Oman - Third Education Project

Document of The World Bank FOR OFFICIAL USE ONLY Report No. 14649 DIPLEMENTATION COMPLETION REPORT SULTANATE OF OMAN THIRD EDUCATION PROJECT (LOAN 2799-OMA) OCTOBER 31, 1995 Human Resources Division Middle East Department Middle East & North Africa Region This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization.  CURRENCY EQUIVALENTS Currency Unit = Rial Omani (RO) March 1987: US$1 = RO 0.384 March 1995: US$1 = RO 0.384 FISCAL YEAR January 1 - December 31 ABBREVIATIONS ETS - Education and Training System MOE - Ministry of Education OED - Operations Evaluation Department TA - Technical Assistance TTC - Teacher Training College UNDP - United Nations Development Program UNESCO - United Nations Educational Scientific & Cultural Organization VTI - Vocational Training Institute  FOR OFFICIAL USE ONLY Table of Contents Preface .............. i Evaluation Summary .............. ii PART 1. PROJECT IMPLEMENTATION ASSESSMENT A. Introduction .1 B. Project Objectives. 2 C. Evaluation of Project Objectives. 2 D. Implementation Record. 5 E. Project Sustainability. 6 F. Bank Performance. 7 G. Borrower Performance. 7 H Assessment of Outcome ................... 8 1. Future Operation. 8 J. Key Lessons Learned. 8 PART II. STATISTICAL ANNEXES Table 1: Summary of Assessments .11 Table 2: Related Bank Loans .12 Table 3: Project Timetable .12 Table 4A: Loan Disbursements: Cumulative Estimated and Actual .13 Table 4B: Allocation of Loan Proceeds .14 Table 5: Key Indicators for Project Implementation .14 Table 6: Key Indicators for Project Operation .15 Table 7: Studies Included in Project .15 Table 8A: Project Costs .16 Table 8B: Project Financing .17 Table 9: Economic Costs and Benefits .17 Table 10: Status of Legal Covenants .18 Table 11: Compliance with Operational Manual Statements .19 Table 12: Bank Resources: Staff Inputs .19 Table 13: Bank Resources: Missions .20 ATTACHMENTS Annex 1: ICR Mission Aide-Memoire .21 Annex 2: The Project's Technical Assistance Program .23 Annex 3: Borrower's Contribution to the ICR .29 MAP No. 19910 This document has a rcstricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherise be disclosed without World Bank authorization.   - i - IMPLEMENTATION COMPLETION REPORT SULTANATE OF OMAN THIRD EDUCATION PROJECT (LOAN NO. 2799-OMA) PREFACE This is the Implementation Completion Report (ICR) for the Third Education Project (Ln.2799-OMA) in the Sultanate of Oman, for which a loan of US$13.8 million equivalent was approved on April 21, 1987 and made effective on October 15, 1987. The loan was closed on December 31, 1994, the original closing date. Final disbursement took place on December 13, 1993, and the last refund for the Special Account was made on April 17, 1995. The undisbursed balance of US$810,839.95 was cancelled with effect on December 20, 1994, the date on which cancellation was requested by the Borrower. The ICR was prepared by the Human Resources Division (MN2HR) of the Middle East and North Africa Region and was reviewed by Jacques Baudouy, Division Chief (MN2HR) and Gianni Brizzi, Project Advisor (MN2DR). Preparation of the ICR begun in March 1995 during the completion mission. The report is based on material in the project files and from information gathered during the ICR mission. The Borrower contributed to preparation of the ICR by providing its report which has been included as Annex 3 to the ICR.   - ii - THIRD EDUCATION PROJECT (LOAN 2799-OMA) SULTANATE OF OMAN EVALUATION SUMMARY Introduction 1. The rapid expansion of Oman's Education and Training System (ETS) during the 1970 and early 1980s led to a dramatic increase in enrollments at the primary and secondary levels (over 15 percent annually from 1981 to 1985) and poor local planning for schools. This severely taxed the capacity of the Ministry of Education (MOE) to plan and administer the system and operate the schools. Moreover, the availability of trained national teachers at the time of the project's design (1986) was quite low, and many schools were operated entirely by foreign staff; the quality of the teaching staff needed to be improved as well as the quantity of trained Omani teachers and principals. The system also needed to provide greater access for girls to schooling, particularly in rural areas. Female participation in the public sector labor force rose rapidly (an increase of 81 percent between 1979 and 1982), yet women represented only 7 percent of Omani public sector employment in 1982. 