Argentina - Decentralization and Improvement of Secondary Education Project

Document of The World Bank Report No. 12993-AR STAFF APPRAISAL REPORT ARGENTINA DECENTRALIZATION AND IMPROVEMENT OF SECONDARY EDUCATION PROJECT AUGUST 12, 1994 Human Resources Operation Division Country Department I Latin America and the Caribbean Region  CURRENCY EOUIVALENTS Currency Unit - Argentine Peso (A$) Official Rate: US$1 = A$1 WEIGHTS AND MEASURES Metic syem 1 meter (m.) = 3.28 feet (ft.) 1 kilometer (km.) - 0.62 mile (mi.) 1 square kilometer (ke2) = 0.386 square mile (sq. mi.) 1 metric ton (m. ton) = 1.1 US short ton (sh. ton) 1 liter (1.) = 0.264178 US gallon (gal.) FISCAL YEAR January 1 to December 31 SCHOOL YEAR March 15 to December 15  ABBREVIATIONS AND ACRONYMS CBU Basic Unified Cycle (Ciclo Basico Unificado) CFCE Federal Council of Culture and Education (Consejo Federal de Cultura y Educaci6n) CGE General Council of Education (Consejo General de Educaci6n) CRIE Educational Information Center (Centro de Informaci6n Educativa) DDSR Debt and Debt Service Reduction (Prestamo parta la Reducci6n de la Deuda Externa) DRAES Delegation for Educational Administration (Delegaciones Regionales de Administraci6n Educativa) FEL Federal Education Law (Ley Federal de Educaci6n) FSAL Financial Sector Adjustment Loan (Prestamo de Ajuste del Sector Financiero) GP Provincial Govemment (Gobiemo Provincial) ICB International Competitive Bidding (Licitaci6n Pu'blica Internacional) IDB Inter-American Development Bank (Banco Interamericano de Desarrollo) LAPAME La Pampa Ministry of Education (Ministerio de Educaci6n de la Pampa) LCB Local Competitive Bidding (Licitaci6n Pdblica Local) MCCI Ministry of Culture, Science and Technology, Mendoza (Ministerio de Cultura, Ciencia y Tecnologfa, Mendoza) MIS Management Information System (Sistema de Infbrmaci6n Gerencial) NGO Non-Government Organizations (Organizaciones no Gubernamentales) NMCE National Ministry of Culture and Education (Ministerio Nacional de Cultura y Educaci6n) NMIS National Management Information System (Sistema Nacional de Infbrmaci6n Gerencial) NPCU National Project Coordination Unit (Unidad Nacional de Coordinacidn del Proyecto)  NSAS National Student Assessment System (Sistema Nacional de Medici6n Educativa) OAS Organization of American States (Organizaci6n de Estados Americanos) PCC Project Consultative Council (Comite de Consulta) PERAL Public Enterprise Reform Adjustment Loan (Prestamo para la Reforma de las Empresas Publicas) PME Provincial Ministries of Education (Ministerios Provinciales de Educaci6n) PPCUs Provincial Subproject Coordination Units (Unidades Provinciales de Coordinaci6n de Subprojectos) PROCEMA Compensatory Program for Adult Secondary Education (Programa de Compensaci6n para la Educaci6n de Adultos) PSRL Public Sector Reform Loan (Prestamo para la reforma del Sector publico) SAS Student Assessment System (Sistema de Medici6n Educativa) SOEs Statement of Expenditures (Cuenta de Gastos) SSMTAL Social Sector Management Technical Assistant Loan (Prestamo de Assistencia Tecnica para la Administraci6n de los Sectores Sociales) SUPEM Subsecretariat of Educational Programming (Subsecretaria de Programaci6n Educativa) UNESCO/OREALC United Nations, Educational, Scientific and Cultural Organization/ Oficina Regional de Educaci6n para America Latina y el Caribe WID Women in Development (Mujeres en Desarrollo)  ARGENTINA DECENTRALIZATION AND IMPROVEMENT OF SECONDARY EDUCATION PROJECT Table of Contents Page No. LOAN AND PROJECT SUMMARY ............................ - vi I. THE ECONOMIC AND SOCIAL BACKGROUND ................ 1 A. The Economic Setting .............................. 1 B. The Social Sector ................................ 2 II. THE EDUCATION SECTOR .............................. 4 A. Overview ..................................... 4 B. Main Issues in Secondary Education ..................... 11 C. Government Sectoral Objectives and Strategy ................ 18 D. Bank Role and Strategy ............................. 21 IZ. THE PROJECT ...... ............. ................... 28 A. Project Objectives ................................. 28 B. Project Components ............................... 28 C. Project Description ............................... 29 IV. PROJECT COST AND FINANCING PLAN ........ .. .......... 39 A. Cost of the Project ................................ 39 B. Financing Plan .................................. 39 C. Education Sector Budget for FY94 and Beyond .41 D. Recurrent Costs Arising from the Project.42 E. Project Sustainability.42 This report is based on the findings of pre-appraisal and appraisal missions which visited Argentina in October 1993, and March 1994, respectively. The missions mere comprised by Messrs/Mmes. Julian Schweitzer (Division Chief), Luis Pisani (Principal Operations Officer and Mission Leader), Bernardo Kugler (Senior Economist), Shahrzad Gohari (Operations Officer), William Experton (Economist), Guiomar De Mello (Education Specialist), Jorge Valenzuela (Human Resources Economist), and Marta Ospina (Operational Assistant), Jose Augusto Carvalho (Senior Counsel, LEGLA), Joseph P. Formoso (Disbursement Officer, LOAEL); and consultants to the Bank: Messrs./Mmes. Luis Secco (Architect), Robert McMeeken (Human Resources Economist), Erika Himmel (Educational Assessment Specialist), and Ms. Anita Artaza (Operational Assistant). Peer reviewers for this operation are: Messrs Eduardo Velez (Senior Education Specialist), and Bruno Laporte (Principal Education Specialist). Ms. Aracelly Woodall (Staff Assistant) provided assistance in the production of the report. This report was edited by Mr. William Mayville (Editor). The Department Director, Acting Project Advisor, and Sector Division Chief were: Messr. Ping-heung Loh, Stefan Alber- Glanstaetten, and Julian F. Schweitzer. Further processing of this project after negotiations was carried out by: Messrs. Paul Meo (Acting Director), Orville Grimes (Project Adviser), and Alain Colliou (Division Chief).  Thble of Contents Page No. V. IMPLEMENTATION, PROJECT MANAGEMENT, PROCUREMENT, DISBURSEMENT, AUDMNG, MONITORING, AND SUPERVISION ... 45 A. Status of Preparation .............................. 45 B. Implementation Schedule ............................ 45 C. Project Management ............................... 45 D. Procurement ................................... 47 E. Accounts and Disbursements .......................... 51 F. Audits ....................................... 53 G. Project Monitoring, Evaluation, and Supervision .............. 54 VI. EXPECTED BENEFIS AND RISK ........... .. ............ 55 A. Expected Benefits ................................ 55 B. Risks ........................................ 55 VII. AGREEMENTS REACHED AND RECOMMENDATION . .57 A. Agreements .57 B. Recommendation .58 ANNEXES AND CHARTS ANNEX A: Comparative Education Indicators ....................... 59 ANNEX B: Organization and Structure of the Educational System .... ....... 60 Chart B.1: Organizational Chart for the NMCE and the PMEs .... ........ 61 Table B. 1: Pre and Post 1993 Educational Structure ................... 62 Tkble B.2: Distribution of Financial, Technical, and Administrative Responsibilities Between the NMCE and PMEs .............. 63 ANNEX C: Secondary Education Enrollment and Efficiency .............. 65 Table C. 1: Evolution of Enrollment, by Educational Level, Selected years .66 Table C.2: Average Annual Enrollment Growth Rate, in Percent .66 lhble CG3: Enrollment, Teachers, and Schools in the Public and Private Systems, 1991 .67 Table C.4: Enrollment, Tbachers and Schools in the Project Provinces (1991) .68 TbLble C.5: Average Number of Secondary Students per School, and Average Student per Teacher .69 Thble C.6: Average Drop-out Rates in Secondary Education .69 Table C-7: Average Rates of lYansition from Primary to Secondary Education ... 69 Table C.8: Average Repetition Rates ............................ 70 Tbble C.9: Average Completion Rates ........................... 70 Table CIO: Percentage of Secondary Enrollments on 'Ibtal Enrollments ........ 71  able of Cont hapNo. ANNEX D: Part I: Education, Sector Budget Financing, and Expenditures 72 Table D. 1: Public Expenditure on Education, 1992-94, by Source of Spending .72 Table D.2: Public Expenditure on Education by Level of Education 72 Table D.3: Tbtal Education 'Expenditure, all Jurisdictions, by Level: 1992-94 73 Chart D. 1: Composition of Expenditure on Social Services by National Administration .74 Chart D.2: Composition of Expenditure by National Administration 75 Table D.4: Education as Percent of Total Public Spending in Seven Provinces: 1984-93 ........................... 76 Table D.5: Private Education Subsidy ........................ 77 Table D.6: Private Expenditures on Education by Jurisdiction, 1991 ...... 78 Table D.7: Sources and Uses of the Education Sector Budget, year 1991 ... 79 Tble D.8: Personnel as Share of 'Ibtal Education Sector Spending in Seven Provinces, 1984-93 ........................ 79 Table D.9: Transfer of Educational Services, year 1992 .... ........... 80 'Able D1O: National Administration Composition of Budgetary Expenditure by Institution ............................... 81 ANNEX D: Part II: Estimate Benefits Arising from the Project .... ..... 82 ANNEX E: National and Provincial Government Policy and Strategy ...... 85 ANNEX F: National Subproject ............................ 105 ANNEX G: Cordoba Subproject ............................ 110 ANNEX H: La Pampa Subproject ........................... 115 ANNEX I: Mendoza Subproject ............................ 120 ANNEX J: Misiones Subproject ............................ 126 ANNEX K: Neuquen Subproject ............................ 132 ANNEX L: Rio Negro Subproject ........................... 138 ANNEX M: Santa Fe Subproject ............................ 144 ANNEX N: Project CostTables ............................ 149 'able N.1.1-3: Total Project Cost Tables ......................... 149 Table N.2.1-3: Naci6n Subproject Cost Tables ..................... 151 Table N.3.1-3: Cordoba Subproject Cost Tables ..................... 153 Table N.4.1-3: La Pampa Subproject Cost Thbles .................... 155 Table N.5.1-3: Mendoza Subproject Cost Thbles ..................... 157 Table N.6.1-3: Misiones Subproject Cost Tables ..................... 159 Table N.7.1-3: Neuquen Subproject Cost Tables .................... 161 Table N.8.1-3: Rio Negro Subproject Cost Tables ................... 163  Table of Content Page No. Table N.9. 1-3: Santa Fe Subproject Cost Thbles .................... 165 Thble N. 10: Detailed Project Cost by Component, Sub-component, Years of Implementation .167 ANNEX 0: Project Implementation Schedule .168 ANNEX P: Project Management .169 Chart P.1: Project Coordination Organizational Chart .175 Thble P. 1: Distribution of Responsibilities for Project Implementation .... 176 Thble P.2: Project Coordination Units (PCUs) Staffing Requirement by Function .179 ANNEX Q: Loan Quarterly Cumulative Disbursement Profile .180 ANNEX R: Monitoring and performance indicators .181 Table R.1: Impact Indicators .182 Tables R.2-9: Yearly Project Physical Targets and Implementation Schedule ... 184 Thble R. 10: Supervision Arrangement ......................... 203 ANNEX S: Selected Documents and Data Available in Project Files ....... 204 MAP: IBRD #10450  -i- ARGENTINE REPUBLIC DECENTRALIZATION AND IMPROVEMENT OF SECONDARY EDUCATION PROJECT STAFF APPRAISAL REPORT LOAN AND PROJECT SUMMARY Borrower: Argentine Republic. Beneficiary: National Ministry of Culture and Education (NMCE) and seven Selected Provincial Ministries of Education (PMEs), i.e. Cordoba, La Pampa, Mendoza, Misiones, Neuquen, Rio Negro and Santa Fel. Amount: US$190 million, equivalent, with retroactive finance of up to US$13 million. Terms: 15-year repayment period including a grace period of five years with loan amortization based on level repayments of principal. PrQject Objectives: The objective of the project is to: increase student learning in the selected provinces by financing improvements in the quality and efficiency of secondary education; increase/improve physical capacity to serve the secondary-school-aged population more effectively and strengthen institutional capacity in the PMEs under a decentralized framework. The project would strengthen the capacity of the NMCE to provide policy guidance and supervision, as defined by the FEL. Additionally, the project would strengthen institutional capacity by: (i) modemizing sector management; (ii) improving administrative efficiency; and (iii) improving productivity. prject Description: The project includes three components: (a) enhancement of education quality: provision of in-service training and other programs for upgrading the skills of teachers and administrators, establishing mechanisms for assuring availability of textbooks and teaching materials, and strengthening curriculum development; (b) institutional strengthening: consolidating a new, downsized structure for NMCE by providing technical and financial assistance to NMCE to operationalize its new role in areas of curriculum, information, and student assessment; and strengthening the seven participating provinces' capacity in management, budgeting, and supervision. The project would support a more efficient and simple administration of the sector. It would support improved sector productivity, develop human resource policies to ensure more disciplined management and control of sector 1. In Argentina there are a total of 23 provinces plus the Municipality of Buenos Aires.  -ii- personnel, and develop management information and student assessment systems; and (c) rehabilitation and maintenance of Dhysical infrastructur: repair and rehabilitation of provincial schools and essential infrastructure; and establishing systems for rational use and continuing maintenance of buildings. About 82 percent of the loan proceeds would be provided directly to the seven participating provinces. The remainder would support the national component. Benefits: The project would: (a) contribute to a more educated and trainable workforce by raising students cognitive achievement and problem solving skills; (b) increase the opportunity of children in urban marginal and rural areas to receive a better quality education thus increasing their possibilities in the labor market and opportunities for social mobility; (c) help consolidate the decentralization process by strengthening provincial institutions, thus inducing more efficient responses to local problems; and (d) help increase sector productivity, thus creating net savings for the education sector which could be reallocated to inputs which have a high impact on educational quality (e.g., textbooks and teacher training). :tislk: The main risks associated with the project would be: (a) limited implementation capacity at both the national and provincial levels as well as limited sectoral experience with Bank financed projects; and (b) unresolved policy decisions and political frictions among federal and provincial governments arising from implementation of FEL such as definition of new curriculum content, the criteria for compensation policies towards the provinces, and funding implications. Rate of Return: Not applicable. ery Category: Not applicable; however, the project will invest in marginal areas with a high incidence of poverty. The following activities will assist the poor: provision of educational materials, which are a key factor in efforts to improve educational quality; and construction and rehabilitation of school facilities, which will also improve educational quality by reducing overcrowded schools and facilitate access. The project will also involve provincial areas with a high incidence of poverty.  -iii- (US$ Million) Estimated Cos0t/ Percent of ~~~Foreign 12W BASe Cost Nacion 37.9 5.2 43.1 19.3 Cordoba 16.0 5.4 21.4 9.6 La Pampa 14.3 2.2 16.4 7.4 Mendoza 37.9 7.9 45.8 20.5 Misionea 16.7 2.1 18.8 8.4 Neuquen 25.9 3.2 29.1 13.1 Rio Negro 24.2 2.6 26.9 12.0 Santa F6 18.7 2.7 21.5 9.6 Total Base Cost i2L4 MA 222.9 100.0 Physical Contingencies 3.5 0.8 4.4 Price Contingencies 39.2 2.2 41.4 TQTALPROJECT COSTb/ 234.3 34.5 Ein.anciuPlan Proiect Cos Percent o Cost SOUML oureig Loca DsEut ies Total Cost PrRjolaw -il Federal and Provincial 63.9 0.0 63.9 14.8 78.7 25 29 IBRD Loan 155.5 34.5 190.0 0.0 190.0 75 71 Total 219.4 34.5 253.9 14.8 268.7 100 100 TOTAL Estimated IBRD Disbus S EY95 E7Y9 E122 E. E12P Annual 29.4 51.8 45.9 30.6 32.3 Cumulative 29.4 81.2 127.1 157.7 190.0 Economic Rate of Return Not Applicable */ Totals may not add due to rounding b/ Includes taxea mounting to US$14.8 million  -iv- ARGENTINA DECENTRALIZATION AND IMPROVEMENT OF SECONDARY EDUCATION PROJECT BASIC DATA SHEET (Circa 1990) A. General Country Data GNP Per Capita U$ (1992) $6,109.4 Area (Million km2) 2.8 Population Estimate (Millions) 32.3 Density (inhabitants/km2) 11.0 Urban Population (% of Total) 87.0 B. Basic Social Indicators Crude Death Rate (per 1,000) 7.9 Annual Rate of Population Growth (%) 1.4 Total Fertility Rate 2.8 Infant Mortality Rate (per 1,000) 25.7 Life Expectancy at Birth (years) Men 67.0 Women 74.0 Adult Illiteracy Rate (% of persons 18 and over) 5.0 Average Schooling of Adults (years) 8.5 C. Basic Education Data Enrollment Ratios (net): Preschool (Age 3-5) (%) 39.0 Primary (Age 6-13) (%) 90.0 Secondary (Age 13-18) (%) 56.0 D. Education Expenditure Data Billions of pesos 1993 Percent ofD Total Federal Education Spending 1.68 0.65 Total Provincial Education Spending 6.36 2.47 Total Municipal Educacion Spending 0.25 0.10 Total Public Education Spending 8.29 3.22 Total Public Spending by Education Level (all jurisdictions) 1993 Primary: 4.55 billion pesos or 54.9% of total Secondary: 2.06 billion pesos or 24.9% of total Higher: 1.67 billion pesos or 20.2% of total Education Spending as % of total Federal Budget, 1994: 6.1% Sourcec World Bank, Social Indicators of Development, 1990; World Bank, World Development Report, 1993; Situacion Educativa de America Latina y El Caribe 1980-89, UNESCO - OREALC, and Government of Argentina, Ministry of Economy, Works and Public Services, Secretariat of Economic Progamming.  DEFINITIONS Adult Illiteracy Rate: Percent of individuals over the age of 18 who do not know how to read or write. Average Schooling of Adults: Average years of formal schooling completed among individuals over the age of 18. Cohort: A group of individuals having a statistical factor (such as age, class, or year) in common. Completion Rate: Number of students completing primary school as a percentage of those entering in a given year, regardless of the number of years it takes them to complete. Gross Enrollment Ratio: The ratio of the total number of children enrolled -regardless of age- to the number of school-aged children in a given country, indicates the capacity of the education system. Internal Efficiency: Ratio of learning (a non-monetary outcome of education) to the costs of educational input. Internal efficiency addresses the question of how funds within the education sector are allocated. the objective is obtain the greatest educational output for any given level of spending. Net Enrollment Ratio: Percentage of children of a given age group enrolled in schools at a particular level of education. Rate of Population Growth: Rate at which a population is increasing (or decreasing) in a given year due to a surplus (or deficit) of births over deaths, expressed as a percentage of the total population. Total Education Spending: Federal and provincial education spending at all levels of education plus private resources for all levels.  -vi- Total Federal Education Spending: The yearly disbursement of resources to the NMCE and PMEs, its centralized and decentralized sectoral institutions, as well as the subsidies for private and higher level institutions. It also includes spending on special education, adult education, and culture. Transition Rate: Percentage of students who after finishing the last year of basic education enroll in the first year of the secondary cycle.  I. THE ECONOMIC AND SOCIAL BACKGROUND A. The Economic Setting 1.1 Argentina underwent a prolonged period of economic decline during the 1970s and 1980s. Savings and investment rates fell dramatically in response to an unstable economic environment coupled with structural rigidity. Persistent public sector deficits caused endemic inflation that could not be controlled by a series of stabilization programs. Capital flight in response to the 'inflation tax' prevented job creation at home, thus contributing to increased poverty. The currency was often devalued and public debt as a share of GDP doubled. Consequently, Argentina, the most affluent Latin American country in 1962, fell to fourth place by 1989, as national income per capita declined by about one fourth from that of the mid 1970s. 1.2 Upon taking office during July 1989, the present Government undertook several measures and structural reforms to address the sources of inflation, decline in investment and saving, and productivity deterioration. To improve public finances and stimulate private investment and productivity growth, the Government privatized public enterprises --an important source of fiscal deficit-- and has terminated counterproductive interventions in the markets. It has further avoided the persistent fiscal deficits by reorganizing federal ministries (including education), reducing public employment, and improving revenue raising and administration, and sharing revenue ("coparticipaci6n") with the provinces--provincial revenue gains were estimated at US$1.2 billion in 1992. To further improve federal public finances and to offset windfall provincial revenue gains due to improvements in raising and collecting taxes, the Government also transferred responsibility for financing and provision of the social services to the provinces, especially for secondary education' and public hospitals. As a result of these and other government policies, the consolidated2 fiscal deficit of about 8.3% of GDP in 1989 was replaced by surplus of about 1.7% in 1993. The inflation, which exceeded 1300% in 1990, dropped to an annual rate of less than 8% in 1993, while real GDP grew at an average annual rate of 6% in 1993. 1.3 As Argentina has now emerged from the economic crisis and subsequently established a solid base for sustainable development, the government is turning its attention to addressing the large social deficits that if unattended could slow economic progress. Within the social sectors, the role of the education system in supplying the human resources required for faster economic growth and successful competition in global markets is crucial. In this context, the Govemment has already passed (April 1993) a comprehensive Federal Education Law that provides a framework for implementing the needed reforms to improve the coverage, quality, and efficiency of education in the content of decentralized educational services and the 1. All primiry schools were decentralized in 1978. 2. Includes National Administration, Social Security, Public Enterprises, and quasifiscal balance of Central Bank, and is calculated on the accrual basis.  resultant new roles for federal3 and provincial governments (Chapter 2 and Annex B, Table B.2). B. The Social Sector 1.4 Population Distribution, Migration, and Demand for Social Services. The Argentine population of about 32 million has the lowest average growth rate in the region, about 1.4%. Population distribution is not uniform, however, as about half is concentrated within 300 kilometers of the capital, in the area known as the humid Pampa, while the population density in the southern region ("Patagonia") rarely exceeds two persons per kilometer. Strong internal and external migration in recent years, especially into the northern, southern, and the so-called "Cuyo" provinces such as Misiones, Mendoza, Neuquen and Rio Negro, has dramatically changed this pattern of population distribution. Migrations into these provinces have swelled the population concentration and the poverty ranks around large urban centers, increasing demand for social services, while draining the population of the rural and small urban areas. Devising policies to cope with initial changes in population distribution, which have induced a different pattern of demand for social services like health and education, has posed a substantial challenge for provincial authorities. 1.5 Employment. The economic change of the last decade has also affected the level and structure of employment. High unemployment, about 10% in 1993, while encouraging higher labor participation and secondary job seekers to maintain a given family income, has also discouraged and hurt youth, women, and unskilled workers. Unemployment has been especially severe in the northern provinces, which have also suffered long-term economic structural problems as well as external immigration. The occupational structure of the population has also evolved, as there has been a decline in employment in industry and construction and an increase in both formal and informal services and commerce. The latter types of employment also represent low productivity, low-paying jobs. Improved coverage and better quality of education for youth, women, and unskilled workers not only increases their chances of obtaining employment to supplement family income, but also improves their social mobility by helping them to move into higher paying jobs. 1.6 Poverty and Education. Poverty is mainly an urban phenomenon in Argentina, since about 85 % of the population lives in urban areas. While the exact magnitude of poverty in recent years is unknown (recent data refer to the greater Buenos Aires area, where about one-third of the population lives) some estimates suggest it may be as high as 10 million of population of around 32 million. Poverty incidence in Metropolitan Buenos Aires is highest among the currently unemployed . Inadequate income generating capacity, mostly due to shortage of human capital stock in terms of educational achievement and job training, is 3. This document refers to the Federal or National Government interchangeably.  generally known to be among the most important reasons in explaining why the population remains poor since it limits workers' access to the job market. The inadequacy of the income generating capacity, as reflected in the educational status of the household head, seems to be particularly important in explaining differences in poverty in Argentina. 1.7 Since the household head is responsible for about two-thirds of family income in the Metropolitan Buenos Aires area, the educational achievement of the household head largely determines the income generating capacity of the family and thus the incidence of poverty. The poverty rate is progressively reduced as the education of the household head increases. The incidence of poverty among the illiterate household heads is more than double that of those who are not illiterate. The reduction in poverty rates is most pronounced for secondary school graduates, as the poverty rates drops by more than 60% compared to primary school graduates. Furthermore, the incidence of poverty among the employed varies inversely with the level of skills, size of the firm, informality of the sector, and economic sector--i.e., highest among unskilled workers, in firms that employ less than six workers, in the informal sector, and among agricultural and construction workers. These findings provide strong justification for investments to improve coverage and quality of secondary education.  4- II. THE EDUCATION SECTOR A. The Education Sector Overview 2.1 Until the mid-1970s, Argentina had one of Latin America's most developed educational systems in terms of enrollment rates for primary and secondary education (Annex A). Following concerns that the system's quality and efficiency were deteriorating the government decentralized primary education in 1978 as a means of fostering provincial responses to local problems. Secondary education remained under National control (although provinces developed parallel systems) until 1992 when, as part of a wide ranging reform of the social sectors, the current government transferred all national secondary schools to the prwvinces. 2.2 The principal thrust behind these administrative reforms, which have formed part of larger reform efforts in the social sectors, has been the desire to improve the quality and efficiency of Argentina's deteriorating system of human resources development. Argentina's population is highly schooled relative to that of other countries in the region, nevertheless, it is exceedingly ill prepared in comparison to countries with a similar income level with which it competes in mrld markets. In 1985, for example, the average years of schooling in Argentina (among the population aged 25 years and older) was 6.6 years, the highest in Latin America. Nevertheless, when distribution of educational services --which are concentrated in Buenos Aires- are taken into account, years of schooling varies significantly, especially among some provinces. Average schooling in the City of Buenos Aires is above 8.0 years, while among the poorest provinces it resembles the LAC average of 4.4. Korea and Taiwan, for comparison, averaged 7.9 and 7.0 years, respectively, more than Argentina and far above the LAC average.' Coverage is an area that needs improvement in Argentina, especially at the secondary level --coverage at the primary level averages 90% while in secondary it reaches approximately 56%. Nevertheless the country's overriding educational problem is not coverage, rather it is low quality or student's lack of learning. Problems at the secondary level, often the last stage before students enter the labor market, are especially acute: high drop-out and repetition rates (approximately 50% and 10% respectively) plague the system along with low completion. Available student achievement data further indicates that secondary students are ill prepared: for example, a 1992 survey of 1,000 students in Buenos Aires shows that on a scale of 0 to 6, 82% of students scored under 3 and 22% scored 0 in math. In Spanish those proportions were 49% and 15% respectively. Low internal efficiency is exacerbated by low productivity of human resources expressed by low student-teacher afios which are as low as 6 to I in Santa Fe, and 8 to 1 in La Pampa. 1. R. Barro d J. Leo. Intrnational Comparisons of Educational Attainment,- The Wbrld Bank, Wahington, 1993.  -5- 2.3 To address problems in the education sector, the current Government has formulated and begun to implement a strategy whose principles are embodied in the new Federal Education Law (FEL) of 1993. The FEL contains a framework for reorganizing educational administration (including support for decentralization) and the internal structure of the educational system. The immediate Government aim is to improve the quality and efficiency of the educational system, an effort illustrated in the FEL and the Government's declaration of 1994 as the "Year of Education,, Science and Technology". Furthermore, the decision to carry out a nation-wide inventory of education sector personnel manifests the Government's will to improve sector productivity. Administratively, the FEL has redefined the roles of the central and provincial governments: provinces have the responsibility of financing and administering all public pre-university education while the central government provides policy guidance, establishes minimum curricular contents, monitors student achievement and provides technical assistance. Meanwhile, long-term goals outlined by the FEL consist of: (i) raising compulsory education from 7 to 10 years, including one year of pre-school and 9 years of general basic education; (ii) reducing the secondary school cycle from 5 or 6 years to 3 and reorienting it to a polimodal structure2; and (iii) upgrading the curriculum of each cycle. Structure and Management of the Sector 2.4 The structure and management of Argentina's education system is at a crucial point as a result of the Government's reform efforts. Formal education begins at the age three at the pre-school level. As a result of the FEL, compulsory education was extended. Compulsory education begins at the age of five in the last year of pre-school and extends through basic education (nine years). In summary, compulsory education includes a period of ten years from the age of 5 to 14. The FEL also redefined the last year of secondary education creating a polimodal system of three years duration. The system also contemplates technical and vocational education. 2.5 Non-university educational services are provided by provinces and municipal governments, as well as the private sector. The municipal governments play a very limited role, controlling only a small percentage of primary schools. The quality of schooling varies considerably by province yet generally, no significant differences exist between types of provider. According to evaluation tests, there is no evidence of significant difference between public and private schools. However, a much higher proportion of graduates from non- subsidized secondary private schools enter higher education. 2.6 Secondary education comprises 2,160,410 students, of which 72% are enrolled in the public provincial schools and 28% in private schools (1991 data). Enrollments are also divided between curricular tracks as follows: 76% attend the baccalaureate and commercial academic track and 24% the technical-vocational (technical and agricultural) track. The 2. Polimoda, meaning various modities cf learning wil emphase integrtd knowledge of ifur cluste areas -humanistic, social, scientific and technical.  -6- transfer of secondary education services from the national to provincial governments affected approximately 1,100,000 students or 50% of total secondary students. These students belonged to public schools (54%) and private schools (46%). The seven project provinces contain 270,326 transferred students (roughly 20% of the total transferred students). When transferred students are combined with pre-existing provincial students, the seven project provinces contain a total of 523,699 students -approximately 34% of all secondary students. Annex C provides more detailed data on Argentina's secondary education enrollment and efficiency, and specifically, for the seven project provinces. 2.7 Since the transfer of secondary education in 1992 and implementation of the FEL (1993) the Argentinean education sector has been highly decentralized with a new arrangement of functions and responsibilities between the NMCE and the PMEs. The NMCE assumed the role of supervising, monitoring, and providing technical and financial assistance to ensure quality and equity throughout the country. In special cases, the National Government can finance, through earmarked grants, special activities: these include the provision of educational materials or educational infrastructure to compensate for inequities and deficiencies among the provinces. In addition to these functions, the NMCE now serves three fundamental functions: development of basic curricular content for each cycle; assessment of student achievement and monitoring of progress to meet nationally established goals; and development of a national information network with educational data that will permit the organization of appropriate activities and programs. 2.8 The PMEs on the other hand assumed all day-to-day financial and administrative responsibilities for public preschool, primary, and secondary education including: financing current and investment expenditures required for delivery of schooling; program supervision; planning and budgeting; school maintenance and construction; provision of educational materials; hiring and dismissal of teachers; and teacher training. PMEs vary widely with Tespect to their experience and capacity. Furthermore, they vary with regard to internal provincial organizational structures, given that some provinces have an internal network of subprovincial administrative units, such as regional offices, or conversely may be more centralized. 2.9 The PMEs and the NMCE, besides formulating and implementing their own policies to fulfill new functions, will adhere to nationally established and coordinated policies as defined by the Federal Council of Culture and Education (CFCE). The CFCE is presided over by the National Minister of Education with the participation of all 24 provincial Ministers of Education. Its principal functions are to: plan and coordinate national policies aimed at, for example, developing education quality nationwide; provide advice about national education priorities; propose amendments to existing national education legislature as required; establish basic requirements for each educational cycle; and approve teacher training programs. 2.10 The organization and structure chart of NMCE and PMEs appear in Annex B. Chart R 1 is the organizational chart of NMCE and PMEs. For a description of financial,  -7- technical, and administrative responsibilities of the national and provincial governments prior to and after the FEL see Annex B, Table 2. Education of Women 2.11 Argentina's record concerning the education of girls is very good yet leaves much to be desired regarding labor market outcomes. Presently, no gender bias exists in school enrollment nor in the area of achievement. Household data covering Gran Buenos Aires shows that the average number of years of schooling for females has increased from 7.8 in 1980 to 9.8 in 1990 compared to 8.1 and 8.7, respectively, among males. Although educational characteristics between males and females are very similar, there are some differences in labor market outcomes: females tend to work fewer hours than males; on average, there are twice as many part-time female workers than males; and females earn approximately 64.5 % that of males. Females whose last educational level was secondary, and were self-employed, earned 50.4% that of males, while among employees females averaged 72.0% as much as males. These earnings differentials seem to be less a result of "skills" (attributes) than "treatment' (wage structure).3 Private Sub-System 2.12 Private enrollments reach 22% of total enrollments in all educational levels. The participation of the private sector in providing education services is higher in pre-school (31% of enrollments) and higher non-university level (29% of total enrollments) but is also important in primary and secondary education in which 18% and 28% of students are in privates schools (see Annex C Table C.3). These figures vary significantly among provinces. The private sector is smaller in the poorer provinces (e.g. 5.6% in Formosa and 5.8% in La Rioja) and larger in the more densly populated and higher-income provinces, such as Cordoba (23%), Santa Fe (24 %), and the Federal Capital (41.3%). On average the private sector provides better quality education services than the public sector, as recently shown by the data from the first national student assessment test in Language and Math carried out in 1993. 2.13 As mentioned below (para. 2.17) Argentina's educational system has a strong tradition of subsidizing the private sector. More than 75% of private sector institutions receive financial support from the government to pay teachers salaries. This tradition was confirmed by the new Federal Education Law that also established criteria for selecting schools to be subsidized, including teachers' salaries. 3. G. Psacha'opoulos und Z.. Tannatos. Women's Emplovment and Pav in Latin Amerca, Latin America and the Caribbean Technical Department, The World Bank, 1991.  Education Fmancing and Expenditures 2.14 Structure and Trends Over two thirds of total public expenditures in education were carried out by provincial governments in 1991, prior to the transfer of secondary schools, and this share has increased to over three quarters in 1993 and 1994. Municipal spending on education represented around three percent of the total in 1993.4 Total public spending on education has increased from 3.14% of GDP in 1991 to 3.22% in 1993, and 1994 budget figures call for spending an estimated 3.5% of GDP in 1994 (Annex D. Table 1). This represents an important change from the situation during the chaotic 1980s, when total public spending on education fell to 2.2% of GDP in 1982 and was subject to severe fluctuations. 2.15 The most salient change in the pattern of public educational spending is the drop in federal spending from 0.96% of GDP in 1991 to 0.65% in 1993 as a result of the transfer of secondary schools to the provinces. The provinces share rose from 2.10 to 2.74% of GDP during the same period (Table D. 1). Looking at total public spending on education by all three governmental levels in 1993, approximately 55% is devoted to primary education, 25% to secondary education and 20% to the post-secondary level, including universities, teacher training and non-university institutions (Thble D.3). In terms of total public expenditure at the national level, education and culture accounted for 2.44 billion pesos or 9.5 % of the total social federal budget for 1994 and of this total, the federal Ministry of Culture and Education budget is 2.05 billion pesos (Charts D. 1, footnote 1). The seven project provinces devoted between 19 and 31 % of their total public spending to education in 1992, with all but one province allocating 22% or more to the sector (Thble D.4). The seven provinces spent 2.3 billion pesos on education in 1993, or approximately 27.4% of total public spending on education and 35.7% of provincial education budgets. 2.16 Viewed in terms of the combined allocation of resources between levels of education, primary and secondary education have experienced slight declines in the period since 1991, while post-secondary education share has increased from 16.4 to 20.2% (Thble D.3). The provinces devote approximately two thirds of their education spending to the primary level and most of the rest to secondary and technical education, while most federal government spending now goes to the university level in the aftermath of the transfer of the former national secondary schools (Thble D.2). 2.17 Public Subsidies and Private Education Spending. Public educational spending in Argentina includes subsidies to private schools, mainly at the secondary level. Subsidies are for partial or total payment of teacher's salaries in private schools. A 1985 study indicates that 76% of all private secondary institutions received subsidies.' Table D.5 shows total subsidies to the private sector in 1991, prior to the trnsfer. The subsidies totalled 532 4. The Municipality of Buenos Aires is included with the provinces in this analysis and is not included as part of municipal spending. S. Beccaria, Luis A. and Riquelme, 0. 'El Gasto Social en Educacion y la Distribucion del Ingreso, Facultad Latinoamericano de Ciencias Sociales, 1985, in Analisis del Casto Publico de Educacion, Ministerio de Educacion y Justicia, 1990.  -9- million pesos, equivalent to 0.29% of GDP, with over half coming from the provincial govemments even before the transfer (Table D.7). The subsidies were the source of approximately one third of total private sector education spending of US$1.7 billion in 1991. Nearly half the subsidies (47.6%) were paid to schools in the Federal Capital of Buenos Aires and the Province of Buenos Aires, with Santa Fe and Cordoba receiving between 14 and 15% each, thus 65 % of subsidies to private schools go to four jurisdictions (Table D.5). 2.18 Families contribute approximately 19% of total educational spending, or 0.73% of GDP (Table D.7) in 1991. Most private spending is for school fees but a portion is paid to school 'cooperadoras" that in turn pay minor expenses of the school, such as maintenance and materials costs not otherwise provided. 2.19 Shares of Public Spending Personnel expenditures, mainly teachers' salaries, represent the largest share of educational spending. In the seven provinces included in the project, teachers' salaries account for between 71% (Cordoba) and 85 % (Neuquen) of total sector spending in 1993, with most provinces over 80% (Tible D.8). High spending on salaries means that few resources are available for teaching materials, building maintenance and other important inputs. Capital spending has declined in real terms in recent years. Although the provinces have tried, they have been unable to compensate for underinvestment in infrastructure during the economic crisis. Existing schools have operated on multiple shifts and demand for new school places has often been met by renting space in theatres, stores and other spaces not designed for use as schools. 2.20 Teachers' salaries have tended to decline in real terms over the past decade and to fluctuate widely, as noted in the Sector Study Argentina: Reallocating Resources for the Impront of Education'. Both the downward trend and the fluctuations tended to demoralize the teaching force for many years and to contribute to labor unrest, high absenteeism and working two or more jobs. Salaries have improved in more recent years. With the transfer, a number of provinces have had to raise the salaries of teachers in former national secondary schools to make them equal to provincial pay levels. This in turn has made the financial impact of the transfer even more severe and has created conditions in which payments from the national govemrnent do not compensate for the increased expenditure the provinces must make. The issue of teachers' salaries continues to be a source of tension, although there have been improvements. Some of the seven provinces in the proposed project have begun the process of modifying laws and regulations governing teachers' pay and working conditions, including Cordoba, La Pampa, Neuquen and Rio Negro. 2.21 Unit Cpst. Per student expenditures in the public sector in 1991 were estimated to be about US$550 a year for primary education, US$880 a year for secondary and technical education, and US$1,035 a year for tertiary education. Per student public expenditure in 6. Washington, D. C World Banlk, 1991. See p. 21 and Annexes 17 a and b, pp. 71-76.  -10- secondary education varies largely among project provinces, ranging from about US$616 in Mendoza to about US$1,452 in Neuquen in 1992. While not strictly comparable, the per student expenditures in the private sector in 1991 were approximately US$800 a year for preprimary, primary, and secondary and technical education; US$560 a year for post- secondary and teacher training ("educacion superior"); and US$1,680 a year for university education7. These show higher average spending per student, for private education, which may reflect higher quality of private education. However, more studies are required to pinpoint precise reasons for these differences in per student expenditures, including efficiency considerations. 2.22 Financial Impact of Decentralization of Secondary Education. The financial impact of the decentralization of secondary education to the provinces in 1992 has not been uniform. The provincial public cost of the transfer of decentralized services varied according to the size of enrollment, teacher and personnel costs, and the number and physical conditions of the infrastructure of the schools transferred, Annex C, Table 4). Cordoba and Santa Fe had the highest cost among the provinces involved in the project (Table D.9). 2.23 The capacity to meet these transfer costs of secondary education, which svas partially offset by the increase in revenue-sharing resources (para. 1.2), varied among the provinces depending on the status of provincial finances before the transfer. Intense negotiations to determine the exact amount to pay for the cost of transferred schools and the respective responsibilities of the federal and provincial governments took place when the formal transfer occurred by signing an agreement between each provincial government and the federal government. 2.24 However, the negotiated agreements for the transfer of the secondary schools (in 1992 about US$205 million in the seven project provinces) only considered the cost of federal government spending for services prior to the transfer--the size of which varied according to the number and type of federal schools. The agreements between the provinces and federal government did not include provisions to level the pay or compensate for quality differentials between the provincial and federally transferred teachers, improve school buildings, or provide other essential inputs. These additional financial and administrative requirements, together with the task of managing an additional 889 schools, 21,637 teachers, and 270,326 students in the proposed seven project provinces (1991 data) have placed a large burden on provincial resources and administrative capacity and created serious management and financial issues. Under these circumstances, the need to look for alternative modes of administrative and financial management poses a substantial challenge for provincial educational entities. 7. 'Gasto Publico Social', Draft, Ministry of Economy, Works and Public Services, December 1993.  -11- B. Main Issues in Secondary Education 2.25 The main issues in secondary education include: (a) low internal efficiency; (b) unsatisfactory educational quality and inadequate school infrastructure; and (c) weak administrative, managerial, planning and financial capacity. Low Internal Efficiency 2.26 With a 56% net enrollment rate among the 13 to 18-year old population during 1991, Argentina has one of the highest coverage indicators of secondary education in Latin America. Furthermore, coverage has expanded almost 50% since 1980. Nevertheless the internal efficiency of secondary school system is low due mainly to: (a) high dropout rates; (b) repetition; and (c) low average student-teacher ratios. These inefficiencies affect the quality of secondary education and result in waste of human and financial resources. 2.27 High dropout rates. The high dropout rate is the main efficiency issue in Argentine secondary education. Although a national average rate is not available, six of the seven provinces in the project have statistics that indicate there is a serious problem. Although the cohorts are not the same from province to province (given varying time measurements between the late 1980s to early 1990s) the incidence of dropout rates ranges from 65% in Rio Negro to 419% in La Pampa (see Annex C, Table 6). These rates are averages of all secondary education tracks. Nevertheless, dropouts rates are much higher within the technical tracks. For example, data available in three provinces show that for the 1987/1992 cohort, around 82% of the students in Rio Negro, 68% in La Pampa, and 71 % in Santa Fe left secondary technical schools before completing the cycle. These figures indicate that curriculum plans and classroom teaching need to be revised to better meet the needs of students in technical tracks. Among the factors that affect the dropout rate is late secondary school entrance due to late completion of primary school. According to estimates by United Nations, Educational, Scientific and Cultural Organization/Oficina Regional de Educaci6n para America Latina y el Caribe (UNESCO/OREALC), the average number of student-years required to complete the 7-year primary school cycle is 9.6 years, thus leading to a significant number of students reaching secondary school being older than 13, the age expected if there were no delays. These students actually enroll in the secondary schools as shown by the fairly high transition rates from primary to secondary school that range from 90% in Misiones to 70% in Mendonza (see Annex C Table 7). Although students are more likely to become dropouts before completing secondary education and need special attention in relation to curriculum content and classroom teaching. The project would address this issue with activities described in paras. 3.3 to 3.8. 2.28 Reetition. TJpdated infobmatioii on repetition rates is available in five project provinces, yet it is not divided by grades and/or by tracks. The highest average repetition rate conies from Rio Negro (17%) and the lowest (12%) from Misiones (see Annex C Table 8). Compared with the number of dropouts, repetition rates are low. Nevertheless, it is  -12- possible that many students counted as drop-outs are actually repeaters that leave school before final examinations, come back the next year and are enrolled as "new' students in the same grade from which they had dropped out the year before. Although it is not possible to satisfactorily quantify the repetition rate its cumulative effect with dropouts results in a high number of students that are lost or delayed within the secondary school system. This can be seen by the low participation of secondary school enrollments in total enrollments in all levels of the educational system: despite the high coverage of secondary education (56% net enrollment) and the fairly satisfactory transition rates from primary to secondary school, in the seven project provinces the participation of secondary education is up to 26% of the total enrollments (see Table C. 10). The scarcity and unreliability of information about repetition and dropouts points to the urgent need to rebuild the management information system. To correct this problem the project would support the development of National and Provincial Management Information Systems that provide more reliable statistics on efficiency indicators (paras. 3.10 and 3.12). Furthermore, as far as repetition is due to inadequate student evaluation, poor curriculum planning and classroom practices, the project would support activities that aim to improve the quality of the learning environment and curriculum, evaluation and teaching practices (paras. 3.3 and 3.8). 2.29 Low student teacher ratios. In all project provinces except Mendoza these ratios are lower than 12 to 1 (Annex C, Thble 5). This has an impact on costs per student, which are very high, and on the payroll expenditures, which account for approximately 90% of all education sector recurrent costs. These low student-teacher ratios, nevertheless, often do not reflect what is presented in the classroom considering that the average number of students per classroom averages between 24 and 35. This indicates that the low student-teacher ratio is a problem related to overstaffing, absenteeism, temporary leave, and short-term assignments by substitute teachers, which results in each post being occupied by two or more teachers. Given the weakness in managerial capacity, the result is lack of guidelines or priorities to define appropriate human resource policies. lb address this issue, the project would finance a sector management productivity study (described in para. 3.23) to provide reliable data on which to formulate adequate human resource policies. Unsatisfactory Educational Quality and Inadequate Infrastructure 2.30 Secondary education in Argentina expanded without complementary improvements in management capacity, internal efficiency, school management, and infrastructure. All these factors are critical in determining educational quality manifested in uniform academic achievement and adequate learning environments for students. The first national assessment of student learning was carried out in late 1993, and the preliminary results show low performance in some basic skills in spanish and mathematics. These results also showed that students from the baccalaureate track fared better in language that students from the technical track, while in mathematics the inverse occurred. Also, other studies have shown similar evidence of very low attainment in basic skill areas. The level is poorest in mathematics and spanish, with large variations between schools. For instance, a 1992 survey of 3,000 students in 11 provinces shows that on a scale of 0 to 6, 82% of students scored  -13- under 3 and 22% scored 0 in math. In Spanish those proportions were 49% and 15%, respectively. Lack of educational inputs, such as didactic materials and other pedagogical resources, inadequate teacher training and supervision, poor curricular content and deficient school infrastructure have partially contributed to this low educational achievement. Issues related to unsatisfactory educational quality would be addressed by the project through the activities described in Chapter III under Educational Quality Improvement project component. 2.31 Limited Access to Didactic Materials and Other Pedagogical Resources. Many of Argentina's public secondary school students and teachers have limited access to libraries, laboratories, and other essential educational equipment. In-class libraries such as reading corners are virtually nonexistent while school libraries, when available, are outdated and limited in their selection. Access to supplementary didactic materials such as maps, globes, charts, and dictionaries is also limited. Likewise, laboratories used for teaching basic science courses like biology are poorly equipped and lack essential supplies for their use. Other educational equipment, such as information laboratories are often concentrated in schools attracting students from higher income groups. Most of the available learning materials are donated by parents or parents' associations. In the past, most provinces did not finance this type of matexial given limited budgets and high costs, especially for salaries. Students have thus been largely dependent on the use of photocopies, lessons copied from the blackboard, and computers donated by the community. In some cases, learning materials have been provided on a selective basis (such as science modules and laboratories purchased from Spain) and their use needs to be expanded. Unfortunately, these science-based interventions have not been accompanied by an adequate introduction or training for the teachers who will use them. Provision of educational textbooks (para 3.5), didactic materials (para. 3.6) and teacher training (para. 3.7) would be main activities under the project to overcome this issue. 2.32 Inadequate Teacher Training. Secondary teachers receive pre-service training in national and provincial colleges and universities. The lack of national norms and evaluations of teacher training institutions accounts for great heterogeneity in the quality of pre-service preparation of teachers. Low investments in the education sector and large budget allocation for salaries, have led to scarcity of resources for investments aimed at improving quality, including in-service teacher training. Because teacher in-service programs are comparatively expensive, the opportunity to take refresher courses in subject fields and in classroom management techniques have been nearly absent during the last decade. In recent years some provinces have made significant efforts to provide in-service training for secondary teachers related to on-going curriculum reforms. These reforms have generally been designed to reinforce basic subjects to overcome the fragmented nonexistent curricula and to improve content relevance of subjects disciplines. However, these efforts are still insufficient to meet the challenges that secondary education faces in the context of rapid economic and technological change. Moreover, teachers' in-service training programs are poorly designed and the use of new technologies and more creative models are very limited. This situation is exacerbated by desincentives in teacher career paths, where credentials and time on the job are the main criteria for promotion. Because of this, there are no incentives for teachers to  -14- update their knowledge of content and teaching skills. Presently the NMCE is elaborating the contents of a program to update gradually the skills of all teachers. The project would support this activity strengthening the provision of a variety of training programs aimed at teachers, school directors, and supervisors. These range from refresher courses on basic subjects to curriculum planning and classroom management, (described in paras. 3.7 and 3.8) 2.33 Lack of Relevance and Integration in Curricular Contents. As previously described (para. 2.4), the curriculum is divided into two major modes of study (academic and technical-vocational), which includes nearly 150 different programs. The evolution of the curriculum has been complicated by an ad-hoc system that adds new programs rather than renews the content of existing programs. As a result, a majority of current programs are obsolete and do not reflect evolution in knowledge or changes in labor market demand. The program's contents consist of too many disciplines thus allowing a fragmented presentation of knowledge and limiting time teaching basic disciplines thus providing insufficient time for students to assimilate new knowledge. It is estimated that approximately 20 standard programs are taught in nearly 70% of the secondary schools while around 130 different programs are dispersed in the remaining 30%. The widest dispersion is observed in technical schools. Some programs are available in only one school. The accumulation of programs and disciplines contribute to a higher unit cost of secondary education with no demonstrated positive effect on quality. The curricular policy espoused in the FEL requires a long-term strategy to define its implementation. First, the project would support studies to survey the present curricular situation in each project province. Second, technical assistance would be given for curriculum design and its development in the context of the federal agreements. Lastly, production of new curriculum contents would be supported (see para. 3.8). 2.34 Poor School Management of Pedagogical Activities and Lack of School-Based Initiatives. Schools have essentially no control over any resources nor any means or incentives to improve quality. Innovation and management to improve pedagogy is virtually nonexistent, because of the lack of teacher preparation and incentives. School directors devote most of their time to meeting bureaucratic requirements which could be significantly reduced by modernization and decentralization of management decisions. Some initiatives to empower the schools and training the school staff to define the schools institutional development plans began to be undertaken in some provinces, namely Cordoba and Mendoza. These initiatives should be evaluated, supported, and improved. Training of school directors and regional management staff (described in para 3.7) should be the activities supported by the project to address this issue. Furthermore, provincial educational systems have been designed in a predominantly centralized, top-down hierarchy which rests decision making from schools. The system is not currently structured to encourage on-site teacher participation to detect school-relevant problems thus thwarting the enhancement of educational quality and designing and implementing solutions. The project would address this issue by financing school-based grants as a mechanism for encouraging school-based initiatives (described in para. 3.8).  -15- 2.35 Inadequate School Facilities. The quantitative expansion in secondary education provision was not supported by complementary investments in improving school infrastructure or in development of procedures to manage systematically existing available space. This was especially true in rural and marginal urban areas around large cities where expansion of enrollments was largest due to population growth and migration. The weak capacity for planning and budgeting to allow for the increase in demand led to the paradoxical situation of overcrowded schools in poor areas and at the same time underutilized classrooms using less than 50% of its capacity in many of these poor areas (designed for 35-50 students but used for 20-25 students). In all project provinces there are secondary schools using shared buildings with primary schools or using rented and inadequate space in rural or the most deprived urban areas. Furthermore, a lack of maintenance has caused high deterioration of both ex-national and provincial school buildings. School rehabilitation and school construction (described in para. 3.15) would be supported by the project to address this issue, as well as training for school directors and supervisors (described in paras 3.7). Weak Administrative, Managerial, and Planning Capacity 2.36 Education sector management is weak at both the national and provincial levels. This poses a challenge to NMCE and PMEs and impedes their efforts to assume the new responsibilities envisaged in the new Federal Law (see para. 2.3 and 2.47). To meet these requirements, such as NMCE responsibility of providing policy guidance and supervision and PMEs responsibility of administering public secondary education, modem administrative organizations with more efficient norms and procedures will have to be designed and implemented. At both levels there is insufficient institutional capability to ensure educational efficiency, quality and equity improvements. lb overcome this situation and generate institutional capacity to assure efficiency, improved quality and equity, the NMCE has initiated a deep reorganization and restructuring of its functions. Specifically, the project will address the following issues: (a) inadequate and overcentralized administration of PMEs; (b) limited ability of the PMEs to plan and manage activities needed to provide efficient and effective secondary education; (c) limited ability of the NMEC to translate its new legal functions into effective actions of national coordination, monitoring evaluation and provision of technical support to the provincial administrations; (d) inadequate or lack of timely and reliable management information systems and students assessment systems both at national and provincial levels; (e) low sector productivity manifested by inefficient use of physical and human resources; and (f) inadequate administrative physical facilities. Issues related to weak administrative, managerial, planning and financing capacity are addressed by the proposed project through a variety of activities described in Chapter III under the Institutional Strengthening project component. 2.37 Inadequate and Overcentralized Administrative Organization at the PMEs. The decentralization of secondary schools marked the transfer of all pre-university education to the provinces (see para 2.1). In the seven provinces under the project the transfer of national secondary schools highlighted the weakness within their organizational structures. Overstaffing of central administrative units, duplication of responsibilities, and a lack of clear  -16- distribution of functions lengthen and obstruct PMEs decision-making processes and their ability to deliver efficiently services for which they are responsible. These include school construction and maintenance, teacher training, curriculum planning, and provision of educational materials. There is a risk that decentralization may lead to recentralization at the provincial level if the PMEs do not restructure their own organizations through shift of responsibility within the provinces toward the local and school levels. This would initially require the establishment of regional offices. It would also require strengthening the role of school principals and school boards and the redefinition of the normative, regulatory, and operational functions at each level of the management hierarchy. The project would address these issues through technical assistance, administrative and school directors in-service training, training materials, and provision of hardware and software (described in para 3.10.) 2.38 Limited Ability of PMEs to Plan and Manage Secondary Education . Current weaknesses in planning capacity do not allow PMEs to anticipate changing demands within their systems, nor design appropriate strategies to meet challenges, such as, enrollment growth, change in demand for teachers or subject specialties, or the need to alter resource allocation to balance social and educational disparities. The lack of hardware, software, and technical resources need to be overcome to be able to address educational requirements efficiently and cost-effectively, especially since the transfer of secondary education has further complicated sector financing and stretched the limited financial management capacity of the PMEs (paras. 2.22-2.24). Additionally, PMEs record keeping systems of technical and administrative units arc outdated and unreliable. Moreover, the unreliability of data about schools, staff (number of teachers and other teaching professionals, number of hours that teachers work each week, leaves, absenteeism, short-term reassignment and other conditions of service) constitutes a serious burden for school management when trying to match available human resources with physical infrastructure. Low student-teacher ratios serve as proxies for poor human resource management at both the central and school levels (Annex C, Table 5). These issues should be addressed by the project through technical assistance and through training of both educational planners and financial/budget specialists. Furthermore, studies for a complete review of existing personnel data bases would be financed by the project along with local and foreign technical assistance and training for over 500 senior staff, school directors and pedagogical supervisors (described in para. 3. 11) . 2.39 Limited Ability of NMCE to Translate New Functions into Effective Programs. Although the organizational structure of the NMCE has radically changed, this change and the implementation of efficient procedures have not yet been consolidated. The lack of control and evaluation, and the duplication of supervisory functions leads to managerial weakness and protracted planning and decision-making at the national level. The lack of hardware, software, and high-level professionals in administrative, financial, and normative management areas do not allow NMCE to fulfill its strategic planning functions. The proposed project would address these issues by: providing technical assistance and hardware and software to modernize and rationalize the organizational structure, norms, and procedures of NMCE (described in para. 3.10); and support the training of technical and  -17- administrative professionals both locally and abroad to benefit NMCE and PMEs administrative staff (describe in para. 3.21). 2.40 Lack of National and Provincial Management Information Systems and Student Assessment Systems. There is a pervasive lack of essential information needed for educational decision-making. At the national level, the basic educational statistics system has collapsed; no national statistics have been maintained since the beginning of Argentina's economic crisis (roughly 1988), complicating comparisons between regions. An information system is crucial to collect basic data from the local, provincial and national level. Without an information system neither NMCE nor PMEs would be able to monitor the school system performance, or target specific programs to compensate for learning inequalities between regions. In the provinces educational statistics systems have developed without any national coordination; hence, they do not necessarily conform to each other or to the national system, which is currently being improved. Data on school staff, repetition, dropouts, transition ratios from primary to secondary school, student-teacher ratios, and other management indicators are partial and unreliable in nearly all of the seven provinces included in the project. This is because the systems were designed without taking into account either the potential users of the system or the use of the information produced. At each Province the project would support the development of modem Management Information Systems (MIS) linked to the national level, which would require local and foreign technical assistance, training, software, and hardware (described in para. 3.11). Within NMCE, the project would support the establishment of a National Management Information System (NMIS) which would receive local and foreign technical assistance in the design and implementation phases, fellowships and study tours abroad, hardware, and software (described in the para. 3.19). 2.41 One critical weakness of educational sector management in Argentina's secondary education is the absence of information about student achievement. Only two of seven project provinces--Mendoza and Rio Negro--have begun developing their own student assessment systems. In Mendoza a sample of primary and secondary students were assessed and the results are already available for schools and administrators. Rio Negro assessed only primary students, but because of problems in the design of the system the production of information, analysis, and dissemination of results has been delayed. Even in these cases the limited information that is available is inappropriately analyzed or shared with key affected and interested groups. In all seven provinces the lack of systematic information on student achievement limits educational authorities' efforts to monitor students' progress toward educational goals and to identify regions and/or schools that need special attention. Since 1988, NMCE has undertaken initiatives to assess secondary education students but these experiences have been largely ineffective due to their discontinuity. This ineffectiveness is being corrected by the NMCE in response to its legal mandate to provide technical assistance and compensatory interventions to improve quality of secondary education and promote equity nationwide. Specifically, the NMCE applied in primary and secondary education the first national sample assessment in mathematics and language. In 1994 and 1995, this measurement will be extended to all students. Furthermore, the few and generally weak  -18- initiatives in this area were undertaken without articulation between the national and provincial levels, thus precluding comparisons and coordination. Development of Student Assessment Systems (SAS) will be supported by the project in each province interconnected with a National Student Assessment System (NSAS). At both national and provincial levels the project would provide resources for local and foreign technical assistance to assist in the design and implementation of the systems, training, and hardware and software (described in paras. 3.11 and 3.18). 2.42 Low Sector Productivity. There is a lack of precise information on the efficiency of the educational system at the national and provincial levels; nevertheless, rough estimates indicate there are current inadequacies in the use of physical and human resources as manifested by low student/teacher ratios for a majority of the provinces. There also seems to be an uneven distribution of pedagogical supervisors, directors, and other non-teaching staff in the provincial public school systems, reflecting a lack of strategies for reallocation of personnel. In Misiones and Neuquen, for example, there is an average of six teachers for every non-teaching staff. Similarly, estimates show provinces spend on average less than 7% of their educational budgets on inputs like educational materials and teacher training, which are a key to improved educational quality. Despite these estimates, more reliable and desegregated data by subprovincial level or personnel category is needed before formulating a specific plan to correct the inefficiencies. This plan would be based on the information gathered through a sector management productivity study (described in paras. 3.12 and 3.22). 2.43 Lack of or InapproRriate Physical Facilities. Educational management has been hindered by the irrational use and distribution of physical facilities, hampering coordination and distribution of functions. This is an issue at NMCE, where infrastructure has deteriorated and is inadequate for accommodating new functions defined by the FEL. In at least three PMEs (Rio Negro, Neuquen and Cordoba) central administrative functions are dispersed in different locations making integration and communication difficult. In every province there is a lack of regional or local facilities to support the decentralization of administrative or technical tasks. Construction of central, regional/local offices, as well as rehabilitation of infrastructure would be supported by the project to address these issues, (described in paras. 3.14, 3.15 and 3.23). C Government Sectoral Objectives and Strategy 2.44 The Argentine Government has assigned high priority to education within an overall strategy of reform of the state to increase the competitiveness of the Argentine economy in the worldwide markets. Improving the coverage, quality, and efficiency as well as the equity of secondary education is a crucial part of this strategy. Moreover, the transfer of responsibility for secondary education in 1992 (Law 24.049, January 1992) to the provinces has changed the roles of the federal and provincial govemments and has further stimulated the initiation of educational reforms. Annex E shows the policy and strategy matrix to overcome identified issues as well as project responses for each specific issue.  -19- 2.45 The Government has taken several important measures as part of its strategy for reforming the educational sector. A crucial measure is the passage of the new comprehensive Federal Education Law (Law 24.195, April 1993) that defines the objectives for education at all levels, sets out the new structure of the education system, states the respective roles of public and private educational authorities in the new decentralized system, emphasizes and gives special priority to the provision of high quality education and its measurement, establishes the financing mechanism through the budget and other means, and indicates the direction of the transition toward a new educational system. 2.46 More specifically, the FEL: (a) guarantees the rights of the Argentines to have access to education in all levels and delineates the obligations of federal, provincial, and community entities for providing educational services; (b) establishes a new structure of formal and non- formal education that extends the duration of obligatory formal education to encompass that of basic education (up to grade 9)8; (c) defines the role of private sector and its rights and obligations in providing educational services; (d) establishes the principle of fres basic public education and the necessity of financing it through the federal and provincial educational budget, while allowing universities to supplement their publicly financed budget through other sources of income (subject of a new proposed law in the Parliament) and providing scholarships beyond basic education for needy students based on academic achievements; and (e) reiterates the importance of public investment in education and its financing through the federal and provincial budgets. On the latter point, the FEL requires that the education budgets be either doubled gradually with an annual increase of 20% starting in 1993, or be increased by 50% as a share of GDP--that is from 4% to 6% of GDP-- whichever results in a larger increase in the education budget. 2.47 Moreover, the FEL: (a) defines educational unit/school and its management, and the respective rights and responsibilities of students, parents and teachers that constitute the educational community; (b) confirms the obligation of the federal and provincial governments in ensuring the requisite quality of education at different levels and its conformity to the established rules --by the Federal Education Law, the National Council of Culture and Education, the relevant education policies and the rules that serve the community needs-- through continuous evaluation of the education system. 2.48 The FEL also: (a) delineates general education policies; (b) establishes the principles of national unity, democracy, decentralization, participation, equity, intersectoral relationships, transformation and innovations as overriding criteria for advancing the objectives of the law; (c) sets out the governance and administrative entities in the education system; and (d) mentions the necessity of transitional steps to implement the changes and obligations that are created through this law, through agreements reached by the National Education Council, and by approval of provincial legislatures, especially in relation to financing education (Article 62). 8. Annex B has detailes of the pre-FEL and post-FEL distribution of financial and provision responsibilities between the NMCE and PMEs.  -20- 2.49 The Government is also taking measures to consolidate the process of decentralization both at the federal and provincial levels, that would improve the planning and financial management capacity and administrative efficiency in the medium to long term. At the federal level, these measures include the restructuring of the NMCE in accordance with its new role of setting norms, monitoring and evaluating the quality of education, and supervising and providing technical assistance to the provincial ministries of education.9 Furthermore, the Bank was informed that NMCE plans to reduce central staff by forty percent in the next two years. At the provincial level, the process of regional decentralization has already begun in some provinces, such as Cordoba, and needs to be improved and consolidated. The provincial government strategy in this case is to improve the management capacity of the top executives at the central ministries, as well as that of middle management, supervisors, coordinators, and directors of the schools through extensive training, as well as improvement and construction of administrative buildings and the provision of modern equipment. 2.50 Both federl and provincial governments regard the production of systematic and timely information to facilitate educational decision-making, as the cornerstone to the process of the educational change and reform. In this context, federal and provincial authorities have begun to design and implement information systems to evaluate the quality of education at national and subnational levels. The process of discussions, elaboration of indicators, and training in the use of systems would enhance the possibility of collecting data systematically as well as implementing change once the systems are installed. 2.51 Other measures in the context of the reform of the educational system involve a series of agreements reached between the federal and provincial govemments, within the sphere of Federal Council of Education, to improve the quality of education. These agreements would allow, in the medium term, to elaborate the minimum content of the curriculum for all provinces. In the short run, self-contained updated blocks of the curriculum would be prepared that would replace the existing blocks. These agreements would also allow for teacher upgrading and training, provision of educational materials and technology, and pedagogical innovations. 2.52 Finally, through the Education Social Plan, the federal government is undertaking social compensation' measures that are introduced to achieve equity in access and retention in the educational system. In secondary education, two measures are foreseen: (a) provision of educational materials in low-income areas; and (b) aiding students with obtaining their first employment. Furthermore, the Government plans to use the results of the National Management Information System (NMIS), the National Student Assessment System (NSAS), and the technical assistance financed by the project for policy decisions and establishment of investment priorities for the sector, thus, provinces will be motivated to provide timely information. 9. See Chapter II, The Education Sector, and Annex B, Organization and Structure of the Educational System.  -21- 2.53 While these measures taken so far are important steps in advancing educational reform and decentralization, enormous challenges lie ahead to improve the access, quality, efficiency and equity of secondary education. The Government has requested Bank support in accomplishing these tasks. The Government is also seeking other sources of financing and technical support, including the Inter-American Development Bank (IDB) and the World Bank for improvements in the primary and tertiary levels of education, respectively. De Bank Role and Strategy 2.54 The Bank's assistance strategy in Argentina since 1989 has supported the government's efforts to improve public finances, to privatize public enterprises, and to restore Argentina's creditworthiness in the private financial markets. Bank lending thus concentrated on a program of public sector and enterprise adjustment loans, a debt and debt service reduction loan, supplemented by investment and technical assistance loans"0, based on extensive economic and sector work and policy dialogue. In the post-adjustment era after 1992, the Bank strategy calls for consolidation of macroeconomic reforms and deepening their impact, by strengthening the greatly weakened institutional and infrastructure base, both at the federal and provincial levels and by fostering the development of the private sector. Moreover, the increased transfer of resources and responsibilities from the federal government to provinces during 1992 as a result of decentralization of social services has increased the need for both more analytical work and dialogue as well as Bank support in strengthening the institutional capacity of the provincial governments. 2.55 The social sectors are becoming a key area for the Bank's assistance since the Government agrees that investment in human resources is crucial for the future development of the country and poverty alleviation. In health, the Bank has already approved a loan in support of a Maternal and Child Health and Nutrition Project (Loan 3643-AR for US$100 million, July 1993) and has begun assisting the Government in preparation of a project to address specific provincial health issues as well as health sector finances. 2.56 In education, the Bank's long term strategy emphasizes equitable access to primary education of good quality; establishing and strengthening the decentralized system of secondary education and improving its quality and efficiency as described above; and 10. These loans included Provincial Development Project (US$200 million, November 1990) Public Sector Reform Loan (PSRL, USS325 million, July 1991), the accompanying Public Sector Reform Technical Assistance Loan (US$23 million, May 1991), Tax Administmation Technical Assistance I (US$6 million, January 1989) and HI (US$20 million, March 1992) in support of the federaI public sector reforms; Public Enterprise Reform Loans (PERAL I, USS300 million, February 1991, and PERAL II, US$300 million, January 1993) in support of the privatization in telecommunications, railways, hydrocarbons, and milituy-related industries; and Debt and Debt service Reduction Loan (DDSR, US$450 million, February 1993) and Financial Sector Adjustment Loan (PSAL, US$400 million, February 1993) in support of the Government's effort to renew debt service payments, to reduce the role of the state in the financial sector and to strengthen the banking sector and supervisory framcwrk.  -22- enhancing the relevance and efficiency of higher education. With some 95 % of the school age population enrolled, Argentina does not face a large problem of lack of access to primary education. The challenge in primary education is to improve equity and quality. The IDB is assisting the government in this area (para. 2.60). 2.57 Sector work (Bank Country Study, Argentina: Reallocating Resources for Improvement of Education, Washington, 1991) and the ongoing Social Sector Management Technical Assistance Loan (SSMTAL, Loan 2984-AR for US$28 million) have laid the groundwork for Bank interventions in the education sector. As preparatory steps for the proposed project, the Bank, through SSMTAL, initiated the primary activities required to strengthen selected management and institutional capacities of the Federal Ministry of Culture and Education (NMCE) and to improve educational quality. Among the most important products from these activities were the inventory of physical facilities, studies of educational finance under the federal system, analyses regarding organizational restructuring of the NMCE, and the development and pilot testing of a system for evaluating educational achievement on the basis of standardized tests. These activities, complemented by further support from the Provincial Development Project, and a Grant (from the Japanese PHRD Fund), supported project preparation. 2.58 The proposed project, effectively the first in the Argentine education sector" to be financed by the Bank, comprises an integral part of the Bank assistance strategy of supporting the initiation ard consolidation of education reforms, promoting institutional capacity of federal and provincial governments, and improving the coverage, quality and efficiency of educational services at the secondary level. The project would: establish evaluation and information systems as the basis for accountability and decision-making within the federal education system, strengthen provincial capacities in quality- enhancing areas, including teacher training, curriculum and educational material design and development, and would provide technical assistance to the provinces in budgeting and educational management. By financing the construction, maintenance, and rehabilitation of administrative buildings and schools, the project would improve the efficiency of national, and provincial governments, and schools. The proposed project would also alleviate poverty in certain provinces by improving access of the poor to secondary education. At present, seven provinces are now eligible to participate in this project. A similar project (Decentralized Secondary Education II) currently under preparation will support the decentralization efforts of another group of provinces. 2.59 The Bank is also supporting the Government's efforts in the area of Higher Education. The Bank strategy in higher education would involve facilitating the implementation of the Govemment's policy to reform and strengthen the national public universities, especially in areas of education finance, allowing the universities to diversify their revenues and charge tuition; introducing efficient management practices; and adopting 11. The Vocational Training and Technical Education Project (1980) was never implemented.  -23- changes in admissions policies and the curriculum to reduce unit costs. In addition, the Bank will support efforts to promote private sector participation in the provision of higher education. Role of Other Donors and Other Agencies 2.60 Other multilateral international agencies and donors are supporting or planning to support the education sector in Argentina. The IDB is preparing a project to improve the coverage, quality and efficiency of pre-school and primary education. This project will support: (i) strengthening the decentralization process by enabling and empowering the school as an educational management unit; (ii) improving the efficiency of financial allocations mechanisms to target financial resources to the schools; (iii) strengthening teacher pre-service training and rationalizing teacher's career normative framework; (iv) providing technical assistance to update curriculum in order to adapt curriculum planning and implementation to the guidelines of the new FEL; (v) rehabilitating schools and providing educational equipment. UNESCO and the NMCE, on the other hand, have agreed to develop educational materials in the framework of the Escuela Nueva model as well as training programs on financial management to support the decentralization process. Meanwhile, the Organization of American States (OAS) is providing assistance to the NMCE and provinces in the areas of educational management, budgeting and financing, and execution of an infrastructure survey in primary, technical and higher education. Misiones province is receiving financial support from IDB through the Provincial Development Project, to provide training in educational management, financial planning and budgeting. Lastly, France and Spain are supporting Cordoba province with technical assistance in the areas of educational technology. The planned contribution/loans from donors and bilateral agencies are summarized below. Table 2.1: Funding Provided by Donors and Other Agencies (In Thousands of US$) PROGRAMS/AREAS IDB UNESCO OAS FRANCE SPAIN Basic Education (pre-school and 250,000 111.3 primary) Technical Education 124.7 Higher Education 27.3 Tmining in Educational Management and Financial Planning 323.4 61.0 50.0 Budgeting and Financing 323.4 Educational Technologies Teaching Materials 72.5 T.A' T.A2 1 & 2 TA: Technical Assistance only. Lessons Learned  -24- 2.61 World Bank lending to Argentina's social sectors began with its only education project to date, the Vocational Training and Technical Education Project (1980). This project of US$58 million aimed at improving CONET's (Consejo Nacional de Educaci6n Tecnica) institutional capacity and expanding the quality of Argentina's vocational training system to support the Government's economic policies and facilitate expected growth of production in sectors requiring technically trained workers. This project was canceled seven years after approval, disbursing less than 2% of project funds because of complicating factors, including changes in project administration, project complexity, deteriorating economic conditions, and political turmoil. Also, since this was the initial project in the sector,counterparts were not familiar with Bank procedures and misunderstandings about procurement, in particular, greatly contributed to the failure to move the project forward. 2.62 The lessons presented below draw on this project experience as well as: the Bank's more recent lending experiences in Argentina's social sectors, particularly through the Social Sector Management Technical Assistance Loan -SSMTAL- (1989) and the Maternal and Child Health and Nutrition Project (1993); the Bank's lending experience to subnational governments in Argentina, particularly through the Provincial Development Project (1990), the Municipal Development Project (1988); worldwide Bank lending for secondary education; Bank studies on decentralized educational systems in Latin America"2. The SSMTAL provided analytical ground work for decentralization of secondary education and institutional strengthening in the area of management information systems, nevertheless, since this project solely focused on the NMCE the provinces did not receive technical assistance. 2.63 The factors that affected these projects are: (a) Project design--to the extent possible, be simple and flexible despite the inevitable complexities inherent in education sector projects. Project scope should concentrate on a few well-defined objectives and tasks. Furthermore, it is crucial that borrower commitment be strong to fulfil these objectives and that it is clearly demonstrated in policy reorientation, institutional improvement and budget allocations; (b) Institutional weaknesses--both at the federal and decentralized (provincial) level expressed in the form of ill trained personnel, low salaries among civil servants, and poor preparation in policy formulation and implementation. (c) Project implementation-- the location and structure of project coordination unit must balance the advantages and disadvantages of using existing structures or new project coordination units to manage projects. Experience indicates that, if 12. The Design and Administration of Interyovernmental Transfers, Report No. 29, Regional Studies Program, Latin America and the Caribbean Technical Department, The World Bank, 1993, and Educational Decentralization in Latin America: Lessons Learned. A View Frm LATHR No. 27, Human Resources Division, Technical Department, Latin America and the Caribbean Region, The World Bank, 1993.  -25- the legal and administrative normative framework permit sufficient management autonomy and flexibility, strengthening existing agencies is the preferred option. (d) Implementation delays--caused by unfamiliarity with Bank procedures (this is common in the social sectors, where investment projects are relatively new) especially in the areas of procurement and disbursements have been common. Especially important is the need to standardized bidding documents and establish procedures that are tailored to the needs of each project prior to initiation to avoid implementation delays; (e) Interventions specific to secondary education--a number of areas have been demonstrated to have particular impact: (i) improving general education, especially in basic studies such as math, science, and language, given that it increases worker flexibility; (ii) promoting better access to secondary education especially among the poor and rural population to improve their chances for future training and their ability to earn higher incomes; (iii) supporting teacher training, especially in basic studies and the appropriate use of educational materials; (iv) discouraging of financing processes aimed at defining curriculum reform, given that they may prove to be lengthy and directed by political rather than technical aims; (v) providing technical assistance to help governments fine tune curriculum reform proposals and develop institutional capacity. (f) Unclear definitions of functions between central and provincial levels--projects aimed to improve quality and efficiency of education in a decentralized framework require clear definition between central and provincial levels specially with regard to whom is to execute and finance the different activities of the project. (g) Weakening the decentralization process--in educational systems that are already decentralized or in the process of decentralization investments should give support to decentralized agencies to execute the project activities with autonomy to take technical decisions and capacity for procuring and hiring services and technical assistance. Experience show that projects managed by the central level may weakening the decentralization process when the executing agencies are not given enough decision capacity. 2.64 These lessons have been incorporated into the proposed project, as follows: (a) Project Design--the project to be implemented by each province includes three main components and well defined subcomponents for institutional strengthening, quality improvements and infrastructure improvements. The national and provincial governments have been fully involved in defining the  -26- scope and content of the project and ensuring that the objectives and the corresponding tasks are well defined and not overly complex. Borrower commitment to the project has evolved through preparation of detailed project documents by project preparation units in each of the participating ministries of education based on priorities established by national and provincial governments. To ensure continuity, the same project preparation units will be responsible for project coordination and implementation. A strong sense of "ownership" among both the National and Provincial Governments has also been manifested by policy orientation and budget allocations; (b) Institutional weaknesses--the project has incorporated financing of recurrent expenditures, including salaries for PCU staff, into the project, as well as extensive training for project and ministerial staff in management and implementation issues; (c) Project implementation and the location and structure of the PCU--The subproject PCUs will be located in the respective ministries of education while the executing agencies (e.g. for construction) will be located or would report to existing ministerial departments. To strengthen PCUs and ministerial departments involved in project coordination or implementation, the project will finance technical assistance and short-term training needed to establish management units and a system for monitoring and supervising project activities. Meanwhile, the PCUs will be staffed by highly qualified and experienced personnel within each ministry to avoid delays; (d) Implementation delays--capacity building in Bank procedures (disbursement and procurement) has been carried out through training of local staff an continuous interaction both in the country and at Bank headquarters during project preparation. Also, procurement document models for LCB, ICB and a letter of invitation for consultants have been agreed upon with the Government. During implementation coordination with other social sector projects will be strengthened. Moreover, a project launching seminar will be organized with the participation of all provinces; and (e) Interventions specific to secondary education--the project will stress: (i) improvements in general education stressing mastery of basic skills which will help increase worker flexibility; (ii) extension of secondary education coverage, especially among the poor and rural populations; (iii) strengthening of teacher training, especially in basic skills as well as in the appropriate use of related educational materials; (iv) support for curriculum development, only in cases where the tasks entail technical activities; and (v) assistance to the national and provincial ministries of education for fine tuning their curriculum proposals, as a means to helping them develop institutional capacity.  -27- (f) Distribution of financial and provision responsibilities. The project design is based on a detailed distribution of responsibilities between the NMCE and PMEs related to financing and provision of each input required to carry out the project activities (see Annex B Thble B.2). (g) Implementation arrangements. Additional to the above mentioned distribution of functions in the execution of project activities, each phase and task of project implementation was agreed upon between the Bank, the NMCE and the PMEs with the purpose of giving the provinces greater responsibility in all the implementation activities (see Annex P, lTble P. 1).  -28- m. THE PROJECT A. Project Objectives 3.1 The objective of the project is to increase student learning in the seven selected provinces' by financing improvements in the quality and efficiency of secondary education, increase/improve physical capacity to serve better the secondary-school-aged population and strengthen institutional capacity under a decentralized framework. The project would strengthen the capacity of the NMCE to provide policy guidance and supervision, as defined by the FEL. Additionally, the project would strengthen institutional capacity by: (i) modernizing sector management; (ii) improving administrative efficiency; and (iii) improving productivity. Several subcomponents, such as the School Innovation Programs and school rehabilitation will be implemented with community participation. B. Project Components2 3.2 The provincial subprojects (82% of total project cost) and national subproject (18% of total project cost) will have the components shown below: Table 3.1: Project Components Infrastructure Educational Quality Institutional Subprojects Improvernent Strengthening Impwrernent Rationalization Provincial x x x National x x 1. The seven provinces to be included in this project were selected jointly by the Bank and NMCE based on the following criteria: (i) signed Transfer Agreement for secondary schools; (ii) sound fiscal standing of each province, asessed according to criteria established by the Ministry of Interior; (iii) commitment of the provinces to participate in the National Management Information System (NMIS) and National Student Asessment System (NSAS); (iv) a utisfactory diagnosis of the provincial education sector and project proposal; (v) willingness to carry out reforms to improve productivity and efficiency in the sector; and (vi) need to improve coverage and quality as reflected by educational indicators. The remaining 16 provinces would be eligible for participation in future projects, which would complement the proposed project in objectives and design. 2. The Argentine Government requested that the order of the components be changed so that Institutional Strengthening precedes Educational Quality Improvement and Infrastructure. However, the Project Team indicated that the order of presentation is not indicative of the importance of priorities allotted to each component.  -29- C. Project Description3 PROVINCIAL LEVEL Educational Quality Improvement (US$ 84.1 million, including contingencies, or 31% of total project cost). 3.3 A major objective of the project is to increase the quality of public secondary education as reflected by student's cognitive learning and indicators such as repetition, drop- out and completion rates. This goal would be achieved by the provision of an array of inputs through a variety of activities. These activities can be grouped under six main subcomponents --not all of which are included in every subproject. Despite having subcomponents with the same name in different subprojects, these vary in design, orientation, and contents from province to province on the basis of local conditions and requirements. The subcomponents by province are shown in Table 3.2 below. Table 3.2: Educational Quality Improvement Activities by Subproject Provision of Didactic Matcrial Development Province/ of Subproject Curriculum Texibooksl Ubraries/ lnformatioa School Development Staff Trining Guides Laboratories Workstations Based Granta Other Cordoba x x x x La Pmpa x x x x x Mendoza x x x x x X4 XI Misioner x x x x x' Neuqudn x x x x Rio Negro x x x x x Santa Fe x x x 3. The sum of the components in percent will not add up to 100% since they do not include the National and Provincial Project Coordination Units. 4. Compensatory Program for Adults - training and textbooks. S. Improvement of Student Achievement Program - textbooks and special services. 6. Streogthening of an Open and Distance Education Program - didactic matezials and teacher trining.  -30- 23.4 There are four main subcomponents contained in every subproject which would comprise the bulk of what would support the project: (i) textbooks; (ii) didactic materials; (iii) staff training: and (iv) informatics, curriculum development, and school based grants. 3.5 Textbooks. Textbooks in the basic core subjects will be provided for students either individually, and/or through school libraries. The selection of textbooks will be done through a two-step process: first, the provincial ministries will select a short list based on quality and economic evaluation criteria from those available in the market; and second, the schools will participate in the final selection of textbooks based on the preselected short-list. In some provinces the production of new textbooks and/or complementary reading books will be contracted on a competitive basis. Specifically, the project will finance over 3.5 million textbooks. 3.6 Didactic Materials. Educational materials such as textbooks, school libraries, science laboratories, and other supplementary materials are key inputs in the educational process. Research worldwide has shown that provision of the above inputs is among the most effective methods of increasing student learning. Given that availability of educational materials varies widely among provinces and among schools in a given province, subproject proposals reflect considerable heterogeneity. The project would finance: nearly 420 basic science laboratories; approximately 125 modules in basic areas such as biology, physics, multimedia, information and others; over 2,000 school libraries; over 5,000 teacher guides; over 1,000 sets of supplementary learning materials such as maps, charts and dictionaries; and lastly, over 130 sets of televisions, videorecorders and cassettes. During the annual implementation review (para. 5.20) the above figure would be reviewed and updated. 3.7 Staff Training. Together with education materials, teachers are a key factor within the education process: their ability to facilitate or transmit knowledge and devise strategies for reaching heterogeneous audiences is essential. The project would support training aimed at: updating teacher's skills in basic subject disciplines; adequate use of education materials and new technologies such as computers; and preparing teachers for the curriculum changes already underway. The project would also support training of directors and supervisors in the areas of school management and pedagogical monitoring and supervision. Specifically, the project would finance: training for approximately 40,000 teachers in the contents of subject disciplines, pedagogical strategies that make adequate use of education materials and technologies and classroom management; training of around 1,000 directors and supervisors in school management, pedagogical support, monitoring and supervision techniques; training of 100 coordinators in support and dissemination practices; teaching and training materials; teachers compensation for extra service hours; and fares and per diems associated with the above activities. In some cases, staff training would be implemented through sub-contracts with universities and post-secondary professional institutes, while in others, ministerial staff would be responsible with external technical assistance.  -31- Informatics. Secondary Education Curriculum Development, and School Based Grants. Computers have become an important means for teaching different subjects --from the sciences and language to extracurricular activities. Several provinces plan to establish information workstations to instruct teachers and students on the use of computer technologies and promote their participation in the design of relevant regional teaching materials. Specifically, the project will finance approximately 3,000 computers, 400 printers, plus educational software and other communication equipment. As discussed in para. 2.3, the provinces are undergoing a process of curriculum reform and/or adaptation to the new FEL law guidelines. To assist the provinces in this process, the project would support: studies to evaluate the impact of prior, and more limited, curricula reforms already undertaken by some provinces; studies that take stock ("estudios de situaci6n') of the curricula presently taught in schools, especially among technical schools where there is very large variance. This later type of study is necessary for revising and reorienting curriculum to the new multi-modal cycle. The project would also support technical assistance for curriculum planning and development, especially from specialists in different subject areas. Production of curriculum guides, teachers guides and/or teaching materials, training of teachers and educational staff in development of curricula and educational materials would also be supported. Specifically, the project would finance: over 300 staff/months of local technical assistance; approximately 20 staff/months of foreign technical assistance; training for approximately 2,000 teachers, principals, and supervisors in curriculum development; provision of training manuals and guides; and study tours and seminars. In addition, the project would support special school based proiects designed as a mechanism to encourage school initiatives through competition for extra financial resources. Through this grant program the project would respond to local teaching conditions and support the improvement of learning conditions within the school. Each school project would have a duration of one year. The grants would be targeted to schools operating in disadvantaged areas and will be allocated on a competitive basis. The grants would be used for funding non-personnel, non- recurrent expenditure activities such as: (a) developing teaching and learning materials for schools; (b) implementing cultural activities organized by groups of parents and teachers; and (c) organizing school theater and/or school radio broadcasting operated by students and teachers. The project will finance approximately 900 grants of around US$9,000 each; training of teachers, directors, and supervisors in identification of school quality needs and formulation of grant proposals; and production of dissemination and training materials. Institutional Strengthening (US$ 48.4 million including contingencies, or 18% of total project cost). 3.8 To overcome management deficiencies and complexities at the provincial level and in keeping line vith the recommendations of the Bank's Portfolio Management Task Force7, the project would support an institutional strengtnening component through a number of different inputs and activities. Thexe are five general subcomponents, all of which are not 7. One of the principal recommendations of this report to improve Bank's portfolio performance management is to 'oncentra selectively on critica& perfonnance variables' and 'avoid project complexity that may prevent Borrowers from effectively implementing the projects.' Effective Imwlementation: Kea to Develdoment IMct. Report of the World Bank's Portfolio Management Task Force. The World Bank, Washington, D.C., 1992.  -32- included in every province, and whose contents vary from province to province depending on diagnosed weaknesses and needs (Annex E). These subcomponents are: (i) development of administrative organizations with efficient norms and procedures; (ii) development of educational and financial planning capacity; (iii) development and implementation of a human resource policy; (iv) development of a management information system; (v) development of a student assessment system; and (vi) carry-out studies of the education sector internal efficiency at the provincial level. Table 3.3: Institutional Strengthening Subcomponents by Subproject Development of Administative Development of OrganizAtions Educational and Development and Development of Development with Efficient Ftancial Implementation of a a Management of a Student Notna and Planning Human Reaource Information Aueuament Province Procedures Capacity Policy System Sysem Other Cordoba x x x x x LA Pampa x x x Mendoza x x x x x Misiones x x x x x' Neuquen x x x x' Rio Negro x x x x" SantaFi x x x 3.9 Development of More Efficient Administrative Organization with Simpler Norms and Procedures. To ensure that provinces have the necessary organizational set-up to carry out responsibilities defined by the FEL (e.g. day to day administration of pre-university education, planning and budgeting, and program supervision) the project would support improvement of management capacity through: decentralization of administrative organizations; equipping organizations with modern office technology; and establishing more efficient procedures and norms. Restructuring would consist of: ensuring a clearer definition of responsibilities among existing administrative organizations; creating new organizations to meet enlarged areas of responsibility (such as budgeting, planning and assessment), and elimination of organizations serving unnecessary functions. Furthermore, the project would 8. Program to Maintain the Sector's Infrastructure. 9. Decentralization and Strengthening of School Management. 10. Decentralization of the Education Sector (creation of zonal/local education councils).  -33- support reform of current sectoral norms and administrative procedures to foster more expedient decision-making and administrative processing. The project would finance: approximately US$3.2m of technical assistance which will be contracted through a competitive bidding process following Bank guidelines for consultant services; training for around 8,000 administrative staff, directors and pedagogical supervisors; personal computers (approximately 300) and other communications equipment; development of operational and training manuals; and fares and per diems. 3.10 Development of Educational and Financial Programming Budgeting Capaity. Provincial administrative organizations need to develop capacity to be able to anticipate and monitor changing demands on their system and to orient their educational systems towards desirable goals. Such capacity would make it possible to utilize management information (see following paragraph). To improve management effectiveness, the project would establish well-trained organizations capable of addressing issues such as enrollment growth, growth in demand for teachers, or new demands for educational inputs, such as learning materials or teacher training. Administrative organizations also need strong implementation capacity in program areas like improved staff utilization, improved allocation of material resources, and reduced disparities among students. The project will specifically support strengthening of budget and financial management and planning in functions such as: control of resource use by specific departments or line items; management of work being carried out by each organizational unit; monitoring performance of administrative and educational indicators; and analyzing the allocation of resources towards specific areas. This subcomponent would also finance training for senior staff in the personnel departments in records management, personnel management (i.e., recruitment, promotion, performance incentives, and staff evaluation), education administration, applied informatics, and information-based decision-making. Specifically, the project would finance: technical assistance at a cost of around US$500,000 which will be contracted through a competitive bidding process following Bank guidelines for consultant services; training for over 3,200 senior staff, directors and pedagogical supervisors; training and dissemination of materials; and transportation and per diem. 3.11 Development of Managemient Information Systems (MIS) and Student Assessment Systnms (SAS). The project would support the development of modern MIS and SAS systems which are user friendly and which emphasize the timeliness and the usefulness of information produced. The new MIS and SAS systems would be developed within each province and extend to Regional Centers or schools, while also being linked to national networks. The MIS would integrate modules for educational statistics, financial information, physical inventory, human resources management, and educational research. To design a MIS, the project would contract a specialized consulting firm using standard bank procedures. Specifically, the project would finance: technical assistance at a cost of approximately $1.3m; training for over 500 operators, policy analysts, planners and managers; around 70 staff/months of training for nearly 1,000 school directors and supervisors; over 1,100 personai computers, printers, fax machines, networks and other communications equipment; training and operational materials; fares and per diems for the above training activities; and  -34- maintenance, operation costs and recurrent salaries. Development of the SAS system would provide data on student achievement in basic subject disciplines such as mathematics, language, and science, which would permit federal and provincial authorities to monitor progress towards academic goals. It would also permit these authorities to identify provinces or schools that need special assistance. To design and implement the provincial SAS organizations; the project would finance: local and foreign technical assistance at a cost of approximately US$1.Om which would be contracted following Bank guidelines for consultant services; training for approximately 200 operators, analysts, and managers; over 40 personal computers, 20 printers, 15 fax machines, networks, and other communications equipment; incremental recurrent expenses, which would include maintenance and operational expenses and salaries; training, training materials and manuals; and fares and per diems. 3.12 Provincial Sector Productivity Studies. The project would finance, during the first year of project execution, in-depth studies to identify inefficiencies in the use of human and physical resources in each project province. The studies would: review the quality and timeliness of existing personnel data bases (and their correspondence with payroll data bases); assess procedures and practices in the personnel department of the PMEs; carry-out a sample survey of staffing requirements and salary schedules by function; and analyses provincial educational policies and practices with regard to personnel compensation, incentives and attendance. Special attention would be paid to the problems of teacher absenteeism and low student/teacher ratios. Activities to be financed under this subcomponent include studies, surveys and technical assistance. The project would finance: local and foreign technical assistance at a cost of approximately US$ 1.2 million which will be contracted with specialized consulting firms following Banks consultant guidelines. Prior to negotiations, the Government presented a final version of the terms of reference for the studies. Action Plans to address sector Inefficiencies, satisfactory to the Bank In light of the standards set by the project's impact indicators (Table R.1), would be condition for disbursement of civil work components. Implementation of these Action Plans would be a responsibility of each Provincial Government. The existence of Action Plans is the condition for initiating disbursement of civil works regardless of whether Sector Productivity Studies and the corresponding Action Plan has been carried out with Bank financing. During negotiations the Bank and the Government agreed on the schedules for carrying out the Sector Productivity Studies. During negotiations, the Bank was Informed by the Argentinean authorities of the status of measures currently in-place to improve efficiency. Infrastructure Improvement (US$ 73.7 million including contingencies, or 27% of total project cost). 3.13 Under this component the project would support improvements in educational quality by constructing and rehabilitating secondary schools in resp)nse to needs caused by the transfer. Furthermore, this component would support strengthening institutional capacity in a decentralized framework by constructing and rehabilitating regional or local administration  -35- facilities. As shown below, provincial infrastructure components vary considerably among them. Prior to negotiations, the Bank received final versions of architectural designs, construction specifications and list of sites for aU new civil works. Table 3.4: Infrastructure Improvement Subcomponents by Subproject School Rehabilitationl Conatfcion/ Expansion/ Rehabilitation Regional Province Construction Compiction Center Other Cordoba x LA Pampa x x x Mendoza x x Misioncs x x xU x" Neuquen x x" Rio Negro x x xs Santa x x 3.14 Construction. Expansion. and Rehabilitation of Schools. This subcomponent would support provincial efforts to improve the quality of secondary education. The project would support the construction of approximately 20 new schools. Additionally, the project would finance the rehabilitation of about 130 deprived urban and rural secondary schools, many of which were recently transferred from the national government. School rehabilitation projects would be selected on the basis of their cost-effectiveness and provincial commitment to their sustained maintenance. Furthermore, some 40 schools would undergo expansion and approximately 5 schools would be completed. The technical, financial disbursement, managerial, and logistical learning experience achieved in school remodeling in many provinces through the Bank's Provincial I project would be transferred to this project. 3.15 Construction/Rehabilitation of Regional Centers and Administrative Facilities. To strengthen institutions capacity to adopt new responsibilities defined by the FEL, the project would rehabilitate and provide equipment for facilities. The project would finance construction of central administrative facilities in two provinces and rehabilitation in three 11. Gas installations in schiools. 12. Rehabilitation of the Ministry of Education. 13. Provision of classroom equipment to schools. 14. Construction of consolidated administrative headquarters. 15. Construction of consolidated administrative headquarters.  -36- others. In several provinces administrative decentralization will transfer responsibilities from central provincial ministries toward regional or local ministerial offices. To this effect, the project would support construction and equipment of Regional Centers (RCs) belonging to and staffed by PMEs. RCs would be equipped to serve functions such as personnel management, resource allocation, data gathering for the MIS, and supervision of schools. In some instances, such as Cordoba, RCs would house information workshops for teacher training. Specifically, the project would finance: construction and equipment of approximately 7 regional centers in 4 participating provinces, ranging considerably in size and magnitude of operation; and rehabilitation of 2 regional centers. NATIONAL LEVEL Institutional Strengthening Component and Infrastructure Rationalization (US$ 39.2 million including contingencies, or 1S% of total project cost). 3.16 Under this component the project would assist the NMCE to: (i) develop a national management information system and national student assessment system; (ii) strengthen management, financial, and administrative capacity; (iii) upgrade the skills of administrative professionals at the national and provincial level; and (iv) carry out studies of the educational sector internal efficiency at the national and provincial level. 3.17 Development of a National Management Information System (NMIS) and National Student Assessment System (NSAS). A NMIS would be established to provide information on: (i) educational statistics; (ii) educational infrastructure; (iii) socio-demographic trends; (iv) number and profiles of NMCE human resources by level and location; (v) budgeting and accounting; (vi) educational facilities; and (vi) educational documentation and research. The project would finance the design and operation of the NMIS, articulation between the National and Provincial management information systems, development and purchasing of appropriate software and hardware, an administrative support system, training of NMIS personnel, information and dissemination processes, and the required local and external technical assistance. An important activity would be the execution of an "education census" providing information on teachers, students and schools to overcome existing information gaps and shortcomings emanating from the crisis during the 1980s. The census would provide well-designed and consistent information on all jurisdictions of the federal system, with special emphasis on data involving teachers. 3.18 A NSAS would be established to: (i) provide information and monitor student academic achievement nationwide; (ii) define policies and strategies to improve educational quality; (iii) process, create, and disseminate information on student achievement; (iv) assist the project provinces in establishing their own provincial academic assessment; and (v) compile academic achievement information provided by the provinces. The project would support the design and organization of the system, the design of tests to meet high technical  -37- standards, pilot measurements, and full-scale application of tests during the execution of the project. 3.19 Specifically, the project would finance for the NMIS and NSAS: approximately US$ 2.Om of local technical assistance; an estimated US$80,000 of foreign technical assistance; training courses for approximately 11,500 managers, planners, operators and surveyors; approximately 40 fellowships and study tours abroad to visit institutions with experience in assessment; over 200 microcomputers along with printers and other communications equipment; publications and dissemination activities; and operating expenses. 3.20 Strengthening of Management. Financial, and Administrative Capacity. The project would support strengthening institutional capacity of the NMCE by improving: (i) administrative and financial accounting systems; (ii) procurement and distribution procedures for goods; (iii) management and maintenance of NMCE properties; and (iv) management of personnel and educational systems. Specifically, the project would finance: the required hardware and peripheral equipment (approximately 30 PCs, fax machines, and other communications equipment); approximately US$350,000 of local technical assistance; training for approximately 4,000 staff; publications and dissemination activities; and transportation and per diem. 3.21 ypgrading the Skills of Administrative Professionals at the National and Provincial Level. The project would strengthen the managerial and technical capacity of NMCE and the project provinces by enabling approximately 200 high-level professionals to obtain postgraduate training in: (i) education policy and management; (ii) economics of education and financing; (iii) educational assessment; and (iv) curriculum improvement and innovation. Specifically the project would finance a fund to provide loans to selected candidates to pursue postgraduate studies through a program that would strengthen the education departments of selected regional universities and provide short-term study tours abroad; select and contract a qualified local university to develop masters and doctoral programs in liaison with a foreign university; and provide funding for organizing, evaluating, staffing, and operating the programs' administration. Specifically, the project would finance: approximately US$500,000 in local technical assistance; over 180 study tours; training for over 640 students; financing for 5 in-country post-graduate programs; publications and dissemination activities; and operating costs. Prior to negotiations, the final version of the plan to update the skills of education sector professionals was presented to the Bank. 3.22 Education Sector Productivi.1t Studies at National Level, and for Second Group of Provinces. The project would finance, during the first year of project execution, in-depth studies to identify inefficiencies in the use of human and physical resources at the national level and each of the project provinces to be selected for a future project. The study would: review the quality and timeliness of existing personnel data bases (and their correspondence with paycoll data bases); assess procedures and practices in the personnel department of the NMCE and PMEs; carry-out a sample survey of staffing requirements and salary schedules by function; and analyze provincial educational policies and practices with regard to  -38- personnel compensation, incentives and attendance. Special attention would be paid to the problems of teacher absenteeism and low student/teacher ratios. Activities to be financed under this subcomponent include studies and surveys, and technical assistance. The project would finance: local and foreign technical assistance which will be contracted with specialized consulting firms following Bank's standard procedures; this amount includes US$2.6 million for the national subproject and the second group of provinces. The remaining amount of US$1.2 million is included under the provincial subprojects. Prior to negotiations, the Govermnent presented a final version of the terms of reference of the studies. Action Plans to address sector inefficiencies, satisfactory to the Bank in light of the standards set by the project's impact indicators (Table R.1), would be condition for disbursement of civil work component. Implementation of these Action Plans would be a responsibility of the respective Federal or Provincial Government. The existence of an Action Plan is the condition for initiating disbursement of civil works regardless of whether a Sector Productivity Study and the corresponding Action Plan has been carried out with Bank financing. During negotiations, the Bank and the Government agreed on the schedules for carrying-out the Sector Productivity Studies. During negotiation, the Bank was informed by the Argentinean authorities of measures currently in-place to improve efficiency. 3.23 Rationalization of the Use of Physical Facilities and Development of the National Center for Research and Documentation (NCRD'. The project would support the rationalization of physical space by providing technical assistance to carry out an inventory of NMCE facilities and elaborate a rehabilitation and maintenance plan. Specifically, the project would finance approximately 120 staff/months of local consultants. The project would also support the partial rehabilitation of NMCE headquarters by financing: remodeling, and provision of furniture and office equipment for the "Paraguay Annex" of NMCE and the National Center for Research and Documentation and Teacher's Library. Specifically, the project would finance: approximately US$190,000 of local technical assistance; required hardware and peripheral equipment (approximately 50 PC's, and printers; communications equipment such as videocassettes, televisions, and film projectors; and furniture and other office equipment.  -39- IV. PROJECT COST AND FINANCING PLAN A. Cost of the Project 4.1 The total cost of the project is estimated at US$268.7 million based on local currency prices of December 1993 converted to US dollars. The total foreign exchange cost is estimated at US$34.5 million, or about 13% of the total cost. Table 4.1 summarizes the estimated project costs by component and main intervention categories. Detailed project costs for the national level subproject and the provincial subprojects are shown in Annex N, Tables N.1.1-10. Contingency Aliowance 4.2 Physical contingencies amount to 5% of base costs for civil works and maintenance, and 3% of base costs for goods, and equipment. No physical contingencies are considered for consultant services and training. Price contingencies for foreign costs are based on Bank calculations of international inflation. Local cost price contingencies are based on projected local inflation of 6% yearly for the 1994-99 period. Duties and Taxes 4.3 Locally procured and imported goods necessary for the project are subject to 18% value-added tax. Imported goods will be exempt from customs tax. Taxes associated with the project amount to about USS14.8 million. B. Financing Plan 4.4 The proposed project would be financed by a Bank loan of US$190 million or 71% of total project cost. The loan would cover 100% of foreign exchange expenditures and about 70% of estimated local costs (excluding taxes). Given the social nature of the project, the bulk of project costs are composed of local expenditures, mainly comprising technical assistance for development of a management information system and a student assessment system, teacher training, and rehabilitation of school facilities. The Government of Argentina would finance the remaining US$78.7 million (including duties and taxes) broken down as follows: US$10.2 million from the Federal Government and US$68.5 from the Provincial Governments. The proposed project cost sharing is in line with current guidelines given the social nature of the project and its future impact on children in urban and rural marginal areas which will benefit from increased social and economic opportunities. Table 4.2 shows the project financing plan, with a breakdown by project categories.  -40- Table 4.1: Summary Cost Table % of % of LOCAL FOREIGN TOTAL Base Forcien NACION Suboroiect Institutional Strengthening 22.6 4.8 27.5 12 1S Infrastructure 2.5 0.2 2.6 1 7 Project Coordination Unit 12.8 0.2 13.0 6 1 Subtotal 37.9 5.2 43.1 19 12 CORDOBA Suboro*ect Institutional Strengthening 4.4 0.6 5.0 2 11 Quality Improvement 5.0 4.5 9.5 4 47 Infrastructure 4.7 0.3 5.0 2 6 Project Coordination Unit 1.9 0.1 1.9 1 3 Subtotal 16.0 5.4 21.4 10 25 LA PAMPA Subpro*ect Institutional Strengthening 3.7 1.1 4.8 2 23 Quality Improvement 5.0 0.7 5.7 3 12 Infrastructure 4.7 0.3 5.1 2 7 Project Coordination Unit 0.9 0.0 0.9 0 2 Subtotal 14.3 2.2 16.4 7 13 MENDOZA Subproiect Institutional Strengthening 3.9 0.9 4.7 2 1S Quality Improvement 21.5 6.3 27.7 12 23 Infrastructure 11.0 0.7 11.7 5 6 Project Coordination Unit 1.6 0.0 1.6 1 3 Subtotal 37.9 7.9 45.8 21 17 MISIONES Suboroiect Institutional Strengthening 6.2 0.8 7.0 3 12 Quality Improvement 5.0 1.0 6.0 3 16 Infrastructure 4.4 0.3 4.7 2 7 Project Coordination Unit 1.1 0.0 1.1 0 2 Subtotal 16.7 2.1 18.8 8 11 NEUOUEN Suboroject Institutional Strengthening 3.4 0.7 4.1 2 16 Quality Improvement 12.0 1.9 13.8 6 14 Infrastructure 9.4 0.7 10.1 5 7 Project Coordination Unit 1.1 0.0 1.1 0 0 Subtotal 25.9 3.2 29.1 13 11 RIO NEGRO Suboroict Institutional Strengthening 7.5 1.3 8.7 4 15 Quality Improvement 3.3 0.6 3.9 2 16 Infrsstructure 11.7 0.7 12.4 6 6 Project Coordination Unit 1.8 0.0 1.8 1 0 Subtotal 24.2 2.6 26.9 12 10 SANTA FE SubDroiect Institutional Strengthening 4.3 1.6 5.9 3 28 Quality Improvement 3.8 0.3 4.1 2 a Infrastructure 9.5 0.8 10.2 5 7 Project Coordination Unit 1.2 0.0 1.2 1 2 Subtotal 18.7 2.7 21.5 10 13 Total Baseline Cost 191.5 31.4 222.9 100 14 Physical Contingencies 3.5 0.8 4.4 2 Price Contingencies 39.2 2.2 41.4 19 Total Cost 234.3 34.5 268.7  -41- Table 4.2: FINANCING PLANU % Financing Nacion & IBRD Nacion & EBRD TOTAL2/ Provinces Loan Provinces Loan Civil Works 49.5 19.6 29.8 40 60 Land 2.5 2.5 0.0 100 0 Informatics and Communication Equipment 17.6 3.5 14.1 20 80 Vehicis, Fumiture, Training Materials, 37.6 7.4 30.3 20 80 Teaching Materials & Equipment Consultant Services 3/ 69.4 6.6 62.8 10 90 NPCU and PPCUr Peonnel 3.9 1.5 2.3 40 60 Scholarships 4.5 0.0 4.5 0 100 Grants 8.2 0.0 8.2 0 100 Increm. Recurrent Salaries 4.7 2.3 2.3 50 50 Operating Costs4/ 19.4 5.8 13.6 30 70 Project Implementation Costs 5/ 36.8 14.6 22.2 40 60 Taxes 14.8 14.8 0.0 100 0 TOTAL 268.7 78.7 190.0 29 71 '! Totals may not add due to rounding. 2V Taxes are not included in totals and are listed on a separate line ;! Includes: Studies, US$12.0 million; training consultants, USS12.7 million; technical assistance, US$43.1 million; and auditing, US$1.6 million. 4/ Includes: building and equipment maintenance, office rentals, insurance, utilities, operating cost, publications, and office materials. S/ Includes: Fares and per diems for training and project coordination, office rentals and materials, utilities, publications, promotion, and bidding expcnse needed for project implementation. C. Education Sector Budget for 1994 and Beyond 4.5 The Budget Law for 1994 provides 2.4 billion pesos for expenditures for education and culture for the national administration', which includes educational expenditures of entities other than the NMCE. The NMCE budget itself is 2.05 billion pesos, which represents an increase of 19.5% over 1993 (Annex D, Charts I and 2 and Table D. 10). The budget for education and culture amounts to 6.1 % of the total national administration budget and 9.5% of the national social sector budget. 4.6 The 1995 budgets for the participating provinces are under preparation. While some provinces have already made provision for counterpart financing in their 1995 budget, other 1. National administration includes central government, decentralized agencies, and special accounts, that undertake expenditures at the national level.  -42- provinces would need to do so. At negotiation, the Government provided assurances of the availability of counterpart financing. The new Federal Law of Education requires that, starting in 1993, both Federal and provincial education investment budgets for the next five years increase by 20% or by 50% as share of GDP, whichever is higher (para. 2.46). The necessary financing could be raised, if unavailable, through new taxes on other sectors (Federal Law of Education, Articles 61 and 62). This is an ambitious goal and will need to be ratified by the provincial legislatures. If implemented, it would provide the necessary resources for revitalizing the sector. D. Recurrent Costs Arising from the Project 4.7 The proposed project will give rise to some incremental operating costs that will continue after the project is completed, such as the costs of personnel for the National Management Information and Student Assessment Systems. These are expected to total $7.6 million pesos in 1999, the last year of project implementation, and subsequent years (Table 4.3). By comparison, total projected public spending on education in the seven project provinces in 1999 would be $3,613 million pesos. Expected incremental recurrent costs amount to 0.02% of the seven provinces education budget for 1999. 4.8 The project will lead to several categories of savings and economic benefits that will more than offset the increased recurrent costs. As presented in Annex D, Part II, conservative estimates of partial benefits that will accrue to the project provinces would be on the order of US$55 million per year around the year 2000 and beyond, once the project is in operation and its programs take effect. These estimated benefits include savings from reduced repetition (US$13.8 million), incremental earnings of students who otherwise would not complete the secondary level (US$2.48 million), a two percent improvement instudent:teacher ratios (US$36.30 million), and a five percent reduction in administrative costs of PMEs (US$2.84 million). E. Project Sustainability 4.9 The effect of the proposed project on sector expenditures and the ability of the federal and participating provincial governments to sustain the resulting increase in expenditures-- both in terms of the counterpart financing during implementation and the future additional incremental recurrent expenditure--has been a matter of continuous discussion with the federal and provincial governments. As part of the eligibility criteria for participation in the proposed project, the participating provinces had to meet the financial performance criteria of the Argentina Provincial Development Project (loan No.3280-AR), especially on the status of their fiscal balance. 4.10 Education expenditures ranged from 21 to 29% of provincial public expenditures in the seven participating provinces in 1993 (Table D.4). While this is not unreasonable given  -43- the provincial focus on education, health and basic infrastructure, as well as increased provincial responsibility for secondary education, it is clear that improvements in quality and access during the next few years must come primarily from efficiency gains and improved use of resources. This is a key focus of the project. Counterpart financing requirements and incremental recurrent expenditures arising from the project will average annually less than 0.5% of provincial expenditures during the lifetime of the project. The ministries of economy of all participating provinces have shown their commitment and willingness to provide for counterpart financing by signing financial commitment letters. In some provinces, such as Cordoba, counterpart financing is already included in the 1994 budget and has been sent to the provincial legislature. At negotiations, the federal and provincial governments provided assurances on the provision of counterpart funds each year during project implementation in the amount of US$20.5m for 1995, US$23.Om for 1996, US$15.7m for 1997, US$10.6m for 1998, and US$8.8m for 1999. These figures would be used as the basis for annual discussions between the federal and the participating provincial governments and the Bank. Table 4.4 shows the annual counterpart funds to be made available by the federal and principal governments during each year of project implementation. 4. 11 To ensure sustainability, the project draws from the Bank's worldwide experience in educational investment projects.2 Under this framework of lessons learned, project design has taken into consideration from the preparation stage, the following measures: (i) establishing monitoring indicators expressed in quantitative targets to be reached for each year of project implementation; (ii) linking project monitoring and evaluation to the planning and management information system that the project would support; (iii) defining with the borrowers a set of performance indicators which will be used to evaluate the improvements in quality and efficiency during the implementation period and after the project completion; and (iv) agreeing with the borrowers on the execution of an in-depth study at the national and provincial level to identify inefficiencies in the use of human and physical resources and whose recommendations would be presented in the form of Action Plans. With these measures, the project aims to ensure that gains made in quality and efficiency would improve the borrowers investment capacity to sustain the recurrent costs after project completion. 2. 'Me Sustaiuabilitv ot Investment Proiect* in. Education, Report No. 9225, Opertions Evaluation Dep,artment, Tre World Bank, Washington, D.C., 1991.  -44- Table 4.3: Estimated Annual Recurrent Expenditures Arising From The Project Subproject Cost with Contingencies in US$ million I2W 122m 122k 1222 1221 1222 Naci6n 0.0 0.0 0.0 0.0 0.0 0.0 Cordoba 0.0 0.0 0.0 0.0 0.0 0.0 La Pampa 0.5 0.1 0.1 0.1 0.1 0.1 Mendoza 0.6 0.1 0.1 0.1 0.1 0.2 Misiones 1.2 0.2 0.2 0.3 0.3 0.3 Neuquen 1.7 0.2 0.3 0.4 0.4 0.4 Rio Negro 0.7 0.0 0.2 0.3 0.2 0.0 Santa F6 0.0 0.0 0.0 0.0 0.0 0.0 ToWa 4.7 0.5 1.0 1.1 1.1 0.9 Table 4.4: Annual Counterpart Funds for the National and Provincial Subproject $ Millions I229 1M2 1997 1221 1999 Naci6n 4.2 1.9 1.5 1.3 1.2 Cordoba 2.7 1.7 1.3 1.0 1.0 La Pampa 1.7 2.0 1.4 0.6 0.5 Mendoza 4.8 5.0 2.7 2.4 1.8 Misiones 1.5 1.9 2.0 1.1 0.8 Neuquen 2.3 4.8 2.7 1.0 0.9 Rio Negro 1.4 2.2 2.5 2.6 2.0 Santa Fd 1.9 3.5 1.6 0.6 0.6 Total 20.5 23.0 15.7 10.6 8.8  - 45 - V. IMPLEMENTATION, PROJECT MANAGEMENT, PROCUREMENT, DISBURSEMENT, AUDITNG, MONITORING, AND SUPERVISION A. Status of Preparation 5.1 Consultants hired for the preparation of various project components and to provide assistance to the provincial preparation units were financed by the PRONATASS Project. Each project component and subcomponent is consistent with the Government and Bank's sector policies, objectives, and strategies, as indicated in para.2.44 to 2.59. The Project Preparation Unit (PPU) was set up under the Secretarfa de Programacidn y Evaluacil6n Educativa, and at the provincial level, local Project Preparation Units prepared the provincial subprojects under the guidance of the Secretariat of Programming. The Bank provided substantial technical assistance both to the central and provincial PPUs. 5.2 Project preparation has proceeded to an advanced stage of readiness for implementation. Action plans for each activity, terms of reference, and implementation schedules were prepared and discussed with the Bank. Various startup activities are now being undertaken, including those related to technical and bidding specifications for materials and civil works. Since preparation activities are under the Secretariat of Programming and Educational Assessment, which reports directly to the Minister of Education, the project enjoys substantial support and commitment on the part of local authorities. B. Implementation Schedule 5.3 The project is expected to be implemented over a five-year period, from January 1995 to December 1999. The NPCU and PPCUs and the Bank would update and review the implementation schedules during the annual reviews (see para. 5.21). The implementation schedule is shown in Annex 0, while yearly implementation targets (monitoring matrix) are shown in Annex R. C. Project Management 5.4 Project implementation would be carried out within the existing organizational structures of the NMCE and PMEs, supported by project coordination units at both the national level (the National Project Coordination Unit (NPCU)), and the provincial level (the Provincial Project Coordination Units (PPCUs)). The overall responsibility of project implementation will rest under the Secretariat of Programming and Evaluation, while the Undersecretariat of Programming and Education Management will have the responsibility for project execution and coordination. Each of the project coordination units will comprise a management structure with programmatic and service subunits. The programmatic units will be in charge of coordinating and monitoring the implementation of their respective project  - 46 - components, whereas the service units will be responsible for a wide range of activities including: (a) planning, programming, monitoring, and evaluation of subproject activities; (b) procurement of civil works, goods and services; (c) hiring technical assistance, and personnel; (d) budgeting, financing, disbursement and accounting of the subprojects; and (e) hiring independent auditors satisfactory to the Bank. The heads of these subunits would report to the unit's overall Project Coordinator, who in turn will report to that provinces' Minister of Education or, in the case of the national subproject, the Technical Secretariat of Operations. Annex P describes the Project Management, Objective and Structure, as well as NPCU and PPCU function, responsibilities and staffing. Chart P. I shows the PCU organizational structure, and Table P. 1 is a tentative distribution of functions and responsibilities among the NPCU, PPCU, IBRD, and the Ministry of Economy. A final version of the resolutions establishing the NPCU and PPCU's were presented at negotiations. The legal establishment of the NPCU and at least two PPCUs would be needed to declare the loan effective (in those same provinces with signed subsidiary agreements, as discussed in para. 5.6). The legal establishment of the remaining PPCUs would be a condition for loan disbursement for each remaining province. Project implementation arrangements between the NMCE and PMEs were confirmed during negotiations. 5.5 The NMCE would be responsible for coordination with the Bank and other federal ministries. The NPCU would have responsibility over the following areas: (a) directing, coordinating, and supervis,ng the overall project implementation; (b) serving as the technical, administrative, and operational counterpart of the World Bank during the life of the project; (c) monitoring project execution according to the project monitoring matrix explained in Annex R, Tables R.2.-R.9; (d) preparing administrative and technical guidelines and procedures required for project implementation; (e) timely submission to the Bank of disbursement applications for civil works, goods, and services payments; and (0 periodically reporting to the NMCE and the Bank on project implementation. PPCUs on the other hand would be responsible for: (a) coordinating and supervising implementation of their respective subprojects; (b) coordinating and administering the bidding procedures for civil works, goods, and services required by their subproject implementation schedule; (c) timely submission to the NPCU of disbursement applications for civil works, goods, and services payments; (d) coordinating PCUs activities with PMEs, subprovincial offices, NGOs and other participating entities; and (e) periodically reporting to the provincial Ministers of Education and the NMCE on project implementation. Project coordinators would be assisted in policy and monitoring by a Project Consultative Council (PCC). The PCC would be comprised of the national Minister of Education or his(her) representative, the Secretary of Educational Programming and Evaluation, and the provincial Ministers of Education from all of the project provinces. The main responsibility of PCC would be to analyze policy and strategy, monitor project implementation targets, and resolve any implementation or organizational problems that may arise. Annex P, table P.2 describes in more detail the staffing requirements of each PCU. Salaries of staff employed by the different subprojects would be fully paid out of project funds. The resolution establishing the Project  - 47 - Consultative Council (Instancia de Consulta Institucional) would be promulgated prior to loan effectiveness. 5.6 Loan Arrangements. The proceeds of the loan will be on-lent from the Ministry of Economy to the Provincial Governments who will have the obligation to repay, to the Federal Government, under the same terms and conditions of the Bank loan. To this effect, a subsidiary loan agreement, satisfactory to the Bank, will be signed between the Ministry of Economy, NMCE, and each participating province. These subsidiary loan agreements will include a description of the provinces' financial and project obligations as well as provisions for: withdrawals, conditionalities, remedies, and bearing of the foreign exchange risk. The final draft version of the Subsidiary Loan Agreement to be signed by the Ministry of Economy, NMCE, and each participating province, was presented at negotiations. At least two signed subsidiary loan agreements would be needed to declare the loan effective. The subsidiary loan agreements signed between the Federal Government and each remaining province would be a condition of disbursement for each respective subproject. D. Procurement 5.7 The project would involve procurement of civil works, equipment, furniture, didactic materials and equipment, consultants services, and training. Procurement of goods, works and services, subject to Bank financing, would be carried out by: the NPCU for the NMCE subproject; and by the seven PPCUs, for their subprojects in a completely decentralized way, in accordance with Bank guidelines. Procurement methods would require documents and procedures as follows: (a) International competitive bidding (ICB) would require the use of Bank issued standard bidding documents, which are mandatory. Under ICB, domestic preference may be applied, in accordance with Bank guidelines for the procurement of goods; (b) Limited international bidding (LIB) would also require the use of Bank issued standard bidding documents; (c) Local competitive bidding (LCB) would be carried out using standard bidding documents. The format and content of the prototype document for LCB was agreed at negotiations. (d) Local shopping would be done according to procedures acceptable to the Bank and will require a minimum of three price quotations; (e) Selection and appointment of consultants would be done in accordance with Bank guidelines for the use of consultants issued in August 1981. The Bank  - 48 - standard form of contract is mandatory for time-based consulting services. A final version of the standard letter of Invitation and contract model was agreed during negotiations; and (f) During negotiations the Bank informed the borrower that any proposed change to Bank standard procurement documentation should be kept to essential aspects and would require approval by the Bank. 5.8 Table 5.1 summarizes procurement methods for the proposed project. Procurement for the different categories to be financed with the Bank loan would comply with the procedures stated in the paras. below 5.9 Civil works. The project would allocate US$53.5 million, or 20 percent of total project cost, to construction and rehabilitation of schools and other facilities. Contracts for civil works expected to exceed US$5.0 million -aggregating to approximately US$20.0 million, or 7 percent of total project cost- would be awarded on the basis of ICB procedures. Contracts for works expected to cost between US$300,000 and US$5.0 million, with an aggregate amount of approximately US$23.0 million, or approximately 9 percent of total project cost, would be awarded through LCB procedures. Civil works contracts to cost less than US$300,000, expected to aggregate to US$10.5 million, or around 4 percent of total project cost, would be awarded through local shopping procedures. 5. 10 Goods. (a) Informatics (computers, peripheral equipment, computer software), and communications (fax and photocopying) equipment in packages of US$100,000 or more, will be procured on the basis of limited international bidding (LIB) procedures among firms that have established maintenance services in the country. The estimated amount for this bidding procedure would reach an aggregate amount of US$15.5 million, or 6 percent of total project cost. Packages to cost below US$100,000 would be procured through local shopping, and they are expected to aggregate to US$5.6 million, or 2 percent of total project cost, approximately; and (b) Vehicles, furniture, training materials, and books/didactic materials/equipment in packages of US$250,000 or more would be procured following ICB procedures. Textbooks will be awarded on the basis of two-step ICB procedures in accordance with Bank guidelines for all contracts valued above US$250,000 each, following the procedures indicated in para. 3.5. The aggregate for these packages would be approximately US$10.0 million, or 4 percent of total project cost. Packages valued between US$100,000 and US$250,000, aggregating to US$19.5 million, or 7 percent of total project cost, would be procured through LCB procedures. Packages valued below US$100,000 would be procured through local shopping procedures. These  - 49 - packages would aggregate to US$15.0 million approximately, about 6 percent of total project cost. 5.11 Technical Assistance. The project would allocate: (a) US$43.1 million for technical assistance consultants; (b)US$12.0 million for studies and US$1.6 million for audits; (c) US$12.7 million for training consultants; and (d) US$3.9 million for NPCU and PPCUs personnel. 5.12 The cost of land, where construction works will take place, will be entirely financed with Government counterpart funds. 5.13 Prior review. All prior review procedures would be undertaken by the Bank separately for each one of the seven provinces and the NPCU. Prior review by the Bank would be required for all procurement documentation in the case of ICB and LIB contracts and for the first LCB contracts for civil works, furniture, and didactic materials/equipment, respectively, for each of the first three years of the project for each province and NMCE. For all civil works, contracts valued above US$1.0 million would be subject to prior review. To the extent possible, consultant services will be awarded in the form of packages (e.g. productivity studies, MIS, and SAS) with terms of reference always requiring prior review by the Bank. Furthermore, all documentation for the hiring of consulting firms for contracts valued at US$50,000 or more would be subject to prior review by the Bank. All documentation for the hiring of individual consultants for contracts valued at US$20,000 or more would also be subject to prior review by the Bank. All other contracts would be reviewed in the field by sampling on an ex-post basis, during Bank supervision missions. If it were determined that procurement was not made in accordance with agreed procedures, then no expenditures for such items would be financed with proceeds from the loan and the Special Account would have to be reimbursed accordingly by the Borrower. Overall, the proposed review procedures would cover about 60 percent of the total value of the contracts for goods and works to be financed with the Bank loan. Table 5.2 summarizes procurement review procedures. 5.14 Since Bank procurement procedures would be new for many of the provinces the NPCU with Bank support would organize seminars and a support system to help the provinces execute procurement under the respective projects. The final bidding document models for LCB and ICB, and the letter of invitation for consultants were reviewed during negotiations.  - 50 - Table 5.1 Procurement Methods by Category/ (In US$ Million) ICB LCB Other NBF Total Civil Works 20.0 23.0 10.Sb/ 53.5 (11. 1) (12.8) (5.9) (29.8) Informatics & Communications Equipment 21.lc/ 21.1 (14.1) (14.1) Vehicles, Fumiture, Trining Materials & 10.0 19.5 15.0b/ 44.5 Didactic Materias/Equipmcnt (6.8) (13.2) (10.2) (30.2) Consulants for: T.A. 43.1 43.1 (39.0) (39.0) Studies and Audits 13.6 13.6 (12.3) (12.3) Trmining 12.7 12.7 (11.5) (11.5) NPCU and PPCUs 3.9 3.9 (2.3) (2.3) Scholarships 4.5 4.5 (4.5) (4.5) Ornts 8.2 8.2 (8.2) (8.2) Project Implementation Expenditures d/ 36.8 36.8 (22.1) (22.1) Land 2.5 2.5 0.0 0.0 Incremental Recurrent Salaries 4.7 4.7 (2.3) (2.3) Oprating Costs e/ 19.8 19.8 (13.6) (13.6) Total 30.0 42.5 193.7 2.5 268.7 (17.9) (26.0) (146.1) 0.0 (190.0) a/ Totals include taxes and contingencies. Amounts in parentheses show allocation of loan proceeds. bl Local shopping. cl Limited intemational bidding (LIB) up to approximately US$15.5 million, and shopping up to US$5.6 million. d/ Includes expenditures required during project implementatin such as: personnel, fares and perdiems for training and project coordination, office materials, office rentals, utilities, publications and promotion, and bidding expenditures. e/ Includes building & equipment maintenance, insurance, rentals, utilities, publications, and office materials.  - 51 - Table 5.2 Summary of Procurement Review Procedures Category Procedure Prior Bank Review Works Less than US$300,000 Shopping US$300,000-US$1 million LCB First contract of the first three years for each province and for the NMCE More than US$1 million-US$5 million LCB All More than US$5 million ICB All Goods Vehicles, Informatics & Communication Equipment More than US$100,000 LIB All US$100,000 or less Shopping Furniture, training materials, and Didactic Materials/Equipment More than US$250,000 ICB All US$100,000 - US$250,000 LCB First contract of the first three years for each province and for the NMCE Less than US$100,000 Shopping Consultant services All Contracts with firms for US$50,000 or more All Contracts with individuals for US$20,000 or more E. Accounts and Disbursements 5.15 The proceeds of the proposed loan are expected to be disbursed in accordance with the schedule shown in Annex Q, Table Q. 1, over a period of five years. It has been assumed that the loan would become effective in October 1994, and that the project's estimated completion and closing dates would be December 31, 1999, and June 30, 2000 respectively. The disbursement period, shorter than the seven-year profile for Latin America, was determined after taking into account: a) the advanced status of project preparation; b) the decentralized project implementation planned for each province; and c) strong National and provincial Government commitment towards the project. The allocation of loan amount and disbursement percentages are summarized in Table 5.3. Disbursements would be made on the basis of Statement of Expenditure (SOE) for all expenses except those covered by contracts requiring prior review by the Bank. Except for the first contract for each province or the NMCE for the first three years of the project for works, furniture and didactic materials/equipment procured under LCB, SOEs will be used for contract for: (a)  - 52 - civil works not exceeding $1.0 million, (b) informatics and communication equipment not exceeding $100,000; (c) vehicles, furniture and didactic materials/equipment not exceeding $250,000; and (d) consulting firms and individuals not exceeding $50,000 and $20,000 respectively. SOEs will be certified locally by the PPCU of the respective province and at the national level by the NPCU. Disbursement for contracts requiring prior review would be fully documented. Relevant documentation in support of SOEs would not be submitted to the Bank, but would be retained by the NPCU. When expenditures are incurred by PPCUs, copies of such documents would be supplied to the NPCU by the PPCUs and be made available, along with NPCU documentation, to Bank supervision missions. The NPCU will develop a manual (using the World Bank's Disbursement Handbook as a guide) for use by the provinces explaining the procedures for reimbursement. Among other things, the manual will indicate that at monthly intervals (the date to be determined between each PPCU and NPCU), each PPCU will submit for reimbursement expenditures by a summary sheet (with evidence of payment) or statement of expenditure (in which case evidence of payment will be maintained by each PPCU). It will also indicate how direct payment to suppliers and payment in foreign currencies will be effected. Furthermore, it will note that upon receipt of each request for reimbursement by the province, the NPCU will have two working days to request the transfer of funds or return the request with a detailed explanation of the reason for the return and changes needed to rectify the request. The Bank would finance up to US$13 million (approximately 7 percent of the proposed loan) retroactively for expenditures incurred after June 15, 1994 and in accordance with Bank procurement guidelines. Retroactive financing is required so the Federal and Provincial Governments may begin the gradual implementation of the sector productivity study, management and student assessment systems, and teacher training, and facilitate the timely start-up of the project. Table 5.3: Allocation and Disbursement of IBRD Loan Amount of the Loan % or Allocated (Expressed in Expenditures Category Dollar Equivivalent) to be Financed (1) Civil Works 27,000,000 60% (2) Goods (Informatics and communication 40,000,000 80% equipment, vehicles, furniture, training materials, and didactic materials/equipment) (3) Consultants' services for: (a) Technical Assitance, Training, studies 57,000,000 90% and auditing (b) NPCU and PPCUs 3,500,000 60% (4) School-based grants and scholarships 12,000,000 100% (5) Incremental recurrent ularies 2,000,000 50% (6) Opeating costs 12,000,000 70% (7) Project Implementation costs 18,500,000 60% (8) Unallocated 18Q0000 TOTAL 190.000.000  - 53 - Table 5.4 shows the estimated IBRD loan disbursement schedule Table 5.4: IBRD Loan Estimated Disbursement FY95 FY96 FY97 FY98 FY99 Annual 29.4 51.8 45.9 30.6 32.3 Cumulative 29.4 81.2 127.1 157.7 190.0 5.16 Special Account. To facilitate timely project implementation, the National Government would establish, maintain and operate, under terms and conditions satisfactory to the Bank a special account in US dollars at the Banco de la Nacidn. To cover the average four-month loan allocation needed by each provincial subproject, the Bank would make an initial deposit of up to US$ 10 million to the special account. Subsequently, a specific project account with funds advanced by each respective govemment would be opened by each province at a branch of Banco de la Naci6n in the respective locatity, or at a provincial bank. This specific project account which will include counterpart funds will have an average flow of funds sufficient to cover expenditures for two months of operation. The NPCU would request the Bank to replenish the special account on the basis of standard disbursement procedures, and would replenish the provincial subsidiary accounts on a monthly basis upon PPCU's presentation of statement of expenditures or summary sheets. Withdrawals from the special account would be supported by sufficiently detailed documentation or SOE in accordance with Bank disbursement procedures. F. Audits 5.17 Annual audits of the Special Account for the project (managed by the National Government), and each specific provincial project account, would be performed by the Auditorfa General de la Naci6n (AGN) which would be responsible for reviewing the audit plan, supervising the audit, reporting, and subcontracting when necessary independent auditors satisfactory to the Bank. The AGN is considered an auditing entity acceptable to the Bank. The auditors will: (a) audit all Special Accounts, specific project accounts, SOEs, and summary sheets; (b) apply auditing standards and procedures satisfactory to the Bank that conform to generally accepted auditing practices; (c) carry out its auditing work in a timely manner (an annual report would be presented no later than six months after the end of each calendar year); and (d) render an audit opinion or provide reasons why such an opinion cannot be rendered. Prior to negotiations, the Bank provided assistance to define auditing procedures in accordance to preliminary arrangements discussed during appraisal.  - 54 - G. Project Monitoring, Evaluation, and Supervision 5.18 In line with project objectives, key efficiency and quality indicators (Annex R, Table R. 1) will be monitored to facilitate policy discussions and to track and support improvements in the overall efficiency and effectiveness of secondary education including activities to foster participation of parental business and non-governmental groups. To support spot-checking over the project's life in any of its subprojects and subcomponents, a detailed yearly implementation target matrix has been prepared (see Annex R, Table R.2) 5.19 The NPCU would be responsible for overall project monitoring and evaluation on the basis of the above mentioned project monitoring indicators. At negotiation agreements were reached on final monitoring and impact indicatorsm npact targets to be achieved after completion of the Sector Productivity Study (para. 3.23) would be a responsibility of the Government and Province under the Loan Agreement. Annex R, Table R. 10 delineates the supervision plan, including the skill matrix needed, regular bank staff, local and international consultants given the nature of the project, supervision arrangements are expected to result in an average of 27 staffweeks (SW) per year. Economies of scale will be obtained with this supervision plan when the second project becomes operational. Furthermore, the Bank Resident Mission will be staffed with a specialist who will provide direct assistance to the NMCE who will be responsible for project supervision. 5.20 Regarding progress reports, these would be consolidated by the NPCU and sent to the Bank for review no later than three months after completion of each calendar year. These progress reports should include: (a) an annual progress report on project implementation; (b) a measure of quantitative and qualitative objectives achieved against the monitoring indicators shown in the implementation matrix; and (c) an updated and reviewed project implementation schedule and action plans for the implementation of project components during the following current year. A project Completion Report would be prepared by NPCU and submitted to the Bank no later than six months after the closing date of the Loan. 5.21 The NPCU and the Bank would conduct joint annual implementation reviews no later than March 30th of each year to: (a) analyze the previous year's performance and budget execution; (b) analyze the proposed work plan and budget for the following year; (c) discuss adjustments to be made in the project's implementation schedule. 5.22 The NPCU, the PPCUs, and the Bank would conduct, with prior approval of the terms of reference by the Bank, and no later than 30 months after loan effectiveness, a mid- term review to analyze project implementation experience and possible project impact (with special focus on the monitoring and performance indicators delineated in Annex R). An action plan based on the results of the review should be implemented within three months of the review's completion.  -55 - VI. EXPECTED BENEFiTS AND RISKS A. Expected Benefits 6.1 The project would: (a) contribute to a more educated and trainable workforce by raising students cognitive achievement and problem solving skills; (b) increase the opportunity of children in urban marginal and rural areas to receive a better quality education thus increasing their possibilities in the labor market and opportunities for social mobility; (c) help consolidate the decentralization process by strengthening provincial institutions, thus inducing more efficient responses to local problems; and (d) help increase sector productivity, thus creating net savings for the education sector which could be reallocated to inputs which have a high impact on educational quality (e.g., textbooks and teacher training). The economic benefits of such investments are difficult to quantify, especially in the Argentine context where important data are unavailable. There are, however, certain partial benefits for which it is possible to calculate economic values. As discussed in Chapter IV and Annex D, Part II, the project would generate estimated savings and economic benefits of US$55 million per year once efficiency-enhancing programs are in effect. This would include annual savings of approximately US$13.8 million through a 25% reduction in repetition in the secondary schools of the seven project provinces, US$2.48 million in incremental earnings of students who otherwise would have dropped out before completing the secondary cycle, US$36.30 million from a conservatively-estimated two percent improvement in student:teacher ratios, and US$2.84 million from a five percent reduction in administrative costs (Annex D, Part II, para. 8). B. Risks 6.2 The main risks associated with the project would be: (a) limited implementation capacity at both the national and provincial levels as well as limited sectoral experience with Bank financed projects; and (b) unresolved policy decisions and political frictions among federal and provincial governments arising from implementation of FEL such as definition of new curriculum content, the criteria for compensation policies towards the provinces, and funding implications. 6.3 Regarding limited implementation capacity, the design of the central and provincial subprojects includes one central project coordination unit and seven implementation units at the provincial level staffed by high level personnel. Additionally, the Bank has begun and will continue to train local staff in Bank procedures (disbursement and procurement) to speed up project implementation. Additionally, the Bank has agreed with the Government on the content of bidding documents. Furthermore, provincial project coordination units will benefit from the experience of other Bank Project Execution Units. Lastly, the project will train ministerial staff in management and implementation issues. To better monitor the decentmlization process and supervise project and non-project activities, an MIS will be  - 56 - established and training of NMCE and PME staff in management skills and Bank procedures (e.g. procurement) would be supported. To face unresolved policy decisions the project design has incorporated studies and institutional strengthening, which will advance the policy process in key areas (e.g., curriculum reform and implementation of compensatory policies) by establishing planning mechanisms, providing analytical information and training technical personnel.  -57- VII. AGREEMENTS REACHED AND RECOMMENDATIONS A. - Agreements 7.1 During negotiations. agreement or assurances were reached with the Argentine Government on the following: (a) Schedules for carrying-out the Sector Productivity Studies, and presentation to the Bank, of the corresponding Action Plans for the provinces. The Bank also discussed current measures in place to improve efficiency (see para. 3.22); (b) Assurances were provided by the Federal and Provincial Governments on the provision of specified amounts of counterpart funds for each year of project implementation and thereafter (para. 4.10); (c) Project implementation arrangements between the NMCE and PMEs including the distribution of responsibilities for procurement and disbursement procedures (para. 5.4 ); (d) Final version of the subsidiary loan agreements between the Federal Government and Provincial Governments (para. 5.6 ); (e) Final version of document models for LCB, ICB and a letter of invitation for consultants (para. 5.14); and (f) Final agreement on performance and project monitoring indicators (para. 5.19). 7.2 For loan effectiveness the Bank would require: (a) The legal establishment of the NPCU and at least two PPCUs, in those same provinces with signed subsidiary loan agreements (para. 5.4); (b) The resolution issued by the Minister of Education establishing the Project Executive Council -Instancia de Consulta Institucional- (para. 5.5); and (c) At least two signed subsidiary loan agreements (para. 5.6); 7.3 For disbursement in each subproject the Bank would require: (a) Action Plans by subproject to address sector inefficiencies, satisfactory to the Bank (for disbursement of civil works) in light of the standards set by the  -58- project's performance indicators (Table R. 1), regardless of whether a Sector Productivity Study and the corresponding Action Plan has been carried out with Bank financing (para. 3.22); (b) The legal establishment of PPCUs in each remaining province (para. 5.4); and (c) Signed subsidiary loan agreements for each remaining subproject (para 5.6). B. Recommendations 7.4 Subject to the above assurance and conditions, the proposed project would constitute a suitable basis for a Bank loan of US$190.0 million for the Argentine Republic, repayable in a 15-year repayment period including a grace period of five years with loan amortization based on level repayments of principal.  -59- Annex A ANNEX A: COMPARATIVE EDUCATION INDICATORS Educational Enrollment Ratioc Uliterato Popul. Expondituroc Pro-School a*% of 15+ as Percent of Ed.** Primary Ed. Secondary Ed. Higher Ed. Total Female GNP Gov. Exp. Not Gross Not Gross Not Gross ARGENTINA 1975 NA NA 2.5 9.5 N/A 106 96 54 42 27.2 1980 6.1 NA 3.6 15.1 28 106 90 S6 38 21.6 1987- 4.5 5.0 4.0 8.9 39 11S 90 74 56 40.8 BOLIVIA 1975 36.8 NA 3.5 NA NA 85 73 31 21 11.2 1980 NA NA 4.4 25.3 17 87 72 36 16 12.6 19870 25.8 34.9 3.1 20.1 16 97 78 37 27 16.6 BRAZIL 1975 24.3 NA 3.0 NA NA 88 71 26 9 10.7 1980 25.5 NA 3.5 NA 14 99 81 34 14 11.9 19870 22.3 23.5 4.5 17.7 27 95 84 38 15 10.9 CHILE 1975 NA NA 4.1 12.0 NA 112 94 48 34 15.6 1980 8.9 NA 4.6 11.9 24 112 98 53 13.2 1987- 5.6 NA 3.6 15.3 32 102 89 74 56 17.8 COLOMBIA 1975 NA NA 2.2 16.4 NA 118 39 8.0 1980 14.8 NA 1.9 14.3 10 128 75 44 10.6 1987- 11.9 12.9 2.7 22.4 14 122 73 56 13.6 ECUADOR 1975 NA NA 3.2 25.9 NA 101 78 39 28 26.9 1980 19.8 NA 5.6 33.3 6 113 51 36.5 1987' 17.6 20.2 2.8 21.3 12 114 56 29.3 PARAGUAY 1975 NA NA 1.6 14.0 NA 100 83 19 16 6.7 1980 12.5 NA 1.5 16.4 5 103 87 26 8.5 1987* 11.8 14.6 1.5 16.7 8 101 88 29 24 8.8 PERU 1975 27.5 38.2 3.5 17.5 NA 113 46 14.6 1980 18.1 26.1 3.2 12.8 25 114 86 59 19.4 1987- 13.0 20.1 2.4 16.4 29 118 87 64 25.5 URUGUAY 1975 6.1 NA 2.2 10.0 NA 107 60 16.0 1980 NA NA 2.6 9.3 26 106 60 17.3 1987- 4.6 4.1 3.1 15.1 23 109 91 77 47.8 VENEZUELA 1975 NA NA 4.5 NA NA 100 81 45 35 18.1 1980 15.3 NA 4.4 14.7 32 109 86 41 34 21.4 1987- 13.1 14.5 3.5 16.6 37 110 89 54 44 26.5 Sources: UNESCO Statistical Yearbook. 1990; World Bank, Social Indicators Data Base 'I- 1987 or latoet "I-l Enrollment an a percentage of children aged 3-5.  -60- Annex B ANNEX B: ORGANIZATION AND STRUCTURE OF THE EDUCATIONAL SYSTEM Organization 1. The 24 Provincial Ministries of Education (PME) are the principal providers of secondary education in Argentina. The PME's, accountable to each Provincial Governor, control 61% of all secondary schools with enrollments totalling 1,550,824. PME's don't have one organizational prototype, although, at the highest level they have a minister, secretary, subsecretary and directors who are in charge of formulating and implementing provincial educational policy. Besides overseeing the day-to-day administration of its schools, the PME's have the following financial and provision responsibilities: (a) program supervision; (b) planning and budgeting; (c) school maintenance and construction; (d) provision of educational materials; (e) hiring and dismissal of teachers; and (c) teacher training. 2. In turn, the National Ministry of Culture and Education (NMCE) does not have schools under it's control following their transfer in 1992. NMCE's primary functions comprise evaluating and monitoring the educational system, confirming the consistency and quality of educational programs while ensuring adherence to national goals and policies, providing financial and technical assistance to ensure quality education among the neediest social groups, set requirements and conditions for recognizing national and international degrees, and operate a federal management information system. 3. NMCE's internal structure is divided into four main secretariats: (i) Operations and Technical Affairs; (ii) Cultural Affair; (iii) Planning and Evaluation; and (iv) University Affairs. Under the secretariats there are a total of nine subsecretariats. Chart B. 1 of this Annex shows an organigram with NMCE offices which will be involved in implementing the project. 4. Coordination between NMCE and PME's is carried out by the Consejo Federal de Cultura y Educaci6n (CFCE). The CFCE's functions and responsibilities were defined by the Federal Education Law (1993). Among its most important functions is establishment of national policies and programs to foster cultural and educational development, set priorities for the sector, propose modifications to the legal framework regulating the sector's activities, and establish the minimum contents of each educational cycle. The Minister of NMCE presides over the CFCE.  Chart B. 1: Organizational Chart for the NMCE And The PMEs FEDERAL LEVEL: | President |Nabgonal Educafion Ministet Nabonal Hight" & Cututme Counctl Education Council | Technical Secretarial | | CulLual Allatt | | Technical Secetaial|a Uriversty Alairs of Operabions Secretanal of Piogramming and Secielariat _ Evaluation Progiam & Admin Subsecretarial Nat Sludent _Assessmnent System Oualily Evaluation PROVINCIAL LELVEL: Subsecretarial National Inloimatton Program Evaluatonetwo Subsetetaluatio Governor Sseoat Minister Sectetary Shools bI  -62- Annex B Structure of the Education Sector 5. In the pre-FEL education structure, pre-school education was only mandatory in some provinces. Primary education consisted of a 7-year obligatory cycle that began at the age of 6. This was followed by a secondary cycle of five or six years, depending on the track chosen by the student: the baccalaureate track emphasized a general broad-based education; the commercial track, which had a professional orientation, lasted 5 years. The technical- vocational track prepared students for immediate employment in the labor market through studies in technical, agricultural, artistic, and other specializations lasted 6 years. Additionally, postsecondary education was divided into three subsystems: both public and private universities; research institutions; and non-university tertiary institutions. Table B. 1 below delineates the old and new educational structures. Table B. 1 Pre and Post 1993 Educational Structures Prior to Federal Education Law Years After Federal Education Law Years Pre-School Mandatory in Pre-school 1 some provinces Primary Education 7 General Basic 9 Secondary 5 or 6 Multimodal 3 Higher or Tertiary 2 or 3 Higher or Tertiary 2 or 3 University 5 University 5 6. The post-FEL educational structure represents a significant break with the old pattern. Pre-school education will be compulsory for 1 year starting at age five, in addition to a new 9- year General Basic Education cycle, which would begin immediately after pre-school, at age 6. After completion of General Education, students will enter secondary education comprised of a multi-modal cycle with a duration of 3 years and a curricular content that emphasizes integrated knowledge of four cluster areas (humanistic, social, scientific, and technical).  Annex B TABLE B.2: Ditribution of Flnancial, Techncl and Administrative ResponsibiLities between the NMCE and PMEs Tah|N 6e_ m.d AChird| Nuliomi MWbq of Cui. ad Natima lEboy Of C r.dI ?tobdal ?M,Ak Pror to the Proyhom Aftw ab New Fadul EbAatia Prbr to New FeduaFleU m RIACE) AlMr thb Ne Nw Fed_rIA EbeAdu. law Notatio iAw Edmee 1 Fel Edoe_iA L1w FP clg of Pecurrer Cos Eipenditurm pesnne mid bmie mpu Mme prevoul fiuunca nabii Fhacig of peel ad odur Fmo o of sa tamuferd ooob for n_timi achoob canq e dh buk of idcooh so luger reeive my n ucrat cos - provcl schoos ph. provicl whoo. Amanm mraeuocoms. While other Mm qneriic &fcS. Lkeuet. private achob mla the bu of provcal dicraiom ot responsbiliy ova oa reciv _e emaked baIes. Pvae no hgerreceive my absidies. aditurm, Which an to dh privte cr. school recuave hunkfa so cavea Speci Sram ae urnferred to aq nmied vs glob atilm per_qe of operatig cams Prvine pova to camplimt pvicial tas. Prvat sdob reeve eceeive bo,k grn to over .am trgtding of high-risk populatonm. stabdies in exceptional recurut- I i provincia aoob. cr.uautmm. Finascing of Capihl Co_ Fmom coapl expeidktuab ma 4 Does na finn pl PFimc caphel expendimares mh Fnes alU cpbl expendiait i _imsuir onictuoa mad reblhJon, exp;Wcaudr directed towads - scoo ehehilhtion and tafaied shools p provicia md shol equqama an 1airem choole, provincl ad-inid acboob. In s auctm md shool equimt schools. end s ains intae provincibl sboob s-cm m, rezmaked g z will in al provinil ahools. trugh block grsnts. be trafemrd to complIma _ _ __pinciav_.bnmw. | Toblo md Adminisrativ ______ ____________ Cuumb Desin m.d Ce1mar_ Embishe usedanam |ahicu g Ecblibes afninrann co_aj boed PsAbliaes awrrim contct for Apprves muanum conun etblished for all nm.l schoob md revwn tbeit on policim defid by hc Cosmejo all pvcial schob oad rview by FMCE md develops supplnbay prposed cwricaa Fedeal de Educacid. their propoaN e drrc|n provincial rricuha mes ve to pwO| ce pacdiGc wat ad cosd . Reviews shoob prpoad ouiul. Tetbooka ad Educatimal hilr Doe sot aoil the f6ncti of approving the Doe vd approve the coui or Dow not boi the fAnction of Does not bold tie fandu of rvyng | c or sarda of textbooks or taad of texlboo or adl appovug tde co at sor |amd die c_ or _adb of teIbooks or educatiomln=Mkdse . n Mluawer"sls. Provid of textb or other iducatsl odber edua l nAmtak. Provincas texIbools anid other ddcic m _. decide idivill wher to prvide ewian an a aonwAtorylamia to kx6ooka mid onee ths.o nal _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ province mowe ain ed.I  Annex B T ad m. Ad sl_ . Naloal Mlt& ry of Cubure nd N-me.l Mtry of Cule, and Proybdal !daliulin Prior to the Proybsrs Aftb the Mw Federal Edselm Prior to New Fedeal Edmtiaim NMCE) After do Now New Fedel Edisead. lAw Educaths IAw FAmesUm Law Federal .Ahe_mU Iaw Thining of Teachers Ofer tis s so an req_ig Provides _ehical eme, Tm. through it.b ta g Develops o provincial raig miltwe through tie Cento Nal de inqrpoem oi ms d fidmmdi ioinooi or tumgh Dirccione progressi awolimg provicnsil or nsmi Capechecider Doceaje. B _fiaris cm be resour for al prvini s differit levels. intiom while o fonnuag pat of the m.tamd or provucal beacho. md schools. _iim invohled a prviding Red Fedzl de C.pciwidn. cher t- thdrm4h the Progru de F hoacidn y Capacitsida Doce. Supvious teadir activitiamestrough the Rod Fedeal de Capac id _ l Hiring ad R_mesm of Tebes Hre and payer eaches w g m ailosl Does mt serve tbi funcbo Hures md pys teachers workig ni Hir ed pay makries of a1 1tache, schoo.. pmvicil scoola. mchig those n reuiy usferm d .chooh. Slet Aa COtiduc. mesreb s2 the a Of program Evabluae the educato syzd Mmmm stdn achievm (-) Anlys reebs of provicl tudent plusa ad eva o reh tso _atimi wor all proviwces through a mmedm m od poicies to | ool. Na=ioa Studat Aecea mnprove fudure usll. Progrm S v Sqervia the pedagogicl aldvitie of al L1pkt-fs special pogr to Supervies th pedagogical Supervies the pedagogca actviies of atiaus schoo. Oriewts policies bd on gurne qualy educatin wa those v of all prvinal schoob. al pvincal scbool. Orient policies to the remt of the avun exen prov or egio thw sww poor Or ia policies hed on the resut inprove quality h_e on the result. of tomb, bhsed oa the N-;l of the evon exerce. the qApeavso eexacue well Stu Ai _maaat Sy en prvicil uct d esntm da- School MA6 cc md C _oruci Fmace md provides todhical _mace. Only respek for wors ben Coors mid supervises school Fm , p md prvd tckawa Inspect., vifies md supervies school prior to refonm. worko. _nitce towwrs cons_tructiond cons ton rebsbilition of school. AdIninv mid F_cial Provides tehnical _ i to perttint Prvides techial essice to Does not provide any form of Provides terhoicalsigce to Awsaece prvinci inttutline. sdprovin_cialcb. t ical miatmi to the uahprovinci am_use. Plu_i4g mid dgaet Pl budges md e,aditum for ae Does na carry oat budgetig or Pl bhudgow md expedttue for PhE budg mid etpeidaures for .11 s l scbook, a wel special expadlire phing for -y all provincil scoos. - well schools a well m other kbuin *mased trafer to the provine. ools, yet in qecial ca other _inom oautig uder opersing p e the prvinc minitri p egrum the cemrked trder of the pvicsl mintrie. ftmu to the provin. (*) Mendoza carries out these evaluations for primary and secondary education, while Rio Negro only does so for primary education. The remaking provinces do not have a student assessmet system in place.  -65- Annex C ANNEX C: SECONDARY EDUCATION ENROLLMENT AND EMFICIENCY Enrollments, Teachers and Schools 1. Enrollments in the system as a whole have nearly doubled over the last twenty-one years, with the largest increases in post-secondary education (Table C. 1). Primary education has increased from 3,632,000 in 1970 to 5,866,701 in 1991, a 2.3% annual rate of growth (Table C.2). Secondary education has increased from 975,000 to 2,160,410, a 3.8% annual rate of growth. On the other hand, higher/non-university and university enrollments have increased from 38,000 to 260,324 and 237,000 to 816,888 between 1970 and 1991, reflecting 9.2% and 5.9% annual growth, respectively (Table C.2). 2. Primary education net enrollment has largely remained unchanged since 1980 when approximately 90% of 6 to 12 year old children enrolled in school (Annex A). At the secondary level, on the other hand, net enrollments have increased from 38% of the 13 to 18 year old population in 1980 to 56% in 1991 (Annex A). 3. Secondary education enrollments consisted of 2,160,410 students in 1991 (Table C.3), of which 41.4% were in the bachiller track, 33.6 % in the commercial track, 22.2% in the technical track, 1.9% in the agrarian track, and 0.9 % in the artistic track. Enrollments in the seven provinces forming part of this project, Cordoba, La Pampa, Mendoza, Misiones, Neuquen, Rio Negro, and Santa Fe, amount to 523,699, or 24% of the national total. The project province with the highest secondary enrollments is Santa Fe with 168,609 students. This contrasts with La Pampa, the project province with the smallest number, 17,839 students (Table C.4). The project provinces also possess 48,954 or 17% of all the country's secondary teachers and 2,100 schools, or 33% of all the country's secondary schools (Tables CA). 4. With regard to teachers, they totaled 728,384 in the system as a whole with roughly 90% (638,775) teaching at the pre-university level. Secondary education teachers totaled 283,583 (Table C.2). Among the project provinces, the number of teachers ranged from 14,773 in Santa Fe to 2,101 in La Pampa (Table C.4). Private Sub-System 5. The private sector in Argentina, comprising 22% of all pre-university enrollments in 1991 (Table C.3), is large compared to other Latin American countries where the average is around 15%. At the secondary level, private enrollments are even higher reaching 28% of the total. The large size of this sub-sector prior to the Federal Education Law may have been explained by the large subsidies it received from the national government for some recurrent costs (such as teachers salaries).  -66- Annex C Table C.1: Evolution of Enrollments by Educational Level, Selected Years Enrollment Year Primry Secondary Higher/Non- University Total University 1970 3,632,000 975,000 38,000 237,000 4,882,000 1980 4,111,000 1,327,000 94,000 398,000 5,930,000 1991 5,866,701 2,160,410 260,324 816,888 9,104,323 Souce: National and Provincial Data, 1991 Table C.2: Average Annual Enrollment Growth Rate, In Percent 1970-1980 1980-1991 1970-1991 Primay 1.2 3.2 2.3 Secondary 3.1 4.4 3.8 Higher/Non-Univrsity 9.1 9.3 9.2 University 5.1 6.5 5.9 Total 1.9 3.9 3.0 Source: National and Provincial Data, 1991  Table C.3: Enrollment, Teachers, and School in the Public and Private Systems, 1991 Enrollment Teachers Schools Level Public Private % Total Public Private % Total Public Private % Total Pre-School 630,832 283,854 31 914,686 33,851 14,969 31 48,820 6,907 2,786 29 9,683 Prinmry 4,795,245 1,071,456 18 5,866,701 253,911 52,461 17 306,372 21,791 2,720 11 24,511 Secondary 1,550,824 609,586 28 2,160,410 206,782 76,801 27 283,583 3,995 2,516 39 6,511 Sub-Total 6,976,451 1,964,896 22 8,941,797 494,544 144,230 23 638,775 32,693 8,022 20 40,705 Higher/Non-University 185,969 74,355 29 260,324 26,116 14,293 35 40,409 749 460 38 1,209 University 731,768 85,120 10 816,888 34,900 14,300 29 49,200 33 29 47 62 Sub-Total 917,737 159,475 14 1,077,212 61,016 28,593 32 89,609 782 489 38 1,271 Total 7,894,638 2,124,371 21 10,019,009 555,560 172,824 24 728,384 33,475 8,511 20 41,986 Source: Federal and Provincial Data, 1991.  Table C.4: Enrollment, Teachers, and Schools in the Project Provinces (1991) Enrollments Teachers Schools Inpact of Impact of Impact of Provinces Provincial Trsferred Decentalization Total Provincial Transferred Decentalization Total Provincial Tsnsferned Decentalization Total Cordoba 65,539 39,559 1.37 155,098 6,175 6,514 1.05 12,689 363 340 0.94 703 La Pana 5,864 11,970 2.00 17,839 740 1,361 1.84 2,101 41 56 1.37 97 Mendoza 26,587 39,123 1.47 65,710 *2,406 ... 2,406 77 123 1.60 200 Misionca 23,056 23,137 1.01 46,243 4,343 3,665 0.U4 8,008 91 74 0.81 165 Neuquen 22,029 8,463 0.38 30,492 1,919 1,013 0.53 2,932 74 21 0.28 95 Rio 33,690 6,023 0.18 39,713 5,061 984 0.19 6,045 118 27 0.23 145 O Negro 0 Santa Fc 76,608 92,001 0.00 168,609 6,673 8,100 1.21 14,773 447 248 0.55 695 Total 253,373 270,326 0.96 523,699 27,317 21,637 0.79 48,954 1,211 889 0.73 2,100 (34%) (17%) (32%) National 2,160,410 2S3,5S3 Total Source: Federal and Provincial Data, 1991. Provincial (30 teacher hrs.). No information on the number of teachers transferred. Note: Parnthesis indicate perentage of national total  -69- Annex C Table C.5: Average Number of Secondary Students Per Teacher Province Students/Teacher Cordoba 12.22 La Pampa 8.38 Mendoza 10.20 Misiones 10.70 Neuquen 8.76 Rio Negro 9.66 Santa Fe 6.38 Source: National and Provincial Data, 1991. Table C.6: Average Drop-Out Rates in Secondary Education Province Cohort Drop Out Cordoba 86/90 55% La Pampa 88/92 41% Mendoza NA NA Misiones 88/92 46% Neuquen 89/91 56% Rio Negro 88/91 65% Source: National and Provincial Data, 1991. Table C.7: Average Rates of Transition from Primary to Secondary Education Province Rate of Transition Year Cordoba NA NA La Pampa 84% 1992 Mendoza 70% 1991 Misiones 90% 1992 Neuquen NA NA Rio Negro 72% 1992 Santa Fe NA NA Source: National and Provincial Data, 1991.  -70- Annex C Table C.8: Average Repetition Rates Average Repetition Province Year Rate Cordoba 1991 9% La Pampa NA NA Mendoza 1991 13% Misiones 1991 12% Neuquen 1991 13% Rio Negro 1992 17% Santa Fe NA NA Source: National and Provincial Data, 1991. Table C.9: Average Completion Rates, 1991 Secondary Education Enrollments/Total Province Enrollments Cordoba 50% La Pampa 40% Mendoza 80% Misiones 35% Neuquen 50% Rio Negro NA Santa Fe NA Source: National and Provincial Data, 1991.  -71- Annex C Table C.10: Percentage of Secondary Enrollments on Total Enrollments Secondary Education Enrollments/Total Province Enrollments Cordoba 19% La Pampa 26% Mendoza 20% Misiones 20% Neuquen 23% Rio Negro 26% Santa Fe 20% Nacional 22% Source: National and Provincial Data, 1991.  -72- Annex D ANNEX D: PART I: EDUCATION, SECTOR BUDGET, FINANCING, AND EXPENDITURES Table D.1 Public Expenditure on Education, 1991-94 by Source of Spending In millions of current pesos and as percent of GDP Year Total Public Expend. Federal Government Provincial Government Municipal Govermment Amount % of GDP Amount % of GD Amun % of GDP Amount % of GD 1991 5674 3.14 1729 0.96 3802 2.10 143 0.08 1992 7064 3.12 1235 0.54 5660 2.50 169 0.07 1993 8288 3.22 1681 0.65 6357 2.47 250 0.10 1994 10028 3.51 1995 0.70 7648 2.68 385 0.13 Notes: Expenditure figures for 1993 were estimated at the time the study was performed; 1994 figures projected. Percentages may not add to total because of rounding. Source: Internal studies of the Ministry of Economy, Works and Public Services Secretariat of Economic Programming Table D.2 Public Expenditure on Education by Level of Education: 1992 In millions of 1992 pesos and as percent of GDP Education Level Total Public Expenditure Federal Government Provincial Government Municipal Govermment Amount 96 Amount Amount .- Amount Primary 4001 1.77 14 0.01 3818 1.68 169 0.07 Secondary 1848 0.82 134 0.06 1714 0.76 0 0.00 Higher Ed. 1215 0.54 1087 0.48 128 0.06 0 0.00 TOTAL 7064 3.12 1235 0.54 5660 2.50 169 0.07 Source: Internal studies of the Ministry of Economy, Works and Public Services Secretariat of Economic Programming.  -73- Annex D Table D.3 Composition of Total Education Expenditure, All Jurisdictions, by Level: 1991-94 In millions of current pesos and as percent Total Public Education Year Expenditure Primary Education Secondary Education Higher Education Amount % of total Amount % of total Amount% of totl Amount % of tota 1991 5674 100 3213 56.63 1529 26.95 932 16.43 1992 7064 100 4001 56.64 1848 26.16 1215 17.20 1993 8288 100 4552 54.92 2064 24.90 1672 20.17 1994 10028 100 5485 54.70 2520 25.13 2023 20.17 Notes: Expenditure figures for 1993 were estimated at the time the study was performed; 1994 figures projected. Source: Internal studies of the Ministry of Economy, Works and Public Services Secretariat of Economic Programming  -74- Annex D Chart D.1 Composition of Expenditure on Social Services by National Administration 1994 Budget H F ED A~~~~~ B~~~~ Function Mill. Pesos Percentage A. Health 1,037.9 4.05 B. Social Assistance and Promotion 1,174.2 4.58 C. Social Security 19,040.9 74.22 D. Education and Culture' 2,444.0 9.53 E. Science and Technology 561.0 2.19 F. Labor 79.7 0.31 G. Housing 1,177.5 4.59 H. Water and Sewerage 140.2 0.55 TOTAL 25,655.4 100.00 1 Includes Ministry of Culture and Education (2,050.8 million pesos), Education spending by Ministry of Defense (22 million pesos), on public libraries (20 million pesos) and the National Institute of Public Administration (7 million pesos). Source: Proyecto de Ley de Presupuesto General de Gastos y Calculo de Recursos de la Administraci6n Nacional, Mensaje, 1994, Buenos Aires, Argentina.  -75- Annex D Chart D.2 Composition of Expenditure by National Administration 1994 Budget A. E. C. Billion of Pewos Percent A. Governimental Administration 3.9 9.6 B. Defense & Security Svcs. 3.6 9.0 C. Social Services 25.7 64.2 of which education 2.4 6.1 D. Economic 3.8 9.4 E. Interest on public debt 3.1 7.8 TOTAL 39.9 100.0 Source: Proyecto de Ley de Presupuesto General de Gastos y Calculo de Recursos de in Administraci6n Nacional, Mensaje, 1994, Buenos Aires, Argentina.  -76- Annex D Table D.4 Education as Percent of Total Public Spending* In Seven Provinces: 1984-93 (Percents) 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 Cordoba 33.20 31.44 29.77 31.95 30.14 28.80 32.58 29.01 30.73 28.57 (a) La Pampa 17.00 14.00 14.00 18.00 18.00 17.00 20.00 19.00 22.00 23.00 (a) Mendoza 22.74 21.29 21.15 17.27 16.83 18.62 19.81 22.33 23.82 28.75 Misioncs 22.70 26.40 23.50 20.80 23.20 27.90 25.40 22.60 26.50 23.00 (b) Neuquen 18.14 22.69 15.77 16.48 17.68 19.79 18.20 19.55 22.92 20.83 Rio Negro 30.15 26.60 20.10 20.00 20.00 29.50 24.10 27.50 26.50 24.70 (a) Santa Fe 19.68 18.29 16.71 17.54 17.07 14.67 16.93 17.40 19.19 n.a. n.a.: Information not available (a): Budgetary expenditure (b): Executed a of 31 Oct., 1993 (*): Executed expcnditures. Source: Compiled by the Project Preparation Unit from data provided by the provinces.  -77- Annex D Table D.5 Private Education Subsidy (In Millions of A$ and in percentages, Year 1991) Jurisdictions Provincial National TOTAL Budget ederal ital - - 59.74 22.93 59.74 11.23 Buenos Aires 113.59 41.84 79.81 30.63 193.40 36.35 Catamara - - 1.26 0.48 1.26 0.24 Cordoba 46.07 16.97 31.00 11.90 77.07 14.49 Corrientes - - 2.58 0.99 2.58 0.49 Chaco - - 4.99 1.92 4.99 0.94 Chubut - - 3.65 1.40 3.65 0.69 Entre Rios 14.91 5.49 7.86 3.02 22.77 4.28 Formosa 2.22 0.82 1.90 0.73 4.13 0.78 Jujuy - - 1.43 0.55 1.43 0.27 LA Pampa 0.40 0.15 3.34 1.28 3.73 0.70 La Rioja - - 1.05 0.40 1.05 0.20 Mendoza 8.44 3.11 8.16 3.13 16.60 3.12 Misiones 2.86 1.05 5.50 2.11 8.36 1.57 Neuquen 4.95 1.82 0.54 0.21 5.48 1.03 Rio Negro 2.30 0.85 3.37 1.29 5.67 1.07 Salta 2.02 0.75 4.12 1.58 6.14 1.15 San Juan 5.04 1.86 2.14 0.82 7.18 1.35 San Luis 1.96 0.72 1.32 0.51 3.28 0.62 Santa Cruz 4.57 1.68 0.85 0.33 5.42 1.02 Santa Fe 56.63 20.86 21.41 8.22 78.04 14.67 Sgo. del Edteo - - 3.16 1.21 3.16 0.59 Tucuman 5.55 2.04 10.38 3.98 15.92 2.99 Tierra del Fuego - - 0.98 0.37 0.98 0.18 Total 271.51 100 260.54 100 532.05 100 Source: Ministry of Economy, Works and Public Service, Socretariat of Progrnuming.  -78- Annex D Table D.6 Private Expenditures on Education by Jurisdiction, 1991' (In Millions of Current AS year 1991) JURISDICTIONS TOTAL Capital Federal 383.36 Buenos Aires 407.03 Catamarca 3.99 Cordoba 103.73 Corrientes 13.17 Chaco 7.87 Chubut 6.12 Entre Rios 30.65 Formosa 4.42 Jujuy 6.11 La Pampa 4.85 La Rioja 2.31 Mendoza 37.03 Misiones 16.19 Neuquen 4.37 Rio Negro 6.43 Salta 19.21 San Juan 9.62 San Luis 5.16 Santa Cruz 4.22 Santa Fe 92.56 Sgo. del Estero 11.24 Tucuman 40.23 Tierra del Fuego 0.99 Total 1220.86 a/ Excludes Subsidies Source: Ministry of Economy, Works and Public Services, Secretariat of Economic Programming.  -79- Annex D Table D.7 Sources and Uses of the Education Sector Budget, Year 1991 (As percentage of GDP) USES EDUCATION SECTOR TOTALS SOURCES National Provincial Municipal Sub-tot Sub-total Establihments Establishments Establishunen Cooperatives Public Private National Treasury 0.81 0.02 0.83 0.15 0.98 Provicial 1.95 1.95 0.14 2.09 Treasury Municipal 0.08 0.08 0.08 Treauries Conrolidated 0.81 1.97 0.08 2.86 0.29 3.15 Family 0.06 0.06 0.67 0.73 Total 0.81 1.97 0.08 0.06 2.91 0.97 3.U Source: Ministry of Economy, Works and Public Services, Secretariat of Programming. Table D.8 Personnel as Share of Total Education* Sector Spending in Seven Provinces, 1984-93 (Percents) 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 Cordoba 75.02 73.96 75.02 76.61 74.02 75.90 75.31 75.58 72.83 70.56 (a) La Pampa 86.23 82.01 80.08 82.86 82.62 83.13 82.60 79.35 80.30 82.50 (a) Mendoza 90.49 92.29 94.21 93.59 87.78 78.71 83.99 89.40 87.56 82.20 Misiones 90.60 89.50 88.70 89.80 90.50 91.90 87.60 87.90 80.20 73.60 (b) Neuquen 84.59 69.83 76.92 76.12 79.52 79.18 69.76 83.24 86.19 84.87 Rio Negro 81.54 86.95 85.66 86.22 84.84 71.30 86.14 83.64 85.76 84.19 (a) Santa Fe 80.23 80.81 78.38 77.8 5 76.80 73.81 71.59 75.33 76.70 73.44 (a) n.a.: Information not available (a): Programmed expenditure (b): Actually expended as of 31 October, 1993 *: Executed expenditures Source: Compiled by the Project Preparation Unit from data provided by the provinces  -80- Annex D Table D.9 Transfer of Educational Services, Year 1992 (in Thousands of Pesos) CATEGORY OF EXPENDITURES PROVINCES Personnel Other Total Buenos Aires 252,806 16,272 269,078 Catamarca 8,247 3,358 11,605 Cordoba 58,572 9,029 67,601 Corrientes 12,597 6,904 19,501 Chaco 11,818 683 12,501 Chubut 17,208 2,387 19,595 Entre Rios 29,935 7,471 37,406 Formosa 7,273 718 7,991 Jujuy 14,520 2,385 16,905 La Pampa 8,902 8,902 La Rioja 10,675 1,831 12,506 Mendoza 30,208 2,701 32,909 Misiones 13,117 1,084 14,201 Neuquen 6,208 897 7,105 Rio Negro 6,909 187 7,096 Salta 17,312 3,187 20,499 San Juan 16,857 948 17,805 San Luis 8,727 5,469 14,196 Santa Cruz 3,987 414 4,401 Santa Fe 60,053 6,650 66,703 Santiago del Estero 12,727 1,473 14,200 Tucuman 24,740 3,766 28,506 Subtotal 633,398 77,814 711,212 National Capital 173,534 173,534 Tierra del Fuego 5,336 5,336 Total 812,268 77,814 890,082 Source: Ministry of Economy, Works and Public Services, Se-i. a. -r @f, rin'1r  -81- Annex D Table D.10 National Administration Composition of Budgetary Expenditure by hstitution In Millions of Pesos DIFFERENCE INSTITUTION 1993 1994 AMOUNT % National Congress 420.4 427.6 7,211.9 1.7 Judiciary 555.2 708.0 152.8 27.5 Presidency 1,659.0 1,516.9 -142.1 -8.6 Ministry of the Interior 1,995.5 2,049.8 54.2 2.7 Ministry of External Affairs 412.4 361.3 -51.1 -12.4 Ministry of Justice 280.6 320.5 39.9 14.2 Ministry of Defense 4,115.3 4,705.8 590.4 14.3 Ministry of Economy, Works and Public Services 3,090.3 3,244.2 153.9 5.0 Ministry of Culture and Education 1,716.2 2,050.8 334.6 19.5 Ministry of Labor and Social Security 16,937.0 17,025.3 88.3 0.5 Ministry of Health and social Action 957.3 965.7 8.3 0.9 Servicing of Public Debt 3,245.6 2,939.7 -305.9 -9.4 Obligations under Treasury 4,600.5 3,665.0 -935.3 -20.3 Total 39,985.5 39,980.7 -4.7 0.0 Source: Proyecto de Ley de Presupuesto General de Gastos y Calculo de Recursos de Administraci6n National, Mensaje, 1994, Buenos Aires, Argentina.  -82- Annex D ANNEX D, PART I: ESTIMATES OF BENEFfIS ARISING FROM THE PROJECT 1. In addition to the investment costs that will be financed by the project, there will be incremental operating costs that will continue after the project is completed, such as the costs of evaluation systems, continuing expenditures on teaching materials, expenditures for maintenance of physical infrastructure, and so on. On the other hand the project is expected to produce savings and benefits. The readily-quantifiable, monetary benefits the project can be expected to produce fall into four categories: (a) Savings from reduced repetition: If improved educational quality makes it possible for students to learn as much or more without repeating, fewer student places will be needed to accommodate the same number of entering students and to produce the same number of secondary school completers. (b) Economic benefits as more students complete the secondary cycle: Whereas many students drop out of secondary school without completing the cycle, improved quality is expected to result in more of each cohort completing their secondary schooling. The incremental earnings of completers versus non- completers, for those students who otherwise would have dropped out, constitutes an economic benefit in standard cost-benefit terms. (c) Savings from improved staff:student ratios; greater productivity: Reductions in excess staff and reasonable increases in student:teacher ratios will reduce personnel costs. (d) Savings from improved efficiency of administrative operations: Improvements in administrative operations will make it possible to reduce some administrative costs. 2. Available data permit only general estimates of some of the benefits that would accrue to the seven provinces. The following paragraphs present approximations of potential benefits based upon reasonable or even conservative assumptions. 3. With regard to repetition, only four of the seven provinces have repetition data in usable form: Cordoba (9%), Mendoza (13.9%), Neuquen (12.4%) and Rio Negro (17%) (Annex Table C.8 and data compiled by the Project Preparation Unit). If total secondary enrollment in the seven provinces was 523,700 in 1991 (calculated from Annex Table c.4), and if a moderate-to-conservative estimate of 12 percent repetition is used, this implies that 62,800 student places were occupied by repeaters in 1991. Using an average cost of A$880 per secondary student per year, based on partial data from the provinces, this implies that repetition now costs approximately A$55,300,000 per year. It would be unrealistic to assume that the project's quality-improvement investments would eliminate repetition completely. A reasonable estimate is that, once the quality reforms are in operation and have had an effect on a full cohort of secondary students, repetition might be reduced by about one-fourth, or from 12 percent to 9 percent per year. This would represent an aggregate saving of A$13,800,000 per year in the seven provinces.  -83- Annex D 4. Economic benefits that result from more students completing the secondary cycle rather than dropping out are the additional earnings that these students receive, over and above the earnings of those who do not complete. Average drop-out rates in the seven provinces are distressingly high, ranging from 41 percent in La Pampa to 56 percent in Neuquen and 65 percent in Rio Negro (Annex Table C.6). Students drop out for a number of reasons, including social and economic pressures over which the education system has no control. An important reason, however, is that low quality of education fails to enable students to keep up and learn and eventually does not seem worthwhile. Inadequate data make it very difficult to estimate the magnitude of the problem and the potential gains that could be achieved if dropouts could be reduced. The following analysis represents a rough but reasonable effort to quantify this category of benefits. (a) A Secondary school entering cohort, seven provinces 110,000 (b) Dropouts (assume 50% during the cycle) 55,000 (c) Additional completers (15% of current dropouts) 8,250 (d) Incremental earnings from completing secondary (per year)"' A$ 300 (e) Combined annual incremental earnings, one cohort (million)2' A$2.48 5. Student-teacher ratios in Argentina generally and in the seven provinces are very low in comparison with other countries in the region. Ratios range from six or eight in Misiones and La Pampa, respectively, to ten or twelve in Cordoba and Mendoza (Annex Table C.5). The causes of inefficiency in this area include employment of teachers, paid from education budgets, in activities outside the education sector (some teaching in institutions such as police academies and some in non-teaching positions); non-observance of norms regarding class size; continued employment of teachers who are on permanent medical disability leave; use of teaching staff for record-keeping, counselling and disciplinary functions (preceptors); as well as problems that are difficult to overcome, such as widely-dispersed rural schools serving very small student populations. The seven provinces have indicated their commitment to improve efficiency in use of teaching staff and a number have taken steps to eliminate some of the problems mentioned above. Management studies will be carried out, as a condition of the loan, to determine ways of improving the utilization of teaching and administrative staff. Data are not available to estimate the magnitudes of potential savings on a truly empirical basis. The following simple calculations provide a very approximate indicator of possible orders of magnitude (in millions of Argentine pesos). Public expenditure on education, 1993, 7 provinces A$2,269 Estimated salary budgets (80% of recurrent expenditure) A$1,815 Potential savings if improvement = 1 % A$18.15 Potential savings if improvement = 2% A$36.30 Potential savings if improvement = 5% A$90.75 I/ There are few data on earings differences in Argentina and virtually none for the provinces included in the proposed project. For this analysis we have used a conservative estimate of incremental earnings - $25.00 per month - attributable to completing secondary education. 2/ Product of line C X line D  -84- Annex D 6. Savings from more-efficient administrative operations will come about as a result of reductions in staff made possible by better organization and management of PMEs, introduction of computers that will reduce needs for clerks and record-keepers and, other savings. There is no scientific basis on which to estimate the savings that will result from the project but the following calculations indicate possible orders of magnitude. Total administrative expenditures in the PMEs of the seven provinces are approximately 2.5 percent of public spending in the sector (based on data from those provinces reporting), or 56.73 million pesos. It is reasonable to assume that savings of between 5% and 10% of administrative expenditures (apart from the above-referenced improvements in student-teacher ratios) would be feasible. (a) Savings of 5% of administrative expenditures 2.84 million (b) Savings of 10% of administrative expenditures 5.67 million 7. The estimated savings and benefits presented above are monetary benefits; they do not take into account the effects of one of the most important outcome of the project, which would be better quality and improved learning for all students, not just those who would have repeated or dropped out. Better-prepared school leavers would have higher employment rates and higher productivity, but no attempt is made here to quantify this category of benefits. Neither is any attempt made to estimate the benefits of institutional strengthening of the NMCE. 8. If we consider moderate-to-conservative estimates of potential benefits from the above analyses, they would imply potential annual benefits after the year 2000, once the project is in operation and its effects can be felt, as follows (in millions of Argentine pesos): (a) Twenty five percent reduction in repetition rates A$13.80 (b) Incremental earnings from additional completers 2.48 (c) Two percent improvement in student-teacher ratios 36.30 (d) Five percent reduction in administrative costs A $2.84 Conservative estimate of potential benefits A$55.42 9. At the level of the seven provinces, the project is expected to generate incremental costs of A$7.6 million in 1999 and in the years that follow (text Table 4.3). Estimated net benefits, once both the savings and the costs stabilize after the year 2000, would therefore be on the order of A$48 million per year. Using alternative rates of real interest, the following estimates of the present value of the net benefits are obtained for the period 1995-20009: Rate of Net Present Interest Value 6% A$227. 1 million 8% A$186.3 million 10% A$153.6 million Note that these are estimates of a portion of the benefits that would accrue to the seven provinces.  -85- Annex E ANNEX E: NATIONAL AND PROVINCIAL GOVERNMENT POLICY AND STRATEGY Sectoral Issues/Problems. Government Policy, and Subproject Response National Government Poor Educational Quality/Low Weak Institutiona Capacity Efficiency National Policy N.A To strengthen NMCEs capacity to provide policy guidance and supervision under a decentralized system. Specific lasue lack of essential information to guide policy formulation, implementation, and supervision. Subproject Response Development of a national management information system to ensure that relevant data and information are available in a timely fashion and to expedite the national level decision making process by providing technical assistance, training, information and communications equipment, and publications and dissemination activities. Specific lse N.A. Lack of a system to measure educational quality. Subproject Response Development of a national student assessment system aimed at ensuring appropriate supervision of students' progress towards national education goals, and permit formulation of compensatory policies by financing necessary hardware and peripheral equipment, office furniture and operational expenses, technical asistance, training, training and per diems, and publications and disemination activities. Specific Isue N.A. Weak financial and adminirative capacity. Subproject Response Development of administrative and financial capacity through provision of resources for developing more efficient budget and administrative procedures, improving recording systems and management of physical and personnel resources, and training of personnel.  -86- Annex E Poor Educatoea Quality/Low Weak hWstioaa capacity reM cy Specific Isue N.A. Inadequate training in key management skill. Subproject Response Training of adniniatrative profeaaionals in educational management nd technical issues to strengthen policy formulation and implementation proceu in the context of the decentrlization proceu by: financing a local university to develop, in liaison with a foreign university, a Mater and Ph.D program in Argentina; and, create a fund to provide loans to selected candidates to puraue Msters and Ph.D .tdies through a program that would trengthen the education departments of selected local universities. Specific Isue N.A. Lack of information on the actual use and efficiency of human, physical, and financial resources within the education sysem. Subproject Response Resources for ector eficiency studies that will provide information on the actual use of human, physical, and financial resources and provide recommendationa for improving their use and efficiency. Technical assistance would be provided for carrying out these studies. Specific Issue N.A. Inadequate adminisrtive infrastructure. Support rationalization and improvement Subproject Response of physical infrastducture in order to improve efficiency in use of physical space and improve the conditions of offices which will erve critical functions under new federal rol, by financing studies, technical assistance, renxodeling, and provision of furniture and office equipment.  -87- Annex E Sectoral Issues/Problems. Government Policy, and Subproject Response Cordoba Proyince Poor EdAima Quality/Low Fficeny Wak Inutkumm Capacy Cordoba Policy Improw dme quawry of secondary educaton as To bnprove MCE and DRAEr capaciy to deliver exprued by increased stent karIng. coss-effcve ecawdon wkier a deceraralizad, modem and effdle nmanagement snwnu. Specific ISO" Lack of resources for innovations within the Deficient orpnizational stuctr with lack of chool which support school initiated activities clear definition of functons and distribution of aimed at rising student Ilerning. responsibilities. Subproject Response Development of educational innovationA by R"trucuoreoaniafional design and functions provsion of school grau for chool initiated through provision of tehnic assisnce to activities such as curriculum development, deline teresponsibilities and functions of development of teaching materials, training of administrtive units and map out transfer of teacher and directon nd other student responsibilities to decentralized regional offices. activities. Provision of trining, coda of fares ad perdiems, provision of training materials and incremental recurrent coda to analyze and carry out restucturing proc. Specific in" Lack of information technologies progrm Slow and inefficient norms sD esulti in low student learning, administative procedures. Suppost the development of an informAtion Subproject Rpons technologis program for students and teacher Iprove norms nd organizational procedure throuh the provision of information through the analysi of existn dminisstive equipment (computer an software), trining inefficiencies, eabocation of new operationAl for students nd teachers on appropriate use of manuals nd pocedures, and traning PCc and software, trining mAterials, and administraive of personnel on new effective fldlowshipu/ traineeships. procedures. Resources for technical astnce, tsining, trining mansus, operation manuals, fares and per diems and incremental recurrent cos would be financed to carry out the above activities. Specific Issue Outdated and heterogeneous curricula varying lAck of a human resource policy resulting in from chool to chool. excess staff. Updating of curriculum through tudies that Subpject R _spow take ock of curricula planed and taught in Development of a clear and efficient human shools, eminar, study tours, and technical reource policy aimed at educing ove staffing amsnce to fins tune provincial proposal. and inCreasinSg sdent/teacher ratios. Resource for technical assiance to trview exisin procedures and practicies, a anle swvey of stffig requiremewts and salay sledule, training of staff on resouce mnagement, disemination materials, perdiem and trvel expenses would be provided.  -88- Annex E orw EdcAdosa Quaty/ILow Ffiency Wek Isd*utoaa Capiy Specific Icsue Weak educational and fnncial (budget) plnning capacity. Subproject Response Develop educational and financial (budget) capacity by establishing mote efficient budgt and administtive procedures, improving recording systeme and manuagment of physical and personnel reources. Resources for technical assistance, training, bres and perdiems, and operttional/training msnuals would be provided. Specific lesue lack of esewntial infonnation to guide policy formulation, implementation, and supervision. Support the development of a mnagement Subproject Response information system to ensure that relevant data and infornation are available in a timely fashion and to expedite the provincial level decision naking proces. Resources for equipment, technical asistance, training and incremental recurmnt expenses would be provided. Specific Isuu Lack of a system to measure educational quality. Support the development of a student aesument Subprojeet Rponse system aimed at ensuring appropriate supervision of students' progres towards national and provincial education goIa, which provides feedback on ways to improve instructional practices at the school level, and which informs policy decisions on effective use of shool resources. Resources for design and implementation of the sytem, technical assistance, equipment, trining and incremental operating cost would be provided. Specific Ise Lack of adequate facilities for the operation of sub-provincial administive offices. Support conictrtion and equipping of regional Subpreject Repose offices whose aim is to improve the implementation, monitoring and evaluation capacity at the loa level by financing civil works, equipment and technical assistance.  -89- Annex E Sectoral Issues/Problems, Government Policy, and Subproject Responses La Pampa Province Poor Educaional Quality/Low Wek nstio Capcity Eflkiecy an Coverage La Pampas' Policy Improve the qwuiy of secondary educadon To improvw LWPA & capacity so deliver as expressed by increased student cost-effecdve educadon wider a karning. Also, improve coverage of the decentralzed, modern and effcide secondary aged populadon,. managememn stvucosre. Specific lsue LAck of educational materials and Deficient organizationd atmncture with lack equipment. of clear definition of functions nd distribution of responsibilities. Subproject Response Provision of key educational materials Restructure organizational design and needed to increae student learning such as functions through provision of technical computers and educational software as assistance to delineate responsibilities and well as basic laboratory equipment. functions of admninistative units and map out transfer of responsibilities to decentralized regional offices. Provision of training, costs of fares and perdiemn, provision of training materis and incremental recurrent coda to analyze and carry out reatmicturing process. Specific Isue Lack of resources for innovations within Slow and inefficient norms and the school which support school initiated administrative procedure. activities aimed at raising student learning. Subproject Response Development of educational innovations Improve norms nd organizational by provision of 45 school grants worth procedures through the analysi of exiting USS 3,500 for school initiated activities administrtive inefficiencies, elaboration of such as curriculum development, new operationl mamials nd procedures, development of teaching materials, nd trmining administative of personnel on training of teacher and directors and other new effective procdurs. Reources for Student activities, technical asiance, trining, trining manuals, operation manuals, faes and per diems and incremntal recurrent cost would be financed to carry out th above activities. Specific luwe Lack of certification for many teachers Lack of essential information to guide policy which affects their remuneration and formulation, implemientation, and stability nd lack of teacher training which supervision. affectis their ability to teach effectively. Subproject Response Support the development of a mangement Certification of teachers through provision information system to ensure that relvant of short courses, training materias, data and information are availabl in a timely fellowships and technical assistace as fashion and to expedite the provincia level well as teacher training through provision decision making proces. Resources for of training seminars, training macrials and equipment, technical assince, taining an feUowships, incrementl recurrent expenses would be provided.  -90- Annex E Poor Educationa QualityLow Weak Iutitutional Capacity Effixiercy an Coverage Specific Iaaue Lack of information on succes of Lack of a system to measure educational implementing existing curriculsr reforms quality. aimed at improving student learning, as well as students socio-economic backgound and its impact on achievement. Subproject Response Resources for technical assistance to carry Support the development of a sudedo out studies on the effects of curriculum auessent rystem aimed at ensruing reform*nd students ocio-economic appropriate supervision of studen' progreu background on student learning. towards national and provincial education goals, which provides feedback on ways to improve instructional practice at the school level, and which informs policy decisions on effective use of school resources. Resources for design and implementation of the system, technical assistance, equipment, training and incremental operating costs would be provided. Specific Isue Deterioration of school infrsutructure and Lack of adequate facilities for the operation lack of basic classroom equipment of sub-provincial administrative offices. affecting teachers and studens working/learnin conditions. Subproject Response Resources for civil works, technical Support construction and equipping of assistance, and equipment for regional offices whose aim ia to improve the rehabilitating schools and providing basic implementation, mnonitoring and evaluation chlroom equipment such as chairs and capacity at the local level by finawcing civil desks. works, equipment and technical assidnce. Specific Ise Overcrowding of schools and lack of chools in urban marginal and rral areas. Resources for technical assistance and civil Subproject Reponse works aimed at consructing new schools in urban marginal and rural area.  -91- Annex E Sectoral Issues/Problems. Government Policy, and Subproject Response Mendoza Province Poor Educational Quality/Low Weak Institutional Capacity Efficiency and Coverage Mendozas' Policy Improve the quality of secondary To improve the Ministry of educadion as expressed by increased Cuidre, Science and Technologies snudent earning. Also, improve capacity to deliver cost-effective coverage of the secondary aged education under a decentraized, population. modem and efficient management structure. Specific Isuhe Lack of training of human resources Deficient organizational structure in the appropriate use of educational with lack of clear definition of materials, pedagogical planning and functions and distribution of classroom management. responsibilities. Subproject Response Development of a human resources Restructure organizational design training program that emphasizes and functions through provision of the appropriate use of textbooks, technical assistance to delineate school libraries and other materials, responsibilities and functions of pedagogical planning and classroom administrative units and map out management. Resources for training transfer of respornibilities to services, trmining materials, decentralized regional offices. technical asistance, cost of fares Provision of training, coas of fares and per diems and incrementatal and perdiema, provision of training costs would be provided, materials and incremental recurrent costS to analyze and carry out restructuring proces. Specific Issue Lack of didactic materials and Slow and inefficient norms and equipment which are key for adrninistrative procedures. learning. Subproject Response Provision of didactic materials such Improve norns and organizational as textbooks for students individual procedures through the analysis of use, teacher guides for use with the existing admninistrtive textbooks provided, school libraries, inefficiencies, elabortion of new televisions and videorecorders. operational manuals and procedures, and training administrative of personnel on new effective procedures. Resources for technical assistance, training, trining manuals, opertion manuals, fare and per diems and incremental recurrent cosft would be financed to carry out the above activities.  -92- Annex E Poor Edsa a Qualily/Low Wek nsitutioa Capac:ty Effiiency and Coverge Specific ssue Lack of promotion of acience and Weak educational and financial technology program to address low (budget) planning capacity. learning in these areas. Subproject ReVqonse Support for a Promotion of Science Develop educationl and financial and Technology Program whoe (budget) capacity by establishing main objective is to expose teachers more efficient budget and and students on the use of administative procedures, information technologies through improving recording systems and provision of information equipment mianagment of physical and such as computers, education personnel reources. Resources for software and other equipment as technical asistance, training, fares well as teacher training on their and perdiems, nd appropriate pedagogical use, operational/training manuals would be provided. Specific Ltiue Weak Compensatory Program for Lack of a human resource policy Adult Secondary Education, resulting in exces staf. Subproject Response Provide resources to strengthen the Development of a clear and Compensatory Program for Adult efficient human resource policy Secondary Education, pecifically, aimed at reducing over staffing and setr of didactic materials such as increasing tudent/teacher ratios. mathematical tables, basic chemistry Resources for technica assistace and phyics labortatories, sets of five to review existing procedures an textbooks per student, and teacher practicies, a sample urvey of training on the appropriate use of staffing requirements and saary the above materiials schedules, training of staff on resouce management, dissemination materials, perdiema and travel expenses would be provided. Specific Isu LAck of a program to improve LAck of esential information to quality among lowest achieving guide policy formulation, population. implementation, and supervision. Subproect Response Support for Improvement of Student Suppor the development of a Achievement Program which will managment information system to provide resources such as textbooks ensure that relevant dat and for students individual use, sets of information are available in a didactic materiala, and counseling timely fashion and to expedite the services to lowest achieving provincial level decision making population. process. Resources for equipment, technical assiatance, training and incremental recurmnt expenses would be provided.  -93- Annex E Poor Educaion Quality/Low Wek instituioa Capaity Edficincy and Coverage Specific Isue LAck of information on the impact Lack of a system to measure of past curricular reforms nd the educational quality. feasibility of proposed reforns. Subpr<ect Response Studies aimed at taking stock of the Support the development of a different curricula being taught, and student assessment system aimed at a feasibility analibis of reconverting ensuring appropriate supervision of these programs to short coures students' progres towards national within the polimodal system which and provincial education goals, would be closely linked to the which provides feedback on ways private ector. to improve instructional practice. at the school level, and which informs policy decisions on effective use of school resources. Resources for design and implementation of the system, technical assistance, equipment, training and incremental operating costs would be provided. Specific Issue Overcrowding of schools and lack of schools in urban marginal and rural areas. Subproject Reeponse Resources for technical asaistance and civil works aimed at constructinS new schools in urban marwinl nd mr l areas.  -94- Annex E Sectoral Issues/Problems. Government Policy, and Subproject Response Misiones Province Weak Institutional Capacity Poor Educatioal Quality/LoUw Efficiency and Coverage Misiones' Policy To improve the Ministry of Educations' Improve the quality of secondary capacity to deliver cost-effective education as expressed by education under a decentralized, increased student karning. Also, modem and efficient management improve coverage of the structure. secondary aged population. Specific Iuue Inneficient organizational structure with Lack of euential learning inputs, lack of clear definition of functions and such as textbooks, school libraries distribution of responsibilities, and supplementary materials, which are key for learning. Subproject Response Restructure and improve organizational Support provision of key learning design and functions through provision materials by financing textbooks, of technical assistance to delineate school libraries and other responsibilities and functions of supplementary learning materials. administrative units and map out transfer of responsibilities to decentralized regional offices. Provision of training, costs of fares and perdiems, provision of training materials and incremental recurrent costs to analyze and carry out restructuring procss. Specific I"ue Slow and inefficient norms and LAck of teacher training in the administrative procedures. appropriate use of educational naterials, pedagogical planning and clauroom management. Subproject Response Improve norms and organizational Development of a teacher training procedures through the analysis of program that emphasizes the existing administrative inefficiencies, appropriate use of textbooks, elaboration of new operational manuals school libraries and other and procedures, and training materials, pedagogical planning administrtive of personnel on new and classroom management. effective procedures. Resources for Resources for tr ining services, technical assistance, training, training training materials, technical manuals, operation manuals, fares and asistance, cost of fares and per per diema and incremental recurrent diemu and incrementatal cost cost would be financed to carry out the would be provided. above activities.  -95- Annex E Week Itituonal Capacity Poor FdAIoa l Quality/Low Effiecmy sd Coverage Misions' Policy To Improve the MWnsy of Educadons' Improve the qualiry of secondary capadty so dediver cos-effectdve educadon as erpressed by educadon under a decentralzed, increased ssudemleaming. Alo, modemn and edlclena management lnprove coverage of she stacnw. secondary aged populadon. Specific 1a3 Weak educational and financial (budget) Weak open nd distance chool planing capacity. program which inadequately addreses the needs of the secondary drop-out population. Subproject Response Develop educational and financial Strengthening of exising open (budget) capacity by esablishing more and distance chool programs efficient budget and adminiative through reorganization to improve procedures, improving recording articulation with regular sytems and management of physical secondary school and upgrading and personnel resources. Resources for of educationAl sasiants and technicl asgiste, training, fares and didactic materials. Resources for perdiemca, and operational/training technical assistance, training, manuals would be provided, trining manuals and didactic materials would be provided. Specific us"e Lack of esential infomation to guide Outdated and heterogeneous policy formulation, implementation, and curricula varying from school to supervision, school. Subproject Response Support the development of a Updating of curriculum dutough management information system to studies that take stock of curricula ensure that relevant data and planned and taught in schools, information are available in a timely seminca, study toura, and fashion and to expedite the provincial technical assistance to fine tune level decision nmking process. provincial propoal. Resources for equipment, technical asistance, training and incrementl recurrent expenses would be provided Specific bsue Lack of a system to measure Deterioration of school educational quality. infrastucture and lack of basic classroom equipment affecting teachers and students working/learning conditions. Subproject Response Support the development of a student Resurces for civil works, aeument system aimed at ensuring technical assistance, and appropriate supervision of students' equipment for rehabilitating progress towards national and schoola and providing basic provincial education goals, which clasuroom equipment such as provides feedback on ways to improve chairs and deks. instructional practices at the school levl, and which infornu policy decisions on effective use of school resources. Resources for design and implementation of the sysem, technical assistance, equipment, training ad incremental operating costs would be provided.  -96- Annex E Week Instueoa Capaity Poor E dona Quality/L&w Effcmey and Coverge Misiones' Policy To tmprove A MbUdtnsy of Educadons' Improve te quy of secondary capacity to deiver cost-effccdve educadon as expresed by educadon under a decentraUized, Iwcreased student kandng. Alo, modemn and efficent managemen imprv coverage of te structure. secondary aged populaton. Specific Isue Lack of a preventative maintenance Overcrowding of schools snd lack program for school infratructure of chools in urban marginal and rural areas. Subproject Response Support for establishment of a Resources for technical assistance preventative maintenance program for and civil works aimed at schools by providing resources for constmcting new schools in urban training manuals, seminars, basic marginal nd rural areas. maintenance kits and technical asistance. Specific Issue Lack of adequate facilities for the operation of sub-provincial administrative offices. Subproject Response Support constrction and equipping of regional offices whose aim is to improve the implementation, monitoring and evaluation capecity at the local level by finncing civil works, equipment and technical assistance.  -97- Annex E Sectoral Issues/Problems. Government Policy, and Subproject Reponse Neuq.uen Province Poor Edationa QulityLow Weak 1nssima Capaiy Eflriency and Coverage Neuquens' Policy Improve the quality of secondary To improve she Minstry of Educations' educadon as expressed by capacity to deliver cost-effeidve increased student karning. Also, educadon under a decentralized, improve coverage of the modem and efficent management secondary aged populadon. stnucture. Specific Issue lack of in-service trining of Inneficient organizational ttucture with teachers, supervisorn and tack of clear definition of functions and directors in genemnl instruction distribution of responsibiities. methods, basic content aeas, pedagogical supervision and monitoring. Subproject Response Support in-service training of Restuctue and improve organizational teachers, supervisors and design and functions through provision directors in generl instruction of technical assistnce to delineate methods, basic content areas, responsibilities and functions of pedagogical supervision and administrative unit and map out monitoring by financing technical tnsfer of tesponsibilities to assistance, training seminars and decentralized regional offices. materials. Provision of taining, costs of fares nd perdiems, provision of training material and incrementl recurrent costs to analyze and catry out restructuring proces. Specific usse Outdated curriculum and Slow and inefficient norms and educational materials. administrative procedues. Subproject Response Support the establishment of a Improve norms and organizational continual curriculum development procedures through the analysis of system and updating by providing exiting administrative inefficiencies, technical asistance. Modem elaboration of new operatil manuals pedagogical materials, such as and procedures, and training school libmries, would also be administrtive of personal on new provided to update mnaterials effective procedurs. Reoures for currently used by students. technical assistance, taining, training manuals, operation manuals, fe and per diem and incrementl tecurrent costs would be financed to cay out the above activities.  -98- Annex E Poo Educatona QGaItylL0W Wek Iutiona Capnity Efficiewy ad Covea Neuque' Policy bIprow the quaUty of eco-dary To Improve th Mitry ofJducadtl' education aa exprewed by capacty to defiver cosu-eeedvc lncreased sundent kamndg. ALso, edwadon under a decenUled, biprow cowerage of modem and edfient mangeasm seeondary aged popudadon. sztnuw. Specific Le 1Lck of modern information Centalized decision nmking which equipment needed for fostering hampers the ability to take initatives modern, engaging educational and propose adequate response at the activities with students and which local level. Weak mangement capacity help to raise student learning. at the local level, specificaily, within local school councils and individual schools. Subproject Resxns Esablishment of an educational Support decentralization of decision information program aimed at making to the local evel- developing modem, interactive strengthening of the mangement pdagogical practices by capacity of local chool councils nd providing computers, educaitonal schools by providing technical software, and truining seminars assistance, trining, and resources for fares and per diem. Specific h"ue Overcrowding of chools and lsck Lack of erntial information to guide of schools in urban marginal and policy formulation, implementation. ara ares. and supervision. Subproject R-ponse Resources for technical asisnce Support the development of a and civil works aimd at mangement information system to conaucting nw schools in urban ensure that relevant data and maginal and ural area. information are available in a timely fasiion and to expedite the provincial level decision making proces. Resources for equipment, technical asitnce, training and incremetal recurrent expenses would be provided. Specific bie Lack of a ystem to measure educationa quality. Subpnvjct Response Support the development of a sident asemet system aimed at ensuing appropriate mpervsion of tudents' progres towards national and provincial ducation goals, which provides feedbck on ways to improve insuctionl prctices at the school level, and which inform policy decisions on efiective use of school resoures. Resoures for deegn and implementation of the systn, techical assistance, equipment, training and incremental operting cost would be provided.  -99- Annex E Poor Educational QualitylLow Weak Institutional Capacity Efficiency and Coverage Neuquens' Policy Improve the quaity of secondary To improve the Ministy of Eucations' education as expressed by capacity to delver cot-effecdve increased student tearning. Also, educadion under a decentralized, improve coverage of the modem and efcfite management secondary aged populadon. stnraurc. Specific Isue Lack of consolidated centrl administrative facilities resulting in lack of coordination and duplication of some functions. Subproject Response Construction of consolidated adn inistrative headquarters ained at correcting the above mentioned problems and facilitating more timely and efficient decision-rmking and implenentation by financing civil works and technical asistance.  -100- Annex E Sectoral Issues/Problems. Government Policy, and Subproject Response Rio Negro Province Poor Educational Quality/Low Weak Instituonl Capacity Efficiency Rio Negro.' Policy Improve the quality of secondary To improve zhe Ministry of Educatons' education as expressed by capacity to delver cost-effecdve increased student karning. Also, educaton under a decentralfized, improve coverage of the modem and efficient management secondary aged population. structure. Specific Issue Outdated curriculum and lack of Overly centralized inatitutiona which teacher training in the hampers the ability of local actors to appropriate use of educational take initiatives and propoae responses at mnaterials, pedagogical planning the local level. and classroom nanagement. Subproject Response Analysis of on-going curriculum Execute a decentralized organizational refonns and development of a tructure through provision of technical teacher training program that aaaistance to delineate remponsibilities emphasizes the appropriate use and functions of adminisative units of textbooks, school libraries and map out transfer of responsibilities and other materials, pedagogical to decentralized regional offices. planning and classroom Provision of training, costs of fares and mAnagement. Resources for perdiemn, provision of training training services, training materials and incremental recurmnt maiterials, technical assistance, costs to analyze and carry out costs of fares and per diems and restructuring process. incrementatal costs would be provided. Specific lsue Lack of a program to foster and Slow and inefficient norms and strengthen reading and writing administrative procedures. skills and raise student learning in these areas. Subproject Response Suppoit development of a Improve noms and organizationsi reading and writing school procedures through the analysis of progrmm that will appropriately existin administrative inefficiencies, train teachers in the use of elaboration of new operationl manuals textbooks provided by the and procedures, and trining project and strengthen their administative of personnel on new pedagogical planning and effective procedures. Resources for supervision kills. Technical tehnical assistance, training, training assisance, training seminars and mainuals, operation rmanuals, fares and incremental operating coats per diem, and incrementl recurrent would be provided, coasu would be financed to carry out the above activities. Specific Isue Deterioration of school Weak educational and financial (budget) infrastructure affecting teachers planning capacity. and students working/learning conditions.  -101- Annex E Poor Educatioal Quality/Low Weak Institutional Capacity Effiiency Rio Negros' Policy Improve she qualiy of secondary To improve the Ministry of Educatons' education as expressed by capaciy to deliver cost-effecdve increased student karning. Also, educaton usder a decentralized, improve coverage of dth modem and efficient management secondary aged population. structure. Subproject Response Resources for civil works, Develop educational and financial technical assistance, and (budget) capacity by establiahing more equipment for rehabilitating efficient budget and administative schools and providing basic procedures, improving recording clauroom equipment such as systems and mnanagement of physical chairs and desks. and personnel resources. Resources for technical assistance, training, fares and perdiems, and operational/training manuals would be provided. Specific Issue Overcrowding of schools in Lack of essential information to guide urban mArginal and rural aras. policy formulation, implementation, and supervision and lack of a system to measure educational quality. Subproject Response Resources for technical Support the development of a assisLance and civil works aimed management information system to at making additions to existing ensure that relevant data nd schools in urban mtarginal and information are available in a timely rurl areas. fashion and to expedite the provincial level decision making process. Resources for equipment, technical assistance, training and incremental recurrent expenses would be provided. Furthermore, support the development of a student ausessment system aimed at ensuring appropriate supervision of students' progress towards national and provincial education goals, which provides feedback on ways to imnprove instructional practices at the school level, and which informs policy decisions on effective use of school resources. Resources for design and implementation of the sytem, technical assisance, equipment, training and incremental operating costa would be provided. Lack of consolidated central Specific Issue administrtive facilities resulting in lack of coordination and duplication of some functions.  -102- Annex E Poor Educational Quality/Low Weak lastitutional Capacity Efftiicy Rio Negros' Policy Improve the qualty of secondary To improve the MInsUy of Educadons' education as expressed by capacity to deliver cost-effecdve increased student karning. Also, education under a decentralized, improve coverage of th modern and efficient management secondary aged populadon. structure. Construction of consolidated administLative headquarters aimed at correcting the above mentioned Subproject Response problems and facilitating more tinmely and efficient decision-naking and implementation by financing civil works and technical asuistance. Specific Issue Lack of adequate facilities for the operation of sub-provincial administrative offices. Subproject Response Suppon constuetion and equipping of regional offices whose aim is to inprove the imaplementation, monitoring and evaluation capacity at the local level by financing civil works, equipment and technical ssistance.  -103- Annex E Sectoral Issues/Problems, Government Policy, and Subproject Response Santa Fe Province Poor Educational Quality/Low Weak Institutional Capacity Efficiency Santa Fes' Policy Improve the quaUty of secondary To improve the Ministry of Educadons' educadon as expressed by capacity to deliver cost-effecdve increased student learning. Also, educaton under a decentralized, bnprove coverage of the modem and efflcient management secondary aged population. structure. Specific Iue Lack of learning materials and Overly centralized institutions which equipment eAential for the hampers the ability of local actors to learning process and raising take initiatives and propose responses student achievement, at the local level. Subproject Response Support provision of key Execute a decentralized organizational education materials by financing structure through provision of technical textbooks, school libraries, and assistance to delineate responsibilities other supplementary didactic and functions of administative units mnaterials, and map out transfer of responsibilities to decentralized regional offices. Provision of training, costs of fares and perdiems, provision of tr ining materials and increnental recurrent costs to analyze and carry out restructuring proceu. Specific luue Lack of training for human Slow and inefficient norms and resources in the appropriate use administrative procedures. of educational materials, pedagogical planning and clasroom management. Subproject Response Development of a teacher Improve norms and organizational training pogram that emphasizes procedures through the analysis of the appropriate use of textbooks, existing adminitive inefficiencies, school hbraries and other elaboration of new operationAl manuals materials, pedagogical planning and procedures, and training an clasoom maagement. administrtive of personael on new Resources for training ervices, effective procedure. Resources for training materials, technical technical assistance, training, training assistance, costs of fares and per manuals, operation manuals, fares and diems and incrementatal costs per diems and inremental recurren would be provided, costs would be financed to carry out the above activities.  -104- Annex E Poor Educationl Quality/Low Weak Intituoa Capacity Santa Fes' Policy Improve th qualfry of secondary To improve the Midstry of Educations' educaton as expressed by capacity to deliver cost-effectdve increased sudent learning. Also. education under a decentralized. improve coverage of the modern and efficient management secondary aged populadon. structure. Specific Iue Outdated and heterogeneous Weak educational and financial curricula varying from school to (budget) planning capacity. school, especially in the technical tracks. Develop educational and financial Subproject Responre Updating of curriculum through (budget) capacity by establishing more studies that take tock of efficient budget and administrative curricula planned and taught in procedures, improving recording schools with special emphasis on systems and mnagement of physical options for reconverting technical and personnel resources. Resources for education to the polimodal cycle, technical assistance, training, fares and The project would support perdiems, and operational/training seminars, study tours, and manuals would be provided. technical assistance to fine tune provincial proposal. Specific Iuue Deterioration of school Lack of a system to meure infrastructure affecting teachers educational quality. and students working/learning conditions. Support the developmenrt of a student assessment system aimed at ensuring Resurces for civil works, appropriate supervision of student' Subproject Response technical asistnce, and progress towards national and equipment for rehabilitating provincial education goals, which schools and providing basic provides feedback on ways to improve classroom equipment such as instructional practices at the school chairs and desks, level, and which informs policy decisions on effective use of school resources. Resources for design and implementation of the system, technical assistance, equipment, training and incremental operating costs would be provided. Specifics lue Lack of adequate facilities for the operation of sub-provincial administrative offices. Subproject Response Support consuction and equipping of regional offices whose aim is to improve the implementation, monitoring and evaluation capacity at the local level by financing civil works, equipment and technical asistance.  -105- Annex F ANNEX F: NATIONAL SUBPROJECT I. BACKGROUND 1. Until 1978 the National Ministry of Culture and Education (NMCE) provided nearly all preschool, primary, and secondary education in a highly centralized fashion. At that time the military government decided that such a highly centralized system was not appropriately addressing local quality and equity problems, thus, it transferred control over primary schools to the provinces. Recently, as a part of the on-going political and socio-economic transformation underway in Argentina, the new Transfer Law 24.049 (January 1992) also shifted control of federally operated secondary schools from NMCE to the provinces. Additionally, the Federal Education Law (Ley Federal de Educaci6n) of April 1993 created a clear mandate with distribution of responsibilities between the NMCE and the provincial ministries. In this new framework, NMCE's main responsibilities include policy-setting, articulation, technical assistance, definition of basic content, quality control, evaluation, and financial monitoring. Provinces, on the other hand, will be mainly responsible for the day-to- day administration of all pre-, primary, and secondary schools including the following financial and provision responsibilities: program supervision; planning and budgeting; school maintenance and construction; provision of educational materials; hiring and dismissal of teachers; and teacher training. 2. To carry out its mandate NMCE has undertaken a major organizational change, including the elimination of several organizations and the creation of new secretariats, undersecretariats, and departments with responsibilities for: (i) technical and operational coordination; (ii) programming, monitoring, and evaluation; (iii) student assessment; and (iv) management information. Furthermore as a central policy NMEC is implementing several actions to improve the managerial, administrative, and financial efficiency of NMCE. II. MAIN ISSUES 3. NMCE faces several critical problems that need to be overcome for it to effectively fulfill its new functions and responsibilities. These are mainly: (i) lack of a national management information system; (ii) lack of a national student assessment system; (iii) weak management, financial, and administrative capacity; (iv) inadequate skills of administrative professionals at the national and provincial level specialized in educational issues; (v) lack of sector management productivity; and (vi) inefficient use of space at NMCE and poor physical condition of the National Center for Research and Documentation (NCRD). 4. Lack of a National Management Information System (NMIS). NMCE does not have timely, trustworthy, and relevant information to effectively translate educational policies and strategies into concrete programmatic actions. To carry out its new role in the area of programming, monitoring, and evaluation it is critical that NMCE improve the availability of basic information in the following areas: (i) enrollment, dropout, and completion rates; (ii)  -106- Annex F status of educational infrastructure and physical plant; (ii) population ages, gender, and income; (iv) number, profile and composition of NMCE human resources at different levels and locations; (v) federal and provincial recurrent and investment budget and expenditures by category, sources, and purpose; (vi) legal regulations affecting the education sector; and (vii) relevant documentation and research in education. 5. Lack of a National Student Assessment System (NSAS). Despite of Argentina's highly developed educational system there is no systematic measurement of students academic achievement. Furthermore, the limited information available is not analyzed or shared with key affected and interested groups. NMCE and provincial authorities need a student assessment system to: (i) update educational policies and strategies to improve the quality of education; and (ii) correct inequities in the financing and delivery of educational services. Schools teachers, principals, and inspectors could utilize the results of the achievement test for upgrading teaching and learning practices and developing more suitable teaching materials. The public in general and parents specifically could also use the information on children's performance to assess progress and possible school choice. 6. Weak Management, Financial, and Administrative Capacity. The modernization and decentralization process calls for major reforms of existing managerial, administrative, and financial practices and procedures. The weakest areas are: (i) disfunction and duplication of budgeting organizations; (ii) inadequate definition of roles and distribution of responsibilities among administrative organizations that prevent compliance with the new Financial Administration Law; (iii) protracted delays with internal administrative processes; (iv) inadequate system of procurement, inventory, and distribution of goods; (v) lack of a systematic plan for building maintenance; (vi) inadequate system of personnel administration; (vii) no record-keeping of a recording system of administrative actions or activities; and (viii) lack of coordination among the different administrative systems. 7. Inadequate Skills of High-Level Professionals Within NMCE and The Provinces Specialized in Educational Issues. A basic condition for long-term improvement of the education sector is the formation of a team of high-level professionals able to formulate and sustain adequate policies that will consolidate the decentralization process. Despite Argentina's sophisticated higher education system, the country does not have postgraduate programs in education covering practical and operational issues such as the management, financing and evaluation of the educational system; instead, existing programs are oriented mainly toward educational research and theoretical studies. 8. Low Sector Productivity. Currently, there is a little information on how efficiently physical and personnel resources at the national level are used. It is clear that NMCEs redefinition of functions has had a direct impact on its demand for resources, yet, it is unclear whether efficiency improving measures already undertaken have adressed this issue adequately. The NMCE has taken two main steps to improve sector productivity: first, as part of the transfer of secondary education to the provinces, it transfered the administration  -107- Annex F and financing of 4,706 schools, 103,161 teaching staff, and 15,034 non-teaching staff; second, as part of its reorganization, it has reduced its central staff from 2,867 (in 1991) to 1,743 through a process of voluntary retirement and early retirement. Issues involving the use of physical space are addressed below. 9. Inefficient Use of Physical Space and Poor Condition of the National Center for Research and Documentation. Presently there is a lack of knowledge about the availability and use of physical space under the control of NMCE. Consequently, there is also a lack of knowledge about which buildings are underutilized, problems in their use, and ways to maximize savings through better allocation of resources for physical construction and maintenance. On another hand, lack of continuous maintenance of NMCE facilities has resulted in serious deterioration of many buildings. The buildings that house the national information network and the newly created student assessment testing center have been seriously affected, among others. Measures such as remodeling of bathrooms, ventilation systems, floor layout, electric power, and communications are badly needed to operate in a minimally efficient and safe environment. Similarly, the National Center for Research and Documentation provides teachers and students with assistance needs to be remodeled and equipped to better serve its users. Specifically, this research center needs: a new floor layout, including a reorganization of existing work areas; climatization of expensive and old collections; and better linkage and coordination with other national and provincial libraries. m. NATIONAL POLICY AND STRATEGY 10. The National Government's strategy for the education sector has been recently summarized in the project document, 'Education Sector Investment Program" (Programa Sectorial de Inversion en Educaci6n) prepared by the Project Preparation Unit of NMCE. According to this program, the Government has one central objective: to strengthen its institutional capacity to effectively assume new functions in the areas of policy formulation, supervision, and evaluation. NMCE has proposed a strategy comprised of seven subcomponents aimed at achieving this goal: (i) development of a national management information system; (ii) development of a national student assessment system; (iii) strengthening of the management, financial, and administrative capacities of NMCE; (iv) upgrading the skills of administrative provesionals at NMCE and the provinces; (v) sector management productivity studies to analyze inefficient management and use of physical and human resources; and (vi) rationalizing the use of existing physical facilities and developing the Nationnal Center for Research and Documentation (NCRD). IV. SUBPROJECT COMPONENTS AND DESCRIPTION 11. The proposed subproject would consist of two components: strengthening of institutional capacity infrastructure rationalization. Below is a brief description.  -108- Annex F 12. Institutional Strengthening and Infrastructure Rationalization (US$ 39.2 million with contingencies, or 77% of total subproject cost): 13. Development of a National Management Information System (NMIS) and National Student Assessment System (NSAS). A NMIS would be established to provide information on: (i) educational statistics; (ii) educational infrastructure; (iii) socio- demographic trends; (iv) number and profiles of NMCE human resources by level and location; (v) budgeting and accounting; (vi) educational facilities; and (vi) educational documentation and research. The project would finance the design and operation of the NMIS, articulation between the National and Provincial management information systems, development and purchasing of appropriate software and hardware, an administrative support system, training of NMIS personnel, information and dissemination processes, and the required local and external technical assistance. An important activity would be the execution of an "education census" providing information on teachers, students and schools to overcome existing information gaps and shortcomings emmanating from the crisis during the 1980s. The census would provide well-designed and consistent information on all jurisdictions of the federal system, with special emphasis on data involving teachers. 14. A NSAS would be established to: (i) provide information and monitor student academic achievement nationwide; (ii) define policies and strategies to improve educational quality; (iii) process, create, and disseminate information on student achievement; (iv) assist the provinces in establishing their own provincial academic assessment; and (v) compile academic achievement information provided by the provinces. The project would support the design and organization of the system, the design of tests to meet high psychometric standards, and pilot measurements during the execution of the project. 15. Specifically, the project would finance for these two subcomponents: approximately US$2.Om of local technical assistance; an estimated $80,000 of foreign technical assistance; training courses for approximately 11,500 managers, planners, operators and surveyors; approximately 40 fellowships and study tours abroad; over 200 microcomputers along with printers and other communications equipment; publications and dissemination activities; and operating expenses. 16. Strengthening of Management, Financial, and Administrative Capacity. The project would support strengthening institutional capacity of the NMCE by improving: (i) administrative and financial accounting systems; (ii) procurement and distribution procedures; (iii) management and maintenance of NMCE properties; and (iv) management of personnel and legal systems. Specifically, the project would finance: the required hardware and peripheral equipment (approximately 30 PCs, fax machines, and other communications equipment); approximately US$350,000 of local technical assistance; training for approximately 4,000 staff; publications and dissemination activities; and transportation and per diem.  -109- Annex F 17. Upgrading the Skills of Administrative Professionals at the National and Provincial Level. The project would strengthen the managerial and technical capacity of NMCE and provinces by enabling approximately 200 high-level professionals to obtain postgraduate training in: (i) education policy and management; (ii) economics of education and financing; (iii) educational student assessment; and (iv) curriculum improvement and innovation. Specifically the project would finance a fund to provide loans to selected candidates to pursue postgraduate studies through a program that would strengthen the education departments of selected regional universities and provide short-term study tours abroad; select and contract a qualified local university to develop masters and doctoral programs in liaison with a foreign university; and provide funding for organizing, evaluating, staffing, and operating the programs' administration. Specifically, the project would finance: approximately US$500,000 in local technical assistance; over 180 study tours; training for over 640 students; financing for 5 post-graduate programs; publications and dissemination activities; and operating costs. 18. Sector Productivity Study. The project would finance during the first year of project execution an comprehensive study at the national level to identify inefficiencies in the use of administrative personnel as well as the use of installed physical capacity. The study would also forecast medium-and long-term personnel and physical facility needs relative to future the ministry's new functions as defined by the Federal Education Law. 19. Rationalization of the Use of Physical Facilities and Development of the National Center for Research and Documentation (NCRD). The project would support the rationalization of physical space by providing technical assistance to carry out an inventory of NMCE facilities and elaborate a rehabilitation and maintenance plan. Specifically, the project would finance approximately 120 staff/months of local consultants. The project would also support the partial rehabilitation of NMCE headquarters by financing: remodeling, and provision of furniture and office equipment for the "Paraguay Annex" of NMCE and the National Center for Research and Documentation and Teacher's Library. Specifically, the project would finance: approximately $190,000 of local technical assistance; required hardware and peripheral equipment (approximately 6 PC's, and printers; communications equipment such as videoscassetes, televisions, and film proyectors; and furniture and other office equipment. V. PROJECT IMPLEMENTATION 20. The National Ministry proposes to create a National Project Coordination Unit (NPCU) to assist the implementation of the national subproject and to perform the coordination, evaluation, monitoring and technical functions that will be necessary for the project both at national and provincial levels (see Chapter V and Annex P for Project Management and project execution arrangements). The NPCU would be housed i the Undersecretary of Programming and Educational Management of the National Ministry of Culture and Education. The unit would be staffed by a core team of high-level professionals, technicians and support staff. Specifically, the NPCU would employ one General Coordinator, 16 senior professionals 3 technicians and 2 support staff.  - 110- Annex G ANNEX G: CORDOBA SUBPROJECT I. BACKGROUND 1. Cordoba, with a population of 2,764,176 in 1991, is the fourth largest province in Argentina, and with 168,766 square kilometers the fifth largest in area. The province has 26 departments and more than 40 percent of the population lives in the capital. Per capita income in 1985 was US$1,716 or 10th relative to the other provinces. 2. Enrollment, Teachers, and Schools. In 1991, 799,663 students were enrolled in the school system, of which 155,098 (19%) were enrolled in secondary education. Within secondary education, 74% were enrolled in provincial public schools and 26% in private schools. As shown in Table G. 1, 89,559 or 58% of all secondary students were transferred from federal schools under the Federal Education Law (1993). Of the total secondary population 13% were enrolled in the Bachiller Track, 53% in the Commercial Track, 27% in the Technical Track, 6% in the Agrarian Track, and 1 % in the Artistic Track. Table G. 1 below provides aggregate information. Table G.1 CORDOBA: Enrollment, Teachers, and Schools Secondary Education (Grades 8-12/13) Enrollment Teachers Schools Provincial 65,539 6,175 363 Transferred 89,559 6,514 340 Total 155,098 12,689 703 Source: 'Diagn6sticos y Anexos Estadfsticos Provinciales, 1991. 3. Quality and Efriciency Indicators. The net enrollment rate for individuals in the 13-17 year old population rose from 47% in 1980 to 76% in 1991. Repetition rates, on another hand, ranged from 15% to 3 % depending on the type of school and year in the cycle. Generally speaking, repetition was higher during the first three years of the cycle, especially among commercial and technical schools. Likewise, dropout rates averaged approximately 45%, yet were much higher in technical-professional schools where they reached levels as high as 65%. Overall, only 1 out of 2 students entering 8th grade finish the secondary cycle, for an estimated completion rate of approximately 50%. This represents high wastage of human, financial, and physical resources. 4. Sector Productivity. Cordoba like the other project provinces is affected by inefficient management of its human resources. This is manifested by a low student-teacher ratio of approximately 12.22 to 1. The main cause behind the sector's low productivity is the lack of a  - 111 - Annex G human resources policy to adequately plan and regulate hiring and deployment. The Provincial Government has taken several measures to improve the sector's productivity. Since 1992, the Ministry has taken the following steps to improve it's management of human resources: (i) put in effect a much stricter control of licences and limited personnel practice to only posts for which personnel was qualified; (ii) implementation of a new licence regime for substitute teachers with the aim of ensuring equal qualifications to those of regular teachers; (iii) decentralization of recurrent expenditures to the school level with the aim of better controlling their use; and (iv) provision of monetary incentives for teachers with low absenteeism. II. MAIN ISSUES 5. Decentralization of secondary education has been a high priority for the Cordoba Government. Critical in this process are: (i) poor educational quality; (ii) weak institutional capacity; and (iii) inadequate physical infrastructure. 6. Poor Educational Quality. Cordoba's low internal efficiency, expressed by poor quality indicators (para. 3) are largely a consequence of: (i) lack of resources for innovations within the school which support school-initiated activities aimed at raising student achievement; (ii) lack of modern informational technologies for use by teachers and students; and (iii) an outdated curriculum characterized by a profession of course offerings that varies from school to school. 7. Weak Institutional Capacity. The recent transfer of secondary education from the Federal govemment forced Cordoba's Ministry of Education to assume management of an education system almost one and a half times its previous size. The transfer has helped highlight key sector management problems such as: (i) deficient and outdated administrative organizations with inefficient norms and procedures; (ii) lack of a clear and efficient human resource policy resulting; (iii) deficient educational and financial planning system incapable of appropriately carrying out programming, expenditure, and control functions; (iv) deficient management information system to provide timely and reliable data on human, financial and physical resources; and (vi) lack of a student assessment system to monitor student progress in meeting provincial and national educational goals. 8. Inadequate Facilities. Cordoba's administrative infrastructure currently lacks the necessary facilities to carry out administrative functions efficiently. The main problem in this respect is the lack of Regional Educational Administration Delegations (DRAE) at the sub- provincial level to improve administration, implementation, monitoring, and evaluation capacity at the local level. m. PROVINCIAL POLICY AND STRATEGY 9. Cordoba's strategy for the education sector has been recently summarized in the project document, Education Sector Investment Program (Programa Sectorial de Inversion en Educacion) prepared by the province's Project Preparation Unit. According to this program, the government has two major educational objectives: (i) to improve educational quality; and (ii) to strengthen institutional capacity .  - 112 - Annex G 10. To improve educational quality the province plans to: (i) promote educational innovations at the local level; (ii) develop an information technologies program; and (iii) update the curriculum. 11. To improve institutional capacity of the Ministry of Education the province plans to: (i) establish modem administrative organizations with efficient norms and procedures; (ii) develop an effective human resource policy; (iii) develop educational and financial planning capacity; (iv) develop a management information system; (vi) develop a student assessment system; and (iv) build and equip sub-provincial Regional Educational Administration Delegations. IV. SUBPROJECT COMPONENTS AND DESCRIPTION 12. The proposed subproject has an estimated cost of US$25.3 million, including contingencies and would consist of three components: (i) an educational quality improvement component; (ii) an institutional strengthening component; and (iii) an infrastructure improvement component. Below is a brief description of each with its subcomponents. 13. Educational Quality Improvement (US$ 11.1 million with contingencies, or 44% of total subproject cost): (a) Development of Educational Innovation at Secondary Level. The project would support about 165 special school projects designed as a mechanism to encourage school initiatives through competition for extra financial resources. Through this grant program the project would respond to local teaching conditions and support the improvement of learning conditions within the school. Each school project would have a duration of one year. The grants would be targeted to schools operating in disadvantaged areas and will be allocated on a competitive basis. The grants would be used for funding non-personnel, non-recurrent expenditure activities such as: (a) developing teaching and learning materials for schools; (b) implementing cultural activities organized by groups of parents and teachers; and (c) organizing school theater and/or school radio broadcasting operated by students and teachers. The project will finance about 33 grants of approximately US$15,000 each during every year of the project (total of approximately 400 grants); training for approximately 8,000 teachers, directors, and supervisors in identification of school quality needs and formulation of grant proposals; and production of dissemination and training materials. (b) Development of Information Technologies Program. The project will support the Centro de Informatica Educativa (CRIE) in the promotion and development of information technologies within the Delegaciones Regionales and the schools. The program would be implemented in two phases: in the first phase, teachers would be introduced and trained in the use of computers and educational software at the Delegaciones Regionales; in the second phase, information workshops would be set-up within the schools, and teachers would train students in their use. Specifically, the project would finance: approximately 77 workshops (15 PCs  - 113 - Annex G each), as well as printers and other communications equipment; around 60 staff/months of local and foreign technical assistance; training for approximately 22,000 teachers; over 80,000 texts and guides for training in the above activities; operating expenses; and fellowships and traineeships. (c) Updating of Curriculum. The project would support an "estudio de situaci6n' of existing curriculum within traditional schools, including those transferred from the national government with the aim of producing necessary basic information needed for decisions related to the extension of the reform and/or curriculum organization within the guidelines of the new federal law, as well as technical assistance to fine-tune a proposed updated curriculum. Specifically, the project would finance: approximately 50 staff/months of local and foreign technical assistance; training of approximately 800 staff; and study tours and seminars. 14. Institutional Strengthening (US$ 6.1 million with contingencies, or 24% of total subproject cost): (a) Establishment of Modern Administrative Organizations with Efficient Norms and Procedures. This subcomponent involves reorganizing the Ministry of education, and decentralizing the administrative and pedagogic supervision functions--for pre-primary, primary, secondary and teacher training--in Regional Delegations for Educational Administration (DRAE). DRAEs would be responsible for providing administrative and pedagogical support to the schools. In this framework, the project will support: training of central ministry and DRAE personnel in critical functions such as planning and monitoring; training school personnel in the use of computers for more effective school management. The project would finance: approximately US$180,000 local technical assistance; training activities for around 475 central and DRAE staff in the above related activities; travel and per diem costs for the above training activities; provision of 8 computers; and operating expenses and maintenance. (b) Development and Implementation of a Human Resource Policy. The project would support: studies leading to reform of the teacher employment law ("estatuto del docente"); new norms and procedures for hiring, monitoring, evaluating, promoting and dismissing teachers based on the recommendations of the above studies; and formulation of regulations and supervisory models to control teacher time on task and absenteeism. The project would finance approximately US$20,000 of local technical assistance. (c) Development of Educational and Flnancial Planning Capacity. The project would support technical assistance and training to develop an effective planning unit capable of designing and implementing strategies to improve physical, human and physical resource allocation. By the end of the project the planning unit should be capable of: (a) reviewing system conditions and performance, forecast enrollment changes, and employ basic planning models to project changing  - 114 - Annex G demands in the system and necessary policies; (b) effectively carry out budgeting and financing procedures to ensure adequate programming, expenditure, and control of the provincial education resources. Specifically, the project would finance: approximately $50,000 of local technical assistance; training for approximately 300 staff; publications and didactic materials for staff training; dissemination activities; and operating expenses. (d) Development of a Management Information System (MLS). To design, implement, and sustain a MIS that has links to the National Information Network and the Provincial Information Network which includes the DRAE, the project would finance: approximately US$250,000 of local technical assistance for installation of the information system; the acquisition of 8 PC computers, printers, FAXes, modems and other communication equipment for the implementation of an information network; training courses for about 100 staff would be provided; costs of fares and per diems for the above training activity; and operating expenses consisting of maintenance and personnel salaries. (e) Development of a Student Assessment System (SAS). To design, implement, and sustain a SAS network with links to the National Govemment and other Provinces, the project would finance: approximately US$70,000 of technical assistance; provision of didactic material for approximately 90,000 students; and incremental recurrent expenses in the form of current personnel salaries; plus operating expenses including maintenance. 15. Infrastructure Impme= (US$ 5.8 million with contingencies, or 23% of total subproject cost): (a) Construction and Equipment of Regional Educational Administration Delegations (DRAE). To facilitate the process of administrative decentralization and to improve implementation, monitoring, and evaluation capacity in areas such as information systems development, teacher training, and the appropriate use of information technologies, the project will finance construction and equipment of 7 DRAE throughout the province. V. SUBPROJECT IMPLEMENTATION 16. The province proposes to create a small Provincial Project Coordination Unit -PPCU- (USS 2.4 million with contingencies, or 9% of total subproyect cost) to assist the implementation of the subproject. The PPCU would be located in the planning department of the Ministry of Education. The unit would be staffed by a core team of high-level professionals, technicians and support staff. Specifically, the PPCU would employ 2 senior professionals, 3 technical staff and 4 support staff to carry out the functions and responsibilities ascribed to each provincial PCU.  - 115- Annex H ANNEX H: LA PAMPA SUBPROJECT I. BACKGROUND 1. La Pampa, with a population of 260,034 inhabitants in 1991, is the 21st one the least populous provinces in Argentina, with 143,440 square kilometers is the 8th largest in area. The Province has 22 Departments and 79 municipalities. Per capita income in 1985 was U$ 2,904 or 4th highest relative to other provinces. 2. Enrollment, Teachers and Schools. In 1991, 68,508 students were enrolled in the school system, of which 17,834 (26%) enrolled in secondary education. Within secondary education, 74% of students enrolled in public schools and 26% in private schools. As shown in Table H. 1, 11,970 or 67% of all secondary students were transferred from federal schools under the Transfer Law (1992). Of the total secondary population 9,637 (54%) were enrolled in the Bachiller Track, 3,758 (21%) in the Commercial Track, 2,596 (15%) in the Technical Track, 1,398 (8%) in the Agrarian Track, and 681 (4%) in the Artistic Track. Table H.1 below provides an overview of education data in the province. Table H.1 LA PAMPA: Enrollment, Teachers, and Schools Secondary Education (Grades 8-12/13) Enrollment Teachers Schools Provincial 5,864 740 41 Transferred 11,970 1,361 56 Total 17,834 2,101 97 Source: Diagnosticos y Anexos Estadsticos Provinciales, 1992. 3. Quality and Efficiency Indicators. The transition rate from primary to secondary education was 84% in 1992. On the other hand, dropout rates for the cycle averaged approximately 41%. Dropout rates were significantly higher among technical and agricultural school students, where they averaged approximately 69% for the cycle. In 1991, only 4 out of 10 students entering 8th grade finished the secondary cycle, for an estimated completion rate of 40%. This represents high wastage of human, financial, and physical resources. 4. Sector Productivity. La Pampa's track record in the area of personnel management is weak compared to other provinces. In 1992, student/teacher ratios were 12.6/1 among all schools and 8.3/1 among secondary schools. Furthermore, the system was affected by high absenteeism and poor deployment and promotion policies. Since 1992, the Provincial Government has taken large steps to improve the sector's low productivity: It overhauled the  - 116 - Annex H existing norms and procedures regulating teacher's compensation and promotion. The objectives of these measures have been to: modify the salary schedule to better reward productivity; and redefine criteria for promotion. So far, the Ministry has succeeded in implementing a new salary schedule which clearly differentiates between administrative and teaching positions, compensates for geographical location (thus rewarding rural teachers), rewards low abstenteeism, recognizes participation in in-service training, fills new posts on a competitive basis, and reduces the weight alloted to seniority in salary and promotion decisions. Since its implementation, absenteeism has been reduced and promotions and salary increases have been based on the above mentioned criteria. H. MAIN ISSUES 5. Decentralization of secondary education has been a high priority for the La Pampa Government in the last year. Critical in this process is the need to overcome problems associated with: (i) low education quality which results in high repetition and dropout rates as well as low completion rates; (ii) weak and inefficient institutional capacity ; and (iii) inadequate educational and administrative facilities. 