President's Report No. P-2654-JO of November 26, 1979; the records of the Board discussion of this project on December 13, 1979; the Loan Agreement dated January 21, 1980; correspondence with the Government concerning this project; Bank reports on preceding and subsequent education and training projects in Jordan; the PCR and discussion with Government and Bank staff associated with this project. A sample of project institutions was visited by an OED staff member during an OED mission visit in November-December 1985. The PCR contains useful project information which the PPAM supplements by critical comment on various aspects of project design and implementation with a view to drawing lessons which might he relevant to future projects. Following customary OED procedures, copies of the draft audit report were sent on March 18, 1986 to the Government and its agencies for comments. The Government cabled to say that they found the audit report satisfactory. The Government's cable is appended to the Audit Memorandum as Attachment I. - ii - PROJECT PEEFORMANCE AUDIT REPORT JORDAN THIRD EDUCATION PROJECT (LOAN 1781-JO) BASIC DATA SHEET KEY PROJECT DATA Appraisal Actual or Estimate Current Estimate Total Project Cost (US$ million) 40.11 35.3 /a Underrun (%) -- 12% Loan Amount (US$ million) 19.0 Disbursed 15.9 Cancelled 3.1 Repaid )t 01/31/85 2.92 Outstanding ) 16.08 Date Physical Components Completed April 1, 1983 Dec. 31, 1985 --in Months Since Credit Signature 39 71 Proportion Completed by Above Date (%) 40 /b 100 Proportion of Time Overrun (%) - 82 Institutional Performance Satisfactory CUMULATIVE ESTIMATED AND ACTUAL DISBURSEMENTS (US$ million) FY 81 82 83 84 85 86 (a) Appraisal Estimate 2.4 6.8 16.5 19.0 (19.0) (19.0) (b) Actual - 2.0 4.9 10.9 14.3 15.9 (c) Actual/Estimate (%) 0 29.4 29.7 57.4 (75.3) (83.7) OTHER PROJECT DATA Original Actual or Item Plan Revisions Estimated Actual First Mention in Files 08/17/76 Government's Application 08/17/76 Negotiations 11/05/79 Board Approval 12/13/79 Loan Agreement Date 01/21/80 Effectiveness Date 03/20/80 03/12/80 03/12/80 Closing Date 12/31/83 12/31/84 12/31/84 /c Borrower Government of Jordan Executing Agency Ministry of Education Follow-on Project Name Fourth Education Project Loan Number 2068-JO Amount (US$ million) 25.0 million Date of Loan Agreement 01/20/82 /a See PPAM, paras. 14-15. /b Estimated on the basis of disbursements. 7E Final disbursement was on January 3, 1986. - iii - MISSION DATA Sent Month/ No. of No. of Staff Mission by Year Weeks Persons* Weeks** Identification Bank 06/78 3.0 4 12.0 Preparation 09/78 2.0 4 8.0 Appraisal 02/79 3.0 6 14.0 Post-Appraisal " 07/79 1.0 1 1.0 Total 35.0 Supervision 1 Bank 01/80 2.5 2 (A,E) 1.0 Supervision 2 05/80 2.5 2 (A,E) 1.0 Supervision 3 10/80 5.0 2 (A,E) 2.0 Supervision 4 02/81 2.5 2 (A,G) 2.0 Supervision 5 07/81 3.3 3 (A,G,E) 2.0 Supervision 6 12/81 3.3 3 (A,G,E) 2.0 Supervision 7 03/82 2.5 2 (A,G) 1.0 Supervision 8 10/82 1.7 3 (A,G,E) 1.0 Supervision 9 04/83 1.7 3 (A,G,E) 1.0 Supervision 10 08/83 5.0 1 (E) 1.0 Supervision 11 03/84 2.5 2 (G,E) 1.0 Supervision 12 10/84 2.5 4 (A,2G,E) 2.0 Completion " 02/85 7.5 3 6.0 Total 23.0 STAFF INPUT FY 78 79 80 81 82 83 84 85 Identification/ Preparatioa 10.3 47.1 Appraisal 52.1 11.4 Negotiations 12.9 Supervision 12.3 21.3 30.3 20.4 12.8 16.7 Total 10.3 99.2 36.6 21.3 30.3 20.4 12.8 16.7 * G - Educator; A = Architect; E = Economist ** Number of Staff-weeks attributable to this project. - iv - COUNTRY EXCHANGE RATES Name of Currency (Abbreviation) - Jordanian Dinar (JD) Exchange (Market) Rates: /a US$1=JD JD 1=US$ Appraisal Year : 1979 -- 3.39 0.295 Intervening Years: 1980 -- 3.24 0.309 1981 -- 2.95 0.339 1982 -- 2.84 0.352 1983 -- 2.69 0.372 1984 -- 2.47 0.405 Completion Year 1985 -- 2.54 0.394 ALLOCATION OF LOAN PROCEEDS (US$ Million) Original Actual /b Category Allocation Disbursements 1. Civil Works Professional Services 6.6 10.47 2. Furniture and Equipment 6.4 3.67 3. Specialist Services and Fellowships 1.2 1.79 4. Unallocated 4.8 5. Cancelled 3.07 TOTAL 19,10 19.0 /a : Source: Internatioi-l Financial Statistics, Vol. XXXIX, No.1, Jan.1986, pp. 280-281. lb : As of 01/03/86 ~ v - PROJECT PERFORMANCE AUDIT REPORT JORDAN THIRD EDUCATION PROJECT (LOAN 1781-JO) EVALUATION SUMMARY Introduction This project, the result of a Bank identification mission in mid-1978, was appraised in early 1979. The foreign exchange needed was esti- mated at US$20.3 million, or about 50.7% of the total project cost of US$40.1 million. A Bank loan of US$19.0 million was approved in December 1979, the Loan Agreement signed in January 1980, and the Loan became effective in March 1980. The UNDP provided another US$1.5 million to finance foreign exchange costs. The total actual project cost is estimated at US$35.3 million, a 12% underrun in US dollars equivalent while the cost in Jordanian dinars remains roughly the same as the appraisal estimate. Of the loan amount, US$15.9 million was disbursed and US$3.1 million was cancelled on January 3, 1986 when the last disbursement was made and the loan account was closed. Objectives The main project objectives were to assist the Government in meet- ing skilled manpower needs, improving educational quality and opportunities for secondary and post-secondary schooling, and strengthening educational planning and management. To achieve these objectives, the project provided new and renovated buildings, furniture and equipment for a vocational/tech- nical training complex, five comprehensive secondary schools, a community college, a prevocational teacher training and agricultural school complex, and eight mobile units for school building maintenance. Forty man-years' specialist services and about 42 man-years' fellowships were provided as technical assistance. Implementation Experience Notwithstanding the strong Project Implementation Directorate, project implementation was slow in starting and soon after was compounded by site problems and poor contractor performance at the community college and one of the comprehensive schools. One of the highlights was the successful fellowship program, but the technical assistance program was warred by a dispute between the MOE and the foreign consulting firm responsible for helping to set up a management information system. Overall implementation took about six years, about 80% above the appraisal estimate. - vi - Results Overall the prrject has substantially achieved its physical con- struction objective, and most of the educational institutions are making or3- gress towards their enrollment targets. However, the Saahab Training Complex (STC) and the Shaubak Agricultural Secondary School (SASS) are likely, in the near future, to be under-enrolled because of program changes made during implementation. This under-enrollment would also imply a corresponding shortfall in the output of graduates compared with appraisal expectations. On the other hand, the enrollment of the Zarqa Community College (ZCC) is likely to exceed appraisal estimates. An unexpected outcome is the prolifer- ation of community colleges through the conversion of existing teacher training institutions, even before the ZCC, supposedly a pilot scheme, was established and its viability evaluated. The adult education courses, which were expected to be run in the comprehensive schools after regular school hours, have yet to be launched. Although adult education under the District Education Offices is available at various centers, the demand seems to be weak, judging from participation data. While the project has widened educational opportunities and strengthened the foundation for skilled manpower development, quality improvements cannot, at this stage, be meaningfully assessed. All that can be said is that the project has helped to increase the number of better qualified teachers, administrators and specialist staff in the MOE. Better Dhysical facilities and equipment will also help improve the quality of teaching and learning. Sustainability As all the project i.nstitutions are run by the MOE with full government support, their sustainability is not in doubt. As long as the demand for secondary and post-secondary education continues to grow, the curricula ar> relevant and training methods are effective, the project institutions will reach their enrollment targets and therefore their sustainability will be assured. However, the operation of the comprehensive secondary schools and the community colleges as a whole should be evaluated, particularly to see how cost-effecttve they are so that, if necessary, appropriate steps could be taken to reinforce their viability as educational institutions. Findings and Lessons The project implementation schedule was overly optimistic, gi,en the history of implementation delays, and the region has taken this into account in subsequent projects which have been given significantly more time for implementation (PPAM, paras. 9-11). In technical assistance, greater care should be taken to have experts with a working knowledge of the local language (PCR, para. 4.39) and who will work closely with local counterparts to develop materials, programs or methods of work (PPAM, para. 12; PCR, para. 4.46). - vii - In view of the relative novelty of tne community colleges, the comprehensive secondary schools, and the mobile building maintenance units, an evaluation should be carried out to ascertain their relevance and effec- tiveness (PPAM, paras. 23, 26, 28; PCR, para. 4.14). To generate greater interest in adult education courses and to make full use of facilities in the comprehensive secondary schools, greater efforts are needed by the authorities concerned to plan, publicize and imple- ment such courses which, significantly, are more popular among women than among men (PPAM, para. 27; PCR, para. 4.12). - 1 - PROJECT PERFORMANCE AUDIT MEMORANDUM JORDAN THIRD EDUCATION PROJECT (LOAN 1781-JO) 1. PROJECT BACKGROUND AND SUMMARY 1. The original project proposal, resulting in part from a reconnaisance/identification mission in June-July 1978, included a higher education component involving mainly Yarmouk University and a regional computer technician training center which, for reasons of cost and financing, were subsequently dropped. The Government's major educational objective was the expansion of vocational/technical training at all levels. Following a Bank preparation mission in September 1978, the project was appraised in February-March 1979. The project was approved by the Board in December 1979, the Loan Agreement was signed in January 1980, and the Loan became effective in March 1980. 2. The main thrust of the project was towards meeting skilled manpower needs and improving quality and educational opportunities for secondary and post-secondary schooling. Accordingly, the project's main objectives were to: (a) meet manpower shortages in the commercial, industrial and construc- tion sectors; (b) meet the needs for technical and pre-vocational subject teachers; (c) improve the relevance and quality of secondary, including agricultural, and basic education; (d) initiate continuing education for adults; (e) improve the school building maintenance capability of the District Education Offices; and (f) improve the MOE's capability in planning, research, evaluation and management. To achieve these objectives, there would be construction, furniture and equipment for a technical/vocational training institute at Sashab, five (three new, two extended) comprehensive secondary schools (CSS), a new community college (CC) at Zarqa and an agricultural secondary school (extension) on the same campus at Shaubak, and a new Management Information Sys%em (MIS) in the MOE. In addition, the project would provide equipment for eight mobile building maintenance units and technical assistance totalling 40 man-years' specialist services and about 42 man-years' fellowships. Further details on the project scope are provided by the PCR (para. 1.12). 3. Total project costs, including contingencies, were estimated at US$40.1 million equivalent of which the foreign exchange component was estimaced at US$20.3 million equivalent, or about 50.7% of total costs. Three parties would be responsible for financing the project: the Bank would provide a US$19.0 million loan to cover 100% of the foreign exchange costs of civil works, furniture, equipment and part of the Technical Assistance cost (US$1.5 million); the UNDP would finance the balance of Technical Assistance (US$1.5 million); and the Government would finance local costs amounting to US$19.6 million equivalent. - 2 - 4. Although loan effectiveness was achieved within two months of sign- ing, the project faced implementation problems almost from the outset. Civil works took up to four and a half years instead of the appraisal estimate of eighteen months. Overall, implementation took nearly six years against the appraisal estimate of three and a half years, a 69% time overrun. The major delays occurred in the construction of the Zarqa CC, the Salt CSS, and various facilities at Shauhak. The problems at Zarqa and Salt were due to site difficulties and contractor performance, which also affected work at Shaubak. The overall quality of architectural designs, prepared by a local firm, was good. However, there appeared to be poor coordination of water and electricity supply lines in workshops and laboratories. Civil works construction, carried out mainly by local contractors, was of a high standard. Total gross area constructed for all project facilities was about 17% higher than appraisal estimates, an increase justified by the Government and so recognized by the Bank. Equipment and furniture supplies were generally satisfactory (PCR, paras. 2.05-2.09). 5. Technical assistance, cofinanced by UNDP and the Bank loan, was successfully implemented. The staff development program used practically all of the 42 man-years of fellowships for technical and professional training of 74 institutional administrators, MOE officers and specialist teachers, six more persons than originally envisaged (PCR, paras. 4.32-4.34). Of the 60 man-months' expert services provided by the project, 57 man-months employing 11 consultants were used to help the MOE establish an evaluation mechanism, develop the research capability of a recently established Research Section, develop two new technical course specializations (subsequently reduced to one), and develop policies and procedures for the administration of community colleges. As a result of the technical assistance the MOE has established a research and evaluation mechanism under the Dirctorate of Educational Research and Planning which, at project completion, faced constraints in staffing and administrative and technical support. To achieve the MOE's objectives, the PCR suggests, and this audit supports the suggestion, that the various MOE directorates and the district education authorities should support an official educational research and evaluation program (PCR, para. 4.41). 