Turkey - Industrial Training Project

Document of The World Bank FOR OFFICIAL USE ONLY ReportNo. 11514 PERFORMANCE AUDIT REPORT TURKEY INDUSTRIAL TRAINING PROJECT (LOAN 2399-TU) DECEMBER 30, 1992 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. CURRENCY EQUIVALElTS Currency Unit = Turkish Lira (TL) at Appraisal 1984 TL 100.00 = US$ .34 TL 291.50 = US$1.00 (February 13, 1984) End of Period ExchangE Rate 1984 1985 1986 1987 1988 1989 1990 Lira 366.7 522.0 647.5 857.2 1,422.3 2,121.7 2,608.6 FISCAL YEAR OF BORROWER January 1 - December 31 ABBREVIATIONS AC Advisory Committee (at each TTC) FTE Faculty of Technical Education (under YOK) FTVE Faculties of Technical and Vocational Education (collective reference to FTEs and FVEs) FVE Faculty of Vocational Education (under YOK) ITU Industrial Training Unit (Y6K) KOSGEB Small- and Medium Industry Development Organization (under the MIT; see also SMIDO) KOSEM Small- and Medium Industry Training Center (under KOSGEB) KOSGET Small Industry Development Organization MIT Ministry of Industry and Trade MOE Ministry of Education MOL Ministry of Labor OED Operations Evaluation Department (World Bank) PAR Performance Audit Report (World Bank), replaced PPAR, July 1992 PCR Project Completion Report (World Bank) PIU Project Implementation Unit PPAR Project Performance Audit Report (World Bank), replaced by PAR, July 1992 SAR Staff Appraisal Report (World Bank) SEE State Economic Enterprise SEGEM Industrial Training and Development Center, under the MIT, replaced in 1989 by KOSGEB SIS State Institute of Statistics SMIDO Small- and Medium Industry Training Center (see also KOSGEB) SMITC Ankara Small and Medium Scale Industry Training Center SPO State Planning Organization TA Technical Assistance TTC Technician Training Center (upgraded from VJHE) TTU Technician Training Unit UNIDO United Nations Industrial Development Organization VSHE Vocational Schools of Higher Education YOK Council for Higher Education FOR OFFICIAL USE ONLY THE WORLD BANK Washington, D.C. 20433 U.S.A. Office of Director-General Operatione Evaluation December 30, 1992 MEMORANDUM TO THE EXECUTIVE DIRECTORS AND THE PRESIDENT SUBJECT: Performance Audit Report on Turkey Industrial Training Project (Loan 2399-TU) Attached is a copy of the report entitled "Performance Audit Report on Turkey Industrial Training Project (Loan 2399-TU)" prepared by the 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 PERFORMANCE AUDIT REPORT TURKEY INDUSTRIAL TRAINING PROJECT (LOAN 2399-TU) TABLE OF CONTENTS Page No. PREFACE ..........................................................i BASIC DATA.......................................................iii EVALUATION SUMMARY ........................................... vii I. PROJECT BACKGROUND ......................................... 1 Introduction 1.................................................... 1 Main Sectoral Issues ............................................... 1 Government Industrial Training Policy .................................. 1 Project Objectives and Scope ........................................ 2 Project Components ............................................... 2 A. Under YOK 2.................................................. 2 B. Under SEGEM ................................................3 C. Under SIS ...........3 Project Cost and Financing .......................................... 4 Expected Benefits .................................................4 II. PROJECT IMPLEMENTATION....................................... 4 Project Management and Implementation Experience ...................... 4 Project Changes................................................... 4 Implementation of the Main Project Components......................... 5 A. Activities under Y6K...........................................5 B. Activities under SEGEM.........................................12 C. Activities under SIS............................................. 15 III. FINDINGS AND ISSUES............................................ 15 Overview...................................................4....15 Findings and Lessons.............................................. 15 Issues.......................................................... 19 This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization. TABLE OF CONTENTS (Continued) APPENDIX 1 - Outputs from Project Training Programs APPENDIX 2: Fellowships Training for YOK Personnel APPENDIX 3: Retention and Loss of Instructional Personnel Trained under the Industrial Training Project APPENDIX 4: TTC Curricula Documentation Inventory APPENDIX 5: Weekly Utilization of Laboratory and Workshop Facilities APPENDIX 6: Fellowship Training for SEGEM Personnel Attachment A - Comments from the Head of Department Undersecretariat of Treasury and Foreign Trade of the Prime Ministry Attachment B - Comments from the Vice President of the Small and Medium Industry Development Organization Attachment C - Comments from the Acting President of the State Institute of Statistics -1- PERFORMANCE AUDIT REPORT TURKEY INDUSTRIAL TRAINING PROJECT (LOAN 2399-TU) PREFACE This is a Performance Audit Report (PAR) on the Industrial Training Project in Turkey. For the Project, a Loan of US$36.8 million equivalent was approved on March 27, 1984, and closed on December 31, 1990, one year behind schedule. Actual disbursements amounted to US$36.37 million, and the undisbursed balance of US$432,584.15 was cancelled. The PAR is based on the Project Completion Report (PCR) prepared by the Population and Human Resources Division of Europe, Middle East and North Africa Regional Office and the Borrower, issued on August 23, 1991;1/ the Staff Appraisal and President's Reports; the Loan Agreement with the Borrower and the Project Agreement with the Council for Higher Education (YOK - the major implementing agency); a study of the project files; minutes of the Board meeting; and discussions with Bank and Borrower staff. An OED mission was in Turkey in June 1992 to visit selected project sites and discuss implementation experience and project outcomes with Borrower staff. Their cooperation and assistance in the preparation of this report is gratefully acknowledged. The PAR validates and supplements the PCR's succinct and incisive record of project experience. The PAR elaborates on the conflict of interest problem, highlights other aspects of implementation experience and project achievements, and discusses findings, lessons, and issues concerning project design, management and supervision; the retention of teaching staff; monitoring and evaluation; cost-recovery and cost-sharing, and formalizing of the status of technicians. The draft PAR was sent to the Borrower for comments. The comments received from the Head of Department, Undersecretariat of Treasury and Foreign Trade of the Prime Ministry; the Vice President of the Small and Medium Industry Development Organization; and the Acting President of the State Institute of Statistics are reproduced as Attachments A, B and C. y Project Completion Report, Turkey: Industrial Training Project (Loan 2399-TU), Report 9835, August 23, 1991.  PERFORMANCE AUDIT REPORT TURKEY INDUSTRIAL TRAINING PROJECT (LOAN 2399-TU) BASIC DATA KEY PROJECT DATA Item Appraisal Estimate Actua Total Project Cost (US$ million) 44.42 52.44 Overrun (%) 18.08 Loan Amount (US$ million) 36.80 36.80 Disbursed: US$ 36.37 Cancelled 0.43 Repaid (05/31/92) Outstanding (as of 05/31/92) Date Physical Components Completed gt 12/31/1989 12/31/1990 No. of months since Loan Signature 68 80 Proportion Completed by Above Date (%) 90 100 Time Overrun (%) 18 Date of Overall Project Completion 12/31/1989 12/31/1990 No. of months since Loan Signature 68 80 Proportion Completed by Above Date (%) 90 100 Time Overrun (%) 18 Institutional Performance Satisfactory CUMULATIVE ESTIMATED AND ACTUAL DISBURSEMENTS (US$ millions) FY 1985 1966 1967 1988 1969 1990 1991 (i) Appraisal Estimate 1.40 4.90 13.50 22.60 31.20 36.80 36.80 (ii) Actual 2.04 3.47 5.98 17.73 33.01 33.89 36.37 (iii) as % of (i) 146 71 44 78 106 92 99 Z/ The project had no civil works, only provision of equipment where physical facilities were concerned. - iv - STAFF IMPUTS (staff weeks) FT 82 83 84 85 86 87 88 89 90 91 92 Total PreappraisaL - 30.1 - - - - - - - - - 30.1 Appraisal - 23.2 30.3 - - - - - - - - 53.5 Negotiations - - 9.3 - - - - - - - - 9.3 Supervision - - 3.9 7.6 6.4 8.4 9.1 7.9 12.0 15.1 1.1 71.2 Other 0.1 0.7 19.5 - - - - - - - - 20.3 Total 0.1 54.0 63.0 7.6 6.4 8.4 9.1 7.6 12.0 15.1 1.1 184.4 PROJECT DATES Iten Planned Date Actual Date First Mention in Files September 14, 1982 Negotiations December 15, 1983 February 14-16, 1984 Board Approval March 27, 1984 Loan signature April 16, 1984 Loan Effectiveness July 16, 1984 September 18, 1984 Project Completion December 31, 1989 December 31, 1990 Closing Date June 31, 1990 December 31, 1990 OTHER PROJECT DATA Borrower: Republic of Turkey Executing Agencies: Council for Higher Education (Y6K) Industrial Training and Development Center (SEGEM) 1/ State Institute of Statistics Follow-on Projects Name: Second Industrial Training Project Loan No.: 2922-TU Amount of Loan (USS m): 115.8 Loan Agreement (Date): 04/08/88 3/ Subsequently reconstructed as KOSGEB (Small and Medium Industry Development Organization). V - NISSION DATA Type of No. of Days in Mission Date Persons Fietd SpeciaLization 4/ Identification 11/82 3 12 E, TE, STS, DC Preparation 02/83 3 19 E, TE, STS Appraisal 05/83 5 17 E, TE, STS, FP, ITS FolLow-up 08/83 1 4 STS Pre-Negotiations 10/83 1 3 E Supervision 1 05/84 2 20 TE, GE Progress Review (Combined) 10/84 3 9 E, FP, TS Supervision 2 12/84 3 9 E, A, TE Supervision 3 11/85 3 16 E, A, TE Supervision 4 04/86 2 30 E Supervision 5 11/86 2 12 TE, PS Supervision 6 02/87 3 21 'TVE, A, TE Supervision 7 01/88 2 17 TE, OA Supervision 8 06/88 1 34 TE Supervision 9 02/89 2 18 E, TVE Supervision 10 11/89 2 19 TM, TEE Combined SPN 11/89 2 9 SA, 00 Supervision 11 05/90 2 3 TM, TVE, A Completion 10/90 2 16 TM, TVS 4/ A = Architect; D = Division Chief; E = Economist; FP = Facilities Planner; GE = General Educator; ITS = Industrial Training Specialist; OA = Operations Assistant; 00 = Operations Officer, PS = Procurement Specialist; SA = Systems Analyst; STS = Science & Technology Specialist; TE = Technical Educator; TEE = Training & Employment Expert; TM = Task Manager, TP = Training Planner; TS = Training Specialist; TVE = Technical & Vocational Educator. Vi- ALLOCATION OF LOWM PROCEEDS (USS) cat oraisal Estimte ActuaL Part 1. Equipment and materials (excluding furniture) 23,988,229 22,661,273.97 2. Consultant's services (a) Under Part A.4 200,000 (b) Others 3,600,000 5,335,347.03 3. Overseas fellowships 4,600,000 3,790,690.36 Part B 4. Equipment and materials (excluding furniture) 1,000,000 2,117,699.74 5. Consultant's services (a) Under Part A.4 200,000 0.00 (b) Others 2,100,000 1,475,258.99 6. Overseas fellowships 320,000 0.00 Part C 7. Overseas felLowships 700,000 701,552.48 Other 8. Fee 91,771 91,771.00 Total 36,800,000 36,367,415.85 Undisbursed Balance (cancelled) 432,584.15 36,800,000.00 -Vii - PERFORMANCE AUDIT REPORT TURKEY INDUSTRIAL TRAINING PROJECT (LOAN 2399-TU) EVALUATION SUMMARY Introduction ty of the Council for Higher Education (YOK) 1. The project was identified, prepared and and the Industrial Training and Development appraised by the Bank between November 1982 Center (SEGEM) to monitor pre-service and in- and May 1983. Following negotiations in Febru- service industrial training programs, and to ary 1984, the project was approved by the Board alleviate scarcities of skilled labor through in March 1984. The project cost, estimated at expansion and improvement of their technical US$44.4 million equivalent (including a front- education and training programs. Support was end fee of US$92,000 equivalent), was to be also provided to the State Institute of Statistics financed by a Bank loan of US$36.8 million (SIS) in order to increase its institutional capaci- equivalent while the balance of US$7.6 million ty to provide economic and labor market statis- equivalent was to be financed by the Govern- tics. At the very end of the project, SEGEM ment. The original Closing Date was postponed was replaced by the Small and Medium Industry by six months to December 1990, which was also Development Organization (KOSGEB). the date when the project was completed, a year later than planned. Ninety-nine percent of the Implementation EWgrience Loan was disbursed. The actual project cost was US$52.44 million equivalent, 18 percent higher 3. Overall, project implementation was than expected. satisfactorily carried out by the three imple- menting agencies. Although completed a year Objectives and Project Content later than planned, the project generally had positive results and met its objectives, except 2. The main sector objective was to support those concerning institutional development, the Government in improving and expanding which the project failed to reach satisfactorily. services in industrial training. The project was Most procurement and technical assistance designed to respond to industry's need for targets were reached, and enrollment targets skilled labor to maintain and increase the rates were exceeded. Three problems affected imple- of growth of manufactured exports. Moderniz- mentation: first, the chronic shortage of local ing Turkish industry was critical to the introduc- counterpart staff to work with foreign consul- tion and spread of modern production and tants resulted in lack of institution-building; marketing techniques. Specific rotect obJec- second, the shortage of qualified candidates for tives were to strengthen the institutional capaci- overseas fellowships delayed implementation; -vii - and finally, an in-service teacher training compo- Sustainability nent was deleted from the beginning because it was found to be redundant. 