6. Low Educational Quality. As previously discussed, La Pampa's educational system suffers from low quality as revealed by poor internal efficiency indicators (para. 3). This is mainly due to: (i) lack of educational materials and equipment and new didactic materials which reflect emerging curricular guidelines; (ii) lack of training for human resources, especially lack of teacher familiarity with curriculum and modern pedagogical strategies; (iii) lack of information on problems with implementing curricular reforms and necessary steps to overcome these problems and on students' socio-economic background and its impact on achievement; and (iv) ) lack of a scientific and technological innovations program. 7. Weak Institutional Capacity. The recent transfer of secondary education from the federal government forced LAPAME to assume management of an education system three times its previous size. The transfer has helped highlight key problems with the sector's management such as: (i) deficient and outdated administrative organizations with inefficient norms and procedures; (ii) lack of a management information system for financial planning, programming, and expenditure control; and (iii) lack of a student assessment system. 8. Inadequate Facilities. Many of La Pampa's administrative and school facilities lack the necessary infrastructure needed to comply with their functions in a safe and effective manner. Specifically, the problems are: (i) lack of adequate facilities for the operation of Coordination (Regional) Offices needed to facilitate the decentralization process; (ii) inadequate school facilities which are in a severe state of disrepair and/or overcrowded thus limiting access to secondary education while also adversely affecting working conditions of teachers and directors. HI. PROVINCIAL POLICY AND STRATEGY 9. La Pampa's strategy for the education sector summarized in the project document, Education Sector Investment Program (Programa Sectorial de Inversion en Educacion), prepared by the province's Project Preparation Unit. According to this program, the provincial  - 117 - Annex H government has two major objectives: (i) to improve educational quality and increase coverage; and (ii) to strengthen institutional capacity. 10. To improve educational quality and increase coverage the province plans to: (a) provide educational materials and equipment and develop the curriculum; (b) train human resources; (c) conduct studies on the state and effects of curriculum reform as well as student socioeconomic background and its effects on achievement; (d) develop a scientific and technological innovations program; and (e) rehabilitate and construct school facilities. 11. To strengthen institutional capacity the province plans to: (a) establish modem administrative organizations with efficient norms and procedures; (b) develop a management information system (MIS); (c) develop a student assessment system (SAS); and (d) constuct Coordination Offices. IV. SUBPROJECT COMPONENTS AND DESCRIPTION 12. The proposed subproject has an estimated cost of US$ 19.7 million, including contingencies, and would consist of three components: (i) and educational quality improvement component; (ii) an institutional strengthening component; and (iii) an infrastructure improvement component. Below is a brief description of each along with its subcomponents. 13. Educational Ouality Improvement (US$ 6.7 million with contingencies, or 34% of total subproject cost): (a) Development of Curriculum and Provision of Educational Materials. The project would provide funding for: (i) textbooks and teaching materials; (ii) development of didactic materials which incorporate new curricular guidelines; and (iii) a grant fund on a competitive basis to address specific problems related to quality weaknesses at the school level. More specifically, the project would finance: approximately 25,000 textbooks; approximately 60 modules in the areas of biology, physics, multimedia, information and others; and (iii) approximately 700 grants of approximately US$600 each. (b) Human Resources Training. The project would provide funding for: (i) upgrading the skills of recently transferred teachers, to acquaint then with provincial curriculum requirements; and (iii) in-service teacher training for uncertified teachers to comply with the certification requirements of the province. Specifically, the project would finance: 50 staff/months of training for over 7,400 teachers ini basic subject areas, classroom management, the appropriate use of educational materials, and the formulation of school innovation proposals; approximately 1,800 training manuals and teacher guides; around 50 staff/months of fellowships for exchange of views among teachers and directors; and approximately 100 staff/months of study tours within and outside the country to learn about school and classroom management.  - 118 - Annex H (c) Studies. The project would provide funding for: (i) analyzing the impacts of the Ciclo Superior Program curricular design on educational quality; (ii) evaluating the curricular experience carried out since 1992 under the "Proyecto Cambio"; and (iii) evaluating provincial student socio-economic factors that might contribute to low retention and high repetition rates. More specifically, the project would finance: approximately US$40,000 of technical assistance to evaluate the Ciclo Superior Program; around US$40,000 of technical assistance to evaluate the "Proyecto Cambio"; and approximately US$40,000 of technical assistance for the study on student socio-economic background and its incidence on education quality. (d) Development of Scientific and Technological Innovations Program. The project would support about 63 special school projects designed as a mechanism to encourage school initiative through competition for extra financial resources. Through this grant program the project would respond to local teaching conditions and support the improvement of learning conditions within the school. Each school project would have a duration of one year. Additionally, the program would support establishment of information workshops and laboratories to foster increased learning of the sciences and technologies through hands-on experiences. The project will finance about 63 grants of approximately US$10,000 each (training of teachers on the preparation of grant proposals would be carried out under the training subcomponent above); approximately 50 science laboratories; and information workshops consisting of approximately 500 PCs with educational software. 14. Institutional Strengthening (US$ 5.6 million with contingencies, or 29% of total subproject cost): (a) Establishment of Modern Administrative Organizations with Efricient Norms and Procedures. The project would support: the analysis and implementation of a new organization for LAPAME, regional offices and schools which would improve management, supervision, and monitoring at each level; the development of school institutional plans and management systems that would improve school administration; upgrading of managerial skills of school principals and regional coordinators. The project would finance: training of 4,632 directors, administratorts, planners and pedagogical supervisors; and distribution of 8,817 guides and other didactic materials for use in the training seminars; about US$70,000 of local technical assistance; and around 100 PC computers, and 100 printers (one for each school); communication equipment; and publications and dissemination activities. (b) Development of a Management Information System (MIS). To design, implement, and sustain a MIS that has links to the National Management Information System and the Provincial Information Network, the project would finance the: acquisition of approximately 41 PCs, plus printers, software and - ------- ------  - 119- Annex H communication equipment; approximately US$60,000 of local technical assistance; and recurrent costs including personnel. (c) Development of a Student Assessment System (SAS). The project would provide specific resources to develop a SAS whose purpose will be to provide periodic and reliable information on progress toward federal and provincial educational achievement goals and to guide education policy decisions. The equipment used for this activity would be the same as that used for the MIS. To help develop of a SAS, the project would finance: about US$15,000 of local technical assistance; test taking materials for approximately 8,000 students; and didactic materials for 40 sector managers and analysts in the use and implementation of the system. 15. Infrastructure Improvement (US$ 6.3 million with contingencies, or 32% of total subproject cost): (a) Construction of Coordination (Regional) Offices. The project would finance the construction of seven coordination offices, linked to existing school facilities, to support the decentralization of management and coordination activities. Overall, the project would finance seven Regional Offices. (b) Rehabilitation and Construction of School Facilities. The project would finance the construction of 4 new schools to replace schools currently operating in rented facilities or working working on a three-shift schedule. Furthermore, the project would finance additions of physical capacity to 4 schools. Lastly, the project would finance the gas installations for 15 schools. V. PROJECT IMPLEMENTATION 16. The province proposes to create a small Provincial Project Coordination Unit -PPCU- (U$1. 1m with contingencies, or 5% of total subproyect cost) to assit the implementation of the subproject. The PPCU would be located in the coordination subsecretariat of the Ministry of Education. The unit would be staffed with high-level professionals, technicians and support staff. Specifically the PPCU would employ 1 general coordinator, 3 senior professionals 1 technical staff and 2 support staff to carry out the functions and responsibilities ascribe to each provincial PCU.  - 120 - Annex I ANNEX I: MENDOZA SUBPROJECT I. BACKGROUND l. Mendoza, with a population of 1,414,058 in 1991, is the 5th most populous province in Argentina, and with 148,827 square kilometers the 7th largest in area. Per capita income in 1985 was US$1,985 or 8th relative to other provinces. 2. Enrollment, Teachers and Schools. In 1992, 328,435 students were enrolled in the school system (including pre-school, primary, secondary, and adult education) of which 65,710 (20%) enrolled in secondary education. Within secondary education, 74% were enrolled in public provincial schools and 26% in private schools. As shown in Table I.1, 39,123 or 60% of all secondary students were transferred from federal schools under the Federal Education Law (1993). No information is available on enrollments, teachers, and schools by educational track. Table 1.1 provides an overview of education data in the province. Table 1.1 MENDOZA: Enrollment, Teachers, and Schools Secondary Education (Grades 8-12/13) Enrollment Teachers Schools Provincial 26,587 2,406W 77 Transferred* 39,123 3,181 123 Total 65,710 5,587 200 Source: Diagn6sticos y Anexos Estadfsticos Provinciales, 1992. a. Provincial work load of 30/hrs. * Refers to public and private subsidized schools. 3. Quality and Efriciency Indicators. The net enrollment rate of individuals in the 13-19 year old population rose from 50% in 1980 to 63% in 1991. The transition rate between primary and secondary school was 70% in 1991. Repetition rates averaged 13% while dropout rates were approximately 20% for the population yet ranged as high as 49-60% for the technical- professional track. Overall, only 8 out of 10 students entering 8th grade finish the secondary cycle, for an estimated completion rate of 80%. This represents high wastage of human, financial, and physical resources. 4. Sector Productivity. Mendoza like the other project provinces is affected by inefficient management of its human resources. This is manifested by a low student-teacher ratio of approximately 10.2 to 1. The main cause behind the sector's low productivity is the lack of a human resources policy to adequately plan and regulate hiring and deployment. The Provincial Govemment has taken several measures to improve the sector's productivity. Since 1992, Direcci6n General de Escuelas (DGE) has taken the following steps to improve it's management of human resources: (i) passage of The Salary Law 5811 put in effect a much stricter control  -121 - Annex I of licences and limited personnel practice to only posts for which personnel was qualified; (ii) implementation of a new licence regime for substitute teachers with the aim of ensuring equal qualifications to those of regular teachers; (iii) decentralization of recurrent expenditures to the school level with the aim of better controlling their use; and (iv) provision of monetary incentives for teachers with low absenteeism. II. MAIN ISSUES 5. Mendoza faces several critical problems that need to be overcome for it to effectively fulfill its new functions of delivering all public secondary education. These problems are mainly: (i) poor educational quality expressed by low internal efficiency indicators (para. 3); (ii) weak institutional capacity; and (iii) inadequate educational facilities. 6. Low Educational Quality. As previously discussed, Mendoza has poor quality and internal efficiency indicators (para. 3). This is mainly due to: (i) lack of training for human resources; (ii) lack of didactic materials and equipment; (iii) weak Promotion of Science and Technology Program; (iv) weak Compensatory Program for Adult Secondary Education; (v) lack of Student Achievement Improvement Program for Secondary Education; and (vi) lack of information on the impact of past curricular reforms and the feasibility of proposed present reforms. 7. Weak Institutional Capacity. The recent transfer of secondary education from the federal government has exacerbated existing management and organizational problems within the DGE. Principal among these problems are: (i) inadequate administrative organizations and inefficient norms and procedures; (ii) lack of educational and financial planning; (iii) lack of an efficient human resource policy; (iv) lack of a management information system; and (v) weak student assessment system. 8. Inadequate Facilities. Mendoza lacks the necessary infrastructure for educational purposes. The main problems are: deficient school infrastructure, illustrated by a recent study (1993) which found that 46 secondary schools (23% of the total) require corrective action either in the form of rehabilitation or expansion. Im. PROVINCIAL POLICY AND STRATEGY 9. Mendoza's strategy for the education sector has been recently summarized in the project document, Education Sector Investment Program (Programa Sectorial de Inversion en Educacion), prepared by the province's Project Preparation Unit. According to this program, the government has three major educational objectives: (i) to improve educational quality and increase coverage; and (ii) to strengthen institutional capacity. . 10. To improve educational quality and increase coverage the province plans to: (i) provide training for human resources; (ii) provide didactic materials and equipment; (iii) develop a Promotion of Science and Technology Program; (iv) strengthen the Compensatory Program for Adult Secondary Education (PROCEMA); (v) strengthen the Improvement of Student  - 122 - Annex I Achievement Program for Secondary Education Program (PROMEREM); (vi) support curriculum development; (vii) rehabilitate, expand and construct school infrastructure. 11. To improve institutional capacity the province plans to: (i) establish of modem administrative organizations with efficient norms and procedures; (ii) establish efficient educational and financial planning capacity; (iii) develop a clear and efficient human resource policy; (iv) develop a management information system; and (v) develop a student assessment system. V. SUBPROJECT COMPONENTS AND DESCRIPTION 12. The proposed subproject has an estimated cost of approximately US$ 55.0 million including contingencies and would consist of three components: (i) an educational quality improvement component; (ii) an institutional strengthening component; and (iii) an infrastructure improvement component. Below is a brief description of each with its subcomponents. 13. Educational Quality Im2rovement (US$ 33.1 million with contingencies, or 60% of total subproject cost): (a) Human Resources Training. The project would provide funding for seminars and the elaboration of required teaching materials on: (a) appropriate use of textbooks, libraries, information workshops, and other learning materials financed by the Bank; (b) curriculum development, pedagogical planning, monitoring, and evaluation; and (c) school and classroom management. Teachers, directors and pedagogical supervisors from secondary schools and the Centros de Nivel Secundario de Adultos (CENs) would be trained. The pre-and in-service teacher training schools operating in the Province and the country would be invited to participate in designing and providing the required training events. More specifically, the project would provide training for: over 7,500 teachers, directors, and supervisors; approximately 1,900 sets of didactic materials for training in subject disciplines; around 5,000 guides and textbooks for training on curriculum development and classroom management; around 550 staff/months of local technical assistance; travel and per diem cost for the above training activities; and operating expenses. (b) Provision of Didactic Materials and Equipment. This subcomponent would be aimed at providing teachers and students with learning materials and equipment, and train them in their use. Five different types of educational materials (non- hardware) would be supported by this subcomponent: textbooks, school libraries, educational video equipment, science laboratories, and information workshops. Specifically, the project would finance: the design and provision of over 15,000 textbooks for approximately 8,000 students in the first three grades; provision of around 131 school libraries comprised of around 100 volumes each (total of approximately 13,000 volumes); and provision of one television and a videocassette player to approximately 130 schools; training of approximately 400 teachers in the appropriate use of video equipment; and approximately 170 science laboratories.  - 123 - Annex I (c) Promotion of Science and Technology Program. The main objective of this subcomponent is to expose teachers and students on the use of information technologies. To this end, the project would finance the formation of approximately 170 school-based information centers and 8 regional libraries for teachers. The project would provide funding for training over 7,000 teachers in the use of equipment provided as well as support for school activities such as inter-school science and information competitions, travel costs, and research projects. Lastly, around 280 staff/months of local technical assistance and 5 staff/months of foreign technical assistance would be financed. (d) Compensatory Program for Adult Secondary Education (PROCEMA). The project would provide funding for improving the quality of CENS through direct investments in teacher training, textbooks, didactic materials, and technical assistance. Specifically, the project would finance: training of approximately 180 teachers in the use of textbooks and didactic materials financed by the Bank; the distribution of five textbooks per student of the first three years of the program (approximately 70,000 books in total); and approximately USS25,000 in local technical assistance and US$5,000 in foreign technical assistance. (e) Improvement of Student Achievement Program for Secondary Education (PROMEREM). The project would provide funding for approximately 130 schools with the lowest student achievement by providing textbooks, didactic materials and counseling services. Specifically, the project would finance: the purchase of over 220,000 textbooks for approximately 40 schools and provision of a approximately 60,000 sets of didactic materials; operating expenses for about 30 schools in the areas of phychopedagogic and social services; and around US$20,000 in local technical assistance and approximately US$6,000 in foreign technical assistance. (f) Curriculum Development. The project would provide funding for: (i) an "estudio de situtaci6n' aimed at taking stock of the different curricula being taught, especially in vocational schools; and (ii) a feasibility study of reconverting these programs to short courses within the polimodal system which would count with a strong link to the private sector. Specifically, the project would finance: approximately US$170,000 of local technical assistance; around US$20,000 of foreign technical assistance; and operating expenses. 14. Institutional Strengthening (USS 5.6 million with contingencies, or 10% of total subproject cost): (a) Establishment of Modern Administrative Organizations with Efficient Norms and Procedures. The project would help strengthen the normative, regulatory, and management functions of the DGE by: (i) providing technical assistance to improve the organizational structure and distribution of responsibilities at different levels; (ii) simplifying administrative procedures through the elaboration of operational manuals, procedures and monitoring; and (iii) providing technical  - 124 - Annex I assistance for updating the normative framework that regulates the functioning of the sector from the DGE to the school level; and (iv) training personnel in critical functions within DGE in the above changes. The project would finance: approximately US$10,000 in local technical assistance; training activities for over 3,000 provincial staff in the above related activities; travel and per diems costs for training; provision of approximately 150 sets of training materials; and incremental recurrent costs including operating expenses. (b) Development of Educational and Fmancial Planning Capacity. The project would support technical assistance and training to develop an effective planning unit capable of designing and implementing strategies to improve physical, human and physical resource allocation. By the end of the project the planning unit should be able to: (a) review system conditions and performance, forecast enrollment changes, and employ basic planning models to project changing demands in the system and necessary policies; (b) effectively carry out budgeting and financing procedures to ensure adequate programming, expenditure, and control of provincial education resources (especially physical facilities). Specifically, the project would finance: approximately $20,000 of local technical assistance; approximately 2 PC's, accompanying software, and communicatins equipment; training for around 2,000 staff; publications and dissemination activities; and incremental recurrent costs consisting of personnel and other operating expenses. (c) Design and Implementation of Human Resource Policy. To develop a system that better manages the sector's teaching force, the project would finance: (i) a study that leads to a reorganization of the number and type of teachers; (ii) new norms and procedures for hiring, monitoring, evaluating, promoting and dismissing teachers in accordance to the recommendations of the previously mentioned study; and (iii) a more efficient organization of DGE. Specifically, the project would finance; approximately US$100,000 of local technical assistance; and publications and dissemination activities. (d) Development of a Management Information System. To design, implement, and sustain an MIS that has links to the National Information Network and the Provincial Information Network, the project would finance: around US$180,000 of local technical assistance; training activities for about 50 provincial managers and technical staff on the implementation and appropriate use of the system; approximately 91 PCs, printers, and Faxes, and a network along with accompanying software and fumiture; provision of approximately 70 sets of training materials; and recurrent costs including operating expenses and maintenance. (e) Development of a Student Assessnent System (SAS). To design, implement, and sustain a SAS network with links to the Federal Government and other Provinces, the project would finance: approximately US$450,000 in local technical assistance; training activities for about 100 provincial managers and  - 125 - Annex I technical staff in the above related activities; around 25 PC computers, printers, Faxes, and network along with accompanying software and furniture; publications and dissemination activities; provision of approximately 14,000 training materials; incremental recurrent costs consisting of operating expenses, and maintenance; and study tours and scholarships. 15. Infrastructure Improvemn (US$ 14.4 million with contingencies, or 26% of total subproject cost): Rehabilitation, Expansion and Constmction of School Infrastructure. The project will correct most of the existing infrastructure deficiencies and space shortage (coverage) previously outlined by: rehabilitation of 11 school buildings; expansion of 37 existing school facilities; and construction of 12 new schools. It is estimated that through these activities, most of the infrastructure problems in the secondary subsector be corrected. VI.PROJECT IMPLEMENTATION 16. The province proposes to create a small Provincial Project Coordination Unit -PPCU- (US$ 1.9 million with contingencies, or 4% of total subproject cost) to assist the implementation of the subproject. The PPCU would be located in the school department of the Ministry of Education. The unit would be staffed with high-level professionals, technicians and support staff. Specifically the PPCU would employ 1 general coordinator, 4 senior staff, 1 technical staff and 2 support staff to carry out the functions and responsibilities ascribed to each provincial PCU.  - 126 - Annex J ANNEX J: MISIONES SUBPROJECT I. BACKGROUND 1. Misiones with a population of 789,677 in 1991, is the 11th largest province in Argentina, and with 29,801 square kilometers the 21st largest in terms of size. The province has a young population given that 40.2% of the total is under the age of 15. The Province has 17 Departments and 75 Municipalities. Per capita income in 1985 was US$856 or 20th highest relative to other provinces, among the lowest in the country. 2. Enrollment, Teachers and Schools. In 1993, 235,171 students were enrolled in the school system, of which 46,243 (19.7%) were enrolled in secondary education. Within secondary education, 81 % were enrolled in public schools and 19 % in private schools. As shown in Table J. 1, 23,187 or 50.1 % of all secondary students were transferred from federal schools under the Federal Education Law (1993). Of the total secondary population 26,755 (58%) were enrolled in the Bachiller Track, 12,148 (26%) in the Commercial Track, 6,855 (15%) in the Technical Track, and 485 (1%) in the Agrarian Track. Table J. 1 below provides more information. Table J.1 MISIONES: Enrollment, Teachers, and Schools Secondary Education (Grades 8-12/13) Enrollment Teachers Schools Provincial 23,056 4,343 91 Transferred 23,187 3,665 74 Total 46,243 8,008 165 Source: 'Diagn6sticos y Anexos Estad(sticos Provinciales, 1992' 3. Quality and Efficiency Indicators. The net enrollment rate of individuals in the 15-19 year old population was 35 % in 1980 and 41 % in 1991. The primary education completion rate was 81 % in 1991, while the transition rate from primary to secondary education was approximately 90% in 1992. Despite a high transition rate from primary to secondary, only about 35 % of all students secondary students finish the cycle. On another hand, repetition and drop-out rates averaged 12% and 46 %, respectively for the whole cycle. Repetition and drop-out rates are especially marked during the first two years of the secondary cycle. This represents high wastage of human, financial, and physical resources. 4. Sector Productivity. With regard to low administrative efficiency, Misiones has a large teaching force that is even larger when substitute teachers, which are needed given high rates of absenteeism, are taken into account. Low student-teacher ratios provide a good indication of inefficiency: in 1992, this ratio was 10.7 at the secondary level while in primary it was 18.3. The Provincial Government is taking concrete steps to correct this problem: In 1992, Decree 539/92 was passed wich aimed at rationalizing the public sector by approximately 10% across  - 127 - Annex J all ministries. Since 1992, approximately 2,000 public employees have been provided severance payments or taken off salary lists from an estimated total of 27,147. Provincial authorities anticipate a further reduction of 2,000 public employees over the next two years. In the Ministry of Education, these activities have been supported by the implementation of an updated budgeting and accounting system with technical assistance from the Provincial Development Project I (1990) which has done away with "ghostw teachers or teachers on multiple payrolls. Current efforts by the Ministry to reduce the problem of absenteeism include discussions with teacher unions which would make salary increases for permanent teachers contingent on reductions achieved in decreases in the number of substitute teachers hired. H. MAIN ISSUES 5. Decentralization of secondary education has been a high priority for the Misiones Government. Critical in this process are: (i) poor education quality which results in high repetition and drop-out as well as low completion rates; (ii) weak management and organizational capacity of the sector's institutions; and (iii) inadequate facilities. 6. Poor Education Quality. Misiones low quality and efficiency indicators (para. 3) are mainly due to: (i) lack of textbooks, reading and instructional materials such as televisions, vide cassette players, video tapes, dictionaries, maps and charts; (ii) lack of training for human resources, especially teachers in crucial areas such as the appropriate use of textbooks and learning materials, pedagogical planning, monitoring, and evaluation; (iii) weak open and distance education program manifested by outdated didactic materials, lack of training for Educational Assistants (EA), lack of outreach activities, and poor articulation with the main secondary education system; and (iv) an outdated curricula. 7. Weak lnstitutional Capacity. The recent transfer of secondary education to Misiones has highlighted many management and organizational problems not properly addressed following the transfer of primary education such as: (i) deficient administrative organizations and inefiicient norms and procedures; (ii) lack of educational and financial planning capacity; (iii) deficient management information system to program, control and inspect human, physical, and financial resources; (iv) lack of a student assessment system; and (v) lack of a program to maintain the sector's infrastructure. 8. Deficient Infrastructure. Misiones educational infrastructure is lacking the necessary conditions for its educational and administrative purposes. The main problems are: (i) deficient school infrastructure expressed through decay of many facilities and overcrowded schools; (ii) lack of basic school equipment such as desks, chairs, and filing cabinets needed to carry out basic class assigniments; and (iii) lack of regional offices to better monitor and supervise the province's education system. IMI. PROVINCIAL POLICY AND STRATEGY 9. Misiones' strategy fcr the education sector has been recently summarized in the project document Education Sector Investment Progr2m (Programa Sectorial de Inversion en  - 128 - Annex J Educacion) prepared by the provinces' Project Preparation Unit. According to this program, the government has two major educational objectives: (i) to improve educational quality and increase coverage; and (ii) to strengthen institutional capacity . 10. In order to improve educational quality and increase coverage the province plans to: (i) provide textbooks, as well as other instructional materials; (ii) train human resources; (iii) strengthen an open and distance education program; (iv) update the curriculum; (v) constuct, rehabilitate, and complete works in schools; and (vi) provide basic school equipment. 11. In order to improve institutional capacity the province plans to: (i) establish modern administrative organizations with efficient norms and procedures; (ii) develop educational and financial planning capacity; (iii) develop a management information system; (iv) develop a student assessment system; (v) develop a program to maintain the sector's infrastructure; and (vi) construct regional offices. IV.SUBPROJECT COMPONENTS AND DESCRIPTION 12. The proposed subproject has an estimated cost of US$ 23.3 million, including contingencies, and would consist of three components: (i) an educational quality improvement component; (ii) an institutional strengthening component; and (iii) an infrastructure improvement component. 13. Educational Quality Improvement (US$ 7.2 million with contingencies, or 31% of total subproject cost): (a) Provision of Textbooks, Reading and Instructional Materials. The project would provide learning materials such as textbooks, libraries, laboratories, atlases and dictionaries to public schools. Textbooks covering basic disciplines such as mathematics, language/grammar, biology and history/geography would be distributed in grades one through four of secondary school for use through school libraries. The project would finance the formation of 133 school libraries including an estimated 60,000 textbooks plus furniture for their storage. Furthermore, an estimated 5,000 atlases would be distributed along with some 2,000 maps and 50 sets of audiovisual equipment. Lastly, the project would support the delivery of approximately 200 basic science laboratories used for teaching natural sciences. (b) Training of Human Resources. The project would provide funding for seminars and distance courses aimed at improving teacher and director effectiveniess and upgrading their skills in: (a) appropriate use of textbooks, libraries, and other learning materials financed by the Bank; (b) pedagogical planning, monitoring, and evaluation; and (c) school and classroom management. The project would finar.ce: the design and production of training materials, as well as the provision of learning materials, multi.-media equipment and workshops for teachers and directors. The pre-and in-service teacher training schools operating in the  - 129 - Annex J Province and the country will be invited to participate in designing and providing the required training events. The project would finance approximately US$45,000 of local technical assistance for the preparation of guidelines, training materials and seminars; and US$ 10,000 for foreign technical assistance for assistance in the preparation of the contents of the training courses. Training for the use of textbooks, libraries and other learning materials would be targeted to approximately 25,000 teachers, directors tand supervisors. (c) Strengthening of an Open and Distance Education Program. The project will provide funding to the Sistema Provincial de Teleducaci6n y Desarrollo for increasing the coverage and quality of education for the adult population. The project will support: (i) adjustments to its normative framework to allow a better articulation with the formal secondary system; (ii) training of educational assistants (EA) in the appropriate use of multimedia equipment, books, guides and other learning materials; and (iii) development of updated multimedia and didactic materials. Specifically, the project would finance: approximately US$10,000 for local technical assistance and about US$5,000 for foreign technical assistance; provision of over 29,000 texts and study guides; training for over 400 teachers and administrative personnel; cost of fares and per diems for training activities. (d) Upgrading of Curriculum. The project would support an "estudio de situaci6n' of existing curriculum within traditional schools, including those transferred from the national government with the aim of producing necessary basic information needed for decisions related to the extension of the reform and/or curriculum organization within the guidelines of the new federal law, as well as technical assistance to fine-tune a proposed updated curriculum. Specifically, the project would finance: about US$80,000 for local technical assistance and US$20,000 for foreign technical assistance; manuals and dissemination activities; and study tours and seminars. 14. Institutional Stgthening (USS 8.9 million with contingencies, or 38% of total subproject cost): (a) Establishment of Modern Administrative Organizations with Efficient Norms and Procedures. At the central level (MCE), the project would help strengthen the normative, policy regulatory, and conductive functions by: (i) providing technical assistance to better define the organizational structures and distribution of responsibilities between MCE and Consejo General de Educaci6n (CGE); and (ii) simplifying administrative procedures through the development of operational manuals, procedures and monitoring; and (iii) defining a human resource policy. To implement these activities, the project would train administrative personnel in critical functions. Before implementing these activities, the project would finance a Productivity Study to detect bottlenecks and gaps in the sector's norms and procedures as well as inefficiencies in the use of human and physical resources. This study would be carried out during the first twelve months of the project and  - 130 - Annex J would subsequently serve as the basis for a detailed action plan for reforming the operations of the MCE and CGE. The result and recommendations of these studies would be presented to the Bank for its review and comments. Once the action plans are agreed upon between the MCE, CGE and the Bank, this subcomponent would support a special grant fund to carry out activities (i), (ii) and (iii) above. The project would finance: approximately US$125,000 of technical assistance for carrying out the productivity study; and a US1.Om fund for carrying out action plans arising from the study to carry out activities (i), (ii) and (iii). (b) Development of Educational and Financial Planning Capacity. The project would support technical assistance and training to develop an effective planning unit capable of designing and implementing strategies to improve physical, human and physical resource allocation. By the end of the project the planning unit should be capable of: (a) reviewing system conditions and performance, forecast enrollment changes, and employ basic planning models to project changing demands in the system and necessary policies; (b) effectively carry out budgeting and financing procedures to ensure adequate programming, expenditure, and control of the provincial education resources. Specifically, the project would finance: around US$20,000 of technical assistance; approximately 10 PCs along with printers and other communications equipment; publications and dissemination activities; vehicles for supervising activities throughout the province; and recurrent costs consisting of operating expenses. (c) Development of a Management Information System (MIS). To design, implement, and sustain a MIS that has links to the National Information Network and the Provincial Information Network, the project would finance: approximately US$80,000 for local technical assistance; acquisition of approximately 420 PC computers, along with printers, FAXes, modems and other communication equipment for the implementation of an information network; training courses for 450 managers, education planners and operators; publications and dissemination activities; costs of fares and per diems for the above training activities; and operating costs. (d) Development of a Student Assessment System (SAS). To design, implement, and sustain a SAS network with links to the Federal Government and other Provinces, the project would finance: approximately US$5,000 in local technical assistance; around US$50,000 for foreign technical assistance; study tours for approximately 20 technical staff; approximately 100 textbooks and other publications for training purposes; acquisition of approximately 10 PC computers, along with printers, FAXes, modems and other communication equipment; and recurrent costs consisting of existing personels' salaries. (e) Program to Maintain the Sector's Infrastructure. To maintain the province's secondary schools the project will finance a training program for the school's  - 131- Annex I custodial staff. Specifically, the project will finance: training for approximately 225 custodial staff; approximately 300 sets of training and didactic materials; and over 100 maintenanc kits for storage and use in the schools. 15. Infrastructure Improvement (US$ 5.8 million with contingencies, or 25% of total subproject cost): (a) School Construction, Rehabilitation and Completions. The project would finance the construction, expansion, and rehabilitation of secondary schools to meet the demands of the rapidly growing secondary school aged population and improve teaching conditions. More specifically, the project would finance: (i) construction of approximately 2 new schools in urban marginal areas with a capacity for over 1,800 new students; and (ii) rehabilitation of approximately 28 schools in high density urban areas. Additionally, the project would finance completion of six schools were works were prematurely abandoned. (b) Provision of Basic School Equipment. The project would finance the provision of basic school equipment such as chairs, desks, blackboards, and storage cabinets to all of the new schools plus all of the schools targeted in the provision of textbooks components. Specifically, it is estimated that over 12,500 pieces of furniture would be distributed. (c) Construction of Regional OMces. To facilitate the proces of administrative decentralization and to improve implementation, monitoring, and evaluation capacity in areas such human and financial resource management, the project will finance construction of 5 Regional Offices. V. PROJECT IMPLEMWENTATION 16. The province proposes to create a small Provincial Project Coordination Unit -PPCU- (US$1.3 million with contingencies, or 6% of total subproject cost) to assist the implementation of the subproject. The PPCU would be located in the planning departament of the Ministry of Education. The unit would be staffed with high-level professionals, technicians and support staff. Specifically the PPCU would employ 1 general coordinator, 4 senior level professionals, 2 technical staff and 3 support staff, to carry out the functions and responsibilities ascribed to each provincial PCU.  - 132 - Annex K ANNEX K: NEUQUEN SUBPROJECT I. BACKGROUND 1. Neuquen with a population of 388,939 in 1991 is the 17th most populous province in Argentina and with 94,078 square kilometers the 13th in terms of size. The province experienced the country's highest rate of intercensal growth, nearly 60 percent, between 1980 and 1991. Overall, Neuquen has 16 Departments and 29 Municipalities. Per capita income in 1985 was US$2,972 or 3rd highest relative to other provinces. 2. Enrollment, Teachers and Schools. In 1992 a total of 132,985 students were enrolled at all levels of education. Enrollment in a total of 95 secondary schools was 30,492, of which 22,029 were enrolled in 74 schools that have always been provincial and 8,463 (27%) were enrolled in 21 former national schools that were transferred. The province employed 2,932 teachers in 1992, of whom 1,013 were transferred with the national schools. There are 26 private secondary schools in Neuquen with enrollment of approximately 2,900 or slightly less than ten percent of total secondary enrollment. Table K. 1 shows enrollment, teachers and schools in formerly national as well as provincial schools. In 1993, one new secondary school was created and secondary enrollment rose to 31,383. Table K.1 NEUQUEN: Enrollment, Teachers, and Schools Secondary Education (Grades 8-12/13) Enrollment Teachers Schools Provincial 22029 1919 74 Transferred 8463 1013 21 Total 30492 2932 95 Source: 'Diagn6sticos y Anexos Estadfsticos Provinciales, 1992' 3. Educational Quality and EMclency. The net enrollment rate of individuals in the 15-19 year old population was 36% in 1980 and 55% in 1991. Low net enrollment in Neuquen is a manifestation of low internal efficiency in the system expressed by high repetition and drop-out rates which average 13% and 56%, respectively. Drop-out is very high, especially among technical and agricultural schools, perhaps reflecting the poor curricular orientation of these schools and weak articulation with the private sector. With regard to completion rates, it is estimated that less than half of all students entering the cycle finish secondary school. 4. Sector Productivity. The province has recently reorganized its Educational Council, which is a semi-autonomous entity within the provincial government organizations, but still needs to establish norms and regulations for operation of the new system. The entire provincial government is undergoing a major reform, which will identify staff redundancies and either  - 133 - Annex K retrain and re-allocate staff or arrange for separation from provincial employment. The education sector has already reduced the numbers of administrative staff but current regulations are conducive to over staffing in the schools, particularly among "preceptors" and other non- teaching staff. Student-to-staff ratios were 13.9 among all schools and 8.8 to one among secondary schools in 1993. These figures are low in comparison with other Latin American countries especially at the secondary level. Provincial officials have indicated awareness of this problem and have taken or made definite plans to take steps to overcome it, including legislation and programs at both the provincial and sector levels to rationalize staffing, eliminate excessive use of substitutes to replace regular staff, reduce supervisory staff, check certain abuses of leave and other measures to increase efficiency. 5. Steps taken by the Provincial Government to improve sector productivity include implementation of Law 2003 "Reform of the State" which promotes privatization and decentralization of services. Under this law's framework, the Ministry of education has transfered its printing and typewriter repair services to the private sector, resulting in the voluntary retirement of 8 and 4 public servants, respectively. On another hand, Law 2025 established a sector wide regime for early retirement, voluntary retirement, and administrative restructuring which resulted in: voluntary retirement for 75 persons; retirement of 155 persons; and abolishment of 200 non-productive posts. Other actions taken during the last two years include: transfer of 100 teachers from administrative to classroom duties; elimination of all non- pedagogic posts for teaching personnel; abolishment of all non-school expenditures for teachers (for example, expenditures on the province's Police Academy); rationalization of the school system's pedagogic supervisors including elimination of new vacancies and hiring of substitutes, resulting in a reduction of 25 posts; improved deployment policies for teachers which limits transfers to only those schools with openings; implementation of a data base to control absenteeism and supervise staff on medical leave; and a credit system for hiring substitutes which transfer resources directly to the school yet limits their hiring only for periods beyond three days. I. MAIN ISSUES 6. Neuquen faces several critical problems which need to be overcome for it to effectively fulfill its new function of delivering all public secondary education. These problems are mainly: (i) poor educational quality; (ii) weak institutional capacity; and (iii) inadequate educational and administrative infrastnrcture. 7. Poor Quality of Elducation. Neuquen's low internal efficiency, expressed by high repetition and drop-out rates and a low completion rate are largely a consequence of: (i) lack of training for teachers, supervisors and school directors; (ii) outdated and 'chaotic' curricula characterized by excessive number of programs, many of which are not implemented, which in turn affect the quality of textbooks and teachiing materials used; (iii) lack of educational equipment such as computers and educational software; and (iv) inadequate access to secondary school. 8. Weak InstitutionRl Capacity. Following the recent transfer of students, personnel and physical facilities key issues which affect the sector's management and organizational capacity  - 134 - Annex K have been highlighted. These problems are mainly related to: (i) deficient administrative organizations and inefficient norms and procedures; (ii) lack of school councils to foster local decision making; (iii) lack of clear and efficient human resource policy to deal with low student- teacher ratios and a high proportion of non-teaching staff; (iv) lack of modem educational and financial planning capacities for effectively carrying out necessary budget programming, expenditure and control functions or formulating policies and priorities for the sector; (v) lack of a student assessment system; and (vi) deficient management information system. 9. Deficient Infrastructure. Neuquen's infrastructure is currently inadequate for administrative and educational purposes. The main problems are: (i) a shortage of adequate physical space for serving the secondary school aged population due to small schools, many of which are located far from the student's homes and/or wrongly designed for school use; and (ii) rented administrative buildings which are costly and dispersed causing uncoordinated administration, duplication of functions, and inefficient use of resources. m. PROVINCIAL POLICY AND STRATEGY 10. Neuquen's strategy for the education sector has been recently summarized in the project document Education Sector Investment Program (Programa Sectorial de Inversion en Educacion, Febrero de 1994) prepared by the province's Project Preparation Unit. According to this program, the government has two major objectives in the education sector: (i) to improve educational quality and increase coverage; and (ii) to strengthen institutional capacity. 11. In order to improve educational quality and increase coverage the province plans to: (i) upgrade the skills of teachers, directors, and supervisors and improve management at the school level; (ii) update the curriculum and teaching materials; (iii) provide information equipment to the schools; and (iv) construct new school facilities. 12. In order to improve institutional capacity the province plans to: (i) establish modem administrative organizations and efficient organizational norms and procedures; (ii) decentralize and strengthen decision making at the school level; (iii) develop a management information system; (iv) develop a student assessment system; and (v) construct a consolidated administrative headquarter. IV. SUBPROJECT DESCRIPTION 13. The proposed subproject has an estimated cost of US$ 35.0 million, including contingencies, and would consist of three components: (i) an educational quality improvement component; (ii) an institutional strengthening component; and (iii) an infrastructure improvement component. Below is a brief description of each with its subcomponents. 14. Educational Quality Improe (JSS 16.5 million with contingencies, or 47% of total subproject cost): (a) Training of Human Resources. Provincial authorities assign high priority to in- service training of teachers, supervisors, and school directors. Teacher training - - - - - - - - - - - - - - - - - - ~ ~ ~ ~ ~ ~ ~  - 135 - Annex K would be in general methods of improving instruction in the main subject areas of language, mathematics and science; school directors would be trained in improved management of establishments and prepared for the changes that will take place as authority and budget resources are delegated to the schools. Training would take place in decentralized 'Centers for Continuing Training", now being created with the province's resources, in a mode combining direct in- service instruction plus individual study, as well as in the schools themselves. The project would finance: approximately US$ l.Om of local technical assistance for preparation of guidelines, training materials and seminars; training for over 6,000 teachers in the main subject areas; teaching and training materials; operating costs and personnel; and travel costs and perdiems. (b) Updating of Curriculum and Teaching Materials. The province proposes to correct the curricular problems previously described, instituting a system of continual curriculum development and updating, with emphasis on the central subject areas of language, mathematics and science. Teachers, parents, and community leaders would participate in a continuing process of curriculum updating and improvement. There would be heavy emphasis on making improved teaching materials and textbooks available in the schools. In the later years of the project, outputs of this process would provide inputs into both teacher training activities and the system for measuring achievement. Specifically, the project would finance: approximately US$250,000 of local technical assistance; payment of the equivalent of about 20 teachers for some 800 staff/months for extra hours of involvement in curriculum committees and related activities; study tours for approximately 30 staff; training activities for approximately 6,500 teachers; travel and perdiems for training activities; and operating expenses including personnel. (c) Provision of Educational and Computing Equipment to the Schools. The project will finance equipment of science laboratories and school libraries for 82 schools. It will also implement a model of applied science education for polimodal schools on a pilot basis, including international technical assistance, teacher training and procurement of teaching equipment for applied mathematics and natural sciences. Neuquen proposes to introduce computers for educational purposes to upper-level secondary classrooms, proceeding on a gradual basis and drawing upon successful experiences elsewhere. Over the life of the project, this subcomponent would finance: approximately 500 PC's, along with printers and other communications equipment; over 350 educational modules for studying the physical and natural sciences; around 85 school libraries; and other equipment such as videorecorders, slide proyectors, and educational videos. 15. Institutional Srengtbening (USS 4.9 million with contingencies, or 14% of total subproject cost): (a) Updating of Modern Norms and Procedures and Development of Planning Capacity. The project would support the following activities: (i) design and implementation of modern and efficient organizational organizations for the  - 136 - Annex K Ministry of Education which would foster clear and efficient decision making; (ii) support the establishment of more efficient procedures and updated norms to regulate sector activities; and (iii) development of a modem financial management system capable of effectively carrying out programming, expenditure and control functions. The project would finance: approximately $190,000 of local technical assistance; training for around 1,050 staff; costs of fares and per diems for the above training activities; and recurrent costs consisting of operating expenses. (b) Decentralization and Strengthening of School Management. An important aspect of Neuquens' decentralization program involves decentralization of authority to the level of individual secondary school, including the creation of community-based school councils with clear and efficient operational norms and procedures, extensive training for school Directors and Assistant Directors and related activities. To this end the project would finance: approximately US$150,000 of local technical assistance; training for over 2,900 school directors and assistant directors; costs of fares and per diems for the above training activities and operating costs. (c) Development of a Management Information System (MIS). The project would support the design and implementation of a MIS with links to the Federal Network as well as a Provincial Network and that would: (i) program, control and inspect human, physical, and financial resources; and (ii) plan and monitor educational indicators and outcomes. Specifically the project would finance: approximately US$600,000 of local technical assistance; training courses for about 1,600 managers, operators, educational planners; costs of fares and per diems for the above training activities; and approximately 500 PC computers along with communications equipment including printers, FAXes, and network with accompanying software and furniture; and publications and dissemination activities. (d) Development of a Student Assessment System (SAS). To design, implement, and sustain a SAS network with links to the Federal Government and other Provinces, the project would finance: approximately US$5,000 of local technical assistance; around US$5,000 of foreign technical assistance; approximately 5 PC computers, printers, Fax and network with accompanying software and furniture; training courses for about 480 staff through out the course of the project; and travel and per diem expenses for the above training activities. 