2. The Government's priorities at the time the project was designed included: (i) development of the formal education system, including primary, preparatory, secondary general, specialized schools and post-secondary teacher training; (ii) improving the quality and effectiveness of existing programs; and (iii) establishing effective monitoring and review procedures to assist future development of the country's ETS. Bank assistance responded to these goals and the First Education Project (Loan 980-OMA) was approved in 1974. It helped to lay the foundations of a modem ETS and was implemented successfully. The Second Education Project (Loan 2419-OMA) was approved in 1984 and continued the Government's priority objectives. It established a teacher training college, three general secondary schools, and provided technical assistance to improve the curricula and central services of the MOE. The Third Education Project (Loan 2799-OMA) was approved in 1987 and consolidated previous Bank efforts and Government priorities to develop a modern school system. Project Objectives 3. Original project objectives included: (i) the development of key services (management, planning and curriculum development) in the MOE, which was later expanded to include expert assistance and fellowship training for education planning and the production of educational TV;  - iii - (ii) the training and upgrading of teachers; and (iii) increased access to education, particularly for girls and children of the poor in rural areas. To carry out these objectives, the project provided: (a) specialist services and fellowship training for institutional development of MOE personnel; and (b) construction, equipment and furniture for three teacher training colleges, five secondary schools and thirty primary schools. These objectives were appropriate and timely in addressing priority needs of the ETS, as well as the Government's Omanization goals for the labor force. Implementation Experience and Results 4. Implementation. The project was well implemented by the Borrower and, with the exception of the technical assistance component, was completed three years ahead of schedule (civil works and equipment/furniture procurement). As a result of the full use of the facilities, the project's development impact has been substantial. Project-financed institutions became overcrowded and additional classrooms have been added to each school and college. Overall project costs were significantly (about 8 percent) below appraisal estimates due to efficient bulk procurement of equipment and furniture for the thirty-eight educational facilities constructed, as well as underutilization of technical assistance allocations. 5. The original institutional development component of the project was restructured and implemented under a management services technical assistance (TA) package by UNESCO. A further refinement was made to the package after contract signature - a subcomponent to develop training programs for headteachers and school supervisors was added. The new TA program included (i) an educational planning component; (ii) a training program for headteachers and school supervisors; (iii) an educational technology component; and (iv) a component to improve the technical capabilities of the MOE's Curriculum Development Department. Two subprojects of component (iv) -- the improvement and innovation of drawing, photography and printing by means of computers; and equipment for a workshop to produce educational materials -- were dropped. All other programs were completed satisfactorily, albeit with some delay. 6. The Bank's performance was satisfactory during the project design and implementation phases. However, Bank staff were unsuccessful in speeding up implementation of the TA component although consistent efforts were made to obtain action plans and the status of ongoing and proposed programs. The Borrower's performance was quite good at all phases of the project's life. Procurement of civil works and the equipping and furnishing of the educational  - iv - facilities supported under the project were completed two years ahead of schedule (Part II, Table 5 refers). Government was also unable to speed up the progress of TA implementation. 7. Results. The project's outcome is highly satisfactory as it has achieved its major objectives, particularly in improving access to education, especially girls' education (63 percent of total enrollments at project-financed schools). Enrollment targets envisaged at the project design phase have exceeded expectations, and the objective of improving the quality of schooling has been met by, inter alia, the cadre of primary teachers (Part II, Table 6). The project has achieved substantial development results in spite of the delays in implementing the TA program. A noteworthy item produced by the Curriculum Development Department was a film on the origin of water and its relevance to life which recently won first prize in the Gulf States competition for educational TV programs. Some staff in this department were trained under the TA component of the project and new equipment for their use in producing educational films was acquired with project financing. 