6. Although the sustainability of the project is not in question, the Government nevertheless Results has been advised to take certain measures to strengthen project sustainability: (a) YOK should 4. The overall project objective, to shift the establish an in-service training program for TTC orientation of technical education and training teachers to improve knowledge on the use of from a formal academic process to one con- equipment, provide more training materials in cerned with producing skilled technical manpow- Turkish, and assist in organizing laboratory er demanded by the manufacturing industry, sessions; (b) KOSGEB and YOK's Industrial seems to have been generally met, and a link is Training Unit should carefully monitor the developing between the education and training provisions for an adequate budget for their sector and industry. The eight Technician respective training centers; and (c) staffing Training Centers (TICs, under Y6K jurisdic- requirements of YOK and KOSGEB should be tion), and the Ankara Small and Medium Scale carefully monitored and assessed to ensure that Industry Training Center are now fully equipped the institutions will continue to function effec- and operational. The apparent quality of the tively. facilities, equipment, staff, and training has attracted the attention of both students and Findines and Lessons industry. Initial problems concerning installation and utilization of equipment seem to have been 7. There appeared to be a conflict of inter- largely solved, although facility utilization rates est in regard to equipment procurement for for TTCs are still low. Teachers have learned to YOK A local affiliate of an international firm use the equipment, and have prepared many alleged that an equipment contract (valued at manuals for students. US$2.5 million equivalent) was awarded to another international firm whose local counter- 5. The institutional development objectives part was fully owned by foundations established for YOK and SEGEM were less than fully and directed by the head of YOK, the main achieved. By the end of the project, these project beneficiary. Although the matter was agencies had limited capacity to plan, administer, closed where the project being audited is con- and manage the training for which they were cerned, the conflict of interest issue appears to responsible. With the establishment of affect also the two on-going education projects. KOSGEB, however, it would appear that a strong foundation has been laid for institutional 8. The audit emphasizes that the Bank takes development: it is left to be seen whether it will a serious view of any conflict of interest in the achieve its original project objective. With procurement of goods and services. The Bank YOK, however, problems continue. The ex- is responsible for ensuring that procurement pected transfer of knowledge and experience procedures are observed in accordance with the from the substantial technical assistance finan- Guidelines which, quoting the Articles of Agree- ced by the Loan was limited by a shortage of ment, state that, among other things, the Bank counterpart staff. should ensure that the proceeds of a loan be used with due attention to economy and effi- ciency in the execution of the project and without regard to political considerations. ix - Arising from these principles are three basic 11. The development of KOSGEB is a major considerations: first, the Borrower shall carry success of the project. If it fulfills its mandate, out the execution of the project, including the it will have a major impact on the development procurement of goods and works involved, with of Turkish small and medium scale industry. economy and efficiency, i.e. the Borrower "gets With its legal status established, KOSGEB is the best value for its money"; second, all eligible now responsible for a wide range of training and bidders from developed and developing coun- consultancy services for small and medium scale tries have the opportunity to compete in provid- industry. It has an impressive performance ing the goods and works financed by the Bank; record in training, and other services are getting and finally, the Bank is interested in encourag- under way, even though it has lost a number of ing the development of local contractors and experienced trainers to the private sector. The manufacturers in the borrowing country. Every experience of KOSGEB suggests that, in a effort, therefore, should be made by the Bank situation of acute shortage of industrial skills, an and the Borrower to maintain these principles in internal brain-drain may be unavoidable. To Bank-financed procurement. minimize the loss to the institution, a program should be in place, with the appropriate finan- 9. Enrollments in all the project TICs have cial incentives, for the returnees from overseas apparently met or exceeded their targets, but training to train others locally. the statistical information is beset by interpreta- tional difficulties which cannot be resolved 12. The overall experience of YOK and because of inadequacies in reporting routines. KOSGEB suggests that technical and vocational Data gathering and processing should be refined training programs are more effective if there is so that planners and managers may have accu- a strong and positive link with industry, and the rate and meaningful statistical information on link, once established, should be nurtured to which to base their policy and operational ensure continuing support and to advance the decisions. sustainability of the TTCs. 10. Despite its failure to achieve its institu- tional development objectives, YOK appears to have made an important contribution to middle- level manpower development in Turkey. In addition to meeting manpower supply targets, YOK was able to draw the attention of industry and students to the existence of quality training institutions. Teaching staff who benefitted from overseas fellowships, are highly motivated and self-confident. The experience suggested that a quality-improvement strategy should combine the provision of better facilities and equipment with systematic staff training to acquaint staff with new approaches to the use of those facili- ties and equipment, because a well-equipped and adequately staffed and efficiently managed training institution could have a demonstration effect far beyond its immediate environment. t PERFORMANCE AUDIT REPORT TURKEY INDUSTRIAL TRAINING PROJECT (LOAN 2399-TU) L PROJECT BACKGROUND Introduction 1.1 The main objective of Bank lending for the education and training sector in Turkey was to support the Government's policy to improve industrial productivity which had been declining in the late 1970s. The causes of low industrial productivity included: (a) the lack of an appropriate industrial framework for training programs, resulting in poor coverage and quality of training; (b) little or no financial incentive for employers to provide training; and (c) low wages and salaries because of state control, resulting in a shortage of industrial training instructors. Main Sectoral Issues 1.2 Bank findings confirmed industry reports that Turkey was short of well-trained technicians, particularly in export industries which required high standards of quality control, modern production techniques and specialized machinery. Bank estimates for 1985-95 showed that manpower demands would exceed supply of engineers, technicians, skilled and semi-skilled workers. 1.3 There were three main reasons for the expected manpower shortages: (a) predisposition of the majority of secondary school graduates of the academic orientation of the education system towards university education; (b) limited opportunities for pre-service industrial training of semi- skilled and skilled workers; and (c) inadequate technician training prograM both quantitatively and qualitatively. These problems were compounded by labor migration, mainly to Western Europe. In 1982, an estimated one million Turks, representing 5 percent of the labor force, were working abroad. Government Industrial Training Policy 1.4 The Government had a three-pronged policy, which was considered "reasonable" by the Bank: (a) to improve the effectiveness of existing programs by linking them directly to the needs of industry through cooperative programs with local industry; (b) to increase the provision of industrial training through a national system for training services to assist small-scale enterprises; and (c) to establish an appropriate institutional framework for industrial training and a legal basis for training levies on all industrial employers to ensure financial support and to encourage the private sector to carry out more training (SAR, para. 1.15). -2- Project Objectives and Scope 1.5 The Industrial Training Project was designed in accordance with the Government strategy to improve productivity and maintain high growth rates for manufactured exports. The main objectives of the project were (SAR, paras. 2.01-2.02): (a) To strengthen the institutional capacity of YOK and SEGEM to provide industrial training programs; (b) To alleviate technician scarcity in industry by assisting the development of pre-service technician training programs; (c) To improve industrial productivity by developing and expanding SEGEM's in-service, on- the-job, industrial training programs, and to establish a national industrial training system; and (d) To improve the quality of staff responsible for economic and social statistics, with the long-term purpose of facilitating the management of the economy. jJ Project Components 1.6 The project was to be implemented by three agencies: YOK, SEGEM (which was subsequently given an upscaled legal status and became KOSGEB), and SIS. The project components under each of these agencies are summarized as follows: A. Under Y("K (a) Eight pilot TTCs were to be established, with equipment, furniture and minor refurbishing, by converting eight existing Vocational Schools of Higher Education (VSHE). These TTCs, to be responsible for pre-service training, would provide 2,600 training places by 1990/91 and graduate 1,200 trainees annually by 1991/92 (SAR, para. 2.06). (b) Curriculum development in 12 fields of specialization was to be undertaken at the TTCs in Izmir and Istanbul with technical assistance (SAR, paras. 2.07-2.09). (c) Staff development would be carried out to meet short- and long-term needs. Short-term needs of the TTCs would be met by the existing 16 core and specialist subject instructors, and 156 new instructors would be trained under a fellowship program. To meet long-term needs, an in-service program would be carried out at Izmir to upgrade new and existing staff teaching in the TTCs. This program would cater to the additional / The SAR included objective (d) as part of (c), but it is the view of this Audit that objective (d), which is a small but important component to facilitate the management of the economy, should not be combined with (c). -3- staff requirements of the eight TECs in the project and the other TTCs as the program developed (SAR, paras. 2.10-2.12). (d) Strengthening the TTC management system. a major objective of YOK, would be achieved with expert services (including a technical education planner, an equipment procurement and facilities planner, and a specialist in monitoring, evaluation and educational management), and short-term overseas fellowships for 18 YOK and senior TTC management staff. To ensure the appropriate expansion of YOK technician training facilities, expert services would be used to carry out feasibility and pre- investment studies (SAR, para. 2.13). B. Under SEGEM (e) A framework for a National Industrial Training System would be developed through SEGEM which would be provided with overseas fellowship training, and teaching materials and equipment, and expert services in planning of industrial training systems, manpower economics, industrial training, training standards and accreditation, and finance, management, and information systems (SAR, para. 2.16). (f) Program development. expansion. and extension would be assisted by the provision of expert services and fellowship training to enable SEGEM to expand its coverage, improve the quality of the training programs, and increase the number of participants in the program in management, technology, and production techniques from 2,500 in 1982 to about 4,450 by 1988. The number of participants in the program for technician and supervisory level staff would increase from about 400 annually in 1982 to about 2,000 by 1988. The capacity of SEGEM to develop in-service and pre-service training programs for instructors in public sector and private sector training institutions would be increased by doubling its staff from 50 to 100 (SAR, paras. 