6. The management information system (MIS) was developed by a private corporation hired by the MOE using the 180 man-months of expert services provided under the project. The package deal included the supply of computer hardware, software development for the MIS and training of MIS staff. As a consequence of a dispute between the MOE and the sunplier, some software and staff training were apparently no. completed, Despite this set back, the MIS is in operation, processing basic administrative data, and the MIS staff are developing software to augment those done by the private corporation. 7. All the new project educational/training institutions were reported to be operational at the end of 1985, some (the CSS at Kufr Yuba and the Saahab Training Complex) since September 1984. Seven of the MBMUs were in operation, but the one in Ma'an has not been functioning because of a lack of trained staff. Although an administrative structure has been established for - 3 - research and evaluation, effective work is hampered by the lack of adminis- trative and technical support (PCR, para. 4.41). Similarly, the tracer studies unit under the Directorate of Research and Planning, staffed by one professional officer, cannot work effectively in carrying out tracer studies without support services (PCR, para. 4.42) 8. Total project costs were estimated by the PCR (para. 3.01) to be JD11.8 million based on the total of contracts. The US dollar equivalent of US$35.3 million was derived from calculations using the exchange rates prevailing at the time of contract signatures. The total amount of the loan disbursed was $15.9 million. The Closing Date of the loan was extended from December 13, 1983 to December 31, 1984 but the actual loan closing was on January 3, 1986 when the last disbursement was made and tha undisbursed balance of US$3.07 million was cancelled. II. PRINCIPAL ISSUES Project Implementation Schedule 9. In retrospect, it appears that the project was overly optimistic in estimating the time needed for implementation. The loan agreement was signed in January 1980, and the project was expected to be completed by June 30, 1983. In actual implementation, there was an 82% time overrun in physical components, due largely to construction delays in the Zarqa CC and the Salt CSS arising mainly from site problems. Even in relatively straightforward civil works for other project sites, the time overruns ranged from 33% (Aqaba CSS) to 69% (Shaubak complex), both of which required mainly extensions and renovations to existing facilities. The delay started with architectural designs which were nine months behind the appraisal schedule. 10. It is instructive to note that the audit report (PPAR No. 2494, May 9, 1979) on the Jordan First Education Project, Credit 285-JO, had drawn attention to the importance of establishing a realistic implementation schedule in the light of that project's experience in taking twice as long as the appraisal estimate to complete the project. Apparently this exhortation inspired the concern expressed at the Board meeting (December 13, 1979) that Loan 1781 might be unduly optimistic with its disbursement schedule, in view of the Borrower's experience in previous education projects. The staff response at the Board meeting was that the Bank was confident that the project would he successfully implemented within the time frame proposed because the Government had already accomplished substantial preparatory work, including the appointment of a consulting firm (which would be responsible for design and construction supervision of all civil works). Furthermore, the PID had well-qualified and experienced staff. 11. As events turned out, these factors were not suificient to insure against the unforeseen developments which delayed implementation. In this case, the site for the Zarqa CC was acquired only in March 1983, over three years after loan signing. (Further details of this problem are given in the - 4 - PCR, para. 2.05.) Thus, as of May 1983, when the construction for all physical components was to have been completed, disbursements had reached only 23% of the total loan amount. When an official request was made in June 1983 for an extension of the Closing Date by one year to December 31, 1984, the Government also requested, and the Bank agreed, to have disbursements against civil works to be increased from 35% to 47% of expenditures on grounds that higher foreign exchange cost estimates were applied to civil works in the Fifth Education Project (Loan 2246-JO, 1983). However, it is not clear whether this had any significant impact on accelerating the loan drawdown. In the end, US$3.07 million of the loan had to be cancelled. Fortunately, despite the implementation delays, total project costs in Jordanian dinars were about the same as at appraisal, but in US dollars e-uivalent there was an underrun of 12% due pertly to changes in currency exchange rates. In this context, mention should be made that the Second Education Project, Credit 534-JO, had also experienced implementation delays (four years) which in part resulted in a 100% cost overrun. Thus, with the Third Education Project, there has been a straight run of implementation delays since the First Education Project. While in this case implementation delay does not seem to have adversely affected total project costs in local currency, final disbursements from the loan were delayed a year beyond the revised Closing Date of December 31, 1984. The project's overly optimistic implementation schedule, a common characteristic of projects appraised in the 1970s, has been taken into account in subsequent projects which have significantly longer implementation schedules.1j Technical Assistance 12. Technical assistance, cofinanced by UNDP and the Bank loan, was provided by Oklahoma State University (OSU) under a contract with the Bank to handle fellowships and expert services, and by a private corporation under contract with the MOE to develop the MIS. The fellowship program, although successfully implemented, had some start-up problems which suggested some lessons for the design of future technical assistance programs. The lessons include (a) the need for the Govenment and the fellowship-implementing agency jointly to prepare detailed study/training programs before implementation; and (b) trainees, before going overseas, should be fully informed of their privileges and responsibilities under the fellowship, and should be prepared for living and studying in a foreign country, including language training if necessary (PCR, para. 4.35). Expert services to assist the MOE in research and evaluation also met with problems arising from the exclusive use of English by the foreign consultants to train local staff. This led to the selection of trainees who were English language supervisors rather than professional staff involved with research and evaluation. A better solution, suggested by the PCR, might have been to train a core of Jordanian trainers to train staff at the DEOs (PCR, para. 4.40). 1/ Education IV (Loan 2068, 1982): 6 years; Education V (Loan 2246, 1983): 5 years; Education VI (Loan 2378, 1984): 6 years; and Manpower Development I (Loan 2633, 1985): 7 years. - 5 - 13. The establishment of an MIS would enable the MO to implement a Government decision in 1977 to replace manual operations with a computerized system capable of providing MOE with accurate and current information on the whole educational system to strengthen the general management of the sector, including evaluation and research, manpower analysis and projections for the National Planning Council in setting priorities in education. The MIS was therefore an important instrument for institution building. For this project component, the Bank loan provided 30 man-months of fellowships which enabled eight MOE staff to undergo training and 180 man-months of expert services which the MOE used in August 1981 to hire a private corporation to develop the MIS. As part of a US$1.75 million package deal, the corporation would supply the computer hardware, the computer programs, and local staff training. Some time during 1984, however, when the MIS was at an advanced installation stage, a dispute arose between the parties concerned as to whether MOE had any grounds under the contract to call the guarantee bond provided by the corporation. The corporation claimed tha the liquidation of its bank guarantee was an attempt by MOE to terminate the contract by convenience. MOE, however, countered that, even though outstanding elements of the MIS and staff training had not been completed by the firm, it had not decided to terminate the contract. The contract provides for arbitration as a mechanism for settlement of disputes. In the interest of the project the Bank, after reviewing the situation, appealed in May 1985 to both parties concerned to settle outstanding differences and complete the implementation of the MIS component. As of January 1986, neither party has initiated any arbitration procedures. The dispute, however, did not prevent the MIS from starting operations with the available staff and computer programs developed under the project. The MIS now is capable of basic administrative data processing. To improve the system the MIS needs further training for system analysts and programmers, and the MOE's directorntes and DE0s should make more effective use of the system (PCR, para. 4.44). Project Costs 14. The PCR states that the total actual project cost in local currency is JD 11.81 million, practically identical with the appraisal estimate of JD 11.80 million, or US$35.3 million equivalent, which is the total of separate calculations of the cost of civil works, furniture and equipment, and experts. Thus, compared with the appraisal estimate of US$40.1 million, the actual total project cost is 122 lower. Disbursements totalled US$15.93 million and US$3.07 million was cancelled. The difference between the loan and total disbursement was attributed to differences in the exchange rate between the appraisal year, 1979, and the completion year, 1985. A total of US$9.4 million equivalent, or nearly 60% of the total eventually disbursed, was disbursed during FY84 and FY85 when the dinar was at its highest value in relation to the US dollar (PCR, paras. 3.01-3.03; Annex 111/3). 15. Two basic problems arise in trying to calculate the actual total project costs of this project. The first problem stems from the fact that what is implied as actual cost is only "committed" cost based on the PID's accounting methods. As the PCR mission was in the field almost a year before the Bank loan was finally closed, it is possible that the actual cost is - 6 - different from the committed cost. The second problem is the method used to derive the total cost in US dollars equivalent, taking into account the fluctuating exchange rates over the implementation period. The recommenda- tion of OMS 3.58 (Annex, July 1978, para. 19) is that the exchange rate pre- vailing in each year should be applied against the cost incurred in that year. The question, therefore, is whether the US$35.3 million, converted from the committed cost in local currency, is an accurate reflection of the actual total cost in US dollars equivalent. III. EDUCATIONAL OUTCOMES Overview 16. The project has successfully achieved its physical construction objectives, and most of the project institutions are on their way towards meeting their enrollment targets. Regarding quality improvements, it is premature to make any judgement beyond the observation that the project has helped to provide more better-qualified teachers, administrators and specialiGt officers for the MOE. The project also expedited in 1982 the introduction of a new curriculum to all general secondary schools. The new curriculum has practically removed the traditional distinction between academic schools and the CSS. Educational quality requires time and the concerted efforts of students, teachers, administrators, curriculum developers, evaluators, etc., to develop. At the least, qualitative improvements cannot be expected until the project institutions have had the opportunity to reach full enrollments and implement the curriculum through several cycles of student cohorts. Nevertheless, taking the project as a whole, the audit concurs with the PCR observation (para. 4.01) that the project has made a substantial contribution to the development of the education system in line with the development needs of the country. The establishment of a computerized MIS and the successful training of key technical and administrative staff are notable achievements in strengthening the Government's institutional development. 17. As the PCR (Chapter IV) provides an assessment of the attainment of project objectives by components, the following sections will examine some of the educational outcomes with reference to the main objectives of the project. Meeting Trained Manpower Shortages 18. The three project institutions directly concerned with the output of technical and vocational skills to meet national skilled manpower needs are the Saahab Training Complex (STC), the Shaubak Agricultural Secondary School (SASS), and the Zarqa Community College (ZCC), For various reasons, which are discussed below, the first two institutions may not be able to produce the trained manpower as envisaged at appraisal, at least in the short - 7 - run. In the long run, the role of all the above institutions in meeting manpower shortages would depend on the complex factors that affect the supply and demand of skilled labor in Jordan and the surrounding Arab countries and the sensitiveness of the economy to changes in Jordan's oil-rich regional environment. It is estimated that, in 1983, Jordanians working abroad (mainly in the Gulf States) numbered 312,000 compared to a total domestic employment of 570,000 of which 130,000 were foreign workers, half of whom were unskilled.2/ 19. The facilities of the STC, comprising an industrial secondary school (ISS) and a trade training center (TTC), were originally designed for: (a) a three-year full-time program (grades 10-12) in the ISS and a two-year full-time program (grades 10-11) in the TTC, and (b) part-time nonformal evening courses for apprenticeship training and skill upgrading of varying durp -n. As such, the planned enrollments were 680 for the ISS and 440 for the I both of which would produce 220 graduates annually. The two modular progre originally designed by an ILO team and introduced in the First Educt . Project in 1972, would require much more practical work: about 50% for th,_ ISS program and 67% for the TTC program. To the overall findings of the PCR (paras. 