16. Infrastructure Improvement (US$ 12.3 million with contingencies, or 35% of total subproject cost): (a) Construction of New School Buildings. Five schools with a totai enrollment of approximately 2,100 are currently housed in rented or borrowed spaces that are too small, located far from the students' homes and/or wrongly designed for school use. The province proposes to build and furnish and equip approximately five new buildings to house these already-existing school populations. Based on  - 137 - Annex K estimated costs of US$600 per square meter, the total cost of constructing the schools would be approximately US$5.7 million, to be implemented in two phases during the first three years of the project. (b) Construction of Consolidated Administrative Headquarters. As noted, administrative activities are widely dispersed, which entails considerable inefficiency due to lost time, difficult communications and some duplication of support staff and equipment. Rental costs are also very high in Neuquen and there are no single buildings available for rent that would be adequate to house the Education Council. The proposed headquarters building would replace rental space in nine widely-dispersed buildings. Provincial authorities calculate that, on the basis of savings in rent, plus conservative estimates of savings in transportation and telephone costs between the present buildings, savings would approximate $600,000 per year. This estimate of savings does not take into account gains in staff time and efficiency that would result from having all functions located in one place. Total cost would be approximately $4.7 million. V. IMPLEMENTATION 17. The province proposes to create a small Provincial Project Coordination Unit -PPCU- (US$ 1.3 million with contingencies, or 4% of total subproject cost) to assist the implementation of the subproject. The PPCU would be located in the management subsecretariat of the Ministry of Education. The unit would be staffed by a core team of high-level professionals, technicians and support staff. Specifically, the PPCU would employ 1 general coordinatior, 3 senior level professionals, 3 technical staff and 3 support staff to carry out the functions and responsibilities ascribed to each provincial PCU.  -138 - Annex L ANNEX L: RIO NEGRO SUBPROJECT I. BACKGROUND 1. Rio Negro, with a population of 506,795 in 1991, is the 15th largest province in Argentina and with 203,013 square kilometers the 4th largest in terms of size. Between 1980 and 1991, Rio Negro population grew at a rate of 2.6 percent, roughly twice the national average. The Province has 13 Regional Departments and 38 Municipalities. Per capita income in 1985 was US$2,111 or 7th highest relative to the 24 other provinces. 2. Enrollment, Teachers and Schools. In 1993, 154,919 students were enrolled in the school system, with 39,713 (25.6%) enrolled in secondary education. Within secondary education, about 90 percent were enrolled in public schools, including both provincial and transferred schools, with the remainder in private schools. Data about distribution of enrollment by the different tracks of secondary system are not available for Rio Negro. As shown in Table L. 1, Rio Negro experience a moderate impact as a result of decentralization of secondary schools. Of present secondary students (12,785 out of 39,713) are in the former federal schools transferred under the Law 24.049/92. Therefore the state had already taken responsibility for providing more than 50% of secondary education enrollments before the decentralization of national secondary schools but also had to absorb a considerable number of new students and teachers. Table L.1 RIO NEGRO: Enrollment, Teachers, and Schools Secondary Education (Grades 8-12/13) Enrollment Teachers Schools Provincial 26928 5085 106 Transferred 12785 984 20 Total 39713 6069 126 Source: Provincia de Rio Negro - Documento Sintesis y Diagnostico, Febrero de 1994 Note: Of 106 total provincial schools, 44 are reformed', 62 are 'traditional' as are all the transferred schools. 3. Education Quality and EMciency Indicators. The net enrollment rate of individuals in the 13-17 year old population rose from 32 percent in 1980 to 57 percent In 1991. This increase partly reflects increases in the average completion of primary school which rose the transition rate from primary to secondary education from 39% for the 1970-76 population to 72% for the 1986-92 population. In 1986 the state implemented a broad reform of secondary education which separated schools among 'reformed' or Ciclo Biico Unificado-CBU and Ciclo  - 139 - Annex L Superior Modalizado-CBS schools and 'non-reformed' or traditional schools not converted. Available statistics on efficiency thus distinguish between these two types of schools. In essence, the CBU gives emphasis to attainment of basic knowledge, despite being organized by academic areas, while the CSM has a common core focusing on basic disciples as well as a diversified tracks. 4. The thrust behind this reform was to improve education quality .Nevertheless, available indicators raise doubts about its possible outcome: repetition rates in 1992 averaged 17.5% within the CBU of reformed schools and 17.19% in traditional schools. Overall, repetition rates have risen from 10.1% to 17.3% between 1988 and 1992. Coupled with drop-out rates which range between 46% and 82%, depending on the tracks of secondary schools yet roughly the same among "reformed" and traditional schools, it represents high wastage of financial, physical, and human resources. 5. Sector Productivity. Regarding sector productivity, Rio Negro is better off than other provinces, nevertheless, it still leaves much to be desired. Roughly the student-teacher ratio at the secondary level is 9.66 students per teacher. Nevertheless, when this calculation is adjusted to a full-time-euivalent basis (30 hours of classes per week) the number of students per teacher increases to 12 which is comparable to the national average. The difference between these two numbers is explained by the large number of teachers working less than full time schedules, and/or the teachers giving classes in different schools without controls to account the total numbers of hours weekly worked. This may be a manifestation of poor personnel management worsened by unavailability of reliable personnel data. Since 1986 there has been a steady decrease in student/teacher ratios due in part to the province's efforts to extend coverage to rural areas. Besides low student-teacher ratios, other indicators of over-staffing are ratios of non- teaching staff to teaching staff, which are approximately 2 to 1 in Rio Negro. 6. To improve productivity, the Provincial Government has taken several measures. First, it has initiated a program of teacher licences, assigned on a competitive basis, whose aim is to foster teacher stability and quality (Resolution 1356/91) and reduce part-time teachers. This program intends to facilitate supervision and monitoring of teaching staff. Second, the Ministry of Education has reformed the province's teacher statute with the aim of "professionalizing" teachers and establishing a pay scale which rewards productivity. Lastly, the Ministry has begun to rationalize educational expenditures though reductions in administrative and "political" posts. II. MAIN ISSIrES 7. Rio Negro faces several critical problems which need to be overcome for it to effectively fulfill its new functions of delivering all public secondary education. These problems are mainly related to: (.) poor educationai quality which results in low efficiency expressed by indicators such as high repetition and drop-out; (ii) weak institutional capacity; and (iii) inadequate physical infrastructure. 8. Poor Educational Quality. Rio Negro's low quality and internal efficiency indicators (para. 3) are mainly due to: (i) an outdated curriculum and lack of training for human resources;  - 140 - Annex L and (ii) lack of program to promote and improve reading and writing among teachers and students. 9. Weak Institutional Capacity. Rio Negro's education institutions have suffered from political discontinuity as well as numerous efforts to reform its organizations from the top down, including recent regionalization. In this light, the latest effort which focuses resources and decision making towards the school and local board level, following bottom up initiatives, are welcomed signs which need to be supported. There are several problems though which need to be corrected for the central, local/zonal boards, and schools to function more effectively. These problems are mainly: (i) overly centralized decision making at the center while discouraging local authority and initiative; (ii) lack of modem educational and financial planning to appropriately carry out basic budget and financial programming, expenditure and control functions; and (iii) weak management information system to provide timely and reliable data on human, financial and physical resources, and a weak student assessment system. 10. Inadequate Physical Infrastructure. Rio Negro currently lacks necessary administrative and educational facilities. More specifically, the main problems are: (i) severe deterioration of schools expressed by misfunctioning electric, gas, and water fixtures; (ii) inadequate central administration building, currently dispersed throughout several buildings provoking fragmentation and some duplication of functions; and (iii) lack of adequate buildings for use by new zone or local school boards. m. PROVINCIAL POLICY AND STRATEGY 11. Rio Negro's strategy for the education sector has been recently summarized in the project document Education Sector Investment Program (Programa Sectorial de Inversion en Educacion) prepared by the province's Project Preparation Unit. According to this program, the government has three major educational objectives: (i) to improve educational quality; and (ii) to strengthen institutional capacity. 12. In order to improve educational quality the province plans to: (i) update the curriculum and train human resources; and (ii) develop a reading and writing program. 13. In order to improve institutional capacity the province plans to: (i) support decentralization of the education sector; (ii) develop educational and financial planning capacity; and (iii) develop a management information system, and a student assessment system. IV. SUBPROJECT COMPONENTS AND DESCRIPTION 14. The proposed subproject has an estimated cost of USS 33.8 million, including contingencies and would consist of three components: (i) an educational quality improvement component; (ii) an institutional strengthening component; and (iii) an infrastructure improvement component. Below is a brief description of each with its subcomponents.  - 141 - Annex L 15. Educational Ouality Improvement (US$ 4.6 million with contingencies, or 14% of total subproject cost): (a) Updating of Curriculum and Training of Human Resources. In order to better planify the Human Resources Training the project would support a study to evaluate the effectivenness of "reformed" and "not reformed" schools. Based on the findings of this study the project would provide funding for the development and implementation of training aimed at improving teachers, pedagogical coordinators and school principals capacity that will be need for the new organization of secondary schools and curriculum planning following the guidelines of the new Federal Law of Education. The training will be different for daily (reformed and not reformed) schools and nightly (not reformed) schools and would be targeted to: (i) content of basic disciplines; (ii) effective classroom organization and management; (iii) school management and (iv) development and implementation of school based projects at school level; (vi) appropriate use of reading books, teachers guides, libraries and other learning materials or equipment, which would be provided by the project; (vii) pedagogical planning, monitoring and evaluation. The project would finance: the design, production, and distribution of didactic materials materials; and staff training on basic subject disciplines and new curricular contents (polimodal). Specifically the project would finance: approximately 50 school-based grants of approximately US$10,000 each; training for over 13,000 staff including teachers, directors and pedagogical supervisors; costs of fares and perdiems for the training activities; approximately US$400,000 of technical assistance; over 2,500 school libraries; development of new didactic materials; approximately 80,000 new textbooks, guides and other learning materials; and recurrent costs consisting of office materials and operating expenditures. (b) Development of Reading and Writing Skills Program. This program would foster, along with the provision of learning materials, the improvement of reading and writing skills. This program would support development of school based programs to improve reading and writing through activities such as production of learning materials, teacher training. More specifically the project would finance: approximately US$150,000 of local technical assistance; training for about 2,000 including teachers, directors, coordinators, and supervisors; and approximately 34,000 textbooks. 16. Institutional Strengthening (US$ 10.5 million with contingencies, or 31% of total subproject cost): (a) Decentralization of the Educational Sector. In order to overcome some of the problems outlined above, the project would support: the design and implementation of a more decentralized and efficient organizational organizations which delegates authority to the zonal/local boards and schools; the design and implementation of human and financial decentralized mananagment systems at the central, zonal/local and school levels; the development of clear norms and  - 142 - Annex L simplified procedures at all levels; improvement of pedagogical supervisory and monitoring functions at all levels; strenghthning of school management through the training of school boards participants for the development and implementation of institutional projects; the development of a cytizenship participation program to promote the sensizitation and participation of community in the education governance at zonal/local and school levels. The project would finance: approximately US$1.5m of technical assistance; approximately 230 staff trained; over 5,000 training materials such as guides and textbooks; around 10 vehicles; approximately 200 PCs with printers and other communications equipment; costs of fares and perdiems for the above training activities; recurrent costs including salaries and operating expenditures; and basic fumiture for the zonal or local boards. (b) Development of Educational and Fmancial Planning Capacity. The project would support the development of a modern financial management system capable of carrying out programming, expenditure and control functions and updating of procurement, inspection and distribution procedures and manuals. Activities in this subcomponent would be closely integrated with development of a management information system. The project would finance: approximately US$20,000 of local technical assistance; approximately 50 grants of US$1,000 for the Institutional Councils (Consejos Institucionales); training for over 550 staff; over 400 PCs with printers, faxes, and other communications equipment installed; and operating expenses. (c) Development of a Management Information System (MIS) and Improvement of a Student Assessment System (SAS). To enhance the design of an improved and widespread MIS linked to the National Information Network and the Provincial Information Network including zonal/local boards and individual schools and improve the existing SAS and link it to the Federal Government and other Provinces, the project would finance: approximately US$250,000 of technical assistance; training for approximately 550 staff on management skills and use of information systems; around 5,000 guides and textbooks for training purposes; costs of fares and per diems for the above training activities; recurrent costs including salaries and operation expenses; approximately 100 PC computers, printers and other communications equipment; and dissemination activities. 17. Infrastructure Improvement (UJS$ 16.4 million with contingencies, or 49% of total subproject cost): (a) Rehabllitation and Additions to School Facllities. The project would aim to correct the existing infrastructure deficiencies previously outlined by rehabilitating approximately 70 school buildings. Furthermore, the proyect would finance additions to two schools to enable them to meet existing demand.  - 143 - Annex L (b) Construction of Consolidated Administrative Headquarter. The project will finance the construction of a central administration building for provincial education management; (c) Construction of Zone or Local Administration Facilities. To facilitate the process of administrative decentralization and improve planning, monitoring and control the project would finance the construction of approximately 9 buildings for development of zone or local school boards. VI. PROJECT IMPLEMENTATION 18. The province proposes to create a small Provincial Project Coordination Unit -PPCU- (US$2.2 million with contingencies, or 7% of total subproject cost) to assist the implementation of the subproject. The PPCU would report straighth to the Board of Directors of the Ministry of Education. The unit would be staffed by a core team of high-level professionals, technicians and support staff. Specifically, the PPCU would employ 1 general coordinator, 3 senior level professionals, 6 technical staff and 2 support staff to carry out the functions and responsabilities.  - 144 - Annex M ANNEX M: SANTA FE SUBPROJECT I. BACKGROUND 1. Santa Fe with a population of 2,787,809 in 1991, is the 3rd largest province in Argentina, and with 133,007 square kilometers the 10th largest in terms of size. The province has 19 Departments and 48 Municipalities. Per capita income in 1985 was US$2,163 or 6th highest relative to other provinces. 2. Enrollment, Teachers and Schools. In 1992, 807,373 students were enrolled in the school system of which 157,609 (20.9%) enrolled in secondary education. Within secondary education the private sector plays an important role in the provision of services with 30.1 % of total enrollment. Of the total secondary level population, 48,701 (30.9%) enrolled in the Bachiller track, 64,304 (40.8%) in the Commercial track, 40,617 (25.8%) in the Technical track, 3,306 (2.1 %) in the Agrarian track and 629 (0.4%) in the Artistic track. Table M. 1 below provides more information. Table M.1 SANTA FE: Enrollment, Teachers, and Schools Secondary Education (Grades 8-12/13) Enrollment* Teachers** Schools* Provincial 87,803 6,673 456 Transferred 69,628 8,100 222 Total 157,431 14,773 678 Source: 'Direcci6n General de Plamificaci6n Educativa del Ministerio de Educaci6n de la Provincia de Santa Ft, 1992' *1993 **1992 3. Quality and Efriciency Indicators. The enrollment rate of individuals in the 13-18 year old population was 57.4% in 1991. Annual enrollment growth at this level average 7% (public sector only) during the period 1984-1991 compared to 3% for the total education system. The internal efficiency of secondary education is very low with a drop out rate of 54% in the public system and 32% in the private system. In the technical stream the situation is worse given 80% of all pupils abandon school before the end of the cycle. No information is available on repetition rates, yet these can be assumed to be high given the high drop-out rates. 4. Sector Productivity. In secondary, the productivity measured by the number of students by teacher is very low. In the public school system there is 6.38 students by teacher (in the private sector the number is similar) compared to 12 in the whole system. In technical education there is 4 pupils per teacher. However these numbers should be taken with  - 145 - Annex M prudence. Due to the small size of the schools and the wideness of the curriculum many teachers teach in several schools and the statistical system of the province can hardly give reliable data. The absenteeism is important and substitutes represent 15% of the salary cost of the province. In the past, low productivity could be attributed to weak management and insufficient mechanisms to supervise personnel. 5. The Provincial Government is taking concrete steps to correct the sector's low productivity: In 1990, it put in effect the Law of Economic Emergency and Reform of the State whose main objective was to fiscally cleanse the provincial government and rationalize it. Two Decrees passed in 1991 which form part of this Law had a direct effect on the education sector. Decree 654/1991 froze hiring and promotions of public sector personnel and invalidated changes from temporary to permanent staff carried out during 1991. Decree 66/91 abolished all temporary "political" posts exercised by teaching staff. Furthermore, this Decree left without effect personel designated as interim or substitute which does not hold classroom duties. As a result of the above Decrees, the Ministry of Education reduced its administrative and "political" staff by 400, or approximately 30%, if 1990 is used as a base year. 6. To improve productivity at the school level (e.g. reduce absenteeism, "ghost" teachers, etc.) the province has put together several measures. The "Credencial Unica Docente' which is currently operating in Rosario and Santa FP, provides a mechanism for controling absenteeism and double reporting. Under this program, a record sheet is maintained for each teacher which includes hers/his labor history and qualifications- hiring and payment is recorded on this sheet as well as an evaluation of performance. The Ministry is also implementing a pilot program (Decree No. 3564/92) which requires "sick" teachers to obtain medical clearance from Ministry approved doctors. The Plan to Reduce Absenteeism, which will use the above mentioned mechanisms, and is embodied in resolutions 994/93 and 19/94, aims to reduce the use of substitute teachers to no more than 5 percent of permanent and interim staff over the next two years. II. MAIN ISSUES 7. The decentralization process is aggravating the difficulties the administration of the province is currently facing to manage the education system. The weakest areas are: (i) poor educational quality expressed through high repetition and drop-out rates; (ii) weak institutional capacity; and (iii) inadequate facilities. 8. Poor Educational Quality. As previously discussed, Santa F6 has poor quality and internal efficiency indicators (para. 3). This is mainly due to: (i) inadequate provision of educational materials and equipment; (ii) lack of training for human resources; and (iii) an outdated curriculum. 9. Weak Institutional Capacity. The recent transfer of secondary education from the federal government has accentuated management and organizational problems at different levels. The provincial Ministry of Education assumed control of a system nearly the same in terms of enrollments as its previous size. This has resulted in organizational and management  - 146 - Annex M problems reflected by: (i) inefficient administrative procedures and norms and an overly centralized framework; (ii) lack of educational and financial planning; and (iii) lack of a student assessment system. 10. Inadequate Educational and Administrative Facilities. The deficiency of the province's school infrastructure and lack of equipment affect the quality of education. Most of the schools suffer from deterioration and disrepair. On another hand, the province lacks adequate buildings to accomodate regional offices which will support the in-province decentralization process. m. PROVINCIAL POLICY AND STRATEGY 11. Santa Fe's strategy for the education sector has been recently summarized in the document Education Sector Investment Program (Programa Sectorial de Inversion en Educacion). According to this program, the government has two major educational objectives: (i) to improve educational quality; and (ii) to strengthen institutional capacity. 12. In order to improve educational quality the province plans to: (a) provide educational materials and equipment; (b) train human resources; (c) upgrade the curriculum and develop options for reconverting technical education; and (d) rehabilitate schools. 13. In order to improve institutional capacity the province plans to: (i) support administrative reform and decentralization of the sector's institutions; (ii) develop educational and financial planning capacity; and (iii) develop a student assessment system. IV. SUBPROJECT COMPONENTS AND DESCRIPTION 14. The proposed subproject has an estimated cost of US$ 25.8 million, including contingencies and would consist of three components: (i) an educational quality improvement component; (ii) an institutional strengthening component; and (iii) an infrastructure improvement component. Below is a brief description of each with its subcomponents. 15. Educational Quality Improvement (US$ 4.8 million with contingencies, or 19% of total subproject cost): (a) Provision of Educational Materials and Equipment. The project would provide funding for: (i) textbooks and teaching niatrials; (ii) computers and printers to support the teaching and learning process; (iii) basic lab equipment to teach biology, chemistry, physics, science and technology; and (iv) school desks and chairs. More specifically, the project would finance: over 330,000 textbooks and other didactic materials such as tape players videocassetes and televisions; approximately 10,00 school desks and some 10,000 chairs for students; and 8 regional laboratories.  - 147 - Annex M (b) Training of Human Resources. The project would provide funding for seminars and distance courses aimed at improving teacher and director effectiveness and upgrading their skills in: (a) appropriate use of textbooks, libraries, and other learning materials financed by the Bank; (b) pedagogical planning, monitoring, and evaluation; and (c) school and classroom management. The project would finance the design and production of training materials, as well as the provision of learning materials, multi-media equipment and workshops for teachers and directors. The pre-and in-service teacher training schools operating in the Province and the country would be invited to participate in designing and providing the required training events. Training for the use of textbooks, libraries and other learning materials would be targeted to approximately 3,000 teachers and directors. The project would also finance approximately US$200,000 of local technical assistance to desing training materials. Lastly, the project would finance operation expenditures to carry out training seminars. (c) Studies on Technical Education Curriculum. The project would support a study of labor market demands and present options for reconverting technical tracks under the polimodal cycle. Specifically, the project would finance: approximately US$200,000 of local technical assistance; and manuals and training for approximtely 150 staff. 16. Institutional Strengthening (US$ 6.8 million with contingencies, or 26% of total subproject cost): (a) Administrative Reform and Decentralization. The project would support: (i) the design and implementation of a more decentralized an efficient organizational organizations at the central level (Ministry), in the six regional offices which have been created and at the school level; (ii) development of operational manuals, procedures and monitoring at the central and regional levels; (iii) training administrative staff in critical functions at the level of the Ministry and Regional Offices; and (iv) upgrading of managerial skills among all of secondary schools principals and schools inspectors. Specifically, the project would finance: approximately US$lm of technical assistance; training for around 1,500 staff on critical functions; development and reproduction of operation manuals and training materials; costs of fares and perdiems for the above training activities; and operating costs. (b) Development of Educational and Fmancial Planning Capacity. The project would support technical assistance and training to develop an effective planning unit capable of designing and implementing strategies to improve physical, human and physical resource allocation. By the end of the project the planning unit should be capable of: (a) reviewing system conditions and performance, forecast enrollment changes, and employ basic planning models to project changing demands in the system and necessary policies; (b) effectively carry out budgeting and financing procedures to ensure adequate  - 148 - Annex M programming, expenditure, and control of the provincial education resources. Specifically, the project would finance: approximately US$450,000 of local technical assistance; training for approximately 400 administrative personnel; training for an estimated 2,500 directors and supervisors; publications and dissemination activities; and recurrent costs including operating expenses. (c) Development of a Student Assessment System (SAS). To design, implement, and sustain a SAS network with links to the National Government and other Provinces, the project would finance: a PC computers to process and analyze achievement data, along with printers, and other communications equipment; approximately $500,000 of local technical assistance; surveys; test-taking materials; and recurrent costs consisting of salaries and operating expenses. 17. Infrastructure Improvement (US$ 12.7 million with contingencies, or 49% of total subproject cost): (a) Rehabilitation of School Infrastructure. The project would aim to correct the existing infrastructure deficiency problems previously outlined by: rehabilitating roughly 26 transferred schools which are in a severe state of decay. (b) Construction and Rehabilitation of Regional Offices. To facilitate the process of administrative decentralization and to improve implementation, monitoring, and evaluation capacity in areas such as information systems development, teacher training, and provision of learning materials, the project would finance construction of approximately 5 regional offices and rehabilitation of 2 existing regional offices. V. PROJECT IMPLEMENTATION 18. The province propose to create a Provincial Project Coordination Unit -PPCU- (US$ 1.5 million with contingencies, or 6% of total subproyect cost) located in the planning department of the Ministry of Education and headed by the Ministry himself. The PPCU would be staffed by a small core team of high level professional. Specifically the PPCU would employ 1 executive coordinator, 3 senior professionals, 3 technical staff and 4 support staff to carry out the functions and responsibilities ascribed to each provincial PCU.  -149- Annex N ANNEX N: PROJECT COST TABLES Table N.1.1: Total Project Cost by Component and Main Categories 'I Loca Forde Tota' % of Toal % of Fran. (USS'OOO) Educational Oualitv Immrovement Civil Works 0 0 0 0% 0% LAnd 0 0 0 0% 0% Vehicles, Info. & Conun. Equpmt. 2,001 9,847 11,8S 4% 83% Furnitre, Tech.Matri. & Equpmt. 28,622 5,984 34,606 13% 17% Consultnt Services 18,507 357 18,864 7% 2% Ganu and Scholaships 4,422 271 4,693 2% 6% Incremn. Recurrent Salaries 2.339 0 2,339 1% 0% Opeating Cost . 2,697 305 3,002 1% 10% Project Implementation Costs 1,721 0 8,721 3% 0% Subtotal 67,309 16,763 84,073 31% 20% Institutional Strenuthenina Civil Works 0 0 0 0% 0% LaW 0 0 0 0% 0% Vehicles, Info. & Comm. Equpmt. 1,868 7,167 9,035 3% 79% Furniture, Teach.MatrL & EqupmtL 2,565 523 3,087 1% 17% Consultant Services 29,206 2,080 31,287 12% 7% Grnts and Scholahips 5,673 2,2S2 7,925 3% 28% lncrem. Recurrent Salaries 2,311 0 2,311 1% 0% Opeating Costs 6,419 790 7,208 3% 11% Project Implementation Costs 23,6S1 0 23,651 9% 0% Subtotal 71,692 12,812 U4,504 31% 15% Infstructurc Imiprovernen Civil Works 49,592 3,t80 53,472 20% 7% Land 2,460 0 2,460 1% 0% Vehicla, Info. & Comm. Equpmt 296 369 665 0% 56% Furniture, Teach.Matrl. & Equpmt 5,876 5 5,S81 2% 0% ConsultantSerices 3,378 261 3,639 1% 7% Gnnt and Scholarhips 0 0 0 0% 0% Incren RecurnentSalkes 0 0 0 0% 0% Operting Cost 8,877 0 8,877 3% 0% Project Implementation Cost 1,816 0 1,816 1% 0% Subtotal 72,294 4.515 76,809 29% 6% Proiect Coordination Unit Civil Works 0 0 0 0% 0% Land 0 0 0 0% 0% Vehicles, Info. A Comm. EqupImt 306 174 480 0% 36% Furniture, Teach.Matrl. & Equpmt. 32 1 33 0% 4% Consultant Services 19,274 167 19,442 7% 1% Grnts and Scholrhips 36 0 36 0% 0% Incrern. Recurrent Salries 20 0 20 0% 0% Operting Costs 723 23 746 0% 3% Project Imnplenentation Costa 2,575 0 2,575 1 % 0% Subtotal 22,966 365 23,331 9% 2% TOTAL COST 234,262 34,456 268,718 100% 13% 11 Totals include contingencies.  -150- Annex N Table N.1.2: Total Project Cost by Category of Expenditures 'I/ %of Local Foreign Total Total (USS million) Civil Works 49.6 3.9 53.5 20% Land 2.5 0.0 2.5 1% Infonmatics & Communications Equipment, 41.6 24.1 65.6 24% Vehicles, Furniture, Trining Materials, and Didactic Materia sEquipment Consultants Servicea 70.4 2.9 73.2 27% Grants and Scholarships 10.1 2.5 12.7 5% Incremental Recurrent Salaries 4.7 0.0 4.7 2% Operting Costs 18.7 1.1 19.3 7% Project Impkmentation Cost 36.3 0.0 36.3 14% Total 234.3 34.5 263.7 Table N.1.3: Total Project Cost by Category of Expenditures and Years of Implementation I/ 1224 2 l2 1297 122 1922 Total Civil Works 0.0 10.9 19.1 11.9 7.2 4.3 53.5 Land 0.0 1.2 0.1 0.7 0.3 0.1 2.5 Infornatics & Communications Equipment, 0.0 17.4 22.9 13.4 7.0 5.0 65.6 Vehicles, Fumiture, Trining Materials, and Didactic MaterialslEquipment Consultants Servies 5.2 22.2 15.9 11.3 9.3 9.4 73.2 Grnts and Scholanhips 0.0 1.5 2.6 3.4 2.6 2.7 12.7 Incremental Recufent Salarisn 0.0 0.5 0.9 1.1 1.2 1.0 4.6 Operating Cosb 0.0 1.5 2.5 3.6 5.6 6.7 19.8 Project Implenentation Cosa 0.0 3.3 8.7 7.3 6.4 6.0 36.8 Total 5.2 63.5 72.7 52.5 39.7 35.2 268.7 1/ Cost include contingencies.  -151- Annex N Table N.2.1: Nacion Subproject Cost by Component and Main Categories I/ Local Foreign Total % of Total % of Frgn. (US$ '000) Institutional Stren2thenin2 Civil Works 0 0 0 0% 0% Land 0 0 0 0% 0% Vehicles, Info. & Comm. Equpmt. 282 1,383 1,665 3% 83% Furniture, Teach.Matrl. & Equpmt. 1,143 254 1,397 3% 18% Consultant Services 15,405 1,193 16,597 33% 7% Grants and Scholarships 1,568 2,188 3,757 7% 58% Increm. Recurrent Salaries 0 0 0 0% 0% Operating Costs 486 236 721 1% 33% Project Implementation Costs 11,985 0 11,985 24% 0% Subtotal 30,868 5,254 36,123 71% 15% Infrastructure Improvement Civil Works 1,564 125 1,689 3% 7% Land 0 0 0 0% 0% Vehicles, Info. & Comm. Equpmt. 21 67 87 0% 76% Furniture, Teach.Matrl. & Equpmt. 703 5 707 1% 1% Consultant Services 363 0 363 1% 0% Grants and Scholarships 0 0 0 0% 0% Incrmm. Recurrent Salaris 0 0 0 0% 0% Operating Costs 185 0 18S 0% 0% Project Implementation Costs 45 0 45 0% 0% Subtotal 2,880 197 3,077 6% 6% Proiect Coordination Unit Civil Works 0 0 0 0% 0% Land 0 0 0 0% 0% Vehicles, Info. & Comm. Equpmt. 4 16 20 0% 81% Furniture, Teach.Matrl. & Equpmt. 0 0 0 0% 0% Consultant Services 10,768 167 10,935 22% 2% Grants and Scholarships 0 0 0 0% 0% Incram. Recurrent Salaries 0 0 0 0% 0% Operating Costs 12 5 13 0% 31% Project Implementation Costs 639 0 639 1% 0% Subtotal 11,423 189 11,612 23% 2% TOTAL COST 45,171 5,640 50,811 100% 11%  -152- Annex N Table N.2.2: Naclon Subproject Cost By Category of Expenditures'/ Local Foreign Total V. of Total (USS million) Civil Works 1.6 0.1 1.7 3 % LAnd 0.0 0.0 0.0 0% Informatics & Communications Equipment, 2.2 1.7 3.9 8% Vehicles, Furniture, Training Material, and Didactic Materials/Equipment Consultants Services 26.5 1.4 27.9 55% Grants and Scholarships 1.6 2.2 3.8 7% Incremental Recurrent Salaries 0.0 0.0 0.0 0% Operating Costa 0.7 0.2 0.9 2% Project Implementation Costs 12.7 0.0 12.7 25% Total 45.2 5.6 50.8 Table N.2.3: Nacion Subproject Cost by Category of Expenditures and Years of Implementation 1/ 124 1 1227 1222 1999 Total Civil Works 0.0 0.8 0.9 0.0 0.0 0.0 1.7 Land 0.0 0.0 0.0 0.0 0.0 0.0 0.0 Informatics & Communications Equipment, 0.0 1.9 1.1 0.4 0.3 0.3 3.9 Vehicles, Furniture, Training Materials, and Didactic Materials/Equipment Consultant Services 5.2 9.5 4.3 3.4 2.7 2.8 27.9 Grants and Scholarships 0.0 0.3 0.8 0.9 0.9 0.9 3.8 Incremental Recurrent Salaries 0.0 0.0 0.0 0.0 0.0 0.0 0.0 Operting Costs 0.0 0.1 0.1 0.2 0.2 0.2 0.9 Project Implementation Costs 0.0 3.4 2.1 2.2 2.4 2.5 12.7 Total 5.2 16.0 9.3 7.0 6.6 6.7 50.8 1/ Costs include contingencies.  -153- Annex N Table N.3.1: Cordoba Subproject Cost by Component and Main Categories 'I/ Local Foreip Total % of Total % of Frgn. USS(O00'") Educational Ouality Improvcment Civil Works 0 0 0 '0% 0% Land 0 0 0 0% 0% Vehicles, Info. & Comm. Equpmt. 970 4,849 5,819 23% 83% Furniture, Teach.Matrl. & Equpmt. 27 6 33 0% 18% Consultant Services 514 111 626 2% 18% Gmants 3,047 0 3,047 12% 0% Increm. RecurrentSalarics 0 0 0 0% 0% Operating Costs 449 0 449 2% 0% Project Implementation Costs 1,142 0 1,142 5% 0% Subtotal 6,149 4,967 11,116 44% 45% Institutional Strenetheninz Civil Works 0 0 0 0% 0% Land 0 0 0 0% 0% Vehicles, Info. & Comm. Equpmt. 110 351 461 2% 76% Furniture, Teach.Matrl. & Equpmt. 571 125 696 3% 18% Consultant Services 2,006 56 2,061 8% 3% Grants 17 0 17 0% 0% Increm. Recurrent Salaries 0 0 0 0% 0% Operating Costs 238 95 334 1% 29% Project Implementation Costs 2,521 0 2,521 10% 0% Subtotal 5,463 627 6,090 24% 10% Infrastructure Improvement civil Works 3,110 252 3,362 13% 7% Land 971 0 971 4% 0% Vehicles, Info. & Comm. Equpmt. 199 70 270 1% 26% Furniture, Teach.Matrl. & Equpmt. 405 0 40S 2% 0% Consultant Services 174 12 187 1 % 7% Grants 0 0 0 0% 0% Increm. RecurrcntSalaries 0 0 0 0% 0% Operating Costs 321 0 321 1% 0% Project Implementation Costs 261 0 261 1% 0% Subtotal 5,441 334 5,776 23% 6% Project Coordination Unit Civil Works 0 0 0 0% 0% Land 0 0 0 0% 0% Vehicles, Info. & Comm. Equpmt. 58 42 100 0% 42% Fumiture, Teach.Matrl. & Equpmt. 4 1 4 0% 14% Consultant Services 1,536 0 1,536 6% 0% Grants 36 0 36 0% 0% Increm. Recumnt Salaries 0 0 0 0% 0% Operating Costs 351 11 363 1% 3% Project Implementation Costs 311 0 311 1% 0% Subtotal 2,297 54 2,351 9% 2% TOTAL COST 19,351 5,982 25,332 100% 24% 1/ Totals include contingencies.  -154- Annex N Table N.3.2: Cordoba Subproject Cost by Category of Expenditures % of Loca Foregn Total Total (USS million) Civil Works 3.1 0.3 3.4 13% Land 1.0 0.0 1.0 4% Informatics & Communications Equipment, 2.3 5.4 7.8 31% Vehicles, Furniture, Training Materials, and Didactic Materias/Equipment Consultants Services 4.2 0.2 4.4 17% Grants and Scholahips 3.1 0.0 3.1 12% Incremental Recurrent Salries 0.0 0.0 0.0 0% Operating Coss 1.4 0.1 1.5 6% Project Implementation Costs 4.2 0.0 4.2 17% Total 19.3 6.0 25.3 Table N.3.3: Cordoba Subproject Cost by Category of Expenditures and Years of Implementation I/ IA2 9 im 122097 i22 8 122 Civil Works 0.0 2.5 0.9 0.0 0.0 0.0 3.4 Land 0.0 1.0 0.0 0.0 0.0 0.0 1.0 Infonnatics & Communications Equipment, 0.0 2.6 1.8 1.7 0.8 0.8 7.8 vehicles, Fumiture, Trining Material & Didactic Materials/Equipment Consulants Services 0.0 0.8 0.9 0.9 0.9 0.9 4.4 Grants and Scholarship. 0.0 0.6 0.6 0.6 0.7 0.7 3.1 Incremental Recurrent Salaries 0.0 0.0 0.0 0.0 0.0 0.0 0.0 Operating Costs 0.0 0.1 0.2 0.3 0.4 0.4 1.5 Project Implementtion Cost 0.0 0.7 1.2 0.7 0.8 0.8 4.2 Total 0.0 8.3 5.5 4.3 3.6 3.7 25.3 1/ Costs include contingenciei.  -155- Annex N Table N.4.1: la Pampa Subproject Cost by Component and Main Categories'/ % of % of Local Foreip Total Total Frga. (US$'000) Educational Quality Improvement Civil Works 0 0 0 0% 0% Land 0 0 0 0% 0% Vehicles, Info. & Comm. Equpmt. 19 95 114 1% 83% Furniture, Teach.Matrl. & Equpmt. 2.424 551 2,975 15% 19% Consultant Services 699 37 736 4% 5% Grants 1,205 69 1,274 6% 5% Increm. Recurrent Salaries 31 0 31 0% 0% Operating Costs 255 0 255 1% 0% Project Implementation Costs 1,306 0 1,306 7% 0% Subtotal 5,940 752 6,692 34% 11% Institutional Strendthening Civil Works 0 0 0 0% 0% Land 0 0 0 0% 0% Vehicles, Info. & Comm. Equpmt. 171 893 1,064 5% 84% Fumiture, Teach.Matrl. & Equpmt. 241 37 277 1% 13% Consultant Services 1,576 58 1,634 8% 4% Grants 153 41 194 1 % 21% Increm. Recurrent Slaries 411 0 411 2% 0% Operating Costs 299 147 445 2% 33% Project Implementation Costs 1,608 0 1,608 8% 0% Subtotal 4,458 1,176 5,634 29% 21% Infrastructure Imorovement Civil Works 4,987 389 5,376 27% 7% Land 0 0 0 0% 0% Vehicles, Info. & Comm. Equpmt. 0 0 0 0% 0% Fumiture, Teach.Matrl. & Equpmt. 478 0 478 2% 0% Consultant Services 167 0 167 1% 0% Grants 0 0 0 0% 0% Increm. Recurrent Salaries 0 0 0 0% 0% Operating Costs 212 0 212 1% 0% Project Implementation Costs 98 0 93 0% 0% Subtotal 5,943 389 6,332 32% 6% Proiect Coordination Unit Civil Works 0 0 0 0% 0% lAnd 0 0 0 0% 0% Vehicles, Info. & Comm. Equpmt. 47 18 65 0% 28% Furniture, Teach.Matrl. & Equpmt. 7 1 7 0% 9% Consultant Service 590 0 590 3 % 0% Grants 0 0 0 0% 0% Increm. Recurrent Salaries 20 0 20 0% 0% Operating Costs 56 1 57 0% 2% Project Implementation Cost 325 0 325 2% 0% Subtotal 1,043 20 1,063 5% 2% TOTAL COST 17,384 2,337 19,721 100% 12% - _ ._ J_ __.:  -156- Annex N Table N.4.2: La Pampa Subproject Cost by Category of Expenditures'/ % of Lal Foreign Total Total (USS millon) Civil Worts 5.0 0.4 5.4 27% LAnd 0.0 0.0 0.0 0% Informatics & Communikations Equipment, 3.4 1.6 5.0 25% Vehicles, Fumiture, Training Materials, and Didactic Materials/Equipment Consultants Services 3.0 0.1 3.1 16% Grants and Scholarships 1.4 0.1 1.5 7% Incremental Recurrnt Salaries 0.5 0.0 0.5 2% Operating Expenditures 0.3 0.1 1.0 5% Project Implementation Expenditures 3.3 0.0 3.3 17% Total 17.4 2.3 19.7 Table N.4.3: La Pampa SubproJect Cost by Category of Expenditures and Years of Implementation 'I im im 1m 1 222 ia9 Civil Works 0.0 0.5 2.4 2.0 0.2 0.3 5.4 Land 0.0 0.0 0.0 0.0 0.0 0.0 0.0 Informaticw & Communications Equipment, 0.0 2.1 1.6 0.3 0.4 0.1 5.0 Vehicks Furiture, Training Materials, and Didactic MaterialslEquipmcnt Consutants Services 0.0 1.1 0.6 0.6 0.S 0.4 3.1 Grnts and Scholarships 0.0 0.4 0.5 0.1 0.1 0.3 1.5 IncrementalRcurrent Salaries 0.0 0.1 0.1 0.1 0.1 0.1 0.5 Operating Expenditures 0.0 0.1 0.2 0.2 0.2 0.3 1.0 Project Implementation Expenditures 0.0 0.7 0.2 0.7 0.6 0.5 3.3 Total 0.0 4.9 6.2 4.5 2.2 2.0 19.7  -157- Annex N Table N.5.1: Mendoza Subproject Cost by Component and Main Categories'/ Local Fordign Total % of Total % of Frgu. (USS'OOO) lducational Quality Imiprovement Civil Works 0 0 0 0% 0% Land 0 0 0 0% 0% Vehicle, Info. & Comm. EqupmL 771 3,882 4,653 3% S3% Furniture, TeaehMatri. & EqupmLt. 12,792 2,721 15,512 28% 1S% Consuktnt Services 9,294 45 9,339 17% 0% Grants 63 134 197 0% 68% Increm. Recurrent Salaries 617 0 617 1% 0% Opcating Costs 1,110 119 1,228 2% 10% Project Implementation Costs 1,567 0 1,567 3 % 0% Subtotal 26,213 6,901 33,114 60% 21% Institutional St=antheninaf Civil Works 0 0 0 0% 0% Land 0 0 0 0% 0% Vehicles, Info. & Comm. EqupmL 148 751 S9 2% 84% Fumiture, Teach.Matrl. & Equpmt 195 39 234 0% 17% Consu lta Service 1,890 12 1,902 3% 1% Grant' 48 23 71 0% 32% Inran. RecurrentSalmries 0 0 0 0% 0% Opeting Cost 587 106 693 1% 15% Project Implenenttion Costs 1,779 0 1,779 3% 0% Subtotal 4,647 932 5,S78 10% 17% Civil WoTks 10,195 803 11,003 20% 7% Land 677 0 677 1% 0% Vehicles, Info. & Comm. Equpnt. 0 0 0 0% 0% Fumiture, Tcach.MatrL & Equprut. 521 0 521 1% 0% Consunt Services 1,034 ^ 0 1,034 2% 0% Grnts 0 0 0 0% 0% Inecrn. RecurrentSablries 0 0 0 0% 0% Operating Costs 1,139 0 1,139 2% 0% Project Implementation Cost 0 0 0 0% 0% Subtotal 13,568 tO 14,376 26% 6% Priet Coordination Unit Civi Works 0 0 0 0% 0% Land 0 0 0 0% 0% Vchicls, Ino. & Comm. EqupaL 177 47 225 0% 21% Furnitue,TcLMatrL & E.upmL t 0 8 0% 0% ConsUiant Scrnics 1,311 0 1,311 2% 0% Grants 0 0 0 0% 0% Increm. Rccua. Sacrries 0 0 0 0% 0% Operating Costa 296 2 299 1% 1% 'ojct Impl_emntat Coss 98 0 98 0% 0% Subtotl 1,891 50 1,941 4% 3% TOTAL COST 46,319 t,690 5S,009 100% 16% 1V Tolals include contingencies.  -158- Annex N Table N.5.2: Mendoza Subproject Cost by Category of Expenditures1/ % of local Fordip Total Total (USS Millon) Civil Work 10.2 0.8 11.0 20% Land 0.7 0.0 0.7 1% Infonnatics & Communications Equipment, 14.6 7.4 22.1 40% Vehicks, Fumiture, Training Materials, and Didactic Material/Equipment Consukants Services 13.5 0.1 13.6 25% Grant and Scholanhips 0.1 0.2 0.3 0% Incremental Recurrent Sluries 0.6 0.0 0.6 1% Operating Expenditures 3.1 0.2 3.4 6% Project Impmentation Expenditures 3.4 0.0 3.4 6% Totl 46.3 8.7 55.0 Table N.5.3: Mendoza Subproject Cost by Category of Expenditures and Years of Inplementation VI im i im m im To9 l Ta Civil Works 0.0 3.5 3.4 2.0 2.2 0.0 11.0 LAnd 0.0 0.0 0.1 0.4 0.2 0.0 0.7 Informatics & Conmunnicaons 0.0 6.4 1.5 2.6 2.2 2.3 22.1 Equ-mnat, Vehicks, Fumiture, Traiing Materials, and Didctic Materials/Equipment Consutants Services 0.0 3.3 2.8 2.5 2.4 2.5 13.6 Grnts and Scholknhips 0.0 0.1 0.1 0.1 0.0 0.0 0.3 Incrmel Recurrnat Salarie 0.0 0.1 0.1 0.1 0.1 0.2 0.6 Operating Expenditures 0.0 0.4 0.5 0.6 0.9 1.0 3.4 Project mlpmpnla Expeniture 0.0 1.0 0.6 0.7 0.5 0.7 3.4 Total 0.0 14.6 16.1 9.1 3.6 6.6 55.0 I/ Costs include contingencies.  -159- Annex N Table N.6.1: Misiones Subproject Cost by Component and Main Categories'/ LoCal Foredp Total % of Total % of Frgn. (US$'000) Educational Oualitv Imorovement Civil Works 0 0 0 0% 0% Land 0 0 0 0% 0% Vehicls, Info. & Comm. Equpmt. 26 14 40 0% 35% Furniture, Teach.Matrl. & Equpmt. 4,203 893 5,101 22% 18% Consultant Services 536 68 604 3 % 11% Grants 24 0 24 0% 0% Increm. Recurrent Salanri 0 0 0 0% 0% Operating Costs 282 83 364 2% 23% Project Implementation Coats 1,045 0 1,045 4% 0% Subtotal 6,116 1,062 7,178 31% 15% lqstitutional Strenatheninf Civil Works 0 0 0 0% 0% Land 0 0 0 0% 0% Vehicles, Info. & Comm. Equpmt. 273 780 1,0S4 5% 74% Purniture, Teach.Matrl. & Equpmt. 30 3 33 0% 10% Consultant Services 691 119 811 3% 15% Grants 1,340 0 1,340 6% 0% Increm. Recurrent Salaries 1,218 0 1,218 5% 0% Operating Costs 3,932 20 3,952 17% 1% Project Implementation Costs 532 0 532 2% 0% Subtotal 8,016 923 8,939 38% 10% Ifrastructure Imorovemen Civil Works 3,440 270 3,710 16% 7% Land 67 0 67 0% 0% Vehicles, Info. & Comm. Equpmt. 0 0 0 0% 0% Purniture, Teach.Matrl. & Equpmt. 1,300 0 1,300 6% 0% Consultant Services 293 67 360 2% 19% Grants 0 0 0 0% 0% Increm. RecurrentSalaries 0 0 0 0% 0% Operating Cosu 32 0 82 0% 0% Project Implementation Cost 300 0 300 1% 0% Subtotal 5,482 337 5,819 25% 6% Prniect Coordination 1=n Civil Works ' 0 O 0 0% 0% land 0 0 0 0% 0% Vehicles, Info. & Comm. Equpmt. 6 22 28 0% 78% Furniture, Teach.Matri. & Equpmt. * 0 a 0% 0% Consutt Servieces 975 0 97S 4% 0% Grants 0 0 0 0% 0% Increnm.. Recurrent Salaries 0 0 0 0% 0% Openting Cost. 5 2 7 0% 25% Proj%et Implemenation Cost 302 0 302 1% 0% Subtotal 1,297 23 1,320 6% 2% TOTAL COST 20,910 2,347 23,257 100% 10%  -160- Annex N Table N.6.2: Misiones Subproject Cost by Category of Expenditures % of Local Foreigp Total Total (US$ Million) Civil Works 3.4 0.3 3.7 16% Land 0.1 0.0 0.1 0% Infornatics & Communicstions Equipment, Vehicles, 5.8 1.7 7.6 33% Furniture, Training Materials, and Didactic Materials/Equipmel Consultants Services 2.5 0.3 2.7 12% Grants d Schobrships 1.4 0.0 1.4 6% lncremntal Recurrent Salries 1.2 0.0 1.2 5% Oeating Expenditure' 4.3 0.1 4.4 19% Project Implementation Expenditures 2.2 0.0 2.2 9% Total 20.9 2.3 23.3 Table N.6.3: Misiones Subproject Cost by Category of Expenditures and Years of Implementation 1/ im 2 19 9 2 7 21 19T IRtal Civil Works 0.0 0.8 1.3 1.6 0.1 0.0 3.7 Land 0.0 0.0 0.0 0.1 0.0 0.0 0.1 Informutics & Communications Equipment. 0.0 1.7 1.5 1.6 1.7 1.1 7.6 Vehicles, Furniture, Training Materials, and Didactic MaterialslEquipment Consulants Services 0.0 1.0 0.6 0.3 0.4 0.4 2.7 Incremental Recurrent Salaries 0.0 0.1 0.2 0.2 0.3 0.3 1.2 Operting Expenditure 0.0 0.0 0.5 0.9 1.4 1.7 4.4 Project Implementation Expenditmres 0.0 0.2 0.7 0.6 0.4 0.3 2.2 TotaW 0.0 3.8 5.1 6.1 4.4 3.9 23.3  -161- Annex N Table N.7.1: Neuquen Subproject Cost by Component and Main Categoriest/ L1cal Fore%p Total % of Total % of Frgn. (US$'000) Educational Oualitv Improvement Civil Works 0 0 0 0% 0% LAnd 0 0 0 0% 0% Vehicles, Info. & Comm. EqupmL 156 767 924 3% 83% Furniture, Teach.MatrL & Equpmt. 5,026 1,128 6,154 18% 18% Consultant Services 5,246 0 5,246 15% 0% Grants 83 69 151 0% 45% Increm. RecurrentSalarie 1,691 0 1,691 5% 0% Operating Costs 476 104 580 2% 18% Project Implementation Costs 1,769 0 1,769 5% 0% Subtotal 14,448 2,068 16,516 47% 13% Institutional Strencthenin Civil Works 0 0 0 0% 0% Land 0 0 0 0% 0% Vehicles, Info. & Comm. Equpmt. 142 698 840 2% 83% Furniture, Teach.Matrl. & Equpmt. 9 2 11 0% 19% Consultant Servies 2,236 5 2,242 6% 0% Grants 0 0 0 0% 0% Increm. Recurreat Salaries 0 0 0 0% 0% Operating Costs 199 35 233 1% 15% Project Implementation Cost 1,558 0 1,558 4% 0% Subtotal 4,144 740 4,885 14% 15% Infrastructure Imorovement Civil Works 9,144 721 9,865 28% 7% LAnd 299 0 299 1% 0% Vehicles, Info. & Comm. EqupmtL 0 0 0 0% 0% Furniture, Teach.Matrt. & Equpmt 787 0 787 2% 0% Consultant Services 613 S0 663 2% 8% Grants 0 0 0 0% 0% Increm. Recurrent Salaries 0 0 0 0% 0% Operting Costa 572 0 572 2% 0% Project Implementatioli Costs 85 0 85 0% 0% Subtotal 11,500 771 12,271 35% 6% Civil Work 0 0 0 0% 0% Lawnd 0 0 0 0% 0% Vehicls, Info. & Comm. EqupmL 0 0 0 0% 0% Furniture, Teach.MatrL & Equpmt. 0 0 0 0% 0% Consultant Servies 1,100 0 1,100 3% 0% Grnts 0 0 0 0% 0% IncremL Recurrent Shlaries 0 0 0 0% 0% Operating Costs 0 0 0 0% 0% Project Implementation Costs 248 0 248 1 % o0% Subtobt 1 148 0 1,348 4% 0%S TOTAL COST 31,440 3,579 3S,020 100% 10% 1/ Total indude contingencies.  -162- Annex N Table N.7.2: Neuquen Subproject Cost by Category of Expenditures&/ % of Local Foreign Total Total (US$ Million) Civil Works 9.1 0.7 9.9 28% Land 0.3 0.0 0.3 1% Informtc & Communications Equipment, 6.1 2.6 8.7 25% Vehickcs, Purniture, Training Material, and Didactic Materia/Equipment Consultants Services 9.2 0.1 9.3 26% Grmnts and Scholarships 0.1 0.1 0.2 0% Incremental Recurrent Salaries 1.7 0.0 1.7 5% Opeating Costs 1.2 0.1 1.4 4% Project Implementation Costs 3.7 0.0 3.7 10% otal 31.4 3.6 35.0 Table N.7.3: Neuquen Subproject Cost by Category of Expenditures and Years of Implementation 1/ 199 Cm 1297 I99 1999m lOb Civil Works 0.0 0.8 6.9 2.1 0.0 0.0 9.9 Land 0.0 0.3 0.0 0.0 0.0 0.0 0.3 Informatics & Communications Equipment, 0.0 0.6 3.7 3.7 0.6 0.2 8.7 Vehiclek, Furniture, Training Materials, and Didactic Materials/Equipment Consultants Services 0.0 3.3 2.0 1.5 1.2 1.3 9.3 Grants and Scholanhips 0.0 0.0 0.0 0.1 0.1 0.0 0.2 Incremental Recurrent Salaries 0.0 0.2 0.3 0.4 0.4 0.4 1.7 Operating Coots 0.0 0.0 0.1 0.2 0.5 0.6 1.4 Project Impkmenntion Costs 0.0 1.1 0.8 0.6 0.6 0.5 3.7 Totl 0.0 6.3 13.8 8.5 3.3 3.1 35.0 11 Costs include contingencies.  -163- Annex N Table N.8.1: Rio Negro Subproject Cost by Component and Main Categoriese/ L1ocl Foregp Total % of Total % of Frgn. (USS'000) Educational Ouality Imorovement ivil Works 0 0 0 0% 0% Land 0 0 0 0% 0% Vehicles, Info. & Comm. Equpmt. 59 239 299 1% 80% Furniture, Teach.Matrl. & Equpmt. 1,816 408 2,223 7% 18% Consultant Services 659 27 685 2% 4% Grants and Scholarships 0 0 0 0% 0% Increm. Recurmnt Salaries 0 0 0 0% 0% Operating Costs 124 0 124 0% 0% Project Implementation Costs 1,310 0 1,310 4% 0% Subtotal 3,968 674 4,642 14% 15% Institutional Strenetheninf Civil Works 0 0 0 0% 0% Land 0 0 0 0% 0% Vehicles, Info. & Comm. Equpmt. 458 899 1,358 4% 66% Furniture, Teach.Matrl. & Equpmt. 131 4 135 0% 3% Consultant Services 2,696 396 3,092 9% 13% rants and Scholarhips 2,546 0 2,546 8% 0% Increm. Recurrent Salaries 683 0 683 2% 0% Operating Costs 512 88 600 2% 15% Project Implementation Costs 2,054 0 2,054 6% 0% Subtotal 9,080 1,388 10,468 31% 13% Infrastructure lmiprovement Civil Works 9,272 695 9,966 30% 7% Land 445 0 445 1% 0% Vehicles, Info. & Comm. Equpmt. 0 0 0 0% 0% Furniture, Tcach.Matrl. & Equpmt. 91 0 91 0% 0% Consultant Serviccs 608 128 737 2% 17% Grants and Scholarships 0 0 0 0% 0% Increm. Recurrnt Salaries 0 0 0 0% 0% Operating Costs 4,453 0 4,453 13% 0% Project Implementation Costs 749 0 749 2% 0% Subtotal 15,613 823 16,442 49% 5% proiect Coordination Unit Civil Works 0 0 0 0% 0% Land 0 0 0 0% 0% Vehicks, Info. & Comm. Equpat. 1 7 8 0% U4% Fumiturc, Teach.Matrl. & Equimt. 5 0 5 0% 0% Consultant Service 1,832 0 1,332 5% 0% Grants and Schol;whips 0 0 0 0% 0% Increm. Recurrent Salaries 0 0 0 0% 0% Opertng Costau 2 1 3 0% 35% Pro,ect Implementation Costs 37A 0 374 1 % 0% Subtotl 2,214 8 2,222 7% 0% TOTAL COST 30,880 2,893 33,773 100% 9% 1/ Totals include contingencies.  -164- Annex N Table N.8.2: Rio Negro Subproject Cost by Category of Expenditurest/ % of Local Forde Total Total (USS million) Civil Works 9.3 0.7 10.0 30% Land 0.4 0.0 0.4 1 % Informatics & Communications Equipmen, 2.6 1.6 4.1 12% Vehicles, Funiture, TMining Materils, and Didactic Materials/Equipent Consutants Services 5.3 0.6 6.3 19% Grnts nd Scholasnhips 2.5 0.0 2.5 S% Incremental Recurret Salaries 0.7 0.0 0.7 2% Opeating Coss 5.1 0.1 5.2 15% Project Implementation Cost 4.5 0.0 4.5 13% Total 30.9 2.9 33.8 Table N.8.3: Rio Negro Subproject Cost by Category of Expenditures and Years of Inplementation '/ INA2 l22 1 7 199 lff i6 Civil Works 0.0 0.0 0.3 2.0 4.0 3.6 10.0 Land 0.0 0.0 0.0 0.2 0.1 0.1 0.4 Infonnm & CoEmun Equipment, 0.0 0.7 1.4 1.2 0.8 0.0 4.1 Vehicls, Furniture, Tmining Materials, and Didactic Materials/Equipment Coulkants Services 0.0 1.6 2.1 1.1 0.3 0.7 6.3 Grant and Scholnhips 0.0 0.2 0.2 0.7 0.8 0.7 2.5 Incremneta Recurrent Sala 0.0 0.0 0.2 0.3 0.2 0.0 0.7 Operating Cosb 0.0 0.8 0.9 1.0 1.2 1.3 5.2 Project Implm ton Costs 0.0 0.7 1.3 1.1 0.8 0.5 4.5 Total 0.0 4.0 6.4 7.8 3.7 6.9 33.8 1/ Costs includoe cont.in .  -165- Annex N Table N.9.1: Santa Fe Subproject Cost by Component and Main Categoriei/ Local Fordp Total * of Total % of Frgn. (USS'000) Educational Oualitv Improvement Civil Works 0 0 0 0% 0% Lad 0 0 0 0% 0% Vehicles, Info. & Comm. EqupmL 0 0 0 0% 0% Fumiture, Teach.MarL .& Equpmt. 2,336 272 2,608 10% 10% Consultant Services 1,558 69 1,627 6% 4% Grants and Scholhsbips 0 0 0 0% 0% Increm. Recurrent Salaries 0 0 0 0% 0% Opertins Cost 0 0 0 0% 0% Project Implementation Costs 582 0 5S2 2% 0% Subtotal 4,476 340 4,816 19% 7% Institutional Strengdenins Civil Works 0 0 0 0% 0% Land 0 0 0 0% 0% Vehicles, Info. & Comm, Equpmt. 283 1,411 1,694 7% 83% Furniture, Teach.MatrL & Equpmt. 246 57 303 1% 19% Consultant Services 2,707 240 2,947 11% I % Grants and Scholaships 0. 0 0 0% 0% Increm. RecurrentSalaries 0 0 0 0% 0% Opeating Costs 166 63 230 1% 28% Project Implementation Costa 1.614 0 1,614 6% 0% Subtotal 5,016 1,772 6,7SS 26% 26% Infiau turc lm prourmnt Civil Works 7,881 620 S,500 33% 7% Land 0 0 0 0% 0% Vehicles, Info. & Comm. EqupmL 76 233 308 1% 75% Furnitur, Teach.MatrL & Equpmt. 1,591 0 1,591 6% 0% Consulnt Services 125 3 128 0% 2% Grants and Scholsnhips 0 * 0 0 0% 0% Increm. RecurrentSarirs 0 0 0 0% 0% Operating Cost 1,913 0 1,913 7% 0% Project Impleaaentatbn Cost 277 0 277 1% 0% Subtol 11,862 855 12,711 49% 7% proiect Coordination Uni Civil Works 0 0 0 0% 0% LAnd 0 0 0 .0% 0% Vehicls, Info. & Comm. EqupmL 13 21 34 0% 63% Furnitue, Tesch.Matrl. & Equpmt. 0 0 0 0% 0% Consukant Servicus 1.163 0 1,163 5* 0* Grnts and Scholarships 0 0 0 0% 0% lncrem.RecctrmSa4ries 0 0 0 0% 0% Operating Costs 0 0 0 0% 0% Projod ctplenstioa cos 277 0 277 1% 0% Subtotal 1,453 21 1,474 6% 1% TOTAL COST 22,807 2,988 25,795 100% 12% 1/ Totals include contingencies.  -166- Annex N Table N.9.2: Santa Fe Subproject Cost by Category of Expenditures1/ % of Local Fore*p Total Ital (USS million) Civil Works 7.9 0.6 8.5 33% Land 0.0 0.0 0.0 0% Informatics & Communications Equipment, 4.5 2.0 6.5 25% Vchicles, Furniture, Training Materials, and Didactic Materials/Equipment Consulants Services 5.6 0.3 5.9 23% Grants and Scholarships 0.0 0.0 0.0 0% Incremental Recurrent Salaries 0.0 0.0 0.0 0% Opeating Costs 2.1 0.1 2.1 8% Project Implementation Costs 2.8 0.0 2.8 11% Total 22.8 3.0 25.8 100% Table N.9.3: Santa Fe Subproject Cost by Category of Expenditures and Years of Implementation '/ 1994 199S 1996 1997 1998 1999 Total Civil Works 0.0 2.2 3.1 2.2 0.7 0.4 8.5 Land 0.0 0.0 0.0 0.0 0.0 0.0 0.0 Informatics & Communications Equipment, 0.0 1.4 3.3 1.4 0.2 0.2 6.5 Vehicles, Furniurm, Training Materials, and Didactic Materials/Equipment Consultants Services 0.0 1.6 2.6 0.9 0.4 0.3 5.9 Grants and Scholarships 0.0 0.0 0.0 0.0 0.0 0.0 0.0 Incremental Recurrent Salaries 0.0 0.0 0.0 0.0 0.0 0.0 0.0 Operting Costs 0.0 0.0 0.1 0.2 0.8 1.! 2.1 Project Implementation Costs 0.0 0.4 1.2 0.6 0.3 0.3 2.8 Total 0.0 5.7 10.3 5.3 2.3 2.2 25.8 1/ Totas include contingencice.  -167- Annex N Table N.10: Detailed Project Cost by Component, Sub-Component and years of Implementation (US$ million) '/ 1994 199S 1996 1997 1998 1999 TOTAL Nacion Subprojeet Institutioral Strengthening 0.0 13.1 6.7 5.9 S.2 5.2 36.1 Infrastructure Improvement 0.0 1.6 1.3 0.0 0.1 0.1 3.1 Project Coordination Unit 5.2 1.2 1.3 1.2 1.3 1.4 11.6 Subtotal 5.2 16.0 9.3 7.0 6.6 6.7 50.8 Cordoba Subprojed Educational Quality Ipvement 0.0 2.8 2.4 2.5 1.7 1.3 11.1 Institutional Strengthening 0.0 0.4 1.8 1.3 1.3 1.3 6.1 Infrastructur Improvenent 0.0 4.5 1.0 0.1 0.1 0.1 5.8 Project Coordination Unit 0.0 0.6 0.4 0.4 0.5 0.5 2.4 Subtotal 0.0 3.3 5.5 4.3 3.6 3.7 25.3 La Pampa Subprojeet Educational Quality Impvement 0.0 1.9 2.3 1.1 0.8 0.6 6.7 Institutional Strengthening 0.0 2.2 0.9 1.0 0.S 0.7 5.6 Infrastructur Improvement 0.0 0.5 2.7 2.2 0.3 0.5 6.3 Project Coordination Unit 0.0 0.3 0.2 0.2 0.2 0.2 1.1 Subtotal 0.0 4.9 6.2 4.5 2.2 2.0 19.7 Mendoza Subproject Educational Quality Improvement 0.0 8.1 10.7 4.9 4.6 4.8 33.1 Institutional Strengthening 0.0 1.7 1.1 1.1 0.7 0.9 5.6 Infrastructure Improvement 0.0 4.2 3.9 2.7 3.0 0.6 14.4 Project Coordination Unit 0.0 0.6 0.3 0.3 0.3 0.4 1.9 Subtotal 0.0 14.6 16.1 9.1 8.6 6.6 55.0 siones Subproject Educational Quality Improvement 0.0 1.9 2.1 1.5 0.9 0.8 7.2 Institutional Strengthening 0.0 0.7 1.0 2.2 2.6 2.4 8.9 Infratructur Improvenent 0.0 0.9 1.7 2.2 0.6 0.4 5.8 Project Coordination Unit 0.0 0.3 0.3 0.3 0.3 0.3 1.3 Subtotal 0.0 3.8 5.1 6.1 4.4 3.9 23.3 Neuquen Subproject Educational Qualty Improvement 0.0 3.5 4.6 4.8 1.8 1.3 16.5 Institutional Strengthening 0.0 1.1 1.1 1.0 1.0 0.7 4.9 Infrastructure Improvement 0.0 1.5 7.8 2.4 0.2 0.3 12.3 Project Coordination Unit 0.0 0.2 0.3 0.3 0.3 0.3 1.3 Subtotal 0.0 6.3 13.8 83S 3.3 3.1 35.0 Rio Negro Subprotect Educational Quality Improvement 0.0 0.7 1.9 1.2 0.7 0.1 4.6 InsQtutional Strengthening 0.0 2.0 2.3 2.3 2.1 1.3 10.5 Infrastructure improvement 0.0 0.9 1.3 3.8 5.5 5.0 16.4 Project Coordination Unit 0.0 0.4 0.4 0.4 0.5 0.5 2.2 Subtotal 0.0 4.0 6.4 7.8 3.7 6.9 33.8 Santa Fe Subprojeet Educational Quality I nmvemt 0.0 0.6 3.9 0.4 0.0 0.0 4;8 Institutional Strengthening 0.0 2.3 2.1 1.6 0.4 0.4 6.8 Infrasructurm Improvement 0.0 2.6 4.0 3.0 1.6 1.5 12.7 Prject Coordinaton Unit 0.0 0.3 0.3 0.3 0.3 0.3 1.5 Subtotal 0.0 5.7 10.3 5.3 2.3 2.2 25.3 Total Project Educational Quality Improvement 0.0 19.4 27.9 16.4 10.5 9.8 84.1 Iituticnal Strengthening 0.0 23.5 17.7 16.4 14.0 13.0 34.5 lnfrstructure Improvement 0.0 16.8 23.7 16.4 11.5 8.5 76.3 Project Coordination Unit 5.2 3.8 3.5 3.4 3.6 3.8 23.3 Total 5.2 63.6 72.7 52.6 39.5 35.1 268.7  -168- Annex 0 ANNEX 0: Project Implementation Schedule 12L4 I 99S 1997 1998 1999 Nacion Subonmiect Institutional Strengthening 0% 36% 19% . 16% 14% 14% In tucture mprovement 0% 53% 41% 0% 3% 3% Project CoordinationUnit 44% 11% 11% 10% 11% 12% Subtotal 10% 31% 18% 14% 13% 13% Cordoba Suboroiect Educatonal Quality Improvement 0% 25% 21% 22% 15% 16% Institutional Strengthening .0% 7% 30% 21% 21% 21% Infrastructure Improvement 0% 78% 17% 2% 2% 2% Project Coordintion Unit 0% 24% 18% 18% 20% 20% Subtotal 0% 33% 22% 17% 14% 15% La PamDa Suboroiect Educational Quality linprovement 0% 28% 34% 17% 12% 9% Institutional Strengthening 0% 39% 17% 18% 15% 12% Infastrcture Improvement 0% 8% 43% 35% 5% 8% Project Coordination Unit 0% 28% 19% 17% 18% 18% Subtotal 0% 25% 31% 23% 11% 10% Mendoza Suboroiect Educational Quality Improvement 0% 24% 32% 15% 14% 15% Institutional Strengthening 0% 31% 20% 20% 12% 16% Infrutructure Improvement 0% 29% 27% 19% 21% 4% Project Coordination Unit , 0% 28% 18% 17% 18% 19% Subtotal 0% 27% 29% 16% 16% 12% Misiones Suboroict Educational Qual Improvement 0% 26% 30% 21% 13% 11% Ittutional Strengthening 0% 8% 11% 24% 29% 27% Infrstructure Improvement 0% 15% 30% 37% 10% 7% Project Coordination Unit 0% 20% 19% 20% 20% 21% Subtotal 0% 16% 22% 26% 19% 17% Neuauen Subgricdt Educational Qualiy Improvement 0% 21% 28% 29% 11% 11% Institutional Strengthening 0% 22% 23% 20% 20% 15% Infrstructure Improvement 0% 12% 64% 20% 2% 3% Project Coordination Unit 0% 18% 19% 20% 21% 22% Subtotal 0% 18% 39% 24% 9% 9% Rio Nefro Suboroject Educational Qua itImprovemeat 0% 15% 41% 27% 15% 2% Institutional Strengthening 0% 19% 27% 22% 20% 12% Infrastructure Improvement 0% 6% 8% 23% 33% 30% Project Coordintion Unit 0% 18% 19% 20% 21% 22% Subtotal 0% 12% 19% 23% 26% 20% Santa Fe Sub,roiect Educational Quality Improvement 0% 12% 80% 8% 0% 0% Institutional Strengthening 0% 33% 31% 24% 5% 6% Infratucture Improement 0% 21% 32% 23% 13% 12% Project Coordination Unit 0% 19% 21% 19% 19% 20% Subtotal 0% 22% 40% 21% 9% 8% Total Pei Educational Quality Improvement 0% 23% 33% 19% 13% 12% Institutional Strighing 0% 28% 21% 19% 17% 15% InfrastructureImpmvemaet 0% 22% 31% 21% 15% 11% Project Coordination Unit 22% 16% 15% 14% 15% 1S% Total 2% 24% 27% 20% 15% 13% 1/ Totals include contingencies  - 169 - Annex P ANNEX P: PROJECT MANAGEMENT I. Project Management Objective and Structure 1. The project would be coordinated by the National Project Coordination Unit (NCPU) which is directly accountable to the Subsecretariat of Programming and Educational Management (SUPEM). The NCPU would be responsible for overall project coordination, including project planning, control, monitoring, and supervision as well as technical assistance to the provinces. The NPCU would also implement, through NMCE's existing structure, the National subproject. Provincial ministries would be responsible for the implementation of the subprojects within the Provincial Subproject Coordination Units (PPCU). Table P. 1 of this Annex indicates the distribution of responsibilities between the NCPU and PPCUs, which was confirmed during appraisal. II. National Project Coordination Unit (NCPU) 2. Functions and Responsibilities. The NCPU comprises seven coordination subunits encompassing its main objectives: planning, programming, monitoring and evaluation; procurement; financing, accounting and evaluation and auditing; institutional development; Project Executive Council; quality improvement; and infrastructure. The project coordinator would be assisted a Project Consultative Council (PCC). 3. Specific functions and responsibilities of the NCPU are: (i) directing, coordinating, and supervising the overall project implementation; (ii) serving as the technical, administrative, counterpart of the World Bank during the life of the project; (iii) monitoring project execution according to the project monitoring matrix explained in Annex R; (iv) preparing administrative and technical guidelines and procedures required for project implementation; (v) delegating to the Technical Secretariat of Operations the administration of the bidding procedures for civil works, goods, and services required for the Federal sub project implementation; (vi) timely submitting to the Bank consolidated, disbursement applications for civil works, goods, and services payments; (vii) coordinating activities with the PPCU's of the project provinces; (viii) periodically reporting to the Minister of Education and the Bank on project implementation progress; and (ix) serving as executive secretariat of the Project Executive Council. The functions and responsibilities of the coordination subunits would be: (a) Planning. Programming. Monitoring and Evaluation: (i) outdate and monitor the action plans established for each project component and subcomponent through plans established to reach project component and subcomponent  - 170 - Annex P through the respective programs, procedures, schedules, budgets, and disbursement outflows; (ii) keep track on the implementation of all components and subcomponent of the project; (iii) evaluate the projects component implementation impact on quality, efficiency, and equity of education; and (iv) inform NCPU of any substantial deviation of the annual project targets and suggest remedial actions. (b) procurement: (i) preparing the procurement documents in close coordination with PPCU's and in accordance with Bank specifications in each bidding procedure required by subproject implementation; (ii) coordinating the bidding process for the Federal subproject, which includes, calling for bids, evaluating bidding proposals, timely reporting to the Bank, the required authorization from the administrative units of MCE, signing contracts, and coordinating the execution of specific contracts; (iii) preparing the bidding documents in close coordination with PPCU's to hire technical assistance in accordance with Bank procedures as required by project implementation; (iv) coordinating the hiring of local and foreign consultants for the National subproject, which includes, calling for consulting bids, evaluating bidding proposals, timely reporting to the Bank, acquiring the required authorization from the administrative units of MCE, signing or authorizing consulting contracts, and coordinating the execution of specific contracts; and (v) maintaining effective coordination with the PPCU's management and other divisions and the specialized counterparts within the MCE. (c) Financing. Accounting and Evaluation, and Auditing: (i) consolidating disbursement application of funds according to approved budget and procedures, in close coordination with PPCU'S and, MCE Planning and Budgeting Divisions; (ii) processing the disbursement applications of the Federal subproject in accordance with Bank procedures and guidelines; (iii) carrying out the project implementation accounting; (iv) promoting the auditing following the Bank's guidelines and procedures; and (v) maintaining effective coordination with the Ministry of Economy and the Banco de la Naci6n as well as the PPU's management and other MCE divisions and the specialized counterparts within the MCE. (d) Institutional Development: (i) establishing the required plan of action to implement the strengthening of the institutional capacity of the MCE at the Federal level in the framework of the decentralization process; (ii) translating, in conjunction with the NCPU Planning, Programming, and Monitoring Division, the action plan in specific programs, procedures, schedules, budgets, and disbursement outflows, required by the implementation of this component; (iii) monitoring the implementation of all subcomponents contained in this subproject component; (iv) reporting to the PIU manager of any significant  - 171 - Annex P deviations of the subproject targets and procedures related to this component according to prescribed standards; and (v) coordinating all evaluation activities required by this component during the life of the subproject. (e) Project consultative Council (PCC): (i) providing counseling in project implementation; (ii) insuring the correct application by NPCU management of the project as well as its consistency with stated objectives ; (iii) assisting the NCPU management in assuring financial sustainability during the life of the project; (iv) recommending the Minister of Education actions to be taken to improve subproject implementation; and (v) analyzing the accomplishments of project implementation targets. The Consultative Council will meet to review project implementation, and organizational problems that could affect project execution, and review project monitoring indicators. (f) Quality Improvement: (i) Providing technical assistance to provincial subproject in those components and subcomponents related to quality improvement; (ii) Promoting the exchange of experience among provincial subproject in the implementation of the quality improvement subcomponents; (iii) monitoring the implementation of all components and subcomponents containing quality improvement measures; (iv) reporting NPCU manager of any significant deviations of subproject targets and suggest corrective action; and (v) coordinating all evaluations activities required by the components and subcomponents related to quality improvement of the subproject. (g) Infrastructure. (i) Providing technical assistance to provincial subproject in those components and subcomponents related to physical infrastructure, constructions, remodeling, and expansion; (ii) Promoting the exchange of experience among provincial subproject in the implementation of the infrastructure component; (iii) monitoring the implementation of all components and subcomponents containing infrastructure improvement; (iv) reporting NPCU manager of any significant deviations in subproject targets and suggest conrective action; and (v) coordinating all evaluations activities required by the components and subcomponents related to infrastructure of the subproject. m. Provincial Subproject Coordination Units (PPCU) 4. Functions d sibijliis In general, the PPCUs comprise six coordination subunits encompassing its main objectives: planning, programming, monitoring and evaluation; procurement; financing, accounting and evaluation and auditing; institutional development; quality improvement; and infrastructure. Many of the functions described below will be perfonned by staff withing the existing ministerial structure.  -172 - Annex P 5. Specific function and responsibilities of the PPCU and its subunits are: (i) directing, coordinating, implementing, and supervising the overall provincial subproject implementation; (ii) serving as the technical, administrative, and operational counterpart of the NCPU during the life of the project; (iii) monitoring subproject execution according to the project monitoring matrix explained in Annex R; (iv) applying agreed, administrative and technical guidelines and procedures required for project implementation; (v) coordinating and administering the bidding procedures for civil works, goods, and services required by the subproject implementation; (vi) timely submitting to the NCPU, disbursement applications for civil works, goods, and services payments; (vii) coordinating PPCU's activities with the provincial MCE, its provincial offices, the regions, decentralized agencies, NGOs, and schools, participating in subproject implementation; and (viii) periodically reporting to the NPCU and the Bank on project implementation progress. (a) Planning, Programming. Monitoring. and Evaluation. (i) Implement the action plans established for each subproject component and subcomponent through plans established to reach subproject component and subcomponent through the respective programs, procedures, schedules, budgets, and disbursement outflows; (ii) monitor the implementation of all components and subcomponent of the subproject; and (iii) evaluate the subprojects component implementation impact on quality, efficiency, and equity of education. (b) procurement.(i) Preparing the procurement documents in close coordination with NCPU in accordance with Bank specifications in each bidding procedure required by subproject implementation; (ii) coordinating and executing the bidding process, which includes, calling for bids, evaluating bidding proposals, timely reporting to the NCPU and the Bank, acquiring the required authorization from the provincial authorities, signing contracts, and coordinating the execution of specific contracts; (iii) preparing the bidding documents in close coordination with NCPU's to hire technical assistance in accordance with Bank procedures as required by subproject implementation; (iv) coordinating the hiring of local and foreign consultants, which includes, calling for consulting bids, evaluating bidding proposals, timely reporting to the NCPU and the Bank, acquiring the required authorization from the provincial authorities, signing consulting contracts, and coordinating the execution of specific contracts; and (v) maintaining effective coordination with the PPCU management and other divisions and the specialized counterparts within the provincial MCE. (c) Financing. Acunting and Evaluation and Audif=.(i) Disbursing funds according to approved budget and procedures, in close coordiihation with PPCU's divisions and mnanagement, provincial MCE, Planning and Budgeting Divisions, provincial Ministry of Economy, and the Central Bank; (ii) preparing the disbursement applications in accordance with Bank procedures  - 173 - Annex P and guidelines for presentation to NPCU; (iii) carrying out the subproject implementation accounting; (iv) promoting the auditing following the Bank's guidelines and procedures; and (v) maintaining effective coordination with the PPCU management and other provincial divisions and the specialized counterparts within the provincial MCE. (d) Institutional Develogpment. (i) Establishing the required plan of action to implement the strengthening of the institutional capacity of the provincial MCE at the provincial level in the framework of the decentralization process; (ii) translating, in conjunction with the PPCU Planning, Programming, and Monitoring Division, the action plan in specific programs, procedures, schedules, budgets, and disbursement outflows, required by the implementation of this component; (iii) monitoring the implementation of all subcomponents contained in this subproject component; (iv) informing to the PPCU manager of any significant deviations in subproject targets and procedures related to this component according to prescribed standards; and (v) coordinating all evaluation activities required by this component during the life of the subproject. (e) Ouality Improvement. (i) Establishing the required plan of action to implement a quality improvement measure included in the subproject; (ii) translating, in conjunction with the provincial MCE executing unit, the action plan, specific program, procedures, schedules, budgets, disbursement outflows, required by the implementation of the subcomponent; (iii) exchanging experience among provincial subprojects in the implementation of the quality improvement subcomponents; (iv) monitoring the implementation of all components and subcomponents containing quality improvement measures; (v) informing the PPCU manager of any significant deviations in subproject targets and suggesting corrective action; and (vi) coordinating all evaluation activities required by the components and subcomponents related to quality improvement measures of the subproject. (f) Infrastructur. (i) Executing physical infrastructure of the provincial subproject in those components and subcomponents related to construction, remodeling, and expansion; (ii) preparing the design, technical plan, and specifications for all physical infrastructure; (iii) exchanging experience among provincial subprojects in the implementation of the infrastructure component; (iv) monitoring and supervising the implementation of all components and subcomponents aimed at infrastructure improvement; (v) informing the PPCU manager in any significant deviations of subproject targets and suggesting corrective action; and (vi) coordinating all evaluation activities required by the components and subcomponents related to infrastructure in the subproject.  - 174 - Annex P IV. Staffing Requirements 6. The NPCU and each PPCU would be staffed by a core team of high level professionals with qualifications and experiences satisfactory to the Bank. This core team would be headed by one full-time project leader trained in planning and management. Full- time specialists in accountancy with experience in planning, programming, monitoring, and evaluation; procurement; financing, accounting and evaluation and auditing; institutional development; quality improvement; and infrastructure will be supported by full-time and part-time specialists and full-time secretarial and administrative staff. The personnel distribution among NCPU and PPCU by subunits is shown in table P.2 of this annex.  -175- Annex P Chart P.1: Project Coordination Organizational Chart | National MinisCtryo| of Culture * Education (NUCE) Provincal Suinbirjct oCuloutun U Eduei alo (PME) PrTeumnical Sicrngtr Parnoga c ting n on Op ations Evalsuatton Projon Project CoordinCtion _oConsultati Umit (NPCU) Council (PEC) . .. . . .. . . . . . . . . I. . . . .. .. . .. ... ... ... . . . . . Provincial Subproject C oordination Units Subproject . . . . . . . . . . . . . .~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~. . (PPCUSI Ntoc upoe _Planning, Progra mming & Evaluation _rocurerment _Procunement _Fln ncing and Aacounting _Financing, Acctg. & Auditing -Administration _ nstltutlonal Ocvclopment -Ouallty ImproVement _Infrastructure M onitoring Planninlg |Techlnical Aasbstance Adrmtinis tmtbn a nd Evaluation Unit | Unit || Unit -Direct Responsibility ..... .. . . . .. Coordinatlon  - 176 - Annex P Table P.1: Distribution of Responsibilities for Project Implementation Type of function or responsibility: a - Principal responsibility for overall project and the National project b - Principal responsibility for the national and provincial subprojects c - Coordination d - Clearance Ministry of IBRD Economy MCE NPCU GP PPCU 1. Loan and Subsidiary Agreements 1.1 Project Agreement -Signature a a d -compliance with execution a covenants -compliance with loan covenants a -compliance with financial a covenants 1.2 Subsidiary Agreements -Signature d a a a -compliance with execution c b covenants -compliance with loan covenants c b -compliance with financial c b covenants 2. Coordination 2.1 With the Bank a 2.2 With the provincial subproject a b 2.3 With the ministries involved d b 2.4 With the Banco de la Naci6n a  -177 - Annex P Ministry of IBRD Economy MCE NPCU GP PPCU 2.5 With the international agencies a b 2.6 With the provincial executing b agencies 2.7 Coordination of Consulting a Committee 3. Planning Control, Monitoring, and Supervision 3.1 Physical and financial a/c b 3.2 Technical assistance, instructional a b materials, teacher training, curriculum development, fellowships, etc. 3.3 Subproject implementation c' b 3.4 Reports from: -Agencies to PPCU b -PPCU to NPCU c b -NPCU to the Bank a -NPCU to other ministries a 3.5 Supervision -Overall project a/b2/' a -Subproject c b 4. Budget 4.1 Provision of counterpart funds b b 1. Only for the national subproject 2. All direct communication between the Bank and any province (PPCU) will be copied or notified to the NPCU. 3. The NPCU will be informed in advance of all visits of Bank staff to the provinces. NPCU staff would normally participate in visits and be informed of these results.  - 178 - Annex P Ministr-y of IBRD Economy MCE NPCU GP PPCU 4.2 Provision of extemal funds a c (IBRD) 5. Procurement 5.1 List and specifications c b 5.2 Definition of type of bidding a c b (LCB, ICB, or other) 5.3 Standard bidding document a d b 5.4 Bid publication c b 5.5 Receipt of bid and evaluation c b 5.6 Approval and award -Below a set value (post-approval) a c b -Above a set value (prior- a c b approval) 5.7 Contract execution, reception, and c b installation 6. Reimbursement 6.1 Request to NPCU for b reimbursement 6.2 Consolidate reimbursement request a 6.3 Send reimbursement requests to a Bank 7. Payment and Disbursement 7.1 Request for IBRD disbursement a following standard procedures 7.2 Request disbursement from the 4 Banco de la Naci6n (special account) 4. To be consolidated by NPCU. Disbursement will be sent directly to provinces by the Banco de la Nacidn.2  - 179 - Annex P Table P.2: Project Coordination Units (PCUs) Staffing Requirements by Function Function National Cordob8 La Pamna Mendoza Msiones Nuuign Rio Naom Santa Fd P TC S P TC S P TC S P TC S P TC S P TC S P TC S P TC S Coordination 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Institutional 1 1 1 1 1 1 1 1 1 1 Development Quality 1 1 1 1 1 1 1 1 1 2 1 1 Improvement Infrastructure 1 1 1 1 1 1 1 1 1 Plan., Prog., 4 1 1 1 1 1 1 1 1 Mon., Eva Procurement 3 1 1 1 1 1 1 1 1 1 1 Finan., Act, 4 1 1 1 1 1 1 1 1 1 Audit Total 16 3 2 2 3 4 4 1 2 5 1 2 5 2 3 4 3 3 4 6 2 3 P = Professional Staff TC = Technical Staff, Consultant S = Support Staff 1' Includes NPCU and Technical Secretariat of Operations  -180- Annex Q ANNEX Q: Loan Quarterly Cumulative Disbursement Profile Quarter Ending Appraisal Cumulative Estimate 9 (US$ million) EY9 September 0.0 0.0 December 12.0 6.3 March 19.2 10.1 June 29.4 15.5 FY96 September 41.9 22.1 December 53.9 28.4 March 68.0 35.8 June 81.2 42.7 FY97 September 92.2 48.5 December 104.0 54.7 March 115.2 60.6 June 127.1 66.9 FY98 September 136.1 71.6 December 143.7 75.6 March 150.7 79.3 June 157.7 83.0 FY99 September 167.2 88.0 December 175.7 92.5 March 184.0 98.8 June 190.0 100.0  -181- Annex R ANNEX R. MONITORING AND IMPACT INDICATORS The key performance and monitoring indicators are listed in Tables 1 and 2 below. With regard to Table 1, it is important to note that in the education sector it is unrealistic to set hard and fast targets on, and efficiency for the short and medium term. This is largely due to the very slow and sometimes unpredictable response of the education system to change. However, it is advisable to monitor the change of the below mentioned indicators over time, expecting improvements when compared with the following base information.  E'r ~ ~ ~ ~ ~ U ........ ... ... _ as a, ....~~~~~~~~. ... . . ..... . .. . iF U' . . . J @ tA - E. i. . . . . . . . . . . : : : : : :bb : ::: ^ - - . .* U't ! o .... ....... 80 8 C '0. . ....~ if08 * i - . - . . . 8} ~~~..a e. .-.>figWos ~~~* *' . . . t: - } X xauuv ~0 -Z1  indicators and Frequecy of Neci;n Cordoba LA P noy Mendoza Misiones NeUqu6D Rio Negro Santa F6 Review_ M.-d-Tcmi Irview md End of Dme Target ae| Target e Targ Ba T t lame Target am Tare Dame Target BDae Targd Project 1993 1999 1993 199999 J3 1999 3 1 1.3 1999 1 ,3 1999 6. Share of Tol Education WaeSa in: Expendiur 70.56 Fs. 12.50 P.S. 82.20 F.S. 73.60 P.S. 14.3 P.S. 34.19 P.S. 73.44 P.S. 7 Total Secondary EdUCatioO 76.5 70.0 333 *4.0 U.37 U3.32 92.1 39.0 93.2 90.0 95.5 90.5 85.12 10.12 7. Share of Goods and Seavicm (rextbook., Teacher TTeining etc.) in Total Expenditum 9.5 12.0 6.0 9.0 2 . U 7.4 2 .09 5.00 1.6 6. 0.41 5.41 0.16 5.16 To be Defined Afler Iylemenation of SeoarO Productvity Study 3. Ratio 3_Wf arnLb for 12.22 P.S. 3.38 P.S 10.2 PS. 10.7 P.S. 3.76 P.S. 9.66 P.S. 631 P.S. 9. Ratio Adnishativ P.S PS. P.S. P.S. P.S. P.S. P.S. PS. P.S. P.S. P.S. P.S. P.S. P.S. P.S. P.S. PftmnneTacr or O0er Adminiartiw Efficincy Indicator 10. Use of thyia Spac PS. P5. P.S. P.S. PS. P.S. P5S P.S. P.S. P.S. P.S. P.S. P.S. P.S. P.S. P.S. P5. - Firm to be ddamined folowing Sector Producaivity Study. - Sig4mim bck of informatios to be filld in folwing Educational Cenua (1995).  -184- Annex R Table R.2 Yearly Project Physical Targets and Implementation Schedule - Nacldn Action Plan Overall 1995 1996 1997 199 1999 Target INSTITUTIONAL STRENGCHENING Devebpment of National Management Information System Studies carried out (design of 109 33 14 37 4 22 system and articulation with provinces) Educational census carried out 6 6 Staff trained for census 6,000 6,000 Staff trined for NMIS 1,753 377 376 562 220 218 Computer equipment installed 200 102 60 6 20 12 Communications equipment instaled 2S 14 14 Information system in placc 55 14 14 2 19 6 Development of the Nationl Student Assessment System Diagnostic studies implemented 45 24 6 6 6 6 Didactic materias for training and 108,010 20,502 17,502 21,502 23,502 23,502 dissemination Evaluations carried-out S0 10 6 13 6 1S Items constructed 25,000 5,000 5,000 5,000 5,000 5,000 Mcuurement instruments clabormed 142 24 24 29 30 43 Number of students tetd 4,720,000 2,92,000 1,755,900 415900 1,755,900 499,400 Staff trained 9,779 2,750 1,750 1,260 1,260 1,260 Equipment installed Computers 49 33 16 Communications 26 26 Optical reader 1 1 Office equipment 3 3  -185- Annex R Table R.2 Yearly Project Physical Targets and Implementation Schedule - Nacidn Action Plam Overal 1995 1 1997 19s 1999 Target Strengtheining of Management, Fimanckal, and Administrative Capacity Studies carriedout 48 20 12 9 4 3 Didactic material distributed 135 67 17 17 17 17 Staff trained 925 325 300 100 100 100 Computer systems installed 30 30 Management and budgeting systens in 9 1 4 4 place Upgrading the Skills of Administrative Professionals Computer equipment installed 3 3 Studies carried out 5 5 Study tours carried out 40 10 10 10 10 * Includes activities for budget progrmming and financial managenme Scholanhips 370 50 80 so 10 s0 Postgrduate progrms financed in local 4 1 1 1 1 1 universities Students trained in loa universities 300 S0 7S 75 100 Didactic materials financed 300 S0 75 75 100 Rationalization of the Use of Playsial FaciNLies and Development of the National Center for Research and Documentation (NCRD) Communications equipment instaled in 25 25 NCRD Computer equipment installcd in NCRD 50 50 Rchabilitation of Paaguay Annex 1 1 Rehabilitation of NCRD 1 1 RacionalizAcidan Epacio MCE 1 1  -186 Annex R Table R.3 Yearly Project Physical Targets and Implementation Schedule Cordoba Subproject Action Pln Overal 1995 1996 1997 1998 1999 Target 1. QUALITY IMPROVEMENT Development of Educational Innovations Progra Studi caarried out 4 1 1 1 1 Personnel rabined 4,344 24 675 1,215 1,215 1,215 Training seminmu 8 8 Grants assigned 165 33 33 33 33 33 Quality evaluations carried out 132 33 33 33 33 Development of Information Technlobg Program Equipment instaled I S Didactic maera distributed 60 30 30 Infornation systems working 77 75 2 (each information sytan - 15 PCr) Studies finished 2 2 Staff trined 17,885 3,750 4,026 4,706 4,916 4,906 Semin 80 12 18 14 22 14 Updating of Curriculum Studies carried-out 1 1 PCromne ib d t00 800 Seminan 1 1 11. INSTITUTIONAL STRENGTHENING Establisment of Modero Administrative Organiztion with EEcieat Norms and Procedures Computeroquipmnct instaLW 8 S Studia carr-out 2 2  -187- Annex R Table R.3 Yearly Project Physical Targets and lmplementation Schedule Cordoba Subproject Action Plan Overall 199S 1996 19 1998 1999 Target Information systemsin place 27 3 S 3 8 New normative system in place 2 2 Personnel redistributeincorporated 25 25 Staff trained 475 475 Vehicles 2 2 Seminan carried-out S S Furniture 4 4 Communication Equipment 2 2 Deveopment and Implementation of a Human Resource Policy Studies carried-out 2 1 1 Development of Educational and Financial Planning Capacity Didactic material distributed 90,120 30 30,030 30,030 30,030 Studies carried-out 4 2 2 Planning ndbudgetingsystemin plae 25 3 13 4 4 1 Information systems in place 1 1 Personnel redistributed/incorporated 9 9 Staff trained 312 78 78 78 7S Seminars carried-out 44 11 11 11 11 Student assessment tests carried out 6 2 2 2 Studies carried-out for planning and 3 2 1 maintenance of sector's infratructure (SI) Planning and budgeting systems I I in place for SI Information system in place for SI 1 1 Staff trained for planning and 24 24 maintenance of SI  -188- Annex R Table R.3 Yearly Project Physical Targets and Implementation Schedule Cordoba Subproject Acion Pl Oveall 199S 1996 1997 1998 1999 Taqat Development of Manaeomt inforntioon System Compuer equipmet installed 8 8 Information sstem. in plfce 2 2 Staff trined 99 24 75 Development of Student Asment Didactic matrial distributed 82,940 12,280 15,665 16,065 17,865 21,065 Studiecaxriod out 2 1 1 Evaluations of student achievement 6 2 2 2 caried out (number of tests) Ill. INFRAES1UCTURE IMPROVEMENT Consrucdon ad Equipment of Regionl Educatial Administration Delegtiou (DRAE) Construction of DRAE 7 5 2 Equipment of DRAB 1,200 1,200  -189- Annex R Table R.4 Yearly Project Physical Targets and Inplementation Schedule - La Pampa Action Plan Overnl 1995 1996 1997 1998 1999 Target 1. EDUCATIONAL QUALITY IMPROVEMENT Development of Curriculum and Provision of Educational Materiah Didactic material (modules) distnbuted 60 60 Didactic materials to reduce drop-out 24,300 14,400 7,700 2,200 distnbuted Grants to low-resource students assigned 119 5 5 109 Human Resources Training Staff trained 7,400 431 S10 1,785 775 3,599 Didactic material distributed 2,750 1,250 500 500 500 Fcllowships assigned 50 10 10 10 10 10 Study tours carried-out 100 20 20 20 20 20 Studies Studies on curriculum reform carnied-out 2 2 Study on compensatory policies to improve 1 1 achievement carried-out Development of Scientific and Technological Innovations Program Computer equipment installed 497 65 108 108 108 108 Didactic material distributed 532 237 207 8S Information systems in place 5 S Laboratories distributed 50 50 School projects financed 63 30 33 11. INSTITUTIONAL STRENGTHENING Establshment of Modern Administrative Organizations with E5fciet Norms and Procedures Ministcrial Lcvel Computer equipment installed 3 3 Redesign of administrative procedures 2 2 (operation manuals) Distribution of didactic matrial with 300 150 150 new procedures Didactic material central lbrary 430 200 210 10 10  -190- Annex R Table R.4 Yearly Project Physical Targets and Implementation Schedule - La Pampa Action Pla Overl 1995 1996 1997 1993 1999 Target Study (maintenance of sector's I I infratructure) Didactic material for trmining on 200 200 infstructure maintenance School Lcvd Didactic material ditrbuted (set) *70 250 380 120 120 Didactic equipmnt distributed 120 40 40 40 Computer equipment in place 99 99 Information systems in place 100 99 1 Staff trainini Didactic naterial distibuted 8,817 2,371 2,186 2,350 1,200 710 Staff tained 3,993 683 962 1,308 670 370 Devdopmenat of Manoaeumet Information System Didactic material distributed 1,500 600 300 300 300 Information system in place 4 4 Personnel incorporated 4 4 Computer equipment instled 41 41 Communications equipment installod 2 2 Development of Student Assessment System (SAS) Didactic mtl distributed 40 40 Studies camed-out 3 3 Evaluations carried-out (students) 8,352 357 6,924 357 357 357 Ill. INFRAESTRUCTURE IMPROVEMENT New Constructions Construction of schools carried out 4 1 2 1 Construction of Regional Office carried out 7 4 1 2 Rebabilitation Gas installed in xchoob 15 * 7 Additios Furniture 3,589 267 4,138 3,256 439 489 Schools expanded 4 1 1 1 1  -191- Annex R Table R.S Yearly Project Physical Targets and Implementation Schedule - Mendoza Action Plan OveraU 1995 1996 1997 1993 1999 Target 1. QUALITY IMPROVEMENT Human Resources Training Staff trined 7,790 1,558 1,553 1,553 1,555 1,558 Didactic materials for training in 600 120 120 120 120 120 school management and curriculum dev. distributed (st) Didactic materiab for basic 1,900 380 380 380 380 380 disciplines distributed (sets) Didactic material for classroom management 5,290 1,058 1,058 1,058 1,058 1,058 (units) Studies carried-out 5 1 1 1 1 1 Provyion of Didactic Materials and Equipment Production and provision of textbooks 16,432 6,480 5,400 4,552 Distribution of didactic materials 1,400 700 700 used in Student Assessment System Library furniture distnbuted (sets) 101 101 School Libraries distributed (full rets) 131 131 Staff trained to use of video equipment 400 400 Educational video equipment 2,881 681 550 550 550 550 (sets of television and videocassette) Educational videos distributed 1,250 250 250 250 250 250 Staff trained to us computer equipment 2,000 400 400 400 400 400 Computer equipment installed 3 3 Science lboratorAes insalled 170 53 87 Information workshops (PCs) installed 2,032 800 1,232 Staff trining (teachers) 2,500 500 500 500 S00 S00 Training (student) 73,561 24,520 49,041 Didactic Equipment 226 St 87 51 Promotion of Science and I echnobgy Progam Didactic equ;pment insWtlld 40 40 Staff trie 7,353 332 1,794 1,744 1,744 1,744 T.:achers Libaries intalled a 2 2 4 Scminars 1,390 30 442 306 306 306  -192- Annex R Table R.5 Yearly Project Physical Targets and Implementation Schedule - Mendoza Action Plan Overal 199S 1996 1997 1998 1999 Target Compensatory Program for Adult Secondary Education (PROCEMA) Computer equipment installed 3 3 Studies carried-out 4 4 Didactic materials distributed 77,000 34,000 4,500 29,500 4,500 4,500 Development of new nornative 1 1 framevrk (document) Staff trained 1S0 60 60 60 Furniture 535 535 Improvement of Student Achievement Program for Secondary Education (PROMEREM) Computer systems installed 3 3 Studies carried-out 2 2 Sets of didactic materials distributed 375 125 125 125 Didactic material distributed 28,756 11,340 9,450 7,966 (textbooks) Peronnel trined 25 25 Curriculum Development Studies carried-out 2 2 1. INSTITUTIONAL STRENGTHENING Estabishmet of Modern Administrative Organizations with Efficient Norms and Procedures Redesign of stucures (document) 1 1 Staff trained on new structures 1,120 1,120 Development of new procedures 160 100 20 20 20 (seas- operational manuals) Staff trained on new procedures 1,120 1,120 Reformnulaon of new norms affecting sector 1 1 Staff trained on new normr 1,120 1,120 Development of Educational and Fiancial Planning Capacity Information systems in place 6 2 1 1 1 1 Staff traned on infomation systane 2,890 2.890  -193- Annex R Table R.5 Yearly Project Physical Targets and Implementatlon Schedule - Mendoza Action Plan Overall 1995 1996 1"7 1m9 199 Target Design and Development of Human Resource Policy Document with new pay scale (technical 1 1 assistance) Operation manuals and disemmination 603 201 201 201 materials with new policy (set) Staff trined 1,120 1,120 Development of Management Information System Information systems (PCs) in place 9,291 1,038 7,315 338 300 300 Staff trained 560 560 Development of Student Assessment System Computer equipment installed 25 17 2 2 2 2 Didactic material distributed 14,390 2,430 2,990 2.990 2,990 2,990 Office equipment installed 360 120 60 60 60 60 Study tours carried-out 60 12 12 12 12 12 Scholarships carried-out 60 12 12 12 12 12 Evaluations carried-out 190,000 38,000 38,000 38,000 38,000 38,000 (students) 111. INFRAESTRUCTURE Rehabilitations Schools rehabilitated 11 11 Additions Additions to schools carried out 37 21 16 Furniture 9,803 3,698 2,751 1,716 1,633 New Constructions Construction of schools carried out 12 4 S 3  -194- Annex R Table R.6 Yearly Project Physlcal Targets and Implementation Schedule - Misiones Action Pln Ovenl 199S 1996 1997 1998 1999 Target L. EDUCATIONAL QUALITY IMPROVEMENT Proviion of textbooks, reading and Instructional materi Libray fumitur (sets) 1,162 Librry bookr distributed 75,835 47,935 9,544 12,282 4,477 1,597 Maps distributed 2,350 2,350 Distribution of atl 5,000 5,000 Laboratories installed 198 47 58 49 44 Provision of audiovisual equipment 74 74 Studies carried out 1 1 Training of Human Resource Coursecarried out 45 25 10 5 5 Staff trained 25,492 8,416 1,558 4,259 4,259 Didactic nateral ditributed 25,342 8,326 3,498 4,259 4,259 Studie carried out 5 1 1 1 I Perronnel redustributed 50 S0 Strgtbening and Expansio of Open and Dnce Education Progrm Didactic material distributed 29,400 5,800 16,700 6,700 Didactic equipment insalled 78 78 Schoolarhips 16 8 I Staff trained 417 163 127 127 Studiescarried out 9 1 5 1 1 1 Courses carried out S 3 1 1 Upgrading o Curribulu Studies carried out 2 1 1 Didactic naterial distributed 4,000 4,000 11. INSTITUTIONAL STRENGTHENING Establishment of Modern Admnlstrative Organizatioas witm Efficlt Norms and Proceduru Management producVviy study carried out 1 1 Development of Educaioa and Fiail Planning Cpawity Furniture delivery (set) 26 26  -195- Annex R Table R.6 Yearly Project Physical Targets and Implementation Schedule - Misiones Action Plan Overal l99S 1996 1997 199S 1999 Target Computer equipment insalld 25 25 Personnel redistributed 30 6 6 6 6 6 Didactic material distributed 400 200 200 Office equipment 1 1 Devdopment of Management Iaformaon System Furniture 54 30 12 12 Computer equipment inalled 443 61 191 191 Coursc carried out * 2 4 1 1 Didactic material distnbuted 600 300 300 Institutionl Developmet Fund 2 1 1 Studies carried-out S 5 2 1 Planning and budgeting system 1 1 functioning Staff tained 487 100 200 96 91 Communication equipment delvered 84 42 42 Development of Student Assessment Sysem Computer equipment instld 10 3 7 Textbooks distributed 100 100 Study tous carried-cut 1S 1S Evaluations of student achievement carried out 20,000 1,000 2,000 17,000 (students) Furniture Delivered a 2 6 PersonnelRedistrbuted 42 6 9 9 9 9 Program to Maintain the Secrs Infrastrutre Staff trining 222 46 72 5s 46 Didactic material distributed 300 60 70 100 70 Courses carried out 4 1 1 1 1 1 Maintenance kits distnbuted 111 23 36 29 23 111. INFRAESTRUCTURE IMPROVEMENT Rehabilitation School rehabilitation carried out 25 11 17 Rehabilitation of Ministry carried out 1 1 Frishing of works nder way Schools completed 6 6  -196- Annex R Table R.6 Yearly Project Physical Targets and Implementation Schedule - Misiones Action Plan Overal 199s 1996 1997 1998 1999 Trgct New Consuctions Cosruction of school compLted 2 2 Contruction of Regional Offices completed 4 2 2 Equipmen Distbution of equpenrt carried out 22,140 5,186 4,908 6,225 5,821  -197- Annex R Table R.7 Yearly Project Physical Targets and Implementation Schedule - Neuquen Action Plan Overal 1995 1996 1997 1998 1999 Target 1. EDUCATIONAL QUALITY IMPROVEMENT Training of Hums Resource Coures 24 a 8 S Didactic materials distributed (sets) 420 412 2 2 2 2 Personnel trained 3,000 1,000 1,000 1,000 Studies carriedout 14 7 2 3 1 1 Personnel incororated/reditr;ibuted 56 56 Work station (informatic) 1 1 Furniture delivered (set) 1 1 Office equipmcnt/delivered 1 1 Updating of Curriculum Studies carried out 15 10 5 Personnel redistributed/incorporated 107 98 3 3 3 Study tours crried out 27 9 9 9 Scholanhips allocated 90 30 30 30 Staff trined 150 150 Counss carried out 1 1 Provision of Information Equipment to the Schoob Studies carried out 2 2 Computer equipment instaled 555 270 240 20 25 Didactic equipment installed 359 170 189 Didactic material distibuted 145 45 40 30 30 (school librries) n. INSTITUTIONAL STRENGrHENING Updating of Norms and Procedures and Development of Planning Capacity Redesign of planning and budgeting units 3 3 (documents) Redesign of norms and procedures 1 1 (documents) Staff training 1,050 1,050 Studies carried out 4 4 Coures carried out 110 110  -198- Annex R Table R.7 Yearly Project Physical Targets and Implementation Schedule - Neuquen Action Plan Overal 199S 1996 1997 1998 1999 Target Dectrlization and Strengthening of School Management Studies on new forms of school management 25 5 S S 5 S Staff trmined 2,920 1,400 1,520 Development of Management Information system Information systems in place (network) 5 1 1 1 1 1 Staff trained 1,644 12 216 372 682 362 Computer equipment installed 500 29 223 248 Communications equipment installed 20 20 Studies carried out 3 2 1 Counes carried out 140 1S 32 58 32 Student Assessment System Computer equipment 5 5 Staff trined 481 102 104 93 93 89 Evaluations of student achievement 4,400 1,400 600 800 1,600 carried out (sudents) Peronel redistributed/incorporated 79 19 14 16 20 10 Scholarships 6 3 3 HI. INFRAESTRUCTURE New Constructions Construction of schooa carried out 5 1 2 2 Constrction of the provincial faciie 1 1 Purniture delivered 3,257 2,596 661  -199- Annex R Table R.8 Yearly Project Physical Targets and Implementation Schedule - Rio Negro Action Plan Overall 1995 1996 1997 1998 1999 Target I. QUALITY IMPROVEMENT Updating of Curriculum and Staff Trainin Seminar carried out 178 13 47 15 7 96 Nbiht Scho Development of didactic material 230 230 (modules) Staff trained 347 202 55 90 School L;braries distributed 2,640 1,000 1,640 Day School Development of didactic materials 3 1 2 (modules) Staff trained 13,122 2,045 2,800 2,203 2,074 4,000 Development of new didactic 1,600 1,600 materials (units) Didactic material distributed 80,787 19,400 32,316 16,171 12,900 (units) Informatic equipment delivered (set) 47 23 24 Furniture (units) 200 60 60 40 40 Didactic equipment delivered 117 59 S8 Development of Reading and Writing Skilkl Program Studies (didactic materials development) 3 1 1 1 Staff trained 2,124 708 708 708 Evaluation. of program 3 2 1 Didactic materials distnbuted 34,940 11,470 11,740 11,730 H. INSTITUTIONAL STRENGT~HENING DecentralIztion of the Educ2tional Seetwr Studies carried out 12 10 2 Staff traine 235 4S Is 60 42 Grants assigned to Consejos 600 200 200 200 Escolare Locales Computer equipmcat installed 217 95 to 42 Information equipincniinstalled 55 1 1 30 14 Office furnitume instaUled 640 101 330 209  -200- Annex R Table R.8 Yearly Project Physical Targets and Inplementation Schedule - Rio Negro Action Plan Overall 199S 1996 1997 1998 1999 Target Vehicles distributed 10 3 4 3 Didactic material distributed 5,050 1,650 1,700 1,700 Seminars 1,310 330 330 328 322 Development of Educational and Financial Planning Capacity Stafftrained 554 288 166 50 50 Computer equipment insUaed 402 402 Office furniture instaUed 134 134 Grants assigned to Institutional 50 15 15 10 10 Councils Management Information System and Student Assessment System Computer equipment instaUed 108 Didactic naterial distributed 4,937 1,420 1,405 704 1,404 4 Studies carried out 512 207 304 1 Staff trained 557 523 20 14 Evaluations of student achievement 28,040 7,010 7,010 7,010 7,010 (students tested) Office furniture delivered 49 32 10 7 Coursa carried out 32 10 14 4 3 111. INFRAESTRUCTURE Rehabilitation School rchabilitation carried out 67 2 IS 17 17 16 Adddions Additions to school carried out 2 1 1 New Constructions Construction of Provincial 1 1 Education Council caried out Construction of Regional Office. 9 3 6 carried out  -201- Annex R Table R.9 Yearly Physical Targets and Implementation Schedule - Santa Fe Action Plan Overll 1995 1996 1997 1993 1999 Target I. QUALITY IMPROVEMENT Provision of Education Materials and Equipment School desks delivered 9,900 9,900 Chairs delivered 9,900 9,900 Blackboards delivered 330 330 Library cases delivered 110 110 Computers delivered 110 110 Regional laboratories delivered 8 8 Televisions delivered 10 10 Videocassetes delivered 10 10 Tape players delivered 10 10 Slide proyectors delivered 10 10 Video cameras delivered 10 10 Textbooks and other didactic materials 330,000 330,000 (units) Training of Human Resources Staff trained 3,000 1,000 1,000 1,000 Courses delivered 24 8 I 8 Studies on Technical Education Curriculum Studies carried out 1S 7 6 2 Courses delivered 1 1 Staff trained 150 150 11. INSTITUTIONAL STRENGTHENING Administrative Reform and Decentralization Studies carried out 2 2 Organic structures and new p-ocedures 19 19 in place Informatic system in place 4 4 Courues delivere 65 :3 47 5 Staff trained 1593 270 1,053 270  -202- Annex R Table R.9 Yearly Physical Targets and Implementation Schedule - Santa Fe Action Plan Overall 1995 1996 1997 1998 1999 Target Development of Educational and Fmancial Management Capacity Adminisrative personnel trined 400 200 200 2,552 26 1,276 1,250 Directors and Supervisors trained Cusos carried out 63 1 42 20 Development of Student Assessment System Penonnel ressigned s0 16 16 16 16 16 Evaluations of student achievement carried 16 4 4 4 4 out (years of cycle covered) Computer equipment installed 1 1 Studies carried out 1 1 111. INFRAESTRUCTURE Rehabliltatlios Rehabilitation of schools carried out 26 6 13 7 Rehabilitation of Regional Offices 2 2 New Constructions Constraction of Regional Offices carried out 5 2 2 1 School furniture delivered 28,063 8,033 10,861 8,945 150 74  Table R.10 Supervision Arrangements TOTAL NCPU AND SUBPROJECT STAFF WEEK (SW) MISSION (SW) COMIPONENTS COMPOSITION ms FY96 7EX EYM ElM 1. National Project 4 4 2 1 1 TM, PR, AV, DO, 12 Coordination Unit (NPCU) SA 2. National Subprojeet 3 (1) 3 (1) 2 (1) 2 (1) 1 TM, CA, MIS, A 11(4) 3. CordobaSubproject 3 (1) 3 (1) 2 (1) 1 I TM, TT, CA, A, 10(3) SB, CD, ID 4. La Pmpa Subprojet S (1) S (1) 3 (1) 2 (0.5) 2 (0.5) TM, ID, TT, A 17(4) MIS S. MendozaSubproject 5 (1) 5 (1) 2 (1) 2 (0.5) I TM, MIS, CA, 16(3.5) CD, A 6. Misiones Subprojeot 5 (1) S (1) 3 (1) 2 (0.5) 2 (0.5) TM, ID, MIS, TX, 17(4) 'Tr, DE, CD, A 7. NcuqudnSubprojet 5 (1) 5 (2) 3 (1) 2 (0.5) 2 (0.5) TM, MIS, SAS, 17(4) IT, CD, A, ID s Rio NegroSubprojet 5 (1) 5 (1) 3 (1) 2 (0.5) 2 (0.5) TM, ID, MIS, 17(4) 0 SAS, TT, CD, SBA, SB, A 9. Santa F Subproject 5 (1) S (1) 3 (1) 2 (0.5) 2 (0.5) TM, ID, MIS, CA, 17(4) Tr, CD, A TOTAL (SW) 40 (8) 40 (8) 23 (8) 16 (4) 14 (2.5) 133(30.5) 160,000 (12,000) 160,000 (12,000) 92,000+(12,000) 64,000+(6,000) 56,000+(35,750) 532,000+(45,750) TM - Task Manager CD = Curriculum Development Specialis TX m Textbook Specialist ID = Institutional Developrnent and financial Specialist SB - School-based project initiatives Specialis DE = Distanec Education Specialist IT Teacher Training Specialist A = Architect or Facility Planner CA - Cognitive Assessment Specialist AV Fuiancial Auditing Specialist MIS - Management Inf. System Specialist SA = System Analyst PR - Procurenent Specilist DO = Disbusement Officer Note: SW in parenheis will be performed by lcal consultans  -204- Annex S ANNEX S: SELECTED DOCUMENIS AND DATA AVAILABLE IN PROJECT FILE NACION SUBPROJECT Ministerio de Cultura y Educaci6n de la Naci6n, Documento Resumen, Agosto 1993. Ministerio de Cultura y Educaci6n de la Naci6n, Subcomponente: Infraestructura Edilicia - Racionalizaci6n del Espacio, Marzo 1994. Ministerio de Cultura y Educacion de la Naci6n, Subcomponente: Fortalecimiento Institucional - Programa de Capacitaci6n de Funcionarios Argentinos del Sector Educativo, Marzo 1994. Ministerio de Cultura y Educaci6n de la Naci6n, Subcom2onente: Sistema Nacional de Evaluaci6n de la Calidad, Marzo 1994. Ministerio de Cultura y Educaci6n de la Naci6n (Secretarfa de Programaci6n y Evaluaci6n Educativa) Sistema Nacional de Evaluaci6n ler Operativo Nacional 1993: Resultados Nacionales, 1994. Ministerio de Cultura y Educaci6n de la Naci6n, Subcomponente: Analisis Econ6mico y Progmmaci6n Presupuestaria, Marzo 1994. Ministerio de Cultura y Educaci6n de la Naci6n, Subcomponente: Red Federal de Informaci6n, Marzo 1994. Ministerio de Cultura y Educaci6n de la Naci6n, Subcomponente: Puesta en Valor Biblioteca Nacional de Maestros, Marzo 1994. Ministerio de Cultura y Educaci6n de la Naci6n, Subcomponente: Sistema de Apoyo Administrativo-Financiero, Marzo 1994. Ministerio de Cultura y Educaci6n de la Naci6n. Subcomponente: Adecuaci6n Anexo Paraguay, Marzo 1994. CORDOBA SUBPROJECT Componente C6rdoba, Documento Sfntesis, Agosto de 1993. Componente C6rdoba, Documento Sfntesis, Febrero 1994.  -205- Annex S Componente C6rdoba, Anexo: Analisis y Diagnostico del Sector Educativo Provincial, Febrero 1994. Componente C6rdoba, Subcomponente: Mejoramiento de la Calidad - Cuerpo Principal, Febrero 1994. LA PAMPA SUBPROJECT Provincia de la Pampa - Programa Sectorial de Inversi6n en Educaci6n, Anexo I, Marzo 1994. Provincia de la Pampa - Programa Sectorial de Inversi6n en Educaci6n, Subcomponente 1: Fortalecimiento Institucional, Marzo 1994. Provincia de la Pampa - Programa Sectorial de Inversi6n en Educaci6n, Subcomponente 2: Calidad de la Educaci6n, Marzo 1994. Provincia de la Pampa - Programa Sectorial de Inversi6n en Educaci6n, Anexo II, Marzo 1994. Provincia de la Pampa - Programa Sectorial de Inversi6n en Educaci6n, Anexo III, Marzo 1994. Provincia de la Pampa - Programa Sectorial de Inversi6n en Educaci6n, Cuerpo Principal, Marzo 1994. Provincia de la Pampa - Programa Sectorial de Inversi6n en Educaci6n, Subcomponente 3: Infraestructura Edilicia, Marzo 1994. Provincia de la Pampa - Medidas Destinadas a Mejorar la Calidad Educativa. MENDOZA SUBPROJECT Provincia de Mendoza - Direcci6n General de Escuelas, Documento Sfntesis, Agosto 1993. Provincia de Mendoza - Direcci6n General de Escuelas, Documento Resumen, Febrero 1994. Provincia de Mendoza - Direcci6n General de Escuelas, Subcomponente: Fortalecimiento Institucional, Febrero 1994. Provincia de Mendoza - Direcci6n General de Escuelas, Subcomponente: Fortalecimiento Institucional (Terminos de Referencia), Febrero 1994.  -206- Annex S Provincia de Mendoza - Direcci6n General de Escuelas, Subcomponente: Calidad de la Educaci6n, Febrero 1994. Provincia de Mendoza - Direcci6n General de Escuelas, Subcomponente: Infraestructura Edilicia y Equipamiento, Febrero 1994. Provincia de Mendoza - Direcci6n General de Escuelas, Subcomponente: Calidad de Ia Educaci6n (Terminos de Referencia), Febrero 1994. Provincia de Mendoza - Proyecto de Descentralizaci6n de la Educaci6n Media. Provincia de Mendoza - Informacion Complementaria del Memorandum de las Acciones Efectuadas. en Marcha y Proyectadas. Abril de 1994. Provincia de Mendoza - Proyecto Sectorial de Inversi6n en Educaci6n (M.C.E. - B.I.R.F.). Subcomponente: Fortalecimiento Institucional. MISIONES SUBPROJECT Provincia de Misiones, Ministerio de Cultura y Educaci6n, Documento Resumen, Agosto 1993. Provincia de Misiones, Ministerio de Cultura y Educaci6n, Subcompionente: -2- Fortalecimiento Institucional (Cuerpo Principal), Febrero 1994. Provincia de Misiones, Ministerio de Cultura y Educaci6n, Subcomponente: -1- Documento Principal, Febrero 1994. Provincia de Misiones, Ministerio de Cultura y Educaci6n, Subcomponente: -4- Infraestructura Edilicia (Cuerpo Principal), Febrero 1994. Provincia de Misiones, Ministerio de Cultura y Educaci6n, Subcomponente: Calidad de la Educaci6n (Anexo 1), Febrero 1994. Provincia de Misiones, Ministerio de Cultura y Educaci6n, Subcomponente: -3- Mejoramiento de la Calidad de la Educaci6n (Cuerpo Principal), Febrero 1994. Provincia de Misiones, Ministerio de Cultura y Educaci6n, Subcomponente: -2- Fortalecimiento Institucional (Anexo 1', Febrero 1994.  -207- Annex S Provincia de Misiones, Ministerio de Cultura y Educaci6n, Subcomponente: 1- Proyecto Sectorial de Inversi6n en Educaci6n M.C.y E. - Provincias - B.I.R.F. Provincia de Misiones, Ministerio de Cultura y Educaci6n, Subcomponente: 2- Proyecto Sectorial de Inversi6n en Educaci6n M.C.y E. - Provincias - B.I.R.F. Provincia de Misiones, Ministerio de Cultura y Educaci6n, Subcomponente: 2.1- Proyecto Sectorial de Inversi6n en Educaci6n M.C.y E. - Provincias - B.I.R.F. Provincia de Misiones, Ministerio de Cultura y Educaci6n, Subcomponente: 3- Proyecto Sectorial de Inversi6n en Educaci6n M.C.y E. - Provincias - B.I.R.F. Provincia de Misiones, Ministerio de Cultura y Educaci6n, Subcomponente: 3.1- Proyecto Sectorial de Inversi6n en Educaci6n M.C.y E. - Provincias - B.I.R.F. Provincia de Misiones, Ministerio de Cultura y Educaci6n, Subcomponente: 4- Proyecto Sectorial de Inversi6n en Educaci6n M.C.y E. - Provincias - B.I.R.F. Provincia de Misiones, Ministerio de Cultura y Educaci6n, Subcomponente: 4.1- Proyecto Sectorial de Inversi6n en Educaci6n M.C.y E. - Provincias - B.I.R.F. NEUQUEN SUBPROJECT Provincia de Neuquen, Secretaria del Estado de Educaci6n, Documento Resumen, Agosto 1994. Provincia de Neuquen, Secretaria del Estado de Educaci6n, Tomo I - Resumen del Componente, Febrero de 1994. Provincia de Neuquen, Secretaria del Estado de Educaci6n, Tomo V - Costos del Componente Provincial, Febrero de 1994. Provincia de Neuquen, Secretaria del Estado de Educaci6n, Tomo IV - Subcomponente: Infraestructura Edilicia, Febrero 1994. Provincia de Neuquen, Secretaria del Estado de Educaci6n, Tomo II - Subcomponente: Fortalecimiento Institucional, Febrero 1994. Provincia de Neuquen, Secretaria del Estado de Educaci6n, Tomo III - Subcomponente: Mejoramiento de la Calidad de la Educaci6n, Febrero 1994.  -208- Annex S RIO NEGRO SUBPROJECT Mejoramiento de la Calidad de la Educaci6n - Rio Negro, Documento Sfntesis, Agosto 1993. Mejoramiento de la Calidad de la Educaci6n - Rio Negro, Anexo General. Tomo V, Febrero 1994. Mejoramiento de la Calidad de la Educaci6n - Rio Negro, Subcomponente Fortalecimiento Institucional y Calidad de la Educaci6n (Cuerpo Principal), Tomo II, Febrero 1994. Mejoramiento de la Calidad de la Educaci6n - Rio Negro, Subcomponente Infraestructura Edilicia (Cuerpo Principal y Anexos). Tomo IV, Febrero 1994. Mejoramiento de la Calidad de la Educaci6n - Rio Negro, Subcomponente Fortalecimiento Institucional y Calidad de la Educaci6n (Anexos). Tomo II, Febrero 1994. Consejo de Educaci6n - Rio Negro, Documento: Asignaci6n Recursos A Consejos Institucionales- Agosto 1993. SANTA FE SUBPROJECT Ministerio de Educaci6n de la Provincia de Santa Fe, Componente Sintesis, Agosto 1994. Ministerio de Educaci6n de la Provincia de Santa Fe, Subcomponente de Fortalecimiento Institucional (Anexo 1), Febrero 1994. Ministerio de Educaci6n de la Provincia de Santa Fe, Documento Sintesis del Componente Santa Fe, Febrero 1994. Ministerio de Educaci6n de la Provincia de Santa Fe, Subcomponente Mejoramiento de Ia Calidad de la Educaci6n (Anexo 2), Febrero 1994. Ministerio de Educaci6n de la Provincia de Santa Fe, Subcomponente Infraestructura Edilicia (Anexo 3), Febrero 1994. Ministerio de Educaci6n de la Provincia de Santa Fe, Obra No. 1. Sede Regional III Ministerio de Educaci6n de la Provincia de Santa Fe, Finalidad Escuela: Obra No. 15. Escuela Mediana No. 385. Reconquista.  IBRD 20450 '