8. Sustainability. The project is likely to maintain and exceed its developmental objectives, particularly in the areas of school enrollments and the improved quality of teaching. Summary of Findings and Key Lessons Learned 9. The project was well executed and the impact of its developmental objectives has been substantial. The educational facilities constructed have contributed in meeting the large enrollment needs of the country. Actually, the need was so large that double shifting had to be resorted to. Additional investments in primary school construction to meet current needs and to alleviate double shifting is warranted. Special attention should be paid to the appointment of Omani nationals to staffing positions to further reduce the number of expatriate teaching staff at project-financed schools. The country is 'graduated' from Bank lending, and no follow up operation is anticipated. Delays in the TA component indicated that: (a) local capacity to adequately select, manage and monitor experts who implement TA programs was not addressed adequately when the TA package was designed; (b) responsibility for TA implementation should have been lodged in a single unit within the MOE, as the involvement of several entities in TA management led to implementation delays; and (c) there was insufficient reporting on the progress of the TA package by the TA provider. Efficient progress reporting could have minimized delays.   IMPLEMENTATION COMPLETION REPORT THE SULTANATE OF OMAN THIRD EDUCATION PROJECT (LOAN 2799-OMA) PART I: PROJECT IMPLEMIENTATION ASSESSMENT A. Introduction 1. Sector Background. The school system in Oman is operated by the Ministry of Education (MOE) [formerly the Ministry of Education and Youth] and encompasses primary (grades 1-6), lower secondary (grades 7-9) and upper secondary education (grades 10-12), as well as teacher training for the primary grades. Secondary school teachers are trained at the Faculty of Education at Sultan Qaboos University. The rapid expansion of the system during the 1970 and early 1980s led to poor local planning for schools and the dramatic increase in enrollments over the period 1980/81 (106,932) to 1984/85 (191,454) severely taxed the capacity of the MOE to plan and administer the system and operate the schools. Moreover, the availability of trained national teachers at the time of the project's design was quite low, and many schools were operated entirely by foreign staff; the quality of the teaching staff needed to be improved as well as the quantity of trained Omani teachers and principals. The system also needed to provide greater access for girls to schooling, particularly in rural areas. 2. Government Policy and Sector Strategy. The Third Education project was designed during the implementation of the Government's third Five-Year Plan (1986-90) which stressed human resources development as a means of promoting Omanization through development of the formal education system; improving the quality and effectiveness of existing programs; and establishing effective monitoring and review procedures to assist future development of the education and training system. Some of the Government's priorities for the sector included: (i) enrollment of all six-year olds in primary schools by 1990, expanding access at the base of the system to rural children and girls; (ii) continued expansion of access to upper secondary education in rural areas; (iii) expansion of teacher training facilities in rural areas; and (iv) improved, cost-effective planning and operation of the school system through reduced repetition, increased teacher-class ratios and the introduction of school building maintenance. 3. Bank Assistance Strategy. The Third Education Project consolidated previous Bank efforts to assist the Government in its development of a modern school system. The First Education Project (Loan 980-OMA) helped to lay the foundations of a modern education and training system and assisted the MOE to design, plan and execute education programs. The Second Education Project (Loan 2419-OMA) established a teacher training college, three general  secondary schools for boys and one for boys. Besides the thirty-eight educational facilities it financed, the Third Education Project continued a technical assistance (TA) program (for which Bank financing had begun under the Second Education Project - Loan 2419-OMA). The redesigned TA program was to improve the quality of education planning; educational technology and curriculum development facilities at the MOE. B. Project Objectives 4. Project Design. The project benefitted from the lessons learned from the implementation experience of the first and second education projects, which stressed the need to link short-term overseas training and short-term use of experts closely with institutional development. Original project objectives included: (i) the development of key services (management, planning and curriculum development) in the MOE, which was later expanded to include expert assistance and fellowship training for education planning and the production of educational TV; (ii) the training and upgrading of teachers; and (iii) increased access to education, particularly for girls and for children of the poor in rural areas. As noted in para.3 above, the originally designed TA program of the Second Education Project was merged with the TA of the Third Education project. The revised TA program was implemented by UNESCO under a management services contract. This TA included, inter alia, Government priorities in education planning and the use of technology to enhance the preparation of the curricula and television (TV) production for school use. Project Description