4.03-4.07) the audit would like to add the following observations on the STC. The recent Government decision3/ to have the MOE concentrate on the three-year vocational education programs and the Vocational Training Corporation (VTC) take main responsibility for other modes of training has resulted in a change of plans for the use of the STC facilities. The audit mission noted that the STC had 354 (180 first year, 174 second year) students, or 52% of the 680 places for the full three-year course. It therr-fore appears that, for the first few cycles the graduate output is likely to fall short of the target of 220 per year. Although plans were reported to have been prepared for a second shift three-year course (PCR, para. 4.05), it is not clear whether there will be sufficient staff to handle it. Until the second shift is started, the STC facilities may be underutilized. Higher capacity utilization would be possible if the VTC made use of the STC facilities for some of its skill-upgrading programs in the evenings, but this would depend upon employer needs, according to the PCR (para. 4.05). 20. The existing facilities at SASS, constructed in the 1960s, were renovated with additional construction to provide some 9,800m of space for academic and communal facilities, student boarding, staff housing and farm buildings (PCR, paras. 4.15-4.16 and Annex 11/2). The new facilities were 2/ President's Report (No. P-4166-JO, October 10, 1985) on the Jordan Manpower Development Project. 3/ The decision was the result partly of the recommendations of a special Bank study on Vocational/Professional Education and Training (Report No. 4955-JO, March 23, 1984) to rationalize the training system in Jordan. - 8 - not intended to expand enrollment, which stood at 240 (grades 10-12) at appraisal, but to improve the range of specialized courses and the quality of training in food processing and poultry production, both of which were deve- loping rapidly in Jordan. While the construction, furniture and equipment were generally satisfactory, there were no common rooms for students in the dormitories, which also had no separate toilet facilities for dormitory wardens who are regular school teaching staff. As the SASS is presently under-enrolled, the ground floor dormitories have been converted into wardens' apartments, Although the food processing and poultry production units were reported to be functioning at project completion, the audit mis- sion was informed that the main poultry feed silo had not been properly installed by the supplier. If the installation was not rectified, poultry production would be severely curtailed. 21. The main problem at the SASS is the decline in student enrollment which was about 100 or only 42% of capacity at project completion. Apparent- ly the widening of opportunities for various vocational education programs, including agriculture, in other schools in the area has siphoned off students who might otherwise enroll at the SASS (PCR, para. 4.17). Until alternative uses are made of the facilities, the school is likely to be underutilized in the foreseeable future. On the other hand, if enrollments continue. to fall, the SASS might just as well be converted into a comprehensive schoGl if this would ensure its sustainability. 22. The Zarqa Community College was designed as a pilot scheme to serve Zarqa city and the surrounding community (estimated population about 400,000). The ZCC would offer two-year formal and variable nonformal educa- tion and training programs, which would be flexible and geared to local needs. Maximum enrollment would be about 1,000 of whom 60% was expected to be women. Additionally, there would be further education courses for about 150 adults. The expected output was 160 technical diploma holders and 300 primary school and special subject teachers (PCR, paras. 4.23). For the 1985/86 academic year, the ZCC had about 880 students, the majority being women. Enrollment in the following year was expected to reach 1,300, exceed- ing the appraisal estimate by 30%. In 1985 the ZCC graduated 375 persons comprising 225 teachers, 18 medical technicians and 132 office workers. The projected output for 1986 was about 500 graduates in teaching, commerce and nutrition. Thus, in both enrollment and graduate output, the ZCC is expected to exceed appraisal estimates. 23. The ZCC, as a pilot scheme, was supposed to provide some experi- mental results which, presumably after appropriate evaluation, would guide the development of a community college system in Jordan (Staff Appraisal Report No. 2632-JO, November 15, 1979, para. 2.16). Instead, the concept was developed and applied during implementation, aided by two Oklahoma State University experts who spent nine man-months in Jordan drafting recommenda- tions on rationale and objectives, programs, fiscal policy, administrative structure, staff qualifications and so on (PCR, para. 4.25). A Directorate of Community Colleges was established within MOE and existing post-secondary teacher training institutions were converted into community colleges. By 1983-84 enrollments reached 32,000 (of which 45% were women) in 45 colleges across the nation. Of these cilleges, 12 were under MOE, 11 under other Government authorities, 20 were private, and 2 were under the United Nations' Relief and Works Agency (UNRWA).*] In view of the rapid growth of the com- munity college system, it may be prudent for the Government to evaluate the impact and the benefits of community colleges, particularly the appraisal assumption that the ZCC would achieve cost economies through common courses for the various programs and the sharing of facilities and trainers, and that the interaction between various types of trainees would enrich the training experience of all. The task of evaluating the effectiveness of community colleges to strengthen the administration of individual colleges, and thereby ensure their viability, might appropriately be undertaken by the newly- created (1985) Ministry of Higher Education which has assumed jurisdiction over community coleges, polytechnics and universities. Meeting the Need for Technicians and Prevocational Teachers 24. To meet this oblective, an existing agricultural teacher training institute in Shauhak (sharing the same campus with the Shaubak Agricultural Secondary School) was to be converted into a prevocational teacher training institute, increasing the student places from 60 to 256. The yearly output was expected to be 120 teachers as part of the plan to implement the new pre- vocational programs in grades 5-9 (PCR, para. 4.18). However, soon after project appraisal, the institution became a community college as part of the MOE scheme to establish a community college system (see para. 22 above), to produce agricultural technicians in addition to preparing prevocational teachers. At prolect completion, the college enrolled 194 students, includ.- ing 84 women, a change from the original plan to enroll only men. Of the total enrollment, only 58 students were in prevocational teacher training. When fully operational, the college is expected to enroll 200 prevocational teacher trainees and about 60 students in the agricultural technician program. Improving Relevance and Quality in Secondary Education 25. The five (three new and two extended) comprehensive secondary schools (CSS) would provide 3,130 new places with an annual graduation of about 1,300 of whom 400 (30%) would have vocational specializations. As the aim of the CSS is to combine general (academic) secondary and vocational edu- cation to "prepare students for life" and prepare those with special skills and talents for higher levels of education,5/ the 1982 curriculum provides students in the general education stream with prevocational courses, and those in the vocational stream with a choice of specialized courses in indus- trial, commercial, agricultural, healthcare and other fields (PCR, para. 4/ Jordan Ministry of Education, Statistical Educational Year Book, 1983-1984, Amman: Directorate of Educational Planning, undated. 5/ Jordan Ministry of Education, "The Future of Secondary Education in Jordan" (proposed plan), Ju 1981, translation from Arabic, p.4. - 10 - 4.08). The choice of the five project CSS (two for girls in Salt and Aqaba, three for boys in Kitteh, Kufr Yuba and Ma'an) was part of the Government's strategy to extend comprehensive eJucation to the less urbanized areas. At project completion three of the CSS in operation had a combined enrollment of 1,440, with the majority in the general education stream as the vocational stream was just getting started. It is expected that when the CSS are fully operational in 1986/87 their enrollments will reach the appraisal forecast. 26. With the establishment of these five CSS, Jordan novi has ten CSS, five each for boys and girls, with a total enrollment of over 9,000 students (about 7% of the total secondary enrollment) in the 1985 academic year. While there is no question that the Government will continue to maintain these schools, the audit supports the recommendation of the PCR (para. 4.14) that the efficacy of the CSS, specifically the effectiveness of the new diversified curriculum and the demand for vocational training, should be evaluated to determine whether the current CSS structure and programs are responsive to national needs or whether alternative approaches would be more appropriate. Provision of Adult Education 27. The CSS during off-school hours were expected to play a major role in providing nonformal education and training for adults. At appraisal the Government agreed to prepare adult education programs and recruit full-time qualified staff for each school for implementation of these programs as soon as the CSSs became operational. According to the PCR, none of the operating CSS had any adult education courses going, the reason being that there was no mechanism to inform the public and to generate interest and demand (PCR, para. 4.12). The ZCC also had provision for adult education for 150 persons (PPAK, para. 22) but the audit mission found no activity yet. Nationwide, however, adult education seems to be at an incipient stage. In 1983-84 a total of about 9,400 people enrolled in various courses, but the number of actual participants was only about 6,300, the majority being women.6/ If the institutions established under this project are to play a more active part in providing adult education, greater effort will have to be made by the District Education Offices, which are responsible for organizing adult education programs, to assist the individual schools plan and carry out activities that are responsive to the needs of the relevant adult interest groups. Improving School Building Maintenance 28. Maintenance of school buildings is one of the most common and, in some countries, serious problems which could undermine the sustainability of the institutions themselves. Maintenance problems tend to be more acute for rural than for urban schools mainly because of the lack of skilled workers. For this reasons the audit commends the innovative idea of providing eight 6/ Jordan Ministry of Education, Statistical Educational Yearbook, 1983-84. - 11 - mobile building maintenance units (MBMU), equipped with carpentry, plumbing and electric tools, a welding machine, a lathe and a generator, manned by a four-person full-time crew comprising a catpenter, a plumber, an electrician and a driver. In this case, the MBMUs are stationed at various District Education Offices. All the units were reported to be working well, except the Ma'an MBMU which has not been functioning because of the difficulty of retaining skilled workers who tend to migrate either to industrial areas in the country or elsewhere (PCR, para. 4.29). The audit supports the PCR recommendation that the Vocational Training Corporation should train the necessary staff for the Ma'an MBMU. The audit also recommends that all the MEMUs should be evaluated for their effectiveness so that the lessons could be applied elsewhere. Improving Planning, Management, Research and Evaluation 29. Staff development through local and overseas training has been one of the strongest achievements of the project, but it has not been adequately matched by organizational and budgetary measures to ensure that research and evaluation will provide maximum support to the MOE. Some 12 man-months of expert services and staff training, funded by UNDP, were devoted to the development of the MOE's research and evaluation capability. Foreign experts were in Jordan to help develop a formal evaluation system and train staff in evaluation and research methods. A basic research and evaluation framework is in place, but staff shortage and the lack of administrative and technical support have hampered the work of the Directorate of Educational Research and Planning. Although the MIS supplies basic data such as school enrollments, school examinations, payroll figures, and so on, it has not reached its full potential because more specialists are needed for the MIS and better publicity within the MOE and the regional education offices to make use of the available facilities. /4/Is - 13 - COMMENTS FROM THE BORROWER ATTACHMENT I 21319 NPC JO 13,5>1986 TOtMR.YUKINUR1 WATANAHE DIRFI*OR OPEkATIONS EVALUATION DkPT. WORLD BANK, WA8HXN6TON DtC. SUBJFEC: PROJE:*1 PFkkMANt* AL1,I) kFPORT THIRD EDUCAf'I[N PROJECT (LOAN 1/81-JO) REFFRENCF YOUR LFITER UF MARCH 1i 1986 k0ARPINO 'lHF ABOVE MENTIONED REPORT> THE RLI.EVAN) GOVERNMENT AGENCIES WHICH HAVE PFEN INVOLVFD WITH THE SA311 PR(IJFC1i FOUND THk PERIORMACE AUDIT REPORT STAT18FACTORY. BEST REGARDS DR,TAHER KAN'AN MINXSTER OF PLANNING 21,319 NPC JO 21339 NPC JO =05130519  - 15 - HASHEMITE KINGDOM OF JORDAN TIRD EDUCATION PROJECT (LOAN 1781-JO) PROJECT COMPLETION REPORT June 1985 Education and Manpower Development Division Europe, Middle East and North Africa Region --/6 - 7;, s se A/o-R - 17 - RASHEMITE KINGDOM OF JORDAN THIRD EDUCATION PROJECT (LOAN 1781-JO) PROJECT COMPLETION REPORT I. PROJECT BACKGROUND Socio-Economic Setting 1.01 Jordan, with an area of 97,740 km2 had, in 1983, an estimated population of 2.6 million (East Bank only). Some 0.4 million Jordanians are living abroad, most of them in neighboring Arab countries. Table 1.1 below illustrates the recent socio-economic situation of the country. Table 1.1: BASIC SOCIO-ECONOMIC INDICATORS Population Total estimated (East Bank) 2.6 million Annual growth rate (1979/85) including immigration 4.0% current natural increase 3.4% Crude death rate per thousand (1984) 8.1 Percentage under 15 years of age 50.0 Adult literacy rate (as a percentage of the 12+ age-group) 70.0 Economy GNP per capita (1983) US$1,710 equivalent Public Expenditure on Education (1982) Central Government expenditures on education as a percentage of total Central Government expenditures 8.8% Central Government expenditures on education as a percentage of GNP 4.2% Labor Force Labor force in East Bank (1982) 520,000 (est.) Female participation (1980) 14-18% (est.) Number of expatriate workers (1982) 120,000 (est.) - 18 - 1.02 During the 1976-82 period, Jordan achieved a significant economic growth rate (10% per annum in real terms) because of growing remittances by Jordanians working abroad, large Inflowt of grants, rising regional demand for Jordanian exports, locational shifts of foreign corporations from Lebanon to Jordan and advantages in transit trade caused by the Iraq-Iran war. Although the country's economy has a limited productive basis and is highly sensitive to external influences, Jordan's demonstrated ability in managing quick adjustments in order to get economic advantages from prevailing political and economic conditions in its region creates hopes for the country's economic development. In view of its poor endowment of water and mineral resources, Jordan rightly considers its labor force and human resources to be its most important productive asset. Education (a) The System-Its Structure and Obiectives 1.03 During recent years, the education sector witnessed significant progress in the development of the educational process, improvement of educational facilities, and provision of educational opportunities to all segments of the population in urban and rural, including nomadic, areas. The number of students at the various educational levels in the East Bank increased from 577,469 in 1975/76 to 742,265 in 1979/80, and to 856,262 in 1983/84. Female participation increased from 45.6% in 1978/79 to 47.2% in 1983/84. The Government's strong commitment to human resource development is manifest in the striking progress achieved in improving access to education at all levels since 1975. Jordan is now focussing on qualitative development of all aspects of its educational system. 