2.17 and 2.21). (g) SEGEM would initiate a cost recovery system, aimed at recouping not less than 20 percent of direct costs by the end of 1986, increasing each year thereafter by a reasonable percentage in consultation with the Bank (Loan Agreement, dated April 16, 1984, Article III, Section 3.03). SEGEM would also maintain its monitoring and evaluation system, involving both follow-up visits in industry to monitor on-the-job performance of course participants and surveys of industrial enterprises (Loan Agreement, Article IV, Section 4.02). C. Under SIS (h) The project would strengthen SIS with the provision of overseas training to 55 staff members in economic statistics, research methods, and technical operations. -4- Project Cost and Financing 1.7 Total project costs were estimated at TL 12.9 billion, or US$44.3 million equivalent, including contingencies. Local costs were estimated at TL 2.225 billion (US$7.63 million equivalent), and foreign costs at TL 10.724 billion (US$36.79 million equivalent). The Bank loan of US$36.8 million equivalent was to finance the foreign exchange component and the front-end fee of US$0.7 million, and the Government, the balance of project costs (SAR, para. 3.09, Table 3.1). Expctd Benefits 1.8 The main project benefits were expected to include the following: (a) enhancement of the manufacturing and exporting industries; (b) the institutional development of the two key industrial training agencies, YOK and SEGEM; (c) improvement of industrial productivity; and (d) more effective management of the economy. The quantifiable indicators would be the projected annual output of TTC graduates from 940 in 1989 to 1,230 from 1992 onward, representing about 10 per cent of annual demand at that time. About 164 technician instructors for the TTCs were expected to be trained through fellowships. The quality of industrial training would be raised through the development of curricula and training materials, the establishment of an in-service staff development program, and strengthening of the management of the new TTCs (SAR, paras. 4.01-4.03). 1.9 All the above would depend on the most important benefit of all: the establishment of a local capability through YOK and SEGEM to develop and sustain a national industrial training system, including SEGEM's capacity to provide effective consultancy services to local industries on new technologies to increase productivity, and to maintain a sustainable level of cost recovery. IL PROJECT IMPLEMENTATION Project Management and Implementation Experience 2.1 Overall, project implementation was delayed by about six months. Project start-up was two months behind schedule while waiting for a Ministerial Decree to ratify the Loan Agreement with the Government and the Project Agreement with Y6K The project activities under Y6K started almost immediately, but those under SEGEM suffered protracted delays due basically to the uncertainty of its legal status, which was finally upgraded in April 1990, and SEGEM became KOSGEB (Small and Medium Industry Development Organization). The fellowship program under SIS was delayed by the shortage of qualified candidates for overseas training. Further details on implementation experience are presented below and by the PCR (paras. 8-10). Project Changes 2.2 Of the eight TEC sites, Antalya, a small city on the Mediterranean coast, was replaced in mid-1986 by Malatya, an industrial city in east-central Turkey. There were two main reasons for -5- the change: there was more industry in Malatya than in Antalya, and the buildings in Antalya were not yet finished. 2.3 Soon after loan effectiveness, it was decided not to proceed with the establishment of the in-service staff development program at Izmir because it proved difficult to implement. It was also decided that the Second Industrial Training Project would develop the in-service teacher training through the three existing Faculties of Technical Education (FTEs) and one Faculty of Vocational Education (FVE), collectively referred to as Faculties of Technical and Vocational Education (FTVEs). Implementation of the Main Project Components A. Activities under YOK 2.4 The eight pilot TICs were duly established. They are listed in Table 2.1, which indicates the notation used in the loan documentation, the proper name, and the name of the associated university. Table 2.1: Technician Training Centers and Associated Universities Notation Proper Name Univ. Campus Associated University V,ankiri Cankiri TTC No Ankara University Diizce Dfizce TTC No Istanbul University Iskenderun Iskenderun TIC No Cukurova University Istanbul Teknik Bilimler TTC Same campus Istanbul University Izmir Izmir TTC Same campus Dokuz Eylul University Kirikkale Kirikkale TTC No Ankara University Konya Teknik Bilimler TTC Same campus Selcuk University Malatya Malatya TTC Same town Inonu University 2.5 Enrollments. The total number of applicants for places in the post-secondary education system is substantially higher than the number of places. Each year, some 900,000 school leavers apply for a total of some 200,000 places. The highest achievers typically apply for and are accepted into the academic programs. Nevertheless, the large number of applicants in total assures a sizable pool of qualified and talented candidates for the TTCs to select from. Enrollments in the 8 pilot TTCs during the period 1986/87-1990/91, by program, are shown in Table 2.2, and more detailed figures are shown in Appendix 1. By 1990/91, total annual enrollment in the pilot TTCs had reached 6,750, more than twice the level envisaged in the SAR (para. 2.06). The annual number of graduates had reached 1,346, slightly exceeding the level envisaged. About 90 percent of students in the TICs come from industrial high schools. There are 172 teachers to meet the instructional needs of these students. -6- Table 2.2: Total Output of All Programs, 1990/91, by Program Enrollments Failed Exams Drop TTC Year Yr 1 Yr 2 Total Yr 1 Yr 2 Total Grads. Outs Electrical Engin. 488 718 1,206 56 128 184 231 84 Industrial Elec. 232 332 564 27 32 59 135 53 Instrum. & Control 278 329 607 53 61 114 69 33 Telecommunications 248 354 602 36 62 98 98 43 Mechanical Engin. 750 1,007 1,757 87 106 193 396 126 Agriculture Mech. 100 120 220 19 11 30 31 10 Air Con. & Refrig. 285 325 610 41 55 96 134 32 Foundry 51 103 154 0 0 0 29 13 Civil Engineering 261 409 670 46 72 118 130 49 Computer Programming 90 117 207 0 27 27 59 9 Petrochemical Program 61 92 153 0 0 0 34 14 Grand Total 2,844 3,906 6,750 365 554 919 1,346 466 2.6 Some explanation is necessary to understand the above enrollment figures. First, they include a petrochemical program not included in the original project, but that explains only 153 students and 14 graduates. Second, the pressure of both social demand and industry demand has led to the use of many cases of double-shifting. Third, there is the problem of non-attending enrollees. These are students who are enrolled, perhaps have attended one or two years, but have not passed the examination. Students have the right to remain registered for 4 years even though the programs are designed as 2-year courses. Apparently this practice is to delay the military draft. In the published statistics, the attending students are not separated from the non-attending students, thus inflating the enrollment figures. Estimates of the number of non-attending students vary from a few percentage points to upward of 30 percent. Fourth, the published statistics do not include repeating students. The evidence supplied for drop-outs does not allow for a separation of data for Year 1 and Year 2. 2.7 Gender Distribution. The published enrollment statistics do not provide information on gender distribution, but data provided by Cankiri TTC suggests wide dispersion between programs, as shown in Table 2.3. Women make up one fifth of the enrollment at large, but their proportion by program ranges from a low of one percent for mechanical engineering to a high of 60 percent for administration and management. Konya TTC reported that an estimated 10 percent of the student body were women, but no detailed statistics are available. -7- Table 2.3: Distribution of Male and Female Students at Vankiri TTC, 199192, by Program Year 1 Year 2 Total N % N % N % Program F M F F M F F M F Accounting 25 22 53 27 41 40 52 63 45 Administration & Management 39 18 68 28 26 52 67 44 60 Air con. and refrigeration 16 26 38 15 46 25 31 72 30 Civil engineering 6 38 14 10 66 13 16 104 13 Electrical engineering 6 60 9 3 58 5 9 118 7 Industrial electronics 6 43 12 11 70 14 17 113 13 Instrumentation & control 3 31 9 8 36 18 11 67 14 Mechanical engineering 0 80 0 1 109 1 1 189 1 Telecommunications 7 35 17 7 39 15 14 74 16 Total 108 353 23 110 491 18 218 844 21 Source: Cankiri TTC, 1992 2.8 Fellowship Program. In the overseas fellowship program, 195 TTC teachers received a total of 1,335 months of training abroad. During the academic year 1991/92, YOK conducted a study of the retention and loss of trained instructional personnel in the project TTCs. Almost all the instructional personnel at the pilot TTCs during the project -- both those employed at the start of the project and those recruited during the project -- received training overseas, financed through the project. Some fellowships included training in equipment maintenance at the manufacturing plant for one of the major suppliers of laboratory equipment. Additional information is given in Appendix 2. 2.9 Retention of Trained Teachers. Of the teachers trained abroad, 132 (68 percent) remained and 63 had left, the former having used 797 staff months, the latter 537 staff months of overseas training. Those who remained had used an average of 6 staff months, and those who left, 8.5 staff months, for their overseas training. It may not be a coincidence that those who received more training appeared more likely to leave than those who received less training. There is significant variation among the TTCs and among programs in the relative loss of personnel who had received overseas fellowships. For example, more than half of the teachers in computer technology and control and instrumentation had left, while less than a fifth of the teachers of air conditioning and refrigeration and the common core subjects had left. Malatya TTC is still functioning under capacity due to lack of qualified teachers. Further details are provided in Appendix 3. -8- 2.10 Access to qualified technical teachers is a general problem facing technical training institutions. Part-time teachers are used extensively in some TTCs. These teachers are drawn from industry, the universities, or wherever else they can be found. This practice is common, especially where school enrollments are expanding. Although this can have disadvantages from a pedagogical point of view, it can have the advantage of bringing into the TTCs both industrial experience and high levels of expertise, in addition to budgetary advantages since there are no social overheads. 2.11 YOK is aiming at a teacher/student ratio of approximately 1/12, but it is nowhere near that target now. Current enrollments, adjusted for non-attending enrollees, suggest a student teacher ratio of approximately 22. Z/ Most teachers who leave do so reportedly to obtain a higher salary. TTC teachers recently received a significant pay increase when they were moved onto the university pay scale. Still, salaries are lower than in industry, especially in some fields, including electronics, computer technology, and English. 2.12 Curriculum Development. A substantial amount of curriculum development work was completed. Programs were developed in 11 fields: (a) The Electronics Group, comprising Electrical Technology, Industrial Electronics Technology, Telecommunications Technology, Process Control & Instrumentation Technology; (b) Mechanical Technology Group, including Mechanical Technology, Air Conditioning & Refrigeration Technology, Foundry Technology, Agricultural Mechanization Technology; (c) Civil Engineering, including Construction Technology; (d) Computer Technology; and (e) Petro-chemical Technology; 2.13 As can be seen in Appendix 4, these new curricula have now been spread more widely than the original pilot TTCs. 2.14 Laboratory Equipment Utilization. Teachers interviewed by the audit mission generally feel that the laboratory equipment provided under the project is appropriate in terms of quality and quantity. Initially, equipment utilization rates were low because: (f) the local agent representing the supplier did not know how to install the equipment; (ii) many operating manuals were in English; (iii) some instructors did not know how to use some of the equipment in classroom demonstrations or experiments; and (iv) lesson guides for students were lacking. 2/ Assuming the 1,346 graduates in 1991 represent 80 percent of the year 2 attending students, which in turn represents 80 per- cent of the year 1 attending students suggests 2,103 year 1 students + 1,682 year 2 students actually attending, for a total of 3,785 attending students. This figure, compared with 172 teachers, indicates a ratio of approximately 22. -9- 2.15 All project TTCs have equipment installed, and most equipment is reported to be well- utilized. Many manuals have now been translated, at least in part, and translation work is continuing slowly, on the initiative of individual teachers. Teachers have learned to use the equipment in teaching. Large numbers of lesson guides are already prepared, and work is continuing. In the Malatya TTC, equipment and laboratory facilities are under-utilized because of teacher shortages. Problems that have occurred have generally been dealt with either by the supplier or by the teaching staff. There have been few cases of difficulty in obtaining spare parts. The highway construction program has not materialized, so that equipment is not yet in use. 2.16 In some cases, there have been disagreements concerning the proper mix of pieces of equipment. For example, teachers in telecommunications at one TTC complained that although they had an adequate supply of analogue transmitters, they had only one spectrum analyzer. Teachers claimed that many of the exercises they wanted to do (mainly in the second year of the program) required the use of a spectrum analyzer, and that the presence of only a single unit limited their ability to carry out laboratory exercises. A curriculum adviser from the university, however, maintained that most of the exercises in fact required only a transmitter. Transmitters are relatively cheap, while spectrum analyzers are relatively expensive. With proper planning, it should be possible to accommodate all students. 