and Components 5. To carry out these objectives, the project provided: (a) specialist services and fellowship training for institutional development of MOE personnel; and (b) construction, equipment and furniture for three teacher training colleges, five secondary schools and thirty primary schools. C. Evaluation of Project Objectives 6. Project financed school construction was designed to provide access for over 9,000 primary and 3,000 secondary students, of which 3,100 places were for women (2,000 at primary, 850 at secondary and 250 at the teacher training institutes). Actual student enrollments for project financed schools (see Part II, Table 6) indicate that appraisal targets were surpassed at each level and the access of girls exceeded that of boys. The project has, nevertheless only partially addressed the large enrollment needs of the country - its contribution was modest in comparison with actual needs. Specific figures are shown in Table A below.  Table A. Enrollment at Project-Financed Institutes Project Institutions ENROLLMENTS ENROLLMENTS BY GENDER Plan Actual Boys Girls Teacher Training Colleges (3) 720 1,214 853 361* Secondary Schools (5) 2,964 3,220 842 2,378 Primary Schools (30) 9,280 15,952 5,882 10,070 TOTAL 12.964 20.386 7.577 12.809 SOURCE: MOE data for 1993 * NOTE: One out of the three teacher training colleges was for women (240 places versus an actual enrollment of 361 girls). 7. Project-financed schools absorbed about 10 percent of the increase in primary enrollments during the period 1984/85-1994/95 (see Table B below). In order to meet its enrollment needs, Government has resorted to double shifting and construction of additional classrooms at project-financed and other schools. The most recent estimates (1987-92) of gross 1 ~~~~~~~~~~~~~~~~~~~~~~~~~~2 enrollment ratios' for the primary level are 104 percent for males and 96 percent for females. Table B. Enrollment Expansion in General Education 1984/85-1994/95 1984/85 1994/95 1994/95 Male Female Primary 155,389 293,642 151,973 141,669 Lower Secondary 26,914 116,493 63,100 53,393 Upper Secondary 9,151 59,714 28,513 31,201 TOTAL 191.454 469.849 243.586 226.263 SOURCE: MOE Statistics. 1 / Number of students in primary grades to the number of children in the corresponding age cohort, e.g. includes overage and underage students. 2/ 1994 World Bank - Social Indicators of Development.  - 4 - The current progress in Omanization of the teaching force is shown in Table C below. Table C. Teaching Staff in Government Schools 1984/85-1993/94 MALE FEMALE TOTAL 1984/85 1993/94 Change 1984/85 1993/94 Change 1984/85 1993/94 Change Omani 991 4,367 +3,376 684 4,111 +3,427 1,675 8,478 +6,803 Foreign 4,857 6,132 +-1,275 2,704 5,238 +2,534 7,561 11,370 +3,809 TOTAL 5.848 10499 _4651 2_ __342 5961 2-2-k 19 848 +10_612 SOURCE: MOE Statistics 8. The project's design and objectives adequately reflected the Government's priorities for the sector and counterpart ability to implement them, particularly in the areas of facilities design and construction, which were completed in record time (Part II, Table 5). The institutions and schools were originally planned to be finished by mid-1993 but were fully commissioned by mid- 1991. Equipment and furniture procurement for the educational facilities was also efficiently executed through bulk procurement by the MOE and in some cases, these items were procured directly by the Government with its own resources. The original allocation for school equipment and furniture was only partially utilized due to higher appraisal estimates than the actual costs incurred during implementation. These savings enabled Government to request a reallocation of funds from the equipment, furniture and teaching materials category of the loan to the civil works category, as well as an increase in the disbursement percentage for civil works financed under the loan from 42 percent to 59 percent which the Bank approved. 9. Implementation of the TA was delayed due to its restructuring and contract execution (negotiations and signing). Its implementation phase was also delayed because of the lack of coordination of the wide range of short-term experts. Nevertheless, the subprojects which were designed under the restructured TA program responded to the needs of Oman, particularly the educational planning and the educational TV program of training. 10. To summarize the above-noted achievements, the project was successful in its institutional development and physical objectives, as well as in providing improved access to schooling for girls and the poor (Table 1, Part II refers).  - 5 - D. Implementation Record 11. General Overview. The project was well implemented by the Borrower and with the exception of the technical assistance component, was completed two years ahead of schedule (civil works and equipment/furniture procurement). As a result of the full use of the facilities, the project has met its objectives by contributing to improved access, particularly for girls. Specific details on project activities are provided below: (a) Civil Works. Having gained the experience of the First and Second Education projects, the MOE Department of Projects was well prepared to implement the school building program scheduled under the project (three teacher training institutes; five secondary schools; and thirty primary schools). Construction was expedited efficiently, within project appraisal specifications and executed ahead of time (Part II, Table 5 refers). Most of the schools have had classes added (in the case of primary schools, the figure is double the original allocation in most instances) to accommodate the increase in enrollments at every level. These additions have been financed by the Government. (b) Equipment, Furniture and Teaching Materials Procurement. This component was also carried out ahead of schedule and substantially below appraisal estimates. Original price estimates were based on market rates which were reduced dramatically when many foreign agents set up business in Oman, after the project began. Estimates also did not take into account Govern-ment bulk procurement methods. (c) Compliance with Loan Covenants. All legal covenants were fulfilled, namely: (i) the appointment of trained Omani principals to primary schools; (ii) staffing levels in key MOE departments to be maintained with appropriate support; and (iii) opening and maintenance of a special account. The account, as well as project expenditures were also audited annually and these reports were provided to the Bank on time. (d) Technical Assistance. Annex 2 provides a comprehensive report on the TA program. It was prepared in collaboration with MOE staff and data obtained over several Bank supervision missions. A final evaluation of the TA program was not available from UNESCO. After the TA contract between the Government and UNESCO was signed, a component to develop training programs for headteachers and school supervisors was added. The TA package included (i) an educational planning component; (ii) a training program for headteachers and school supervisors; (iii) an educational technology component; and (iv) a component to improve the  - 6 - technical capabilities of the MOE's Curriculum Development Department. With the exception of (iv) above, where two subprojects (subprojects 3 and 4 - see page 28) were dropped because the experts considered that they were quite complex and would cost more than the budget allocated, all other programs were completed satisfactorily, albeit with some delay. Delays occurred because the scheduling of consultant services to carry out specific program actions was not consistent with the TA implementation plan agreed during contract formulation. It was also difficult to keep track of projected expenditures for program components. In the absence of firm action plan targets and a late start up of the TA program, this component took almost three years longer than the other project components and activities. (e) A Program of Maintenance. Under the originally-designed institutional development component of the project, it was envisaged that twelve staff- months of specialists services would be utilized to establish in cooperation with the MOE Projects Department, procedures for regular building maintenance; the development of a facilities inventory; management manuals; service handbooks; and related staff training. The Bank loan did not fund the proposed maintenance program as all TA funds were allocated to a revised TA program. Nevertheless, it was established that there was a routine and thorough program for school maintenance in existence, carried out by the Projects Department. 12. Project Costs. The under-run in overall costs (Part H, Table 8A refers) resulted from bulk methods of procurement for equipment, furniture and teaching materials which were overestimated at appraisal. Additional funds were allocated to the civil works category and paid for a higher share of Bank financing for construction (originally financed at 42 percent and amended to 59 percent). Of the original US$1.9 million contract for project TA, only US$0.75 million was paid directly to UNESCO. Government decided to procure remaining equipment for the TA program on its own, instead of through UNESCO procurement services, thereby reducing the cost of procurement. Also, two of the subprojects on the TA component were not completed. Project costs were very efficiently monitored by the Ministry of Finance and Economy staff responsible for the project's administration (Borrower's Report - Annex 3 refers). E. Project Sustainability 13. The project is likely to maintain and exceed its developmental objectives, particularly in the area of school enrollments and the improved quality of teaching. Most importantly, the Government's goal of Omanization of the teaching force has brought about a steady increase in the number of school teachers, headmasters and administrators who are Omani nationals. The Government continues to be committed to improving human resources development and has  - 7 - increased its expenditure on the education sector as a percentage of total expenditures from 7.6 percent in 1985 to 9.0 percent in 1990. Government's total expenditure (current and capital) on