1.04 The MOE, under the guidance of the Educational Council, is responsible for formal education and training which includes primary, preparatory, general and vocational secondary and post-secondary polytechnics and community colleges. School attendance by boys and girls is compulsory through the 9th grade. The universities are governed by their own boards. A number of other ministries, in particular the Ministry of Health (MOR), the Ministry of Defense, and the Vocational Training Corporation (VTC), an autonomous governmental agency affiliated to the Ministry of Labor (MOL), are active in offering education and training related to their particular fields. The United Nations' Relief and Works Agency (UNRWA) also provides for education at various levels. In addition, there is a vigorous effort being made in job-oriented vocational training in the private sector. 1.05 The MOE is in the process of diversifying education and linking it with the needs of the country's socio-economic development, through the establishment of general vocational secondary schools and the provision of prevocational instruction courses to students following general studies in preparatory and secondary schools. A recent cabinet decision provides that as of school year 1985/86 not less than 40% of males and 30% of females will be channelled towards vocational education. How this decision would be implemented is not clear as yet. - 19 - 1.06 Although the Government's policy for further educational development has been fruitful in increasing educational opportunities, improving quality of teaching/learning situations, providing for more equipment and facilities to schools at all levels, further steps are being taken in the new development plans to improve quality and quantity of school facilities, increase the relevance of education offered tr employment, improve the teaching quality in all subjects and, especially, in science through curriculum development, book production and further in-service training of teachers and systematic evaluation and follow-up procedures. 1.07 Limited adult continuing education and literacy programs are in operation in general secondary schools and other institutions. Courses are offered provided that a group of at least 15 persons are interested. There are several governmental agencies that deal with non-formal education, the most important being the MOE, the MOL and the MOK. 1.08 Annexes 1/1-1/3 give, respectively, the structure of the education system, the education pyramid for 1982/83 and certain basic statistical data and treads. (b) Education Finance 1.09 Since 1974, the percentage of the MOE's budget in relation to the total budget has been fluctuating between 6.7% and 8.65% (8.65% in 1985). Central government expenditure on education (for MOE only) as a percentage of the GNP was 4.2% in 1982. In the 198 fiscal year, the MOE's total expenditures were distributed as follows: Recurrent expenditures-85.8% (personnel, 65.7%; grants, scholarships and contributions, 4.8%; and others, 15.3%), and capital outlays, 14.2%. The Proiect (a) Project Generation 1.10 The Third Education Project was prepared by the Government of Jordan following a Bank Project Identification Mission in June 1978 and a subsequent Bank Preparation Assistance Mission in September 1978. The project was appraised by a Bank mission in February/March 1979 and the appraisal report was issued in September 1979. (b) ProJect Objectives 1.11 The project was designed to assist the Government of Jordan in implementing programs consistent with its educational development strategy through: (a) expanding vocational technical training to meet the continuing shortage of skilled manpower in the commercial, industrial and construction sectors and improving the quality of agricultural secondary education; (b) assisting in meeting the needs for technicians and teachers through the development of a new type of post-secondary training institution (the community college); (c) improving the training of prevocational subject - 20 - teachers; (d) initiating continuing education by using the facilities of the project institutions; (e) improving the school building maintenance capability of District Education Offices (DEOs) by providing Mobile Building Maintenance Units (MBMUs); and (f) improving the MOE's training programs, administration and its capabilities for planning, research, evaluation and management through a large TA program financed mainly by UNDP and the installation of a MIS. (c) Proiect Content 1.12 The project consisted of: (a) Construction/extension, equipment and furniture for: Capacity Estimated New or Annual Institutions Grades Existing Replacement Output 1 Training Complex 10-11 - 440 200 10-12 - 680 200 5 Comprehensive Secondary Schools (3 new, 2 extensions) 10-12 970 3,130 1,300 1 Agricultural Secondary School at Shaubak (extension) 10-12 240 0 70 1 Prevocational Teacher Train- ing Institute at Shaubak (extension) 13-14 60 196 120 1 Community College at Zarqa 13-14 - 980 460 1 Management Information System - - - - 21 - (b) equipment for eight mobile building maintenance units; and . (c) technical assistance: (i) related to the above (18 man-years of specialiets' services and . 38-1/2 man-years of fellowships); and (ii) for advice on the development of an evaluation system and for strengthening research; project management and management information systems (two man-years of specialists' services and three man-years of fellowships). II. PROJECT IMPLEMENTATION Overall Implementation Schedule 2.01 Architectural design started nine months behind the appraisal schedule and required, with one exceptions 18 to 24 months as had been forecast. The bidding and award process, except for two extensions, was efficiently expedited in three months (half the time expected). Construction, however, required from 2 to 3-1/2 years as against the 18 to 21 months foreseen. 2.02 Major delays occurred in the construction of three project items and in the implementation of the Management Information System (MIS). The Zarqa Community College, still under construction, is expected to be completed and functional by the beginning of the new academic year (1985/86). Laboratories, a multipurpose room and faculty housing units at Shaubak are still under construction and are expected to be ready by June 1985. The Salt CSS is not yet completed but is expected to be finished soon and accept students in September 1985. Annex II/1 presents the overall civil works implementation schedule for the project institutions (appraisal and actual). The MOE considers some staff training and software demonstration and testing is outstanding under the MIS contract. Project Implementation Mechanism 2.03 The MOE through its Project Implementation Department (PID) was the implementing agency for the Third Education Project. This Directorate, headed by a Director, employs 43 people, among whom were 2 architects, 6 engineers, 2 assistant engineers, 5 accountants, 10 procurement officers, 2 technical assistants and a number of other supporting staff. The PID has grown progressively according to needs. It currently manages three ongoing projects (Education IV, V and VI). For construction supervision the unit contracted the services of architectural-engineering firms, a reasonable and successful procedure. 2.04 The PID has proved to be an effective implementation service. It is recognized, however, that a more rigorous control and coordination of architectural and engineering drawings with internal equipment layouts are needed, and corrective measures have been taken in this respect in subsequent projects (the Fourth, Fifth and Sixth Education Projects). - 22 - Sites 2.05 The sites were acquired in September 1979, April 1980 and December 1981, but the Zarqa community college site was only acquired on March 28, 1983, three years after the loan became effective; hence, the long delay in the construction of this item. Problems began in October 1982 (at a time the final drawings were nearly completed) when an easement for a new boundary road was declared. Definition of the sOet-back, re-design of the site plan, and new soil tests, which revealed reduced soil-bearing capacity, and consequent shifting *of buildings, resulted in a seven-month delay. This experience indicates that early clearance with the Ministry of Municipalities is a necessary step in site selection. All project sites are well located and suitable for their purpose. Desin 2.06 Design and construction supervision for all civil works were awarded to a single Jordanian professional firm which performed satisfactorily. The buildings are well located on their sites and functionally related to each other. The quality of the architectural design is high with the one exception of the southern-most school where more attention might have been given to natural ventilation and reduction of circulation space. The total gross area as built is 17% higher than the appraised area but, with the one exception given above of excessive circulation area, the area increment was justified and so recognized by the Bank. Annex 11/2 presents the areas by institution. 2.07 Local materials were chosen with good maintenance in mind; and detailing, on the whole, is good. A general problem was the poor coordination of laboratory and workshop lay-outs vis-a-vis electricity and water lines. The project unit, however, is now well sensitized to this pitfall and exercising better control of the architectural drawings. On the whole, the physical environment provided by the buildings is agreeable and will be more so when the planted landscaping develops. Construction 2.08 ICB procurement was successful. All civil works were awarded to Jordanian contractors except for two CCSs awarded to a joint Jordanian-German enterprise. The implementation directorate expressed satisfaction with most contractors but attributed the delays in the completion of the Salt CSS to weak performance of the contractor and that of the agricultural secondary school/prevocational teacher training institute to additions to the accommodation schedule. Workmanship is good and supervision by the architects and the MOE staff satisfactory, despite the great distances between the sites. - 23 - Equipment 2.09 The mission inspected equipment installed in the completed institutions. With the one general case of warping bench tops of laboratory tables (which will be replaced at the expense of the contractor), what was seen was satisfactory. Equipment costs ($3.5 million) were considerably lower than estimated at appraisal ($6.4 million), partly because inflation proved to be less severe than forecast, and strong competition among suppliers resulted in lower costs. In addition, computer hardware costs, which were shown as equipment costs at appraisal, were charged to TA disbursements because of a "package" contract for computer hardware, software and related TA. The M)bile Building Maintenance Units (MBMUs) 2.10 The eight MBMUs have been in operation for nearly two years. Apart from one which was amobile at Ma'an for lack of staff, the services of these units are highly appreciated and despite some difficulties in hiring skilled staff in certain areas (Ma'an), the units function with very good results (para. 4.28). Measures have already been taken by the PID to restart the Ma'an unit's operation. Professional Fees 2.11 Design fees were set by the MOE at 1.4% of cost of civil works and supervision fees were on a man-month basis. The consultant, who was awarded professional services for all eight institutions (civil works worth nearly JD 9.0 million), received JD 0.257 million, equivalent to US$0.8 million at that time. The total professional fee, including supeivision, was approximately 3% of the cost of the civil works which appears cost-effective. Technical Assistance (TA) 2.12 The major TA requirements under the project were implemented successfully. Technical assistance was financed from two sources - with co-financing provided by UNDP and from the loan itself. The original plan at appraisal included expert services in evaluation and technical fields totalling 60 man-months, plus 180 man-months for the development of computer software systems for a Management Information System (MIS) in the Ministry of Education. The fellowship program provided for 499 man-months' training for 68 staff (teachers, administrators and MOE staff). 2.13 For the components financed by UNDP, UNDP designated the Bank as executing agency. The Bank contracted with Oklahoma State Uni-rersity (OST) for consultant services in January 1981. OSU successfully imiemented the program. 2.14 The implementation record of the fellowship program was excellent. The project implemented 499 man-months of fellowships for 74 staff (para. 4.32) - as compared with the planned 499 man-months for 68 staff. The project implemented 57 out of the 60 man-months of expert services using UNDP funds. The development of MIS software was separately contracted by MOE to a private corporation. - 24 - III. PROJECT COSTS AND DISBURSEMENTS Appraisal Estimates Versus Actual Costs 3.01 At appraisal, the Bank's share of project financing was estimated at US$19.0 million representing 47.4% of the total project cost. Part of the TA cost (US$1.5 million) was financed by UNDP. Annex III/1 shows the distribution of costs by category of expenditure and financing source at the time of appraisal. The total actual project cost expressed in local currency (JD) is practically equal to that foreseen at appraisal (JD 11.8 million). However, in present US$ values the project cost is only 73.4% of that estimated, because of the difference in exchange rates. 1/ 3.02 Annex 111/2 compares appraisal and actual project costs by category of expenditure and project component in JD values, while Table 3.1 below summarizes the data of this annex. Table 3.1: APPRAISAL AND ACTUAL PROJECT COSTS (in JD'OOOs) Difference Appraisal Actual in % Civil Works 7,200 8,900 + 24 Furniture and Equipment 3,000 1,600 - 47 Professional Services 700 260 - 63 Technical Assistance 900 1,050 + 17 Total 11,800 11,810 0 l/ JD 1.000 = US$3.39 at appraisal as against US$2.50 at present. - 25 - 3.03 Annex 111/3 presents the project cost and the loan disbursement by category of expenditure. The total amount committed from the Loan is US$15.5 million leaving US$3.5 million undisbursed, mainly because of differences in the exchange rate, by the end of June 1985. 3.04 The mission's observations are: (a) the higher construction costs are due mainly to subsequent additions in the Shaubak Complex and higher than estimated areas in practically all other institutions (para. 2.06 and Annex II/2); (b) contingency estimates on furniture and equipment were on the high side (Table 3.2) which, together with the difference in exchange rates, contributed to costs lower than estimated; (c) professional fees are low (para. 2.11); and (d) TA costs are higher than foreseen because MIS hardware - which might otherwise be categorized as equipment - was procured under the consultant contract as an integral part of the overall system and as complementary to the software development work. 3.05 Table 3.2 below summarizes the project base costs and contingencies at appraisal. Table 3.2: PROJECT BASE COST AND CONTINGENCIES ESTIMATED AT APPRAISAL (JD Million) - Base Cost -- Total Cost % Category Local Foreign Total Local Foreign Total Increase Civil Works 3.4 2.1 5.5 4.4 2.8 7.2 31.0 Furniture & Equipment 0.4 1.7 2.1 0.6 2.4 3.0 43.0 Professional Services 0.6 0.0 0.6 0.7 0.0 0.7 17.0 Technical Assistance 0.1 0.7 0.8 0.1 0.8 0.9 13.0 Total 4.5 4.5 9.0 5.8 6.0 11.8 31.0 - 26 - 3.06 The actual capital unit cost (per student place) expressed in JDs is close to appraisal estimates and so is the gross area per student place with the exception of the Community College where additional construction work was approved at a later state. Table 3.3 below illustrates the above statement for the Shaubak Complex, the Community College and the CSSs: Table 3.3: AREA PER STUDENT PLACE AND CAPITAL UNIT COSTS Area per Student Capacity Total Cost Per Student Place Place (m2) (when in full in JDs (000s) in US$ (000s) Institution Appraisal Actual Operation) Appraisal Actual Actual Shaubak Training College 11.9 11.9 680 2.8 2.1 5.2 Community College 7.2 /a 10.2 la 980 1.5 1.4 3.5 Comprehensive Schools (3 new + 2 extensions) 8.7 8.2 3,130 1.7 1.7 4.4 a/ Including boarding facilities and staff housing - 27 - 3.07 The disbursement schedule, actual and estimated, is given in Table 3.4 below: Table 3.4: DISBURSEMENT SCHEDULE ACTUAL (AS OF FEBRUARY 1985) AND APPRAISAL ESTIMATES Actual or Current Estimated Disbursements Fiscal Year Actual Appraisal Current as % of Appraisal and Semesters Total Estimate Estimate Estimates (US$ million)- ---- 1980 2 0.0 0.0 0% 1981 1 0.0 0.9 0% 2 0.0 1.5 0% 1982 1 0.0 0.4 12% 2 2.0 6.8 29% 1983 1 3.0 11.5 26% 2 4.9 16.5 30% 1984 1 7.8 19.0 41% 2 10.7 19.0 56% 1985 1 12.6 19.0 66% 2 19.0 15.5 82% Closing Date Official: 12/31/83 12/31/83 12/31/84 12/31/84 - 28 - IV. ATTAINMENT OF PROJECT OBJECTIVES Overall Observations 4.01 The overall objectives of the project have been achieved. The contribution of the project to the development of the education system and to its diversification in line with the developmental needs of the country has been substantial. The project helped the Government implement new programs consistent with its educational policy through: the expansion of vocational/technical training; the development of a new type of post-secondary institution (the Community College); the qualitative improvement of secondary education and enhancement of the MOE's capabilities for management, planning, research and evaluation. The concept of the Community College that was included in the project has generated a wide interest throughout Jordan both at the public and the private sectors and has resulted in the parallel development of several other community colleges. 4.02 The mission wishes to underline the fact that the efficiency of the staff of the PID and the other officials involved in conceptualizing and implementing the project has contributed significantly to the success of the project. An account of the observations of the mission on the various components of the project is given in the following paragraphs of this chapter. Saahab Training Comolex 4.03 This project component aimed at supporting the Government's policy in expanding vocational and technical training to meet the country's continuing shortage of skilled manpower. Construction, equipment and TA was to be provided for a training complex, located within the new Industrial Estate at Saahab, which would provide: (a) a three-year full-time course (grades 10-12) in an industrial secondary school and a two-year course (grades 10-11) in a trade training center; and (b) part-time non-formal evening courses of varying durations for apprenticeship and skill upgrading. Course specializations would reflect mostly the needs of the industrial establishments in the new industrial estate. The planned enrollments for the three-year and the two-year courses were 680 and 440, respectively, with an annual output of 200 at the craftsmen level from the three-year course and 200 at the skilled worker level from the two-year course. During appraisal it was envisaged that training programs for both courses would be based on the modular concept with 47% of practical work for the three-year course and 67% for the two-year course. TA was to be provided through expert services, fellowships and curriculum development and production of appropriate textbooks in Arabic, especially for the new specializations. 4.04 Construction has been completed at satisfactory standards and all equipment has been delivered and properly installed with the support of the instructors employed in the institution. The library is still without books, but the MOE promised to provide the necessary books within the current year. In the view of this mission, provision of library books should form an integral part of any future project. - 29 - 4.05 The institution started functioning in September 1984 with an intake of 220 first-year students for the three-year course. In light of the heavy student demand for enrollment in secondary vocational education, it is expected that, at full swing-, the three-year course will reach the number of enrollments envisaged at appraisal. Rather than use the faci'ities in the afternoon for the two year course, the MOE plans to begin in 1985/86 a second shift of the three year course. This plan reflects a broader policy decision made by the Government's education and training authorities, that the MOE should concentrate its efforts on three year vocational education programs, and that the Vocational Training Corporation should carry principal responsibility for other modes of vocational training such as apprenticeship and shorter "limited skill" courses. This policy decision accords with recommendations made in the Bank's Vocational/Professional Education and Training Report of March 1984. It should also be noted that the VTC makes extensive use of MOE vocational schools's facilities in the evening for upgrading programs for employed workers, and the Saahab facility will be used for such purpose as employer needs arise. 4.06 Other differences from the appraisal include: (a) the curriculum, although following roughly the proportions between theory and practice proposed, is not of a modular character; and (b) curriculum development was undertaken by the directorate of technical and vocational ed.cation rather than by the school's staff as has been proposed. However, the mission agrees that modular curricula may not be necessary for the formal training courses and that, in this case, the directorate was more timely and better staffed to handle curriculum development. To date there are curricula for all specializations except for watch repair but there is still a need for textbooks in Arabic for some specializations. 4.07 The school is adequately staffed. Ctrrently, it has five general teachers and nine instructors of whom eight received overseas training at the Oklahoma State Tec.inical Institute (OSTI) under the TA program financed by the UNDP and executed by the Bank. Six other instructors, who also received training at OSTI, are currently teaching in other schools but are expected to join the staff within the next two years as needed. Comprehensive Secondary Schools (CSSs) 4.08 This project component was designed to enhance the Government's efforts to provide comprehensive education to the less urbanized areas. The project included the provision of construction, equipment, furniture and TA for three new CSSs (two for boys in the villages of Kitteh and Kufr Yuba and one for girls in Salt) and for conversion of two existing general secondary schools into comprehensive schools (one for boys in the town of Ma'an and one for girls in the town of Aqaba). These schools were to provide: (a) academic students with pre-vocational education; (b) vocational training (for about 30% of the students) in various programs (industrial, commercial, agricultural, nursing, etc.); and (c) non-formal education for adults. The project was to provide 3,130 new places with an annual output of about 1,300 of whom 400 (30%) would be in vocational specializations. The project also provided for the upgrading of 16 instructors and 10 administrators for the schools. - 30 - 4.09 Out of the three new CSSs, two have been completed (Kufr Yuba and Kitteh) and Kufr Yuba has been operational since September 1984. The Kitteh school was completed shortly after the beginning of the present academic year and has not yet enrolled students. The Salt CSS for girls will be completed before the end of this academic year and will enroll students in September 1985. The extensions for the two schools in Ma'an and Aqaba have been completed and the schools are functioning regularly. The quality of construction, equipment and furniture supplied is satisfactory with the reservations expressed in Chapter II. 4.10 The three operating CSSs in Kufr Yuba, Ma'an and Aqaba have enrolled 560, 300 and 580 students, respectively. All the three schools enrolled students in the three grade levels of the general education programs but only first-year students in the vocational streams. By 1986/87, when the schools are fully operational, it is expected that they will, at least, reach the enrollments forecast in the appraisal. The Ma'an CSS has faced problems in recruiting students, but in recent years, enrollments at the primary and preparatory levels have grown rapidy in the Ma'an district, and demand for places in the CSS is expected to increase sufficiently to ensure full utilization of CSS facilities. A mission from MOE headquarters has recently visited Ma'an to review this matter and devise corrective measures to ensure that capacity utilization is attained. Annex IV/1 presents enrollments in the three schools by grade and specialization. Enrollments in vocational specializations are adequate and are expected to be so in the coming years because of a recent decision of the Government to introduce a national entrance examination to secondary schools by which not less than 40% of the male students and not less than 30% of the females would be channelled into vocational streams. 4.11 The program of study for academic students in the CSSs differs from that of general academic secondary schools (Annex IV/2) in that it offers five to six periods per week of pre-vocational subjects in well-equipped workshops and laboratories as compared to two periods per week in general secondary schools which, in most cases, lack facilities. Also, exposure to natural sciences is much more intensive in the CSSs. These are definite improvements over the academic school curriculum. In addition to academic programs, the CSSs that were established under this project offer specializations in vocational subjects unlike the previously established comprehensive schools in the First and Second Education Projects. A variety of vocational specializations are offered such as: industrial, commercial and agricultural education, home economics, nursing, etc. The courses of study for various vocational programs and the number of periods per week are given in Annex IV/3. This Annex indicates that vocational programs contain some 50% of practical work and the academic programs some 15% as envisaged at appraisal. 4.12 With regard to the non-formal education and training programs proposed in the appraisal, none of the operating schools offers such programs. The mission found out that, although the MOE realizes the importance of such programs and is ready to organize evening courses in any school provided a group of at least 15 participants expresses interest in a - 31 - specific topic, there is no mechanism to inform the conmunity of the opportunities available and to generate the necessary interest and demand. 4.13 For the three operational CSSs a sufficient number of adequately qualified staff has been appointed. School principals, assistant principals and vocational instructors who received training at OSU have been appointed in the project schools and their performance is said to be satisfactory. 4.14 Upon completion of the five project CSSs, Jordan would have a total of ten such schools 1/ (5 for boys and 5 for girls) with a total enrollment of 9,300 students, that is 7% of the total in secondary schools. At appraisal, the existing CSSs were considered as experimental. With the Third Education Project, a new element was added to the experiment by introducing specialization streams in the project CSSs (para. 4.11). According to the appraisal, the tracer unit established under the Second Education Project to follow-up the graduates of the CSSs and other project institutions was to extend its scope to include the graduates of this project's schools. It is, of course, too early to judge the performance of CSSs by the placement of their graduates. However, the mission believes that the time is ripe for an evaluation of the scope, programs, costs and overall performance of the operating CSSs (the first was established more than ten years ago) to help the Government make policy decisions in this respect. No doubt the CSS offers definite advantages over the general secondary school (para. 4.10). However, the Government, based on the results of the proposed study, needs to decide whether CSSs are to provide specialized education or Oimply to enrich with practical subjects the general education curriculum and what alternative solutions can be considered. 1/ Two were included in the First Education Project and three in the Second Education Project. - 32 - Agricultural Secondary School at Shaubak (Extension) 4.15 The extension to the existing agricultural school at Shaubak was to provide additional accommodation and rehabilitation of existing accommodations, together with equipment to improve the food processing and poultry production units. At appraisal, the school had a total enrollment of 240 students (grades 10-12) and an annual output of 70 agricultural technicians. The project aimed at improving the quality of teaching in food processing and poultry production, two rapidly growing sub-sectors of Jordanian agriculture, through the provision of appropriate equipment and a fellowship program. I1 4.16 The school is at present functioning with the extensions partly complete. The poultry unit and the slaughter-house are fully equipped and functioning satisfactorily but canning equipment is still in the process of being installed. The quality of construction and furniture of the dormitories is satisfactory but with the zinor failing that the designs did not provide for semi-private cubicles for dormitory monitors nor for common rooms for student meetings and social activities. 4.17 The food processing and poultry production courses at Shaubak which were financed under the project are functioning at full capacity. Total enrollment in the school, however, has declined to 100 due to the opening of several vocational programs of various types (including agriculture) in other schools in the catchment area. Because of enrollment increases in primary and preparatory schools in the catchment area, as well as the recent policy decision by the MOE increasing the share of secondary school entrants to be directed to vocational as opposed to arts streams, enrollment in the Shaubak secondary school is expected to rise. There are also alternative uses of the Shaubak facilities in the event enrollment in the secondary agricultural program remains problematic. For example, the underutilized capacity could be devoted to either expansion of the prevocational teacher training program, or to offer non-formal accelerated training courses for farmers and their families. The latter type courses would be developed in conjunction with the extension service of the Ministry of Agriculture. 1/ Three teachers participated in the Oklahoma State University fellowship program, one each, in the fields of horticulture, poultry production and food technology for 6, 9 and 12 months, respectively; they are now working in the school. - 33 - Prevocational Teacher Training Institute at Shaubak (Extension) 4.18 To implement the new prevocational programs in grades 5-9, a prevocational teacher training institute was to be established at Shaubak as the only institution for male prevocational teachers in Jordan. The new institution was to be located on the same campus as the agricultural secondary school with which it was to share communal and some laboratory facilities. This component was designed to *convert the existing agricultural teacher training institute into a prevocational teacher training institute with an increased capacity from 60 to 256. The annual output was expected to be 120 teachers. Prevocational teachers receive a multi-discipline training in a number of practical subjects, including agriculture, for two years at the post-secondary level. Additional facilities, namely, classrooms, craft workshops, multipurpose facilities, st*dent dormitories and staff housing units were to be provided. 4.19 Shortly after project appraisal, the institution became a Community College to produce agricultural technicians through a two-year post-secondary program, in addition to the proposed function of preparing prevocational teachers for the compulsory cycle. The Government also decided to admit female students and to extend the teacher training program to include general subject teachers (Arabic, English, and elementary education). 4.20 The units for administration, student dormitories and classrooms have been completed and are functional but the laboratories, the multi-purpose facilities and faculty housing units are still under construction and are expected to be finished by June 1985. 4.21 The college enrolls at present 194 students, 110 male and 84 female. Of these, 136 attend general teacher training programs, but only 58 (20 male and 38 female) are in prevocational teacher training courses. Upon completion of the facilities, the prevocational teacher training enrollments would reach some 200. 4.22 The college is adequately staffed with 20 teachers of whom five participated in the fellowship program at OSU, one each, in the areas of audiovisual aids, pedagogy, woodwork, metalwork, and human nutrition for 11, 9, 6, 6 and 9 months, respectively. The 20 teachers have joint teaching duties at both the college and the agriculture secondary school. Community College 4.23 This component was designed to help finance construction, furniture, equipment and TA for establishing a pilot community college in the city of Zarqa. The college was to offer two-year flexible programs responsive to the needs of the community in: (a) technician-level training in secretarial and office management, accounting, librarianship, laboratory technicianship, nutrition, catering and institutional management, and clothing design and tailoring; (b) teacher training for primary schools, in such areas as English Language, Mathematics, Science and Home Economics, and (c) continuing education for adults. The college would enroll about 1,000 students of whom - 34 - 600 were expected to be women. In addition, 150 adults would be offered further education opportunities. The expected annual output was 270 special subject teachers, 30 primary school teachers and 160 technical diploma holders. Because the concept of the community college was new in Jordan, TA (expert services and fellowships) was to be provided. Before the opening of the college, there were to be established: an Advisory Committee and a Department for Continuing Education; a program for continuing education; and an evaluation system for the effectiveness of the college. 4.24 The Zarqa Community College is still under construction and is expected to be completed and functional by October 1985. Enrollments and programs are expected to be in line with plans at appraisal. 4.25 The staff development program for the college has been successfully implemented. It included the training of a director, three assistant directors, a registrar and five teachers in technical areas (dressmaking, 2; nutrition, 1; librarianship, 1; and lab-technician, 1) for a total of 66 man-months. These persons are now working at existing community colleges and will be transferred to Zarqa in Fall 1985. The expert services program included study and recommendations on overall policy and administrative and management aspects of the Jordanian community college system. Two experts from OSU worked for nine man-months in formulating recommendations related to the fiscal and administrative structure of the community college system, clarification of philosophy and objectives, program aspects, public relations and staff qualifications. 4.26 The community college concept envisaged at the time of project appraisal has been developed during implementation. The idea generated wide interest throughout Jordan and led the MOE to establish a system of community colleges by converting existing post-secondary teacher training institutions through extensions, equipment and necessary staff. A Directorate of Community Colleges was established within the MOE and new sets of by-laws, regulations and administrative procedures were formulated. 4.27 A Higher Education Council, headed by the Prime Minister, was established and has under its jurisdiction universities and community colleges. This Council decides on policy matters, entrance qualifications, specializations to be offered in each institution, number of students to be admitted in each area to ensure provision of required manpower, etc. The present system of community colleges includes 25 public (mainly converted - para. 4.26 above) and 20 private institutions offering two- and three-year courses with an enrollment of 11,850 and 20,355, respectively, in 1983/84. The colleges offer a wide range of specializations in the folliwing professions: teacher training, commerce, engineering, health sciences, social work, and agriculture. Annex IV/4 presents enrollment in public and private community colleges by area of specialization. The Directorate of Community Colleges administers a national examination for all graduating students from public and private colleges in an effort to control the quality of education and maintain standards. In 1983/84, out of 10,677 community college students who sat for the graduation examination, 4,455 or 42% passed of whom 70% were from public community colleges. - 35 - Mobile Building Maintenance Units (MBMUs) 4.28 This project component was designed to provide eight MBMUs to serve schools which have no maintenance staff of their own or cannot find craftsmen in their community to do repair work. The units were to be equipped with various maintenance equipment and tools, staffed with experienced full-time maintenance teams and were to be stationed at the various DEOs. 4.29 The MBMUs' experience proved to be the right answer to a difficult problem. All eight units are purchased, adequately-equipped and staffed and are located: 3 in Amman, 2 in Irbid, and 1 each at Kerak, Irbid, and Ma'an. With the exception of the one in Ma'an, which is temporarily immobilized for lack of trained staff, all others are functioning with very good resultE. Retaining skilled staff in Ma'an is a general problem as such staff tend to migrate to more central cities. The mission, after visiting several units and discussing with the officials and school principals involved, recommends that: (a) VTC resources be used for training local skilled staff for the units in areas in which recruitment presents problems; (b) all schools be made aware of the existence and functions of the units; and (c) for programming and supervision purposes, the work of the units be more directly linked with the school building divisions of the DEOs. Institution Building 4.30 The principal component of this dimension of the project was the UNDP-financed, Bank-executed program of fellowships and expert services designed to strengthen the staffing of the project institutions and to develop services of the ministry itself (research/evaluation; tracer studies; management information system). The Impact of Technical Assistance (TA) 4.31 TA was seen as ar integral component of the project necessary to support the development of the other project components. It was designed specifically to address principal issues related to technical manpower requirements and research, evaluation and management institution building in - 36 - the MOE. A large part of the TA was financed by UNDP as shown in Table 4.1 below and executed by the Bank via a direct contract with the Oklahoma State University (OSU). Project management support fellowships were implemented directly by the Bank. Expert services for the MIS (180 man-months) were contracted by the MOE as a package deal to the private corporation. Table 4.1: TECHNICAL ASSISTANCE BY SOURCE.OF FINANCING AND PROJECT COMPONENT Financing Implemented Activity/Component UNDP Bank by OSU Specialization No. Man-Months No. Man-Months No. Man-Months Experts Total 11 57 180 -' 11 57 Fellowships Saahab Training Complex 15 143 15 143 Community College 9 62 9 62 Comprehensive Schools 25 167 25 167 Prevocational T.T. 5 41 5 41 Agricultural Secondary School 3 27 2 15 Research and Evaluation 2 12 2 12 Project Management 7 17 - - Management Information System - - 8 30 - - Total 66 469 8 30 58 440 1/ MIS consultant services - 37 - 4.32 Fellowships. The training of Jordanian nationals was seen as a critical element in supporting project development and operations. This was to be achieved by training of counterparts by experts while in the field and through an extensive program of fellowships abroad. The original plan provided for 499 man-months of fellowships. Of these 469 were implemented through UNDP financing. An additional thirty man-months of fellowships not foreseen at appraisal were implemented by the private MIS contractor and were financed by the loan. 4.33 The fellowships program organized by OSU was implemented in two phases. Under the first phase (June 1981 to May 1982), 13 instructors from the Saahab Training Complex were trained at the Oklahoma State Technical Institute (OSTI) in a number of specializations. In addition, they visited plants and factory sites. The second phase (August 1982 to December 1983) included 15 administrators of comprehensive schools and community colleges, 15 industrial arts instructors, 8 home economics/nutrition trainees, 2 research/evaluation fellows and 5 trainees in audiovisuals, laboratory management, librarianship and horticulture. Some minor problems were experienced, particularly at the beginning, e.g. trainees expected higher stipends; they felt that training was at too low a level or insufficiently tied to their private, personal development needs; and some had difficulties in English. Following a Bank mission to OSU and discussions with the Government, UNDP and OSU, the situation was clarified and appropriate measures were taken to the satisfaction of all concerned. A limited program of English language training was added; the stipend amount was increased slightly, and unrealistic expectations on this score, (as well as on personal training wishes versus MOE training requirements) were discussed individually with the trainees. 4.34 In terms of meeting the appraisal objectives, the fellowship program was definitely successful. The 74 fellows returned to the Ministry and have been assigned to posts related to their fellowship training. A follow-up study by the MOE found that most trainees felt they had benefited from their training. The extent to which training improved the skills of the instructors and administrators trained can only be judged compleuely when the project institutions in which they work are in full operation. 4.35 The mission, after reviewing Bank super-vision reports and reports prepared by OSU, UNDP and MOE, found that all parties conce-ned agreed that a series of measures, summarized below, could improve the fellowships program: (a) detailed plans of study should be prepared jointly by the Government and the training institution prior to the departure of the trainees and each trainee should be clearly informed of the purpose of the fellowship and the Government's expectation; (b) trainees should be more clearly informed of the stipends, the living conditions and cultural differences in the country in which training would take place; and - 38 - (c) whenever necessary, capabilities of the trainees in the study language should be strengthened prior to their departure or, alternatively, provision for language training should be included in the program. A.36 The mission endorses the above recommendations and considers them important in the design of future TA program. 4.37 In addition to the final UNDP report on the UNDP-financed TA, which gives an objective and detailed analysis of the whole program, an interesting evaluation study covering the fellowship programs under the First, Second and Third Education Projects was carried out recently (1984) by the Division of Evaluation and Follow-Up of the MOE (para. 4.40) which was established under this project. In this study, 65 trainees (65% of the total in the three projects) were contacted and the conclusion drawn was that the fellowship programs achieved their objectives and were perceived by the trainees as useful. Annex IV/7 presents a summary of the conclusions and recommendations of the study (translated from Arabic). 4.38 Expert Services. At the time of appraisal, 240 man-months of experts were foreseen for the project. Some 60 man-months were specified to help the MOE: (a) develop and put into operation an evaluation mechanism; (b) strengthen the MOE's research capability; (c) establish two new course specializations-instrument mechanics and upholstery; and (d) assist in the development of community college administration, policies, and procedures. The OSU was contracted by the Bank to deliver these services which were supervised by the EMENA Education and Manpower Division. The balance (180 man-months) was provided by the Phoenix Corporation, a private U.S. corporation, under direct contract to the MOE for the development of the MIS. The bulk of these inputs was in the U.S. on the design and development of software. The original plans were modified at the request of MOE and with the approval of UNDP and the Bank as shown in Annex IV/5. 4.39 The performance of OSU experts was, overall, satisfactory. In a few cases, such as the research and evaluation training workshop, work was hampered because of the language problems (para. 4.40). The mission believes that possibilities for hiring local experts (e.g., university lecturers in this particular case), or experts speaking the local language prior to hiring foreign experts not speaking the language, should be thoroughly explored in future projects. 4.40 Research and Evaluation. Through the TA program which consisted of training staff and providing expert services, a new Division for Evaluation and Follow Up was established in the MOE under the Secretary General. Subsequently, this division was merged with the existing Research Division to form a unit under the Directorate of Educational Research and Planning. The division is at present staffed with three professionals and one clerk. Two of the professionals received both on-the-job and overseas training. A specialist service program included five experts who designed an evaluation - 39 - mechanism and provided short-term training for the MOE staff and for regional education officers in evaluation and research methodology. However, in selecting the regional trainees, language presented a major obstacle as only few candidates had both the professional background required and a sufficient knowledge of English. To counter this problem, most of the trainees selected were English language supervisors rather than DEO officers, who were not and are still not involved in evaluation and research activities. A better solution might have been to train a small core of Jordanian trainers to pass on these skills to the DEOs. 4.41 Although the mechanism for Research and Evaluation has been established, there are still some constraints which, if not resolved, will impede attainment of the desired objectives: (a) the division is understaffed and lacks administrative and technical support (statisticians, statistical analysis packages, etc.); (b) staff lack motivation and feel frustrated as there is no official research program approved by the Ministry and their studies are, in general, ignored. To achieve its objectives, the division should be supported in its activities by the various directorates of the MOE and the DEOs. A plan of action incorporating the broad areas identified by the Needs Assessment Study that was developed by the trainees under the supervision of the experts should be formulated and adopted by senior MOE officials. 4.42 Tracer Unit. This unit, established under the Second Education Project, is currently conducting tracer studies limited to a few vocational schools and training centers. It comes under the Directorate of Research and Planning and has only one staff. Tracer studies also encounter difficulties because most male graduates who do not continue their studies enter compulsory two-year military service and leave no trace of their address after completion of the service. Evidently, the unit is understaffed and in addition lacks access to administrative and technical services necessary for such studies. Administrative and technical support, as well as special training in the techniques of carrying out tracer studies, is indispensable. 4.43 Project Management Training. The project management training was carried out through 17 man-months of training of seven persons including the Director and Deputy Director, procurement officers and the project architect; they visited project units and implementation advisory personnel in several countries (USA, Canada, Tunisia, Morocco, Portugal and Ireland). Thus, they obtained first-hand knowledge of project implementation procedures and problems in other countries. This component was successfully implemented; trainees expressed satisfaction with the visits and the content of their training programs. At present, they are actively involved in implementing subsequent Bank education projects. 4.44 Management Information System (MIS). Despite some delays in the procurement of the computer hardware and in the development of the software for the MIS, the system is functioning with staff trained under the project. The software was developed by a private US corporation. Some remaining - 40 - software is expected to be delivered and become operational within the next few weeks. The local staff required for the operation of the MIS were in general appointed and trained according to the appraisal plan. At present, the MIS provides basic administrative data processing (payroll, statistical yearbook, and recording students' performance for the secondary school national examination). The MIS staff are also developing other sub-systems in addition to those developed by the private corporation. 4.45 In the view of this mission, among the measures necessary to improve the system are: (a) further training for system analysts and programmers, and (b) the various directorates of the MOE and the Regional Education Offices should be informed of the potential of the MIS and should be involved in preparing inputs. 4.46 In retrospect, delays encountered in developing the software system (para. 4.40) could have been avoided had the consultant analysts and programmers worked with their counterparts in Jordan rather than preparing the sub-systems by themselves abroad. Fulfillment of Covenants 4.47 Loan covenants and agreements have been generally met as shown in Annex IV/8. However, because of subsequent developments in education in Jordan, some covenants became redundant or had to be modified. For instance: (a) the covenant for establishing an advisory committee for the community college and the development of an evaluation mechanism was superseded by the establishment of a nation-wide system for all community colleges; (b) the covenant for preparing non-formal adult education programs has been met to a certain extent but progress was slow as the initiative was left with the DEOs who lack the means to alert local people to the interest of such courses. 4.48 Finally, the condition requiring annual monitoring of graduates of industrial schools and CSS has had limited impact for two reasons: limited staff in the tracer unit and difficulties in tracing male graduates after the end of their two-year military service which follows their graduation (para. 4.36). Bank and Borrower Performance 4.49 Bank supervision missions were appropriately timed and balanced in composition. Relations with the Borrower were good and implementation problems rapidly resolved when they occurred. Supervision report ratings indicate that this project met with only minor problems. The management of the technical assistance and fellowship program by the Region's education division was demanding both in terms of daily administration and professional 41 - inputs. Nevertheless the program's objectives were met to the satisfaction of Jordan and the UNDP (paras. 2.14 and 4.37). A challenge for the future will be to transfer successfully technical assistance management expertise to the Borrower. A start has been made in this regard. The project implementation directorate has appointed staff for this purpose and the Bank's role in this regard has been less prominent in recent Jordanian education projects. The Borrower's implementation services performed very well, possibly the best in the regional portfolio in the sector. Institutional arrangements to accommodate new services (evaluation/rese4irch, tracer studies and information systems) have not surprisingly been put in place less easily. The MIS division is well staffed and equipped. However, more needs to be done in terms of publicizing the missions of the two other services. Lessons Learned 4.50 There are lessons to be learned from the implementation of this project regarding conceptual aspects, institution building, TA and physical facilities: (a) evaluation is an essential component of programs such as the CSS which are new to the education system (para. 4.14); provisions for carrying out an evaluation by local staff should be built into future projects; (b) when non-formal adult programs are to be integrated into the operation of schools, some form of community outreach to publicize and recruit for the program is needed (para. 4.12); (c) institution building is not achieved by training alone, however successful. Often, organizational and administrative measures by the Government to establish permanent services are essential complements (research and evaluation mechanism, tracer unit; paras. 4.40 - 4.42); (d) in providing expert services, possibilities for recruiting local experts should be thoroughly explored. In their absence, priority should be given to hiring experts who speak the national language or to selecting qualified counterparts who have appropriate language skills (para. 4.39); (e) in developing software components foreign experts should work as closely as possible with local counterparts to ensure the latter's direct involvement in the process and that the materials produced are adapted to local conditions (para 4.46); and (f) candidates for fellowships abroad should be thoroughly briefed on the living conditions in the country of study and on the expectations of the Government upon their return (TA, para. 4.35). - 42 - 4.51 Supervision missions for subsequent education projects will follow-up on: (a) completion of the facilities for Zarqa Community College, Salt CSS, and Shaubak Teacher Training College; (b) development of the adult education programs in MOE schools, and (c) further development of the evaluation and tracer systems. ．ら 1，・ 7 0 Ellen 11011 l Ini 1111111 w3~ 45 - Annea r/I Page I of 2 I*MASHEH11LKMW0M.0JORAAN' TIRA RDUCATIN ROJ~ECT ILOAN 1781-301 PRaOJE.nMnLTIOs =EPOR STATISTCAL CATA ANO 1tNOt SN tuEDATIQN A. FArmIaIt rnids h% Laval _ntdueation Level of Education male Female Total male Female Total Kindergarten 3-5 8,591 $6s0 1S,241 24,174 20.372 44.544 lementary 6-11 227.764 203.323 431,107 229.682 211.384 441,044 Preparatory 12-14 82.102 6.227 148,329 102.894 08.478 191.372 Secondary 13-17 49.901 33,648 82.759 4,035 59.303 125,338 Hijher Education 17+ .tLAg ..g,=gi .ggL,= 1g,501 .241429 _.L.41 Total 3al-4 U.A1 S27,.7, 4 A ld 407IZ, LA.= a. &umber of Sehants Sudents and Teacher3 by C3nltrolline.Authrit. fAll LAvOl1 Nuwber of Number of Number of Student/Teacher Controlling Authority Schools Students Teachers Ratio Ministry of Education 2.238 $94.961 23.527 35.3 Ministry of Defense 12 3,814 183 20.8 Other Covernmental Authorities 10 3.928 159 24.7 UNRWA 212 134,147 3.87 36.4 Private .... JlAAAA ...15 24.. Li. Total LM 2d,)lJ 31L2fl 2L. C. Datj an LiteracY and Adult Educatidn .enter No. of Academic Class [nrpllmentsL_ Attendance lumflo f 03ase Year Units Male Female Total Male Female Total Male Female Total 1973/74 221 1,767 2,431 4.198 1,118 1.S8 2,704 1.036 1,471 2,807 1978/79 479 1.971 6,762 8,733 1,054 4.365 S.619 1,01 4.407 5.422 1983/83 548 1.519 7,528 9.047 975 S.219 4,194 945 5.070 5.015 SOURCE: MCS Statistical tducational Yearbook, 1982/83. Coc 2110V, pS1 -- - - --- -- -- - -- - -eo e e eae e ------------ -------sa asee . ........ .. ... ... .... i I -~~~~..........: ; :: ~ - - - - - - - - - - - - - - -- - - - -a s u e .- -I- j-_-_-__-_-_-_ - - - -we se.sed e a g n s n - -------------- ------ et a a s m .. .. ---I papaV v suippiu 3. I _ _ _ _ _ i j-- - - - - - - - - - eso s e d a a d v•,. e'2 - ---------- ---------ntaaso riv i uvl 5 .................. ......... ve l i 4 i IÅ j n _ _ ---I---- - -t--esp ------------------------ otnseo -------PJe-----u-ppg-wa-dinn _ _ _ _ _ _ _ - _ _ _ I ....i.. I m1i C-arte139-¥ MI21Tes~3e IWW11~131~N5 13irai Imrr~111 ØM)U 15irma3 n0l13fl3 miln I I01 I FJ#005 i S31pp3U 9s .- 47 ~ ~~ i/2 EASIENITE KDON 0~F JORDAN TEIRD EDUCATION PROJECT (LOAN 1781-JO) PROJECT COM2LETION oRT ?roieet Implementatiça acheule Civil Norksa hocurement Civil Works Date at Date of Date of Inatitution Mvertiging for Sids Coutract Si8ning Completion Sahab 12/21/81 03/27/82 10/16/84 Shusaak 04/12/82 06/13/82 Expires 06/01/85 Zarqa 11/17/82 '04/09/83 Expires 10/01/85 Eufr Tuba 09/16/81 01/09/82 02/11/84 Kitteh 09/16/81 01/09/82 03:01/85 Salt 12/21/81 05/05/82 Expires 12/01/85 Ma'an 09/16/81 01/09/82 05/09/84 Aqaba 09/16/81 01/09/82 12/01/83 Doc 2110V, p52 - 48 - Annex II/2 EASNITE KINGDOM OF JORDAN TIRD EDUCATION PROJECT (LOAN 1781-JO) PROJECT COMPLETION REPORT Proiect Physical Facilities Gross Area (a2) Planned Percentage at Actual Increase Institution Appraisal (1985) or Decrease A. Secondary Technical School, Sashab Academic and Comunal 8.081 82100 0 B. Aricultural Secondary School, Shaubak Academic and Comnunal 3,245 - - Farm Buildings 440 - - Improvement to Ext. Facilities 1,490 - - Boarding 2,381 - - Staff Rousing 1.215 - Subtotal 8,771 92800 +12 C. Community Colleget Zarea Academic and Counal 6,760 -- Staff Rousing 290 Subtotal 7,050 10,017 4.42 D. C.S.S. (Boys), Kufr Yuba Academic and Communal Liia 7,100 44 E. C.S.S. (Boys) Kitteh Academic and Communal 6,214 6,900 -1 F. C.S.S. (Girls), Salt Academic and Communal 7,1L G. C.S.S. (3oys), .a'an Academic and Communal 4 " a. C.S.S. (Girls), Acaba 4,106 52358 +30 Academic and Communal TOTAL 51,,4 5p923 -7 Doc. Z1107, p34 - 49 - Annex 111/1 Page 1 of 2 MASNIMITE .KIUMS LAJRAm ?N?3RDEDUCAHTON PROJECT (LdAN 1781 -01 PROJECT COMPLTIDN RLORIM SEATE1DM POCICOSTS AT APPRAISAL A. Lnl and .asigEan Exchanna onen- t % of J~ Mllions~ UsMillins . Baseline Local Foreign Total Local Foreign Total Cost Construction: Acadmaic and cousonal factlities 2.7 1.7 4.4 9.2 5.4 14.8 48.5 Boarding 0.1 0.1 0.2 0. 0.3 0.8 2.6 Staff housing 0.1 0.0 0.1 0.3 0.2 0.5 1.7 Site developulnt LI LI LA LI LI L4 A subtotal LA LI LA 1LI Z6 1A4 ALA Professional Services: LA LA A LI 24 LI AI Furniture: 0.2 0.2 0.4 0.8 0.7 1.5 4.9 Equipment: w4 LA 1.7 L LAI LA 12.1 Subtotal .. LZ LI 14 1t ., Technical assistance: l.a L2 LA Li .1 L.Z LA Baseline Cost L. 11 LI I 2. 1w LL= i. Contingencies: LA i L. LJ. LA I.A Total project cost LA LA 114 12l 22.1 A i. Dec. 211OV. 05S - 50 - ål -u Pag* 2 of 2 NAfIN?tT K!UdfON f JfOUA fM106 fBUffAT!0N PROJEt IfiAN 1721-.101 fl??MATID pROiJif? f5tt2 AT APPIA!SAL *. inamfna Reure avermMnt._ UNtP Ra ?9@41 U$ lof US$ % of US$ % of US M11 tien Finmaetg Millon finaning mi11ten fiftanlg .illton Co~truction 12.0 6 0.0 0 6.6 35 18.4 furftturc 0.3 20 0.0 0 1.2 80 1.5 tqUI0m t 0.4 10 8.8 3 s.2 90 3.8 Pofessional serves 1.9 100 0.0 - 0 0.0 1.9 Technil<8 assistance ..L 7 LA 44 .L1. 45 ...LZ aselin* Gost UJ 49 Lä 4 aj 47 Contingncies: Physllal 1.5 s2 0.0 0 1.4 48 2.9 Price increac Li 44 .. 3 M 51 .Li Subtotal 48 24 2 LA 50 LA Total projct cst JA 49 14 424 47 itu coc. 2110v. po4 nasitnL E InGLU t OL...208*8 ffing ~m aMimamU 11=Ua2k. eEclaLcDNtLEJIG BÉEPORlT PRO.JECT COSTS t.000st uuatåal(Lt usiasandAc$nal Civil u __. Furnhiture a EaÄOtut _rf1h=a1 Sergis TIciUical Assistance Totaas Prtt Lot Aer Lit.. aR £ . -anl.st._ .nRI.-SL. A MU. r.igg cxe. 1nci. Actual i CACI. 11acI. Actuali l xt. Inc0. Actual t fic Incl. Actsal it Exc1. Inc1 Actusal# )oustatsut ion n CNut. Cont. Cost Dtft. Cont. Cont. cost Ditf. Cont. Cont. Cost ottf. Con. C0n4. Cost ott. Cout. Cont. Cost bifft Su. Cumpl.n s a 8.463 1.13 a 2 327 9o7 218 ·16 98 all 35 -69 168 8 0 896 *9 1.464 1.944 8.625 -1I i.sit Complex 813 1.044 8.629 Gå3 272 319 1h4 5 92 t00 34 ··6 77 87 98 * 9 1.244 8.636 1.922 *1 cL.: //t 1.084 4.171 isI 268 4k2 19 -52 86 100 22 -75 68 7 84 * 9 1.209 1.596 1.474 - 8 KIr vsjuts t 6tb 8o 1,11 .30 199 284 133 63 71 a 30 -66 20 23 26 ,9 942 1.244 1.3~6 .5 ini ¢ittLk CSS h6 4a5? 9ö3 i 199 2894 8 61 78 90 41 ·4 20 23 25 . 9 9n 1.28j 8.867 -17 1a hb C1 /4 ha2 9.01> *#h 138 t9 a -16 >6 89 36 -59 20 23 25 t 9 899 1.188 1.%64 - I *aab CS 439 hb 908 469 1?4 264 142 44 48 å6 32 -43 28 22 24 t 9 673 892 1.899 *23 Aqb.s £SS 486 543 blå c54 klä 169 79 13 47 55 27 -68 28 22 24 t 9 594 783 965 t23 mijst . akas idaeg #lob i (bli t s 2b0 286 lik 39 - - - - - - 209 286 »1 -39 3:. at-t ton 8ikstudsd 8th 292 133 34 ZO f 2l . le9 - - - - 32 i ti2 ffi 424 i6m 721 *9 .35 AWA 9 9L0 1.bah 23 z.112 &.A1 1.g1 4t 69 209 212 -63 11I 9* i 112 .16 42M1 ILI IL.20 0 811 *IteV. 8/1 A- -52- Annex 111 3 EASEMITE KINGDOM OF JORDAN T82D EDUCATION PROJECT (LOAN 1781-JO) PROJECT COMPLETION REPORT Project Cost and Loan Disbursements (in US$ and JD millions) Loan Cost Loan Category As Apraised Committed Amount Committed Disbursed (Schedule 1) JD UST JD US$ US$ US$ 03/27/85 1. Civil Works 7.9 26.6 9.2 &/ 27.8 b/ 6.6 9.5 a/ 7.8 2. Furniture & Equipment 3.0 10.3 1.5 4.0 6.4 4.0 3.4 d/ 3. Experta 0.9 3.2 1.1 3.5 e/ 1.2 2.0 1.8 4. Unallocated - - - - 4.8 - - TOTAL 11.8 40.1 11.8 35.3 f/ 19.0 15.5 13.0 A/ Includes JD million 0.3 for professional services b/ Contracts signed in mid-1981, 1 US$ = JD 0.32 (value U GS$j a JD 0.4 is US$22.0 million). c/ Balance of withdrawals on civil works (Govt. telex of arch Z1, 1985): JD 9,127,846 - JD 7,678,708.190 = JD 1,449,139 @ 47% a JD 681,095 JD 681,095 a US$1,702,738 (4 US31.00 a JD 0.4); US$1.7 million - 7.8 a 9.3 d/ US$1.8 million, shown as "MIS Computer Center" on PIU Equipment Cost. Breakdown was disbursed under Category 3. e/ TA projec: cost includes US31.3 million for LDP components. I/ Average exchange value of 1 US$ = JD 0.33. Doc. 211OV, p. 58 - 53 - Annex IV/1 HASHEMITE KINGDOM OF JORDAN THIRD EDUCATION PROJECT (LOAN 1781-JO) PROJECT COMPLETION REPORT SECONDARY SCHOOLS Student Eurollment at the Three Overating Comprehensive Schools 1984/85 Schools Kufr-Yuba Ma'an Aqaba Stream Grade (Boys) (Boys) (Girls) Total Academic 1 160 79 142 381 Science 2 64 26 37 127 3 72 36 48 156 Arts 2 77 37 126 240 3 58 32 76 166 Subtotal Academic 431 210 429 1,070 Commercial 1 27 23 55 105 2 - 16 48 64 3 - 15 16 31 Industrial 1 100 - - 100 2 3 Nursing 1 - - 15 15 2 - 3 Beauty Culture 1 - - 25 25 2 3 Subtotal Vocational 127 54 159 340 TOTAL ENROLLMENT 558 264 588 1,410 Doc. 2110V, p. 59 - 參 夢｝絨湔【i響喜鰓：矓當矓華矓 、戶『個．r開．〝必唱二”于·r••l鳥一妒界 }i〕i！〕‘日囉11!!111}i唁蓉 網，戶驕『t妒•閱”r一，&．開跚•館么‘亂 。r然＿他州•，〞，鰓必馴寫甲開。．巒 個才叮一，g醫膠留．•，．•．F二．n二 ；常，日巒．_.．二妒． g一寫馴二巒薔巒V ．一r黑露 ，鳥〔參華開登開 h•斤二驕t二I 開馴斤鳥巒”& ，一三”g ”名 呂，i •j間·。 雙變．! •用，二．1 協一‘鹽 ，駕‘方巒．1 I開：& 唱，｝戶！1 ～。為d_l遲I 二，州，’之豐，•，，一”,?；萬―- 馴，露『膠’I 中豐霄，.1 弋一，〔：■ 開•‘妒驕驕 開一h hl 細口唱卹細口申■ 轎此＿：配 hd二甚望j幼 ｀•N｀一～’•，&，妒I::，盔｝斗 l•，•哺。鳥口I卜． ：••．••．變縴，究l膩 ·hh要怔I ‘區i; 閱齋！臘 :r．戶蠻V言煙 …，•口．甲口細•‘。，, 豐戶中中們寧膩Ip ！巒蠶！戶l口『 騷d～■j,!L一l巒l竺日 ,&.d勵，.，必h召••．j馴，勵j馳j開d馴馴廖，口二i他CI口華右不 ‘■、‘，•，•亡口呂■寡口•• g；馭黝I霎l合話 ‘閱豐勵．‘斤！界＿侈 騙’個鳥雙‘『•屆間口） 、｀l奮個h口口必 •l，鬥I口萬；〔寥 二馴參驕t悶個驪勵•『他他聖 :,1 nh個二‘協曆臼”口卜〔名 勵．■，1豐斤甲邊個C二廿肥，奮〕們間•• -:：森·－－·－→，―聳藝―晝離媒藝震 -―雙”馴！汗C日藝醫 -l::--―露召鐺p日 ―二―99--―斤B斤斗黑 -.&.”輪｀,”細”&&,,！邊邊！-！言么吞屆‘ 〕〕墾〕〕｝&i& ．日朋！個口鉤， I細中！____．一‘。－一藝”!！曰 -&&”一””一’一〕’,.!!l 1．個為吵1 Ll卜卹 I口哼發屆口，！審， l自jl實，跚！胞甲I ―必畫露必U .11輪柑，一奮•馴U馴妒藝里•卹留l 。且！豐甲曰日戶l -―一才斤屆― -1”徒江1 ―二＿―州滬― 面戶！寫11••衫卹會觔•．•t個”一個口妒I雙！留三I -！灘― ―二―蒼劉「― ―斗細參“11•細輪”一11•徊手妒I豐三甘！I 11甲甲ee〔〕I擔 嘔I•唱•．斗11 ■l個口勵口口口I昌I -,!&”件1- 二―_,_1萋計―1- “幼”&&&”一’”一“”一”！討引―- 一觔g, - 55 Annex fit Jgm MJJM nUCUM =&Clr OAM JJA1.-jJQJ aw2=MMffx?91 Rum siawax KHaMS 110&akia for Xnatianal smsendars sfibgau e Eciisl 2tCM Itrem Stzfias- subjects lit Year 2nd Year 3rd Year I St Year 2nd Year 3rd Yew I St Year Ind Year 2rd Year Arabic Language 3 1 1 1 1 gnslis" 6 2 Islamic aducation 2 2 2 1 1 1 Math$ 2 2 2 3 3 3 3 1 Physical IdUgation I I I I I I Palestinian problems and Arab Society I I - I I Relevant Theoretical Subjects- 14 16 16 5 5 4 7 13 13 Relevant Practicail Subjects Training 4 4 4 22 22 22 14 14 zi physics 3 3 3 2 1 Chemistry I I I 1 2 lialogy TotAl Periods ftr Week 17 Subjects for the vocational stream. 10 for the agricultural one. cat. 211OV. 061 - 56 - Annex I1/4 RASEIITE KINGDOM OF JORDAN TEIRD EDUCATION PROJECT (LOAN 1781-30) PROJECT COMPLETION REPORT Enrollments at Public and Private ComanitY Colleges (1983/84) Fields Public Private Total Teacher Training 5,919 5,025 10,944 Comercial 2,091 10,411 12,502 Engineering 2,359 3,431 5,790 Realth/Medical 920 728 L,648 Social Work 515 758 1,273 Agricultural 6 46 Total 1.1,50 20,353 32,203 Doc. 2110V, p62 -57- MAINIM!TE K!NdBBM OF JORDAM TNUrnIfÅdeTf DU_PROJIf? ItdAN 17i1J% ?TftMM!AL A<S!fTAUf< Exaert agrviens av lweeIalIxatIenu elaina1. Rviad- and Atual fin man/meths . Pifinal I£ntpatual Im¥ited <fantiaetuall Aetut <fl,ivads M'. of Total No. of Total No. of Total oecwia1ation Uxperts M/M Specialisation experts M/M soecallzation gxperts MIN Upnolstery 1 12 Upholstery 9 Upholstery 1 dS tastru~ntation Watch Reair 1 12 Coanity College 3 12 Cofunity College 3 9 Cofunity College 2 9.0 gvaluation and 2valuation and Svaluation and fesearch i Research 2 24 Research 5 23.5 Vocational Test VocatIonal Test Developnt 1 9 Develoilent 1 9.0 cohputer systeus Computer Systems .evelopment 1 .2 Oeveloomnt 4. Total 2 Total Total il 82 0ec. 2110V. p. 63 INIJE ~afiAn Pfm i A181 .301 If£UUICAL-ASSIST*EE tKIalue1011.9f TA ta EducatenLratcts . I LaadJII 8gstäarLandwEaluatim-tlt1ikSL. MU Suiaty-of .conlciusins and Roc~ndauins conc tubsss ceu amuunetops i 1 o contunt Of the tratsaso program wa n gneraIly u haony 1. Tht the ffinistry of Educatton sett up tochtcal coaimittes ta weth the dsred objeCtiv6S $n eetssig tsbe tratnae techttcal and study the tröjåtng program for overseas fe11ushsps sö that admiattebibtItve fequIresnt. and the lnbistry's need for trained these progra met the professional neds of teacers/ manpower.aanlnsrators. 2 The tecluitcål abIstancc programs were stDcces%fuI tn attainteg 2. That there be coordinatton and coaperattan between the itstry dessred objectiveu au ragards the Uupply of trasned cadres to of Education. the facEsity of Education at the Dintversity at Jordan. ocCUpy poltu needed by the educat$onal projCctU. ösd placCm~It and the Defartmnt of uwscattan at Taate tiverstty for an of tisiee in the appropriate poutu wlåece they can utiltac tuir integrated and utifted strategy used ta tratning tGeCes/ at.q#tird åkall. adetnistrators in Jordan. . fö tw &*uä*w# supevisurb dad not msKIC#h trateng progr~ns via 3. That the InGstry offers opportunitles for the trasnees to vSotus matitands that provide traleu wsth broadr r knowledge. participate ta designing their tratilg program. 4. Itsa stratemy and chotnts of the trainaing programs were not 4. That traåtae program toclude vartous actIvttles and meth~ds ciar to the trainlee espectally in the carey åtage% of tople- daere Individual differences and needs a g students are observed. ncait >"l tec pfoaject. . ptiaal besits were not attaid frcm the tratnieso prugras 5. That program, place aore has s on tranipa vistts and 81i48ae becas.e of weakn in Enlmiuh. Classroof nstructton. , lie tidansag superesoas wAre able to solve the probleffi thålt 6. That selected candidates have ad*sate proftciency tn English or Aic etörano tratning. and asitited tbe trasin,e to adlpt to be given adeae tralnine before jontas the trainlg cause. thl: ~e enbvirosament. k. Cu'toensatiosa ot a ie it4chSLIcal ahutaance programs offered by 7. That trainees ha given adegata ortentation it course objectives educjt johal projectu are escourag.-d to gave ths Jordödblaat teachers before they joln. asd admisstatstot thv OpPustunity t gain new ep Iens. fullow up ut teasatve p#gr. m I netaet..ay by thse Ms eobesry ut d. Providing the agency tn clarge of trainlng utth actual tratning ldscat ton is coosdattattn sitts the auenc se. tavolvud in the needu of the inistry and its expectations of the tralnees tk alesii pl ogs aim after cepletton of their tralaig. . Jrda,in univeraitse ail othes 1~4al concCs se siat sttatso 9. That the Mtistry carries oat field studios to follo up the 2KMoeld conte ebate ta the eecaettoce of the tecitssical auastahce tratned graduates and tackle the problems they face to assist in prsuatu do cidst.*t%ucnl peolectt. developtna ater professonal capaOties. to. That the oinistry of cducatton offctally charges one of the tratnes with providtag the mitsntry with regular perodic progress rports about the training progr and e to provide quick soluttom to (D problems. In coordtnatton with the agoncy tiat.......71 Doc. 2IIGt1. p. 64 A1'hmLil 00TION1M8600.0 LOIA tlQJECIJOIULUIIILRED I EbDJCLAvUNAMIS.h0ASSEI as~ataio and.Satus attmatnce Loan Agreement status Uacstpti on of Covenanlt Section Sax months before the openoos of the coaool ty college Section 4.04 The Comat Callegl system developed such faster than antscl- to establish all advisory comlatttee for the college. paged and a national program has be established to control estabitst a department for continuing edtcatio. prepase types of offered speclallatloos and standards. A natoal con- the progar for coaKintin education, and puepare a taning educan system is established but enrallments are still SYstem fulr evaluatinll ti effectivenless of tie college. I totted. Insstrutors in todwstrkal electrenacb. tostidaamt machaoacs sectlon 4.01 Instructors have beot appoted and most textbooks in Arabic and W4tchO repair to be appointdd t the tralisl CO1*ltk have been prepared. !In moths prior to itu opatiang to prepare te-thoa& in ArabC It tst avilible. lietatied Ltalflaill plan to ba prepared fo the Itection 4.b staff P18 has bean cowpleted aad a persons have been apointed slietson yutm (HIS) and staff appolvted by aecedsicr 3. by 198 an 40 by 1904. Saw usstkululie.ga Lowe UPUS114is i tile COON&$coban% IV(* Uttad4cy Section 4.01 Limited adult education program are in operation it, general Schools to psipars the adult education Psuveds for the schoolu secondary schools and in somae previously established ccmprehtnsive and tieovattur apposst qsalited and experlenced staft. schools. go such prografs were noted la the recently COltod comprehensive schools of this project. To proVdC incentivOS as neceSsary to atisact tranow. into Section 4.05 Graduates have been granted uAlified teacher status and are th1 Clisttrtctr tralsaisig prograeea at farka Polytechnic alld to receiving salary supplement. toe asuAureh by Sletualber 30. 1l80. to so ant qual oated teacher Statin, and finnca rewards for tos goaduatez. fu Uid thw cI-t*itos tvacer system to tow &rAisbg comple' Section 4.89 The *XiSting tracer System IS greatly understaffed ad therefore anW the c.obplleskis aeCondasy !zhools as to I-fovide til conducts Surveys on limited niber Of schools. the first group at h.6a3 with th: setilott foe ofive yeas aftes. ist graduates is expected In iNe 19a?. 06-.4asat tted have been prepared. P.tn40 tf lahsbe opetdadR esa aebe pone by 180 ad 4 by 984 IBRD 14381(PPA) SYRIAN ARAB REPUBLIC AMWAN 7't~ SAUDI ARABIA JORDAN THIRD EDUCATION PROJECT { 0 COMPREFENSIVf SECONDARY SCHOOLS 0 o.,'J Å TRADE TRAINING COMPLLX E saPREVOCATIONAL TEACER TRAINING INSTITUTE SECONDARY AGRICULTURAL SCHOOL SOMMUNITY COLLEGE ISRAEL CITiES TOWNS AND VILLAGES NATIONAL HIGHIWAYS SECONO CASS ROADS OTHER ROADS RAIL*AYS WADIS Nrwa~ ~ r MODFLATS RIVE R$ ofese 04se 7n rase OCCUPIEDTERRITORIES Cse.en0ewo I n 40 s04 0e4 b0I44.t s40 en s 30 d*ysan4 ly4any c )SYRIAN ARAB REPUBLIC To Mvdowworoh H4 PPA MAP I1 BASLD ON 1BRD 14381 JULY 1979 CHANG13 IN POWIKICA1 BWt'NRIf5- AND NOMENCIATURE HAVI WTN INC OPPORA TED SAUDI ARABIA ARAB REP. -o OF EGYPT MAY 1986