2.17 Laboratory Facilities Utilization. Utilization rates for individual pieces of equipment are difficult to estimate and interpret. Utilization rates for laboratory facilities, however, can be estimated by the number of hours per week the facilities are in use. The YOK Industrial Training Unit (ITU) has carried out two laboratory facilities surveys of the TECs, in 1989 and 1991. The results of these surveys suggest lower than optimal utilization rates on average. They also suggest that utilization rates were actually lower in 1991 than 1989, as shown in Table 2.4. In 1989, laboratory and workshop facilities were utilized 25 hours per week on average. Taking 40 hours per week as a benchmark for full utilization, this would represent 63 percent utilization. In 1991, they were utilized 22 hours per week on average which would represent 54 percent utilization, or a decline of approximately one tenth. Further details are given in Appendix 5. Laboratory facilities are sometimes used by local industry. In university towns, the laboratories are sometimes used by researchers from the university. Table 2.4: Weekly Utilization of Laboratory and Workshop Facilities Mean Per Cent Survey Hours/Week Utilization 1 25 63 2 22 54 1 & 2 Combined 24 60 Source: YOK, 1992 - 10 - 2.18 Translation of textbooks. Although teachers have translated many manuals for laboratory equipment and have prepared lecture notes and other learning materials, the availability of technical textbooks in Turkish has been a serious problem. A translation commission has been appointed and is ready for operation, and funds are available for covering copyright fees and printing costs. No funds are available for covering translation fees, however, and so the major task of translation is at a standstill. Meanwhile, instructors can and do write textbooks and laboratory manuals, financed by the instructor without support or with support from the school or a publisher. 2.19 Institutional Development. The project fell short of achieving institutional development at YOK, because at project completion it had only limited capability to plan, administer, and manage technical pre-service training. This was due in part to the lack of Turkish staff to work with the foreign experts under the technical assistance programs. The statistical reporting is inadequate for managing a technical and vocational education and training system, since even basic internal efficiency indicators cannot be calculated. For purposes of reporting to the Bank, statistical reports with English captions and sufficient text in English to allow for basic interpretation would be required. Such reports should also provide information on gender distribution of enrollments.3/ 2.20 However, although the project fell short of achieving institutional development at the central level, it did succeed at the level of the individual TTCs where facilities are in use, teachers are in place, enrollments are high, and students appear to be learning. The successful institutional development at this level is due in large measure to the overseas training, under the project, of TTC teachers and senior management personnel. 2.21 Cost Recovery Cost Sharing Today, TTCs sometimes sell short-cycle courses to industry, and this practice is being encouraged by YOK. Industry shows some sign of interest. There is a central revolving fund intended to cover the costs of training courses sold to industry. A TTC may draw upon this fund in order to provide training services or training consultancies to a firm, and the firms then pay into the fund. The degree of cost recovery varies. The notion of sglng training services is not widely accepted, since it is even written into the constitution that education is to be free. 2.22 Large firms are interested in training. Often they provide their own training but also want services from training institutions. Medium-size firms look for support in training needs assessment as well as in training. Small-size firms generally have low demand for training services, although they often accept apprentices. Institutions sometimes share training facilities with industry during evenings or weekends. 2.23 Some TTCs are authorized to give quality certificates for civil engineering tasks on behalf of the Turkish Standards Institute. For these services they charge market rates. Some TTCs sell materials testing, particle testing, or other testing services to industry. TTCs may engage in production for sale. Revenues from such activities accrue partly to teachers, partly to the schools, and partly to the revolving fund. Students may not be remunerated. Incentives to engage in 3/ See Borrower comments in Attachment A on "Institution Building" and "Statistical Reports". - 11 - production are not strong, and thus most TTCs do little or no production work. For example, in Diizce there has been no production work; in Izmir some; in Iskenderun, some training services have been provided together with the steel mill. 2.24 Student fees are currently 50,000 TL (about US$8.00) per year for tuition, which can be compared with university tuition fees of 120,000 TL (about US$18.00) per semester. For students living on-campus there is a fee of 76,500 TL (about US$11.00) per quarter for dormitory housing. Private housing alternatives are usually available, but at a considerably higher cost. Tuition fees are symbolic only, as there is no attempt at cost recovery. An example may be given from Konya TTC, as shown in Table 2.5. 2.25 Advisory Committees. As of 1990, all TTCs have Advisory Committees, which meet at least once per year. YOK requests the names of members and the minutes of the meetings. A series of workshops was held for managers and assistant managers on how Advisory Committees should be constituted and should work. These committees are gradually beginning to think in managerial terms. In addition to Advisory Committees, some TTCs also have subject committees. Table 2.5: Approximate Cost Recovery Estimate for Konya TIC Annual Budget, 1991/92 (Million TL) Source of Revenue Amount Percent Medical & Dental Faculties: Machine repair 3.5 1.3 Machine rental 1.0 0.4 Production work 0.5 0.2 Student tuition 5.0 1.9 Total cost recovery 10.0 3.7 Government grant, excluding salaries 30.0 11.1 Government grant, salaries 230.0 85.2 Total grant 260.0 96.3 Total budget 270.0 100.0 Source: Konya TTC, 1992 - 12 - 2.26 Monitoring and Evaluation. Within Y6K there is a Planning and Development Unit responsible for follow-up monitoring and evaluation. 4/ This unit does follow-up evaluations of students' industrial attachment period but does not do regular tracer studies. The individual TTCs, which are required to conduct follow-up evaluation, also do not carry out regular tracer studies. Statistical information collected is wanting in reliability (paras. 3.23 - 3.24). B. Activities under SEGEM 2.27 ILO Consultants. The consulting agency for this component of the Project was the LO./ The major objectives of the project were to: (i) design the framework of a national industrial training system; (ii) strengthen SEGEM's program; and (iii) establish an industrial training consultancy facility. Ultimately these objectives were realized when SEGEM was accorded an upscaled status and became KOSGEB. 2.28 In total, 24 international consultants served 99.5 months, and 12 national consultants served 54.8 months. In the designing of the framework of a national industrial training system, the 15 consultants assigned to the project produced 14 reports. The 6 consultants assigned to program development assisted in developing curricula and training materials in training methodology, training aids, export marketing, and industrial engineering. Ten consultants assigned to the task of developing the industrial training consultancy worked with their counterparts to develop training curricula and learning materials in the various technological areas and either to develop or to review equipment for procurement by SEGEM under the project. They produced 12 reports, including suggestions for an industrial training consultancy facility. 2.29 A total of 49 short-term fellowships for training and study tours abroad were provided, amounting to 1,210 fellowship days or 40.3 fellowship months. Further details of these fellowships can be found in Appendix 6. 2.30 Organization. It was originally expected that legislation forming KOSGEB would be passed in 1983, but after a long delay it was established by Law No. 3624, passed April 12, 1990, as the Small and Medium Industry Development Organization (SMIDO in English, KOSGEB in Turkish) under the Ministry of Industry and Trade. This legislation incorporated the Small Industry Development Organization (KOSGET) and the Industrial Training and Development Center (SEGEM). Its aim is the upgrading of the effectiveness and expanding the share of small and medium scale industrial enterprises in meeting the social and economic needs of the country, of enhancing their competitive capacity, and ensuring industrial integration in conformity with economic 4/ See most recent publication: "The Council of Higher Education & World Bank, I. Industrial Training Project Schools: Follow- up and Evaluation." Ankara: YOK, June 1992. 5/ Project Findings and Recommendations. IBRB Industrial Training Project. Geneva: ILO, International Bank for Reconstruction and Development. 1990. - 13 - development. Small firms typically have 50 br fewer employebs, while medium firms typically have between 50 and 150 employees. 2.31 KOSGEB in turn will establish a host of centers and other institutions in order to carry out its mandate: development centers specialized in specific fields of technology, quality improvement centers, physical testing and analysis laboratories, common facilities workshops, consultancy centers, technology centers or "technoparks", marketing centers, information centers, investment guidance centers, and training centers. 2.32 By the time of the establishment of KOSGEB, there were three training centers of excellence (KOSEM), and a fourth is to be established soon. In total there are currently 28 centers country-wide, with a total staff of 340, of whom 55 deal with planning, coordination, and management. It is planned that, by 1993, the total number of centers will increase to 38. 2.33 The Ankara Small and Medium Scale Industry Training Center (SMITC in English), equipped with project funds, became operational only in 1991. It has a guest house with 25 (soon 50) private rooms for participants. Its library facilities are used mostly by students and trainers from industry. 2.34 Cooperation with YOK and MOE is informal, on a case-by-case, person-to-person basis, and does not go through YOK or MOE centrally. This has the advantage of keeping the organization lean and flexible. 2.35 Training and Other Activities. Courses offered range typically from half a day to fifteen days, usually half-days or 20-30 hours per week. Courses are usually offered for 10 or more participants. More training is done outside the training centers than at the centers. Courses are offered on the basis of demand, as measured through experience, personal contacts, coordination with trade unions and industry associations, and training needs surveys. The most useful source is face-to- face contact. 2.36 During the calendar year 1991, KOSGEB held 225 seminars or courses with some 5,225 participants for a total duration of 1,950 instructor-hours and 42,745 participant-hours. 6/ In the first two quarters of 1992, 127 seminars with 2,650 participants have been held. In the past, tailor- made courses were developed, but currently packaged programs are being prepared. Many courses give no certificates. Some give certificates from the Middle East Technical University, others from the Turkish Standards Institute. In addition to training activities, consultancies and physical testing and analysis services are also carried out. 2.37 Equipment and Materials. Procurement of audiovisual and laboratory equipment was handled through the ILO contract. Most of the equipment procured under the project has been &/ Atilla S60t. "The Role of SMIDO in Technology Development, Management, and Technical Training in Turkey". Prepared for the Eureka Seminar on Small and Medium Industry. SMIDO: 1992. - 14 - distributed to the new centers, and there are plans to equip a mobile training unit. Extensive use is made of the ILO instructional materials for small and medium scale industry. 2.38 Supply of Instructors. After the period abroad, the instructors receiving short-term fellowships returned, wrote specifications for procurement, and set up the laboratories. After the project, many of the fellows left for industry. Today instructors are typically hired on a course-by- course basis as needed. At the Ankara training center, 1/3 of the instructional personnel are regularly employed instructors, and 2/3 are brought in from outside on a course-by-course basis. Instructors often come from industry, including some former SEGEM instructors who had received overseas fellowships under the project and who later left for industry. The departure of trained instructors represents a loss to the organization, although not necessarily a loss for the country from a macroeconomic perspective. Management regards hiring instructors on a course-by-course basis as economically efficient Aside from short promotional courses and package courses given frequently, course offerings are given irregularly on the basis of demand. Only by recruiting instructors on a course-by-course basis can the organization remain lean and at the same time offer highly qualified specialist instructors. The practice also yields the benefit of promoting close linkages with industry and a knowledge of current practices in industry. 2.39 Cost Recovery. By early 1986, the level of cost recovery had reached 20 percent, and by the final year of SEGEM, the level of subsidy had fallen to approximately 50 percent. Now, under KOSGEB, the subsidy has started at 80 percent. This may seem like a retrogression, but it is a reflection of deeper changes in the organization. 2.40 In principle, SEGEM served both state and private industry, but in practice it provided training mainly for large industry, especially for state economic enterprises (SEEs). KOSGEB aims at providing training services to private industry, with industry paying a high proportion of the costs. The high level of subsidy currently provided is viewed as a way of promoting the concept of state agency providing training services for small- and medium scale private industry on a cost-sharing basis. The subsidy will gradually be reduced to 45-50 percent, which the Government regards as appropriate for their purpose. 2.41 The management of KOSGEB and KOSEM are committed to increasing levels of cost- recovery and to making cost-recovery a part of the organizational culture. Consultancy services carry lower levels of subsidies than pure training services. Laboratory tests are carried out at market rates. Short courses (half-day) are seen as promotional and are provided at no charge. They are often followed by requests for longer courses. Longer courses are provided at the currently subsidized rates. Courses provided at the enterprise premises are charged at a lower rate than courses provided at the training center. 2.42 As in the case of YOK, SEGEM fell short of achieving its institutional development objective, having at project completion only limited capability to plan, administer, and manage technical in-service and industry-based training. This was due in part to the lack of Turkish staff to work with the foreign experts under the technical assistance programs. On the other hand, KOSGEB, established in April 1990 and operational since 1991, offers good promise of developing institutional capability along the lines envisaged at appraisal. - 15 - C. Activities under SIS 2.43 Fellowships were provided to 41 members of SIS for 207 staff-months of training in statistics at the Bureau of Labor Statistics, Bureau of Economic Analysis, and the International Statistical Program Center in the USA. Language training had been provided in advance to maximize the benefit to be derived from the training. Of the 41 staff members who received fellowships, only 5 had left the SIS by project completion. IL FINDINGS AND ISSUES Overview 3.1 Implementation was generally satisfactory, although having YOK, SEGEM, and SIS separately carry out their respective project components, without any agency entrusted with project oversight responsibilities, resulted in a lack of coordination in financial reporting. While YOK started implementation quickly with contracted technical assistance, SEGEM experienced long delays caused in part by its uncertain legal status, in part by internal disputes over the technical assistance work program. 3.2 The project was implemented as planned, with the exception of TTC instructor in-service training. Total project cost was US$52.44 million equivalent, 18 percent higher than expected, and 99 percent of the Loan was disbursed. The Closing Date was December 31, 1990, six months later than originally planned. Fmdings and Lssons 3.3 Conflict of Interest in Procurement YOK awarded one contract to supply 25 computer systems, valued at US$2.5 million equivalent, to Data General Corporation (a U.S. firm), which was affiliated to a local firm BILTEK Co. Ltd.; and another for technical assistance, valued at US$2.7 million equivalent, to a consortium comprising TEKSIS Co. Ltd., a local firm, the British Council, and General Electric. In October 1988, Honeywell Bull, an international firm, through its local affiliate ELTEK Co. Ltd., addressed a letter to the Bank, alleging a "misuse of the loans" under Loan 2399- TU and Loan 2922-TU (the Second Industrial Training Project), on grounds that the local representative of Data General, BILTEK Co. Ltd., as well as TEKSIS Co. Ltd., were fully owned by the Hacettepe University and Hospital foundations, which were founded and directed by the head of YOK, the main beneficiary of the two projects. 3.4 The Bank responded in November 1988 to the Honeywell Bull complaint, stating that it was satisfied that, on the basis of information supplied by YOK, ICB procedures were "correctly followed" and that "there was no evidence of any violation of ICB rules." This explanation was not accepted by Honeywell Bull, which pursued the matter with a formal complaint to the Treasury of - 16 - the Government of Turkey. The crux of Honeywell Bull's concern was the inter-locking arrangements between YOK and BILTEK The allegation was that the ICB bidding for the supply of the computer systems was in fact local procurement procedures, and some of the "approved" bidders were other companies wholly owned by the same two foundations, or were in partnership with a third also directed by the head of YOK. 3.5 The Bank in April 1989 sought Government clarification on the matter, particularly the allegation that "local shopping procedures" had been used to procure the 25 computer systems. Evidently there was no official response until March 1990, when YOK informed the Bank that it had "carefully reviewed" its procurement process and found "no sign of contravention" of Bank procurement guidelines, citing the Bank's earlier statement that "there was no evidence of violation of ICB rules." YOK, however, admitted that TEKSIS and BILTEK were indeed companies established by the above-mentioned foundations, but denied that TEKSIS received any contract award from the project. Technically, this may have been correct, but as TEKSIS was a major partner of the consortium that administered the TA component, it was clear that BILTEK was a beneficiary of the contract. 3.6 In August 1990, the Bank resolved that, under the First Industrial Training Project, the contract between YOK and TEKSIS contained nothing to prevent BILTEK from being awarded a contract downstream. However, as Loan 2399-TU was closed, no further action was called for. Nevertheless, the conflict of interest problem has also affected the Second Industrial Training Project (Loan 2399-TU, approved in 1988) and the National Education Project (Loan 3192-TU, approved in 1990). The Bank has excluded TEKSIS, in the case of Loan 2399-TU, and the subsidiary firms of Bilkent University Holding Company, in the case of Loan 3192-TU, from bidding for goods, civil works, or services in any Bank-financed projects implemented by YOK 3.7 The audit should point out that the Bank views with serious concern any hint or overt allegation of conflict of interest in the procurement of goods and services. This concern springs from the provisions of the Procurement Guidelines which, quoting the Bank's Articles of Agreement, state that, among other things, the Bank should ensure that the proceeds of a loan be used with due attention to economy and efficiency in the execution of the project and without regard to political considerations. Arising from these principles are three basic considerations. First, the need for economy and efficiency means ensuring that the Borrower "gets the best value for the money" by obtaining the lowest evaluated bid from truly competitive bidding. Second, it is in the interest of the Bank, as a cooperative international institution, to give all eligible bidders from developed and developing countries an opportunity to compete fairly in providing the goods and works financed by the Bank. Finally, as a development institution, the Bank is interested in encouraging the development of local contractors and manufacturers in the borrowing country (Operational Directive, March 1989, paras. 2-5). 3.8 Lessons. It should be recalled that, during project start-up, the Bank had, in fact, objected to TEKSIS being on the shortlist of eligible bidders, but conceded reluctantly at the insistence of the Borrower to maintain TEKSIS on the short-list and approve its contracting when it was declared a winner. The lesson is that, to ensure an atmosphere of mutual trust, confidence and cooperation, any perceived conflict of interest in procurement matters should be taken seriously. - 17 - At the first sign or explicit allegation of any impropriety, the Bank would be prudent to investigate thoroughly before making an announcement on the matter. The Borrower, on its part, should ensure that the letter and the spirit of the Bank's Procurement Guidelines and Articles of Agreement are strictly observed to facilitate trouble-free implementation. 3.9 Enrollments. At the time of planning the project, there were 53 post-secondary vocational training institutes, of which 8 were selected for upgrading into pilot Technician Training Centers. By 1992 there were 94 such upgraded institutions, and a Second Industrial Training Project for upgrading an additional 20 TTCs (Loan No. 2922-TU). Actual greatly exceeded planned enrollments in the project TTCs, although the statistical information is beset by interpretational difficulties which cannot be resolved because of inadequacies in the reporting routines. Iesson: Data gathering, collation and interpretation should be improved so that planners and managers may have accurate and meaningful statistical information on which to base their policy and operational decisions. 3.10 Instructional Materials. The availability of Turkish language teaching and learning materials has been and still is a serious problem in the TTCs. Although the development of curricula and training materials is an important component, the project did not provide funds for the procurement or production of those materials. Since such costs would be eminently fundable, this would appear to have been an oversight at appraisal. Lesson: In projects involving the development of instructional materials, the costs should be included as part of the project, the necessary funding provided, and a cost recovery scheme put in place to assure a sustainable program of up-to-date instructional materials for the TTCs. 3.11 Y6K Despite the problems, difficulties, and delays, the project appears to have had an important impact on middle-level manpower development in Turkey. In addition to meeting the original manpower supply targets (enrollment and graduates), the project appears to have achieved something more difficult to quantify, viz., visibility and recognition, drawing the attention of industry and students to the existence of quality training institutions. Firms willingly opened their doors to TTC students for industrial attachment. They came to the TTC open-house days and were impressed with the quality of the equipment and the student work they saw. They became interested in the students, and they regarded TTC students as a priority pool of middle-level manpower. 3.12 Students too became aware of the existence of a kind of school that stood out from the rest in terms of quality and opportunity. They apply to these schools in preference to other post- secondary technical institutions. The TTCs can thus be very selective in their intake. 3.13 The staff also, with their overseas fellowships and modern facilities and equipment, are highly motivated and self-confident. As one teacher expressed it: "In the beginning, there were empty rooms, no equipment, and forgotten teachers. This project has made great improvements." 3.14 The overseas fellowships were also highly appreciated for what they gave in terms of insights, examples, and ideas. As one teacher, who had been sent to England to study technical education, put it: "When I went to England on fellowship and made a tour of technical education institutions, at first I was disappointed. I thought, 'What is so special about this? We could do this - 18 - in Turkey too.' Then I realized that was the whole point. I returned and implemented in my school much of what I had seen on the study tour." 3.15 Lessons. A quality-improvement strategy should combine the provision of better facilities and equipment with staff training to acquaint them with new approaches to the use of those facilities and equipment. A well-equipped, adequately staffed and efficiently managed training institution could have a demonstration effect far beyond its immediate environment. Furthermore, although institutional development failed to materialize centrally, it did take place in individual TTCs as a result of the overseas training of teachers and senior management staff and the influx of modern machines and equipment for training. This combination of physical and human capital yielded a synergy, attracting the attention and interest of students and employers alike. 3.16 KOSGEB. Although there were considerable delays in implementing the technical assistance and establishing the organization which has become KOSGEB (para. 2.31), it would appear that the full impact of the project is now beginning to be experienced. A wide range of training and consultancy services for small and medium scale industry are placed under a single, modern, semi- autonomous organization. KOSGEB already has an impressive performance record in training, and other services are now getting under way. Although a number of trainers have left the organization and gone into industry, this does not necessarily mean a total loss. It may represent an economically efficient solution to the problem of finding highly specialized and qualified instructors with industrial expenence. 3.17 Lessons. The experience with KOSGEB suggests that, in a situation where there is an acute shortage of industrial skills, an internal brain-drain appears unavoidable. To minimize the loss to the institution concerned, a program should be in place, with the appropriate financial incentives, for the returnees from overseas training to train others locally. The overall experience of KOSGEB and YOK suggests that technical and vocational training programs are more effective if there is a strong and positive link with industry, to expose students to the possibilities of alternative careers from good quality post-secondary education and training outside the traditional universities, and to acquaint private firms with the quality of training provided by publicly funded institutions such as the TTCs. The link, once established, should be nurtured to ensure continuing support and to advance the sustainability of the TTCs. 3.18 In-Service Staff Development In-service staff development was to have been carried out at Izmir, initially to upgrade new and existing staff teaching in the pilot TTCs, and later the other Vocational Schools of Higher Education (VSHE) which eventually were to be upgraded as TTCs. Since the Faculties of Technical and Vocational Education,which provide pre-service training for technical teachers, do not offer in-service training, the deletion of the in-service staff development component has left the country without the capacity to conduct the in-service training needed for upgrading the remaining VSHEs, at least until the facilities are established under the on-going Second Industrial Training Project. Lesson: When a new layer of training institutions is created, it is important at an early stage to provide cost-effective means of staffing the institutions with teachers who have the required qualifications. - 19 - Issues 3.19 Project Design. Management, and Supervision. Risks in project management were to have been minimized by mounting more frequent supervision missions during the first 18 months of implementation (SAR, para. 4.07). A project progress review was carried out a month after loan effectiveness, followed by a supervision mission two months later, but the next three supervision missions took place at intervals of 10, 6 and 7 months, which could hardly be characterized as "more frequent" than the prevailing practice. Closer supervision might have helped to resolve or mitigate some of the management problems that occured. Leson: More attention should be given to the assessment of risks a project is likely to face and to appropriate follow-up measures in supervision. 3.20 The experience of both YOK and SEGEM demonstrates that placing effective responsibility for TA on the consultant firms denied the implementing agencies the opportunities to learn from doing, which is an important process that contributes to institution building. For that reason, relevant institutional development -- the capability of YOK and SEGEM in coordinating technical and vocational training, in carrying out monitoring and evaluation, and advancing policy development -- did not take place to any appreciable degree. Moreover, the problem persisted through the Second Industrial Training Project. Evidently the provision of technical assistance to aid Y6K paradoxically undermined the achievement of the institutional development, in that Y6K became extremely dependent on the consultants. The audit confirms the observation of the PCR (para. 6) that institutional building requires the host institution to have the necessary number and quality of counterpart staff to interact with the foreign consultants to maximize the benefits of such technical assistance. 3.21 The audit also supports the recommendation of the PCR (para. 14) that the Government should consider appointing a Task Force to assess the role of YOK, and to evaluate the effectiveness of the use of Bank funds for financing technical assistance in such cases. 3.22 The technical teacher in-service training program, to be carried out at the Izmir TTC, was a strategic component which was cancelled to the detriment of the project. According to the PCR (para. 17), one reason for the cancellation was that the teachers and the facilities would have been overburdened if they undertook the task of in-service training in addition to the regular functions. The result of this cancellation was the lack of appropriate teacher training and of teaching materials, diminishing the quality and amount of education provided by the TrCs. This issue is being addressed under the Second Industrial Training Project which supports a system of high-quality technical and vocational teacher education in the four existing Faculties of Technical and Vocational Education. 3.23 Retention of Teaching Staf There is a risk that training programs at the TECs might be compromised by excessively academic orientation due to attachment of TTCs to universities. This risk, however, is diminished by the strong commitment of YOK and the instructional staff of the TTCs to make TTC training relevant to the needs of industry and by cooperative arrangements for training with industry. The other side of the coin is the problem of recruiting qualified teaching staff. Many FTVE graduates prefer to work in industry, which leads to the risk that YOK may not be able to attract sufficient numbers to teach in TTCs. - 20 - 3.24 Consideration should be given to the problem of loss of qualified and experienced TTC teachers to industry. Paradoxical as it may seem, there could be benefits from this loss, as some of the teachers may be engaged in training in industry. They may also be favorably disposed to training and to promoting training in industry. However, in a formal technical education institution, the costs may outweigh the benefits. Some solution might be found to the problem of losing teachers to industry, by increasing teacher salaries or other benefits in order to be competitive with industry. This is another reason why cost recovery is needed. More than 37 percent of the teachers recruited under the project (54 out of 145) left for industry. Alternatively, continuous in-service training would be necessary to provide training to recent graduates. 3.25 Teacher in-service training is needed in order to protect the investment already made. Human capital must be updated if it is not to fall rapidly into obsolescence as technology and markets change. This is true not only of the technical specializations but also in language, especially in this age of European integration. Increasingly, technology will have international dimensions, as machines, equipment, and processes, as well as the know-how to go with them, are either imported or exported. 3.26 Monitoring and Evaluation. The TTCs should be carrying out regular tracer studies as a way of evaluating the outcomes of their training. To do this for all programs each year would be unnecessarily expensive, but regular conduct of tracer studies on a sample survey basis, rotating over programs, would provide invaluable information for program evaluation. 3.27 The statistical reporting of YOK is comprehensive and looks good on the face of it. However, it needs further refinement - non-attending students are mixed with attending students, which inflates enrollment figures and leads to under-estimation of graduation rates and makes a calculation of unit costs impossible. Attending students and non-attending students should be separated. Dropouts and repeaters by year should also be reported. Information about gender distribution should also be made available. 3.28 Cost Recovery and Cost Sharing& Tuition fees at TTCs currently cover around two percent, while government grants absorb over 95 percent, of total recurrent costs. There is reason to consider whether it is possible and desirable to raise fees to correspond somewhat more closely to actual costs. There must be some parity between fees at universities and TTCs. TTCs face high unit costs due to the cost of machines and equipment. In future, given rapid expansion of the system and increases in the quantity and quality of machines and equipment, these costs will increase dramatically if educational quality levels are to be maintained. 3.29 The development of KOSGEB is a major success of the Project. If it fulfills its mandate, it will have a major impact on the development of Turkish small and medium industry. In the long run, however, the viability and sustainability of its training activities are dependent on its ability to mobilize private sector resources for training. At its current high levels of subsidy for training activities, its success in training will be limited by what the public purse can bear. 3.30 In order to avoid being completely dependent on government grants, KOSGEB will need independent sources of funding. If industry benefits from KOSGEB's training activities, it should also - 21 - bear a major portion of the costs. Then the total amount of resources mobilized for training will rise, the cost of training will correctly enter corporate accounting as a cost of production, and overall efficiency will rise. The argument that the high rate of subsidy will stimulate the interest of industry may be valid, but its validity has a short lifetime. Soon industry must see the value of training and begin to bear a major proportion of training costs, or else the project will have been a failure in a crucial aspect. If industry does not soon see sufficient value in the training KOSGEB provides, then it must not be relevant to their needs and should not continue. There should be a clear timetable for reduction of the level of subsidy. 3.31 Formalizing the Status of Technicians. The concept of "technician" in Turkey can cover a wide spectrum of meaning. It can refer to semi-skilled or skilled technical workers. It can also refer to bona-fide technicians with formal, certificate- or diploma-level post-secondary technical education, such as the ITCs provide. These latter are called "tekniker" in Turkish. A formal legal clarification of the status of a "tekniker", indicating what a "tekniker" can do and what they are not qualified to do, is needed. This applies both in civilian life as well as in the military, in the latter case determining who is qualified to become an officer or not. This would in itself help to raise its status by reducing the uncertainty as to the meaning of an investment in "tekniker" training. 1 1 - 23 - APPENDIX 1 OUTPUTS FROM PROJECT TRAINING PROGRAMS Table 1: Outputs from Electrical Engineering Program Enrollments Falled Exams Drop TTC Year Yr 1 Yr 2 Total Yr 1 Yr 2 Total Grads. Outs Cankiri 1986/87 31 76 107 11 2 13 33 13 1987/88 90 63 153 7 2 9 34 7 1988/89 30 53 83 1 5 6 18 6 1989/90 76 55 131 6 1 7 21 7 1990/91 61 97 158 28 1 29 35 29 Dfzce 1986/87 29 106 135 2 3 5 55 4 1987/88 18 74 92 0 0 0 51 0 1988/89 25 40 65 1 1 2 27 0 1989/90 69 36 105 0 1 1 20 6 1990/91 57 81 138 0 1 1 33 10 Iskenderun 1986/87 64 69 133 0 0 0 12 7 1987/88 90 114 204 0 0 0 54 50 1988/89 28 100 128 0 0 0 19 32 1989/90 64 77 141 0 0 0 17 10 1990/91 55 114 169 0 0 0 18 24 Istanbul 1986/87 - - - - - - - - 1987/88 - - - - 1988/89 27 - 27 - - - - 9 1989/90 60 18 78 - 8 8 10 13 1990/91 61 47 108 - 37 37 10 4 Izmir 1986/87 57 111 168 4 5 9 47 8 1987/88 96 104 200 0 2 2 61 6 1988/89 29 131 160 0 4 4 70 6 1989/90 67 80 147 11 1 12 26 6 1990/91 61 103 164 0 2 2 26 2 Kirikkale 1986/87 60 125 185 6 5 11 52 6 1987/88 31 117 148 12 3 15 52 5 1988/89 30 76 106 9 1 10 36 1 1989/90 54 59 113 3 0 3 21 0 1990/91 62 89 151 9 1 10 30 5 Konya 1986/87 - - - - - - - - 1987/88 27 - 27 8 - 8 - 5 1988/89 35 17 52 8 1 9 12 6 1989/90 66 42 108 11 0 11 12 6 1990/91 67 81 148 19 12 31 47 8 Malatya 1986/87 35 43 78 4 13 17 23 0 1987/88 61 44 105 14 21 35 15 7 1988/89 55 68 123 1 32 33 28 8 1989/90 61 86 147 5 50 55 34 8 1990/91 64 106 170 0 74 74 32 2 Total 1,953 2,702 4,655 180 289 469 1,091 326 Source: YoK, June 1992 - 24 - APPENDIX 1 Table 2: Output from Industrial Electronics Program Enrollments Failed Exams Drop TTC Year Yr 1 Yr 2 Total Yr 1 Yr 2 Total Grads. Outs Cankiri 1986/87 - - - - - - - - 1987/88 - - - - - - - - 1988/89 26 24 50 3 0 3 11 3 1989/90 50 34 84 4 1 5 14 5 1990/91 59 65 124 12 9 21 27 21 Duzce 1986/87 - - - - - - - - 1987/88 29 - 29 - - - - 5 1988/89 25 24 49 1 0 1 12 2 1989/90 39 35 74 0 1 1 28 3 1990/91 26 42 68 0 0 0 17 8 Iskenderun 1986/87 - - - - - - - - 1987/88 - - - - - - - - 1988/89 26 - 26 0 - - - 1 1989/90 32 43 75 0 0 0 11 7 1990/91 29 57 86 0 0 0 9 7 Istanbul 1986/87 - - - - - - - - 1987/88 62 - 62 0 - - - 21 1988/89 32 41 73 0 9 9 32 9 1989/90 28 23 51 0 4 4 19 2 1990/91 25 26 51 0 12 12 14 3 Izmir 1986/87 - - - - - - - - 1987/88 - - 1988/89 24 - 24 0 - - - 1 1989/90 40 23 63 0 0 0 18 2 1990/91 29 58 87 0 0 0 34 4 Kirikkale 1986/87 - - - - - - - 1987/88 26 - 26 0 - - - - 1988/89 21 26 47 5 0 5 17 1 1989/90 34 24 58 1 0 1 18 4 1990/91 29 35 64 5 0 5 9 3 Konya 1986/87 - - - - - 1987/88 28 - 28 10 - 10 - 1 1988/89 27 27 54 8 5 13 12 5 1989/90 35 38 73 7 3 10 20 3 1990/91 35 49 84 10 11 21 25 7 Total 816 694 1,510 66 55 121 347 128 Source: YoK, June 1992 Notes: 1. Malatya has no program in industrial electronics. 2. In some cases, programs began with Year 1 and Year 2 students simultaneously by transferring students from other institutions. - 25 - APPENDIX 1 Table 3: Output from Instrumetation and Control Program Enrollments Failed Exams Drop TTC Year Yr 1 Yr 2 Total Yr 1 Yr 2 Total Grads. Outs Cankiri 1987/88 - - - - - - - 1988/89 28 - 28 2 - 2 3 2 1989/90 37 24 61 1 0 1 19 19 1990/91 50 48 98 18 1 19 0 0 Duzce 1987/88 25 - 25 1 - 1 - 10 1988/89 28 14 42 1 0 1 5 2 1989/90 28 34 62 0 0 0 13 1 1990/91 31 48 79 2 0 2 14 3 Iskenderun 1987/88 - - - - - - - - 1988/89 29 - 29 0 - 0 - 3 1989/90 32 26 58 0 0 0 2 1 1990/91 28 55 83 0 0 0 7 12 Istanbul 1987/88 - - - - - - - - 1988/89 30 - 30 0 - 0 - 10 1989/90 29 20 49 0 8 8 12 6 1990/91 32 23 55 0 18 18 5 0 Izmir 1987/88 - - - - - - - - 1988/89 31 - 31 3 - 3 - 3 1989/90 30 25 55 2 1 3 5 3 1990/91 32 44 76 3 2 5 14 4 Kirikkale 1987/88 17 - 17 0 - 0 - 0 1988/89 27 17 44 2 0 2 7 5 1989/90 29 30 59 3 1 4 13 7 1990/91 38 36 74 5 0 5 10 4 Konya 1987/88 - - - - - - - - 1988/89 25 - 25 11 - 11 - 1 1989/90 31 22 53 15 6 21 9 0 1990/91 36 38 74 20 13 33 11 8 Malatya 1987/88 - - - - - - - - 1988/89 28 - 28 7 - 7 - 3 1989/90 36 18 54 2 3 5 12 3 1990/91 31 37 68 5 27 32 8 2 Total 798 559 1,357 103 80 183 169 112 Source: Y6K, June 1992 Note: In some cases, programs began with Year 1 and Year 2 students simultaneously by transferring students from other institutions. -26- APPENDIX 1 Table 4: Output from Telecommunicallons Program Enrollments Failed Exams Drop TTC Year Yr 1 Yr 2 Total Yr 1 Yr 2 Total Grads. Outs Cankirl 1987/88 - - - - - - - - 1988/89 21 24 45 3 0 3 10 3 1989/90 45 31 76 1 7 8 9 8 1990/91 50 59 109 17 0 17 16 17 Duzce 1987/88 26 - 26 0 - 0 - 5 1988/89 24 20 44 1 0 1 6 2 1989/90 29 35 64 0 0 0 15 4 1990/91 31 45 76 0 0 0 20 5 Iskenderun 1987/88 - - - - - - - - 1988/89 29 - 29 0 - 0 - 1 1989/90 28 28 56 0 0 0 3 3 1990/91 27 50 77 0 0 0 8 3 Istanbul 1987/88 - - - - - - - - 1988/89 33 - 33 0 - 0 - 5 1989/90 26 28 54 0 10 10 18 4 1990/91 31 22 53 0 16 16 6 3 Izmir 1987/88 - - - - - - - - 1988/89 29 - 29 0 0 0 - 0 1989/90 27 29 56 0 0 0 7 7 1990/91 30 46 76 0 0 0 16 1 Kirikkale 1987/88 23 - 23 0 - 0 - 0 1988/89 25 23 48 3 1 4 13 5 1989/90 37 26 63 3 1 4 18 3 1990/91 22 39 61 7 0 7 14 7 Konya 1987/88 32 - 32 11 - 11 - 1 1988/89 26 30 56 11 7 18 8 4 1989/90 36 43 79 14 6 20 26 2 1990/91 27 49 76 12 13 25 23 7 Malatya 1987/88 - - - - - - - - 1988/89 28 - 28 3 - 3 - 0 1989/90 32 25 57 3 15 18 10 0 1990/91 30 44 74 0 33 33 11 0 Total 804 696 1,500 89 109 198 257 100 Source: YoK, June 1992 Note: In some cases, programs began wth Year 1 and Year 2 students simultaneously by transferring students from other institutions. -27- APPENDIX 1 Table 5: Output of the Mechanical Engineering Program Enrollments Failed Exams Drop TTC Year Yr 1 Yr 2 Total Yr 1 Yr 2 Total Grads. Outs CankIrl 1986/87 31 71 102 3 7 10 23 10 1987/88 60 69 129 9 6 15 39 15 1988/89 56 70 126 15 1 16 24 16 1989/90 111 77 188 14 0 14 33 14 1990/91 96 135 231 26 3 29 64 29 Duzce 1986/87 - - - - - - - - 1987/88 49 - 49 1 - 1 - 8 1988/89 65 40 105 2 0 2 15 2 1989/90 105 86 191 0 1 1 57 6 1990/91 80 127 207 0 0 0. 42 7 Iskenderun 1986/87 - - - - - - - - 1987/88 40 - 40 0 - 0 - 0 1988/89 67 39 106 0 0 0 5 15 1989/90 100 86 186 0 0 0 10 20 1990/91 89 156 245 0 0 0 34 39 Istanbul 1986/87 - - - - - - - - 1987/88 53 - 53 0 - 0 - 27 1988/89 63 26 89 0 11 11 15 9 1989/90 96 54 150 0 31 31 23 15 1990/91 98 81 179 0 49 49 32 2 Izmir 1986/87 73 - 73 5 - 5 - 4 1987/88 68 64 132 2 4 6 21 5 1988/89 55 100 155 0 6 6 43 6 1989/90 90 101 191 0 3 3 38 10 1990/91 95 140 235 0 3 3 43 5 Kirikkale 1986/87 62 92 154 9 0 9 45 3 1987/88 60 97 157 5 0 5 40 7 1988/89 62 105 167 8 3 11 53 5 1989/90 92 98 190 7 2 9 36 9 1990/91 93 136 229 16 0 116 45 16 Konya 1986/87 - - - - - - - - 1987/88 51 - 51 9 - 9 - 2 1988/89 64 46 110 18 2 20 24 4 1989/90 110 71 181 24 7 31 44 7 1990/91 105 122 227 38 13 51 71 21 Malatya 1986/87 - - - - - 1987/88 45 - 45 9 - 9 - 6 1988/89 73 30 103 10 7 17 17 6 1989/90 104 70 174 7 13 20 48 9 1990/91 94 110 204 7 38 45 65 7 Total 2,655 2,499 5,154 244 210 454 1,049 366 Source: YoK, June 1992 -28- APPENDIX 1 TAe 6: OutptA of the Agriculhe Mechanical Program Enrollments Failed Exams Drop TTC Year Yr 1 Yr 2 Total Yr 1 Yr 2 Total Grads. Outs Duzce 1986/87 - 1987/88 - - - - 1988/89 24 - 24 2 - 2 - 3 1989/90 33 19 52 0 1 1 14 2 1990/91 34 35 69 2 0 2 12 9 Iskenderun 1986/87 - - - - - - - - 1987/88 - - - - - - - - 1988/89 25 - 25 0 0 - 7 1989/90 35 18 53 0 0 0 0 5 1990/91 31 48 79 0 5 5 2 1 Konya 1986/87 - - - - - - - - 1987/88 25 - 25 3 - 3 - 1 1988/89 32 21 53 5 0 5 22 5 1989/90 43 22 65 15 0 15 12 10 1990/91 35 37 72 17 6 23 17 8 Total 317 200 517 44 12 56 79 51 Source: Y6K, June 1992 Notes: 1. Only Duzce, Iskenderun, and Konya offer an Agriculture Mechanics program. 2. In some cases, programs began with Year 1 and Year 2 students simultaneously by transferring students from other Institutions. -29- APPENDIX 1 Table 7: Outpt of Air Conditioning and Refrigeration Program Enrollments Failed Exams Drop TTC Year Yr 1 Yr 2 Total Yr 1 Yr 2 Total Grads. Outs ;ankiri 1987/88 - - - - 1988/89 25 - 25 5 - 5 - 5 1989/90 37 20 57 4 4 8 4 8 1990/91 59 37 96 11 1 12 27 12 Dazce 1987/88 - - - - - - - - 1988/89 24 - 24 0 - 0 - 1 1989/90 29 21 50 0 1 1 8 2 1990/91 26 39 65 0 0 0 16 3 Iskenderun 1987/88 - - - - - - 1988/89 24 - 24 0 - 0 - 2 1989/90 29 22 51 0 0 0 1 6 1990/91 35 44 79 0 0 0 5 4 Istanbul 1987/88 - - - - - 1988/89 27 - 27 0 - 0 - 10 1989/90 32 17 49 0 10 10 7 4 1990/91 34 28 62 0 10 10 18 2 Izmir 1987/88 27 - 27 1 - 1 - 3 1988/89 30 23 53 0 2 2 13 3 1989/90 37 38 75 0 4 4 15 1 1990/91 30 55 85 1 1 2 22 1 Kirikkale 1987/88 - - - - - 1988/89 27 - 27 0 - 0 - 5 1989/90 26 22 48 1 0 1 10 0 1990/91 33 37 70 5 0 5 15 1 Konya 1987/88 - - - - - - - - 1988/89 28 - 28 10 - 10 - 3 1989/90 33 22 55 11 4 15 7 2 1990/91 36 43 79 16 15 31 20 6 Malatya 1987/88 - - - - - - - 1988/89 30 - 30 2 - 2 - 1 1989/90 35 27 62 3 10 13 16 1 1990/91 32 42 74 8 28 36 11 3 Total 785 537 1,322 78 90 168 215 89 Source: Y6K, June 1992 Note: In some cases, programs began with Year 1 and Year 2 students simultaneously by transferring students from other Institutions. -30- APPENDIX 1 Table 8: Output of Foundry Technology Program Enrollments Failed Exams Drop TTC Year Yr 1 Yr 2 Total Yr 1 Yr 2 Total Grads. Outs Iskenderun 1988/89 27 - 27 0 - 0 - 1 1989/90 31 26 57 0 0 0 3 1 1990/91 21 53 74 0 0 0 7 8 Izmir 1988/89 29 - 29 0 - 0 - 2 1989/90 31 27 58 0 2 2 3 3 1990/91 30 50 80 0 0 0 22 5 Total 169 156 325 0 2 2 35 20 Source: YdK, June 1992 Notes: 1. Only Iskenderun and Izmir offer foundry technology programs. 2. In some cases, programs began with Year 1 and Year 2 students simultaneously by transferring students from other Institutions. - 31 - APPENDIX 1 Table 9: Output of Civil Engineering Program Enrollments Failed Exams Drop TTC Year Yr 1 Yr 2 Total Yr 1 Yr 2 Total Grads. Outs Cankiri 1986/87 28 135 163 6 4 10 71 10 1987/88 35 77 112 9 5 14 45 14 1988/89 32 50 82 2 2 4 28 4 1989/90 63 48 111 7 0 7 24 7 1990/91 69 74 143 17 0 17 27 17 Duzce 1986/87 23 109 132 3 0 3 48 8 1987/88 28 74 102 2 0 2 45 5 1988/89 28 49 77 4 0 4 34 5 1989/90 26 35 61 1 2 3 13 11 1990/91 31 36 67 0 1 1 16 0 Iskenderun 1986/87 - - - - - - - 1987/88 - - - - 1988/89 28 - 28 0 - 0 - 8 1989/90 35 20 55 0 0 0 2 6 1990/91 30 47 77 0 0 0 9 4 Izmir 1986/87 65 95 160 0 4 4 55 13 1987/88 30 94 124 0 0 0 39 4 1988/89 26 94 120 2 1 3 40 3 1989/90 34 74 108 2 3 5 30 4 1990/91 26 59 85 0 3 3 19 4 Kirikkale 1986/87 - - - - - - - - 1987/88 27 - 27 0 - 0 - 3 1988/89 26 24 50 2 1 3 5 3 1989/90 31 39 70 1 0 1 12 2 1990/91 35 55 90 7 1 8 14 5 Konya 1986/87 - - - - - - - - 1987/88 30 - 30 7 - 7 - 1 1988/89 31 28 59 15 6 21 9 4 1989/90 38 59 97 13 12 25 27 8 1990/91 36 58 94 17 13 30 26 12 Malatya 1986/87 39 44 83 7 11 18 22 11 1987/88 47 43 90 4 28 32 15 0 1988/89 40 71 111 3 31 34 32 8 1989/90 35 68 103 4 49 53 15 4 1990/91 34 80 114 5 54 59 19 7 Total 1,086 1,739 2,825 140 231 371 741 195 Source: YoK, June 1992 Notes: 1. Istanbul does not offer a civil engineering program. 2. In some cases, programs began with Year 1 and Year 2 students simultaneously by transferring students from other institutions. - 32- APPENDDI 1 Table 10: Output of Computer Programming Enrollments Failed Exams Drop TTC Year Yr 1 Yr 2 Total Yr 1 Yr 2 Total Grads. Outs Istanbul 1986/87 33 - 33 0 2 2 - 2 1987/88 41 31 72 0 3 3 28 6 1988/89 33 33 66 0 10 10 23 12 1989/90 31 21 52 0 3 3 18 5 1990/91 26 26 52 0 9 9 17 2 Izmlr 1986/87 39 60 99 0 2 2 20 6 1987/88 28 74 102 0 1 1 24 2 1988/89 34 85 119 0 4 4 25 3 1989/90 28 87 115 5 2 7 45 5 1990/91 31 58 89 0 2 2 25 7 Malatya 1986/87 - - - - - - - - 1987/88 - - - - 1988/89 25 - 25 5 - 5 - 0 1989/90 35 20 55 3 1 4 16 3 1990/91 33 33 66 0 16 16 17 0 Total 417 528 945 13 55 68 258 53 Source: YoK, June 1992 Notes: 1. Only Istanbul, Izmir, and Malatya offer Computer Programming. 2. In some cases, programs began with Year 1 and Year 2 students simultaneously by transferring students from other InstItutions. -33- APPENDIX 1 Table 11: Output of Petrochemical Program Enrollments Failed Exams Drop TTC Year Yr 1 Yr 2 Total Yr 1 Yr 2 Total Grads. Outs Izmir 1986/87 - 1987/88 - - - - 1988/89 26 - 26 0 - 0 - 2 1989/90 34 24 58 0 0 0 7 0 1990/91 32 49 81 0 0 0 20 5 Kirikkale 1986/87 - - - - - - - - 1987/88 - - - 1988/89 26 - 26 0 - 0 - 1989/90 35 26 61 2 0 2 11 5 1990/91 29 43 72 0 0 0 14 9 Total 182 142 324 2 0 2 52 21 Source: Y6K, June 1992 Notes: 1. Only Izmir and Kirikkale offer a Petrochemical Program. 2. In some cases, programs began with Year 1 and Year 2 students simultaneously by transferring students from other Institutions. APPENDIX 1 Table 12: Total Output of Al Programs, 1986/87-1990/91 by Field of Training Enrollments Failed Exams Drop TTC Year Yr 1 Yr 2 Total Yr 1 Yr 2 Total Grads. Outs Electrical Engin. 1,953 2,702 4,655 180 289 1469 1,091 326 Industrial Elec. 816 694 1,510 66 55 121 347 128 Instrum. & Control 798 559 1,357 103 80 183 169 112 Telecommunications 804 696 1,500 89 109 198 257 100 Mechanical Engin. 2,655 2,499 5,154 244 210 454 1,049 366 Agriculture Mech. 317 200 517 44 12 56 79 51 Air Con. & Refrig. 785 537 1,322 78 90 168 215 89 Foundry 169 156 325 0 2 2 35 20 Civil Engineering 1,086 1,739 2,825 140 231 371 741 195 Computer Programming 417 528 945 13 55 68 258 53 Petrochemical Program 182 142 324 2 0 2 52 21 Grand Total 9,982 10,452 20,434 959 1,133 2,092 4,293 1,461 -34- APPENDIX 1 Table 13: Oulputs from AI Program 1990/91. by Field of Training and TTC Enrollments Failed Exams Drop TTC Year Yr 1 Yr 2 Total Yr 1 Yr 2 Total Grads, Outs Cankid EI. Eng. 61 97 158 28 1 29 35 29 Duzce EI. Eng. 57 81 138 0 1 1 33 10 Iskenderun El. Eng. 55 114 169 0 0 0 18 24 Istanbul El. Eng. 61 47 108 - 37 37 10 4 Izmir El. Eng. 61 103 164 0 2 2 26 2 Kirikkale El. Eng. 62 89 151 9 1 10 30 5 Konya El. Eng. 67 81 148 19 12 31 47 8 Malatya El. Eng. 64 106 170 0 74 74 32 2 Total 488 718 1,206 56 128 184 231 84 Cankirl Ind. El. 59 65 124 12 9 21 27 21 Dazce Ind. El. 26 42 68 0 0 - 17 8 Iskenderun Ind. El. 29 57 86 - 0 - 9 7 Istanbul Ind. El. 25 26 51 0 12 12 14 3 Izmir Ind. El. 29 58 87 0 0 - 34 4 Kirikkale Ind. El. 29 35 64 5 0 5 9 3 Konya Ind. El. 35 49 84 10 11 21 25 7 Total 232 332 564 27 32 59 135 53 Cankiri Inst. Con 50 48 98 18 1 19 0 0 Duzce Inst. Con 31 48 79 2 0 2 14 3 Iskenderun Inst. Con 28 55 83 0 0 0 7 12 Istanbul Inst. Con 32 23 55 0 18 18 5 0 Izmir Inst. Con 32 44 76 3 2 5 14 4 Kirlkkale Inst. Con 38 36 74 5 0 5 10 4 Konya Inst. Con 36 38 74 20 13 33 11 8 Malatya Inst. Con 31 37 68 5 27 32 8 2 Total 278 329 607 53 61 114 69 33 Cankiri Tel. Com. 50 59 109 17 0 17 16 17 Duzce Tel. Com. 31 45 76 0 0 0 20 5 Iskenderun Tel. Com. 27 50 77 0 0 0 8 3 Istanbul Tel. Com. 31 22 53 0 16 16 6 3 Izmir Tel. Com. 30 46 76 0 0 0 16 1 Kirikkale Tel. Com. 22 39 61 7 0 7 14 7 Konya Tel. Com. 27 49 76 12 13 25 23 7 Malatya Tel. Com. 30 44 74 0 33 33 11 0 Total 248 354 602 36 62 98 114 43 (Continued) -35- APPENDD( 1 Table 13 (continued): Outputs from Al Programs 1990/91, by Field of Training and TTC Enrollments Failed Exams Drop TTC Year Yr 1 Yr 2 Total Yr 1 Yr 2 Total Grads. Outs Cankiri El. Eng. 96 135 231 26 3 29 64 29 Dozce Mec. Eng. 80 127 207 0 0 0 42 7 Iskenderun Mec. Eng. 89 156 245 0 0 0 34 39 Istanbul Mec. Eng. 98 81 179 0 49 49 32 2 Izmir Mec. Eng. 95 140 235 0 3 3 43 5 Kirikkale Mec. Eng. 93 136 229 16 0 16 45 16 Konya Mec. Eng. 105 122 227 38 13 51 71 21 Malatya Mec. Eng. 94 110 204 7 38 45 65 7 Total 750 1,007 1,757 87 106 193 396 126 Duzce Ag. Mech. 34 35 69 2 0 2 12 9 Iskenderun Ag. Mech. 31 48 79 0 5 5 2 1 Konya Ag. Mech. 35 37 72 17 6 23 17 8 Total 100 120 220 19 11 30 31 18 Cankirl Air Con. 59 37 96 11 1 12 27 12 Dozce Air Con. 26 39 65 0 0 0 16 3 Iskenderun Air Con. 35 44 79 0 0 0 5 4 Istanbul Air Con. 34 28 62 0 10 10 18 2 Izmir Air Con. 30 55 85 1 1 ' 2 22 1 Kirikkale Air Con. 33 37 70 5 0 5 15 1 Konya Air Con. 36 43 79 16 15 31 20 6 Malatya Air Con. 32 42 74 8 28 36 11 3 Total 285 325 610 41 55 96 134 32 Iskenderun Foundry 21 53 74 0 0 0 7 8 Izmir Foundry 30 50 80 0 0 0 22 5 Total 51 103 154 0 0 0 29 13 Cankiri Civ. Eng. 69 74 143 17 0 17 27 17 Dizce Civ. Eng. 31 36 67 0 1 1 16 0 Iskenderun Civ. Eng. 30 47 77 0 0 0 9 4 Izmir Civ. Eng. 26 59 85 0 3 3 19 4 Kirikkale Civ. Eng. 35 55 90 7 1 8 14 5 Konya Civ. Eng. 36 58 94 17 13 30 26 12 Malatya Civ. Eng. 34 80 114 5 54 59 19 7 Total 261 409 670 46 72 118 130 49 Istanbul Comput. 26 26 52 0 9 9 17 2 Izmir Comput. 31 58 89 0 2 2 25 7 Malatya Comput. 33 33 66 0 16 16 17 0 Total 90 117 207 0 27 27 59 9 (Continued) -36- APPENDIX 1 Table 13 (cominued): Outpis from M Progmams 1990191, by Field of Traitng and TTC Enrollments Failed Exams Drop TTC Year Yr 1 Yr 2 Total Yr 1 Yr 2 Total Grads. Outs Izmir Petrochem 32 49 81 0 0 0 20 5 Kirlkkale Petrochem 29 43 72 0 0 0 14 9 Total 61 92 153 0 0 0 34 14 Grand Total 2,844 3,906 6,750 365 554 919 1,362 474 Source: Y6K, June 1992 - 37 - APPENDD( 2 Table 1: Fellowships Training for YiK Personnel No. of Fellowships Total Total Fellow- Staff Specialization 3 mo. 9 mo. Ships Months Ag. machine technician 1 7 8 66 Air con., refrigeration 0 12 12 108 Assistant Manager 10 0 10 30 Business Applications 0 2 2 18 Chemistry 1 0 1 3 Civil engineering 14 10 24 132 Computer technology 8 7 15 87 Control, Instrumentation 0 10 10 90 Electricity 14 17 31 195 English Language 10 0 10 30 Foundry technology 0 2 2 18 Industrial Electronics 2 14 16 132 Mechanical engineering 16 30 46 318 Petrochemical technology 0 3 3 27 Petroleum 0 1 1 9 Telecommunications 0 8 8 72 Total 76 123 199 1,335 Source: Y6K, 1992  -39- APPENDIX 3 Retention and Loss of Instructional Personnel Trained under the Industrial Training Project Table 1: Retention and Lass of Instructional Personnel: Staff Situation as of 1991/92 Trained Staff Retained Trained Staff Lost Institution/ No. of Staff- No. of Staff- & Department Persons months Persons months Electrical engineering 3 15 2 18 Electronics 2 24 0 0 Communications 1 9 0 0 Mechanical engineering 3 15 3 27 Civil engineering 4 24 0 0 Common core 1 3 0 0 Dace Electrical engineering 3 15 2 18 Electronics 3 21 1 9 Communications 2 18 0 0 Control & Instrumentation 0 0 1 9 Mechanical engineering 2 18 4 36 Air con., refrigeration 1 9 0 0 Civil engineering 4 12 2 12 Ag. machine technician 0 0 2 18 Computer technology 0 0 1 9 Commercial studies 0 0 1 9 Common core 3 9 1 3 Iskenderun Electrical engineering 1 3 0 0 Electronics 3 27 0 0 Communications 1 9 0 0 Control & Instrumentation 0 0 1 9 Mechanical engineering 5 27 0 0 Air con., refrigeration 1 9 0 0 Ag. machine technician 1 9 1 9 Foundry technology 2 18 0 0 Computer technology 2 12 0 0 Common core 4 12 0 0 istanbul Electrical engineering 1 9 1 9 Mechanical engineering 3 27 4 36 Air con., refrigeration 1 9 0 0 Computer technology 4 18 1 3 Common core 3 9 0 0 (Continued) -40- APPENDIX 3 Table 1 (continued): Reterion and Loss of Instructional Personnel: Staff SItuation as of 1991/92 Trained Staff Retained Trained Staff Lost Institution/ No. of Staff- No. of Staff- & Department Persons months Persons months Izmir Electrical engineering 4 24 0 0 Electronics 2 18 2 18 Communications 1 9 0 0 Control & Instrumentation 0 0 1 9 Mechanical engineering 6 24 0 0 Air con., refrigeration 2 18 0 0 Foundry technology 0 0 1 9 Civil engineering 2 6 2 18 Petrochemical technology 2 18 1 9 Computer technology 0 0 4 36 Common core 2 6 0 0 Kirikkale Electrical engineering 3 15 0 0 Electronics 2 12 0 0 Communications 2 12 0 0 Control & Instrumentation 2 18 1 9 Mechanical engineering 5 33 1 9 Air con., refrigeration 1 9 0 0 Civil engineering 1 9 3 27 Petrochemical technology 1 9 0 0 Common core 1 3 0 0 Electrical engineering 1 9 2 18 Electronics 2 6 1 9 Communications 0 0 2 18 Control & Instrumentation 1 9 0 0 Mechanical engineering 4 18 2 18 Air con., refrigeration 0 0 1 9 Civil engineering 3 15 1 9 Ag. machine technician 1 9 2 18 Cartography 0 0 1 9 Common core 3 8 0 0 (Continued) - 41 - APPENDIX 3 Table 1 (continued): Retention and Loss of Instructional Personnel: Staff Stuation as of 1991/92 Trained Staff Retained Trained Staff Lost Institution/ No. of Staff- No. of Staff- & Department Persons months Persons months Electrical engineering 1 9 1 9 Electronics 2 18 1 9 Communications 1 9 0 0 Mechanical engineering 4 24 3 27 Air con., refrigeration 1 9 0 0 Civil engineering 2 6 0 0 Computer technology 1 9 0 0 Mining 0 0 1 3 Common core 2 6 1 3 Total 132 797 63 537 Ratio to total trained (%) 68 60 32 40 Source: YOK, 1992 Note: Data refer to academic year 1991/92. Only courses in which staff have received training are reported here. - 42 - APPENDIX 3 Table 2. Retention and Las of Intructional Personnel: Staff Situalon as of 1991/82 by Inhtitution Retained Lost Ratio Lost/Total No. of Staff- No. of Staff- No. of Staff- Institution Persons months Persons months Persons months cankirl 14 90 5 45 26 33 Konya 15 74 12 108 44 59 Iskenderun 20 126 2 18 9 13 Kirikkale 18 120 5 45 22 27 Istanbul 12 72 6 48 33 40 Izmir 21 123 11 99 34 45 Dzce 18 102 15 123 45 55 Malatya 14 90 7 51 33 36 Total 132 797 63 537 32 40 Source: Y6K, 1992 Table 3: Retention and Loss of Instructional Personnel: Current Staff SItuation as of 1991/92, by Program Retained Lost Ratio Lost/Total No. of Staff- No. of Staff- No. of Staff- Department Persons months Persons months Persons months Air con., refrigeration 7 63 1 9 13 13 Civil engIneering 16 72 8 66 33 48 Common core 19 56 2 6 10 10 Communications 8 66 2 18 20 21 Computer technology 7 39 6 48 46 55 Control, instrumentation 3 27 4 36 57 57 Electrical engineering 17 99 8 72 32 42 Electronics 16 126 5 45 24 26 Mechanical engineering 32 186 17 153 35 45 Total 132 797 63 537 32 40 Source: Y6K, 1992 Note: Only courses offered at five or more institutions are represented. -43- APPENDD( 4 Table 1: TTC Curricula Documentation Inventory industrial Number of Training Schools In Subject Project Program Electronics Group Electrical Technology I 28 Industrial Electronics Technology I 24 Communications Technology 1 24 Process Control & Instrumentation Technology I 24 Biomedical Technology II 2 Computer Maintenance and Repair II 2 Mechanical Technology Group Mechanical Technology I 24 Air Conditioning & Refrigeration Technology 19 Foundry Technology 4 Agricultural Mechanization Technology I 8 Civil Engineering Construction Technology 24 Computer Technology Computer Technology I 7 Chemical Engineering Group Petro-chemical Technology I 5 Chemical Technology II 4 Textile Technology 11 4 Food Technology II 5 Commercial & Business Group Tourism II 5 Business Administration II 9 Secretarial II 8 Source: YdK, June 1992  .45. APPENDIX 5 Table 1: Weely Utiliaion of Laborsaor and Workshop Facilities: Average Hours UtIlizallon Per WeekI Laboratory & Workshop Survey Cankirl Istanbul Iskenderun Izmir Kirikkale Malatya Mean Dazce Konya Electrical Lab & Workshop 1 65 33 39 38 24 60 na 33 42 2 34 22 35 52 18 18 36 24 30 Electrical Machine & Power 1 14 25 40 24 12 35 n a 17 24 Systems 2 24 22 25 60 10 16 34 10 25 Telecommunications 1 15 22 14 24 21 60 n a 16 25 2 30 20 20 16 10 18 26 8 19 Process Control & 1 12 19 25 20 20 20 na 4 17 Instrumentation 2 36 20 30 11 5 23 22 na 21 Technical Drawing & 1 26 12 20 48 6 40 10 13 22 CAD/CAM I 2 24 20 13 48 na 32 40 8 26 Materials Testing & Heat 1 12 16 6 28 24 60 6 4 20 Treatment 2 na 12 8 16 12 30 24 4 15 Measurement, Quality Control 1 na 2 14 20 18 40 4 6 15 2 34 6 12 16 8 na 18 8 15 General Industrial Machines 1 16 20 38 26 20 50 24 32 28 2 32 5 16 40 32 30 34 16 26 Air Conditioning & 1 na 20 20 20 20 35 18 17 21 Refrigeration 2 21 13 8 34 10 34 18 16 19 Foundry 1 na na na 22 22 na na na 22 2 na na na 24 na na na na 24 Agricultural Machines 1 na 24 na 20 na na 15 na 20 2 na 24 na 16 na na 12 na 17 Building Workshop & 1 10 7 na 12 18 42 4 7 14 Materials Laboratory 2 16 6 na 18 3 27 8 4 12 -46- Soil Mechanics & Hydraulic 1 5 2 n a 8 10 25 4 10 9 Drainage Laboratory 2 8 6 na 10 4 7 6 2 6 Technical Drawing 1 46 11 20 10 40 40 48 26 30 2 18 40 40 48 4 10 68 4 29 Computer & Data Processing 1 43 36 36 8 40 60 62 36 40 2 16 32 44 100 37 4 na 51 41 General Science Laboratory 1 59 2 12 8 2 60 8 n a 22 2 16 24 28 na 5 6 4 40 18 Language Laboratory 1 66 35 44 8 40 60 110 40 50 2 16 40 8 na 5 8 64 2 20 Computer Applications Rooms 1 n a 40 40 6 30 60 38 35 36 2 1 40 80 na 2 4 40 1 26 Mean, Both Surveys 26 20 26 26 17 33 28 16 23 Per Cent of 40 Hours 65 50 66 65 42 82 69 41 59 Source: YoK, June 1992. Note: There were two questionnaires, referred to as Survey 1 (1989) and Survey 2 (1991). - 47 - APPENDIX 6 Table 1: Fellowship Training for SEGEM Personnel Days Number of Field of Study Fellows Minimum Maximum Total Accounting 1 87 87 87 Air conditioning & heating 1 5 5 5 Air conditioning & refrigeration 1 12 12 12 CEDEFOP 1 9 9 9 Electrical & electronics 1 63 63 63 Finance 1 87 87 87 Fire security systems 1 11 11 11 Food technology 1 35 35 35 Graphics 1 13 13 13 Hydraulics & pneumatics 2 11 94 105 Industrial hydraulics 2 15 76 91 Laboratory testing 1 29 29 29 Library 1 21 21 21 Maintenance 3 5 84 97 Management 1 20 20 20 Metallurgy 1 63 63 63 Non-destructtve testing 2 8 14 22 Process design 1 31 31 31 Project management 7 7 22 77 Steel work, corrugated 2 5 5 10 Training 1 41 41 41 Training support services 1 15 15 15 Training systems 11 8 22 171 Visual aids 3 7 21 39 Welding 1 56 1 56 Total 49 - - 1,210 Source: ILO & IBRD: Turkey, IBRD Industrial Training Project: Project Findings and Recommendations. Geneva: ILO, IBRD, 1990. Annex VI, pp. 105-107. Note: There seems to have been an error in the tabulation of the total fellowship days and months. The table in Annex VI Is spread over three pages and is divided into five sub-tables. Two sums, 250 and 77 fellowship days, respectively, appear to be missing in the calculation of the total. Thus the total number of fellowship days Is 1,210, or 40.3 fellowship months. s - 49 - Attachment A Page 1 THE REPUBLIC OF TURKEY PRIME MINISTRY THE UNDERSECRETARIAT OF TREASURY AND FOREIGN TRADE Ref: DEi-IV-5-70 Ankara, Mr. Graham DONALDSON Agriculture and Human Development Division Chief Operations Evaluation Department Ref: Your message dated October 30,1992. Dear Mr. DONALDSON, We have examined the draft Performance Audit Report very carefully and asked for the comments of the relevant agencies. On the outcome of Mr. Noonen's audit, we are pleased to learn the Project has been carried out satisfactorily by the relevant agencies and the Project mostly reached to its aims. Although the most of the statements are thorough, YOK has raised couple of more points to be corrected as enclosed by. Best regards. Encl. F. Ers VK N - 50 - Attachment A Page 2 1. Industrial Training project (Loan 2399-TU) was completed on November 1988. Draft Performance Audit Report regarding this project, dated October 30,1992, has carefully been examined. No doubt that the report reflects some keen observations and in general, sound conclusions. The following are the suggestions that should be considered before finalizing the report. 1) Institution Building: Functions of the Council of Higher Education (YOK) is laid down by the Higher Education Law, No: 2547. According to the law, YOK is responsible for the planning, coordination and inspection of the higher education system of Turkey. Execution function lies on Universities. Industrial Training Unit provides counterparts mainly for the planning and coordination of activities. In technical areas, staff of the faculties and TTCs has got the necessary knowledge and expertise, which can be resorted to whenever needed. Over emphasizing the institution building objective of the project may be misleading if requirements of legal structure are not taken into consideration. 2) Some Corrections: a) There must be a misunderstanding about equipment installation (Para. 2.15) All equipment of the first project schools is fully installed. b) The word TEKSIS should be BILTEK (Para 3.5, line 9), c) The sentence should be "more than 37 percent of the teachers recruited under the Project (54 out of 145) left for industry "(Para 3,2 line 9) 3) Statistical Reports: YOK prepares detailed statistics annually in Turkish and in English, through Student Selection and Placement Center and publishes it. ITU carries out a follow up study covering only the project schools every other year for the propose of office use. The document mentioned in the Report is the project follow up study, not "The Higher Education Statistics' which covers whole higher education system. Y6K believes that considering size and complexity of the project the outcome is not only satisfactory but also rather succcis'ul, - 51 - Attachment B TURKISH REPUBLIC MINISTRY OF INDUSTRY AND TRADE S MI D SMALL AND MEDIUM INDUSTRY DEVELOPMENT ORGANIZATION Ref B 14 KSG 0 08 00 00/622A9 Subject Project No. 2399 TU 2 t 192 Cear Mr. Donaldson, We acknowledge receipt of your letter dated October 30,1992 and we appreciate your evaluations. We are pleased to hear about the World Bank's conclusion that SEGEM has duly performed the project obligations and establishment of KOSGEB is a major success of the project. KOSGEB continues to fulfill its mandate and has achieved a noteworthy performance record in training. The number of training programs implemented in 1992 is 450 and a total number of 7700 participants have been trained in these programs. Regards, VICE PRESIDENT cc. Mr. BOlent OzgUn Treasury  - 53 - Attachment C Page 1 T*.C. STATE INSTTUTE OF STATISTICS 6 A $ 8 A K A N L I K INSTITUT NATIONAL DR STATISTIQU PRIME MINISTRY DEVLET ISTATISTIK ENSTITO0S PRESIDENCE DU CONSEIL REPUBLIC OF TUREY BASKANL1Q1 REPUBLUQUE D TURUIR OurRef. B.02.1.DtE.O.76.00.02/908/c'3- N*catbey CwMesl No. 114 06100-ANKARA Your Ref. .A....--1/ 19 .92 Mr.Graham Donaldson Chief World Bank Agriculture and Human Development Division Operations Evaluation Department 1818 H Street, N.W. Washington, D.C. 20433 U.S.A. Dear Mr.Donaldson, Industrial Training Project 2399-TU Part C which was allocated for the State Institute of Statistics was succesfully completed at the end of 1990. This component covered only overseas fellowship training in statistics for SIS staff. The project achieved its objective of providing fellowship training to a number of our staff, improved quality of our national statistics; in particular, various fields of economic statistics and computer usage. SIS completed the fellowship program through the US Census Bureau Contract. A total of 41 SIS staff received 207 man/months of training in the USA at the Bureau of Labour Statistics, Bureau of Economic Analysis and International Statistical Programmes Center. All candidates participated in refresher training in English at the Turkish American Association in Ankara before going-to the USA. We have found the fellowship program highly useful because our returning staff have greatly contributed to the work of our Institute, the training has assisted in their professional development, and allowed many of them to be promoted to more senior managerial posts. i : 417 64 40 (Switchboard) Telefax : 425 338 7 Telex : 46 347 DIE TR - 54 - Attachment C Page 2 The SIS component in this project was $ 700,000. A total of $ 693,184.42 has been disbursed by four withdrawal forms at different times. The project account was closed with a negligible residual in 1990. The SIS has evaluated Performance Audit Report of October 30, 1992 and our Institute is totally in agreement with the project. In view of this we feel that no further comment is necessary. I would like to express my sincere thanks to the World Bank staff who assisted us in managing the project successfully. Since ely yours, Enis YDEMIR Acting President