education rose from RO 147.6 million in 1989 to RO 180.2 million in 1991 (about US$470 million). Recurrent expenditures for the operation of project facilities, including maintenance, are being covered adequately by the Government. F. Bank Performance 14. The Bank's performance was satisfactory during the project design and implementation phases. Bank staff assisted the Borrower in restructuring the technical assistance component; in amending the loan to increase the disbursement percentage for civil works; and in reallocating loan proceeds to redistribute funds between loan categories at the request of the Borrower. Bank staff were unsuccessful, nevertheless, in speeding up implementation of the TA component although considerable effort was made to obtain regular progress reports on ongoing programs. UNESCO staff did inform the Bank that these progress reports were to be provided through the Government and not directly to the Bank. The reports received by the Bank provided information only on the current status of its financial expenditures on the program. The Bank did try to improve the process of reporting, as well as the timely coordination of the TA activities and use of experts, through the resident UNDP representative. However, this office was closed in 1992 and local coordination and monitoring of the experts continued to be problematic. G. Borrower Performance 15. The Borrower's performance was generally very good. MOE staff responsible for the school building programs executed their activities efficiently with substantial developmental results. The Ministry of Finance & Economy (MOFE) staff responsible for monitoring and reporting on project financial records prepared regular reports which were thorough and accurate (Borrower's Report - Annex 3, refers). MOFE staff efforts also facilitated improved preparation of audit reports (through the use of private auditors). Loan covenants were completed expeditiously. Project-financed schools and colleges were built within budget in less than the estimated time (see Part II, Table 5) and procurement was executed efficiently (paras 8 & 11 [b]). 16. The Borrower's effectiveness in managing the TA program was hampered by the component's slow implementation. This was due mainly to poor reporting and communication which could have improved if Government could have devised (i) a method of ensuring regular communication with the agency on the TA programs; (ii) the agency's preparation of timely progress reports for ongoing subproject components; and (iii) firm action plans for completing proposed programs. Instead, information was diffused through the MOFE, the MOE and the Government's representative at UNESCO.  17. Borrower reporting on other components of the project was detailed, consistent and of excellent quality (see attachments contained in the Borrower's Contribution to the ICR - Annex 3). Bank missions were provided with requested data promptly which greatly facilitated the Bank's review of the project during its implementation phase. H. Assessment of Outcome 18. The project was well executed and the impact of its developmental objectives has been substantial. The educational facilities constructed have contributed in meeting the large enrollment needs of the country. Actually, the need was so large that double shifting had to be resorted to. Additional investments in primary school construction to meet current needs and to alleviate double shifting is warranted. Special attention should be paid to the appointment of Omani nationals to staffing positions to further reduce the number of expatriate teaching staff at project-financed schools. The country is 'graduated' from Bank lending, and no follow up operation is anticipated. Although there were delays in implementing the TA program, it was successful in most of its components and a locally produced film on the origin of water and its relevance to life recently won first prize in the Gulf States competition for educational TV programs. The Curriculum Development Department who produced the film, benefitted from equipment and training financed under the TA program. I. Future Qperation 19. In order to meet the enrollment needs, the Government has resorted to double shifting and construction of additional classrooms in most of the country's schools. Special attention should be given to the appointment of a sufficient number of Omani nationals to staffing positions at project-financed schools. Since the country has 'graduated' from Bank lending, no follow up operation is currently expected. 20. An Operations Evaluation Department (OED) impact evaluation of this project, along with the Second Education Project (Project Completion Report No.12498, dated November 17, 1993), would be useful in the near future, to assist the Borrower in reviewing the developmental achievements of the Second and Third Education projects (Loans 2419-OMA and 2799-OMA), against the current (Fourth) five-year plan's recommendations and goals for the sector. J. Key Lessons Learned 21. Although the MOE's assessment of TA provided is favorable, its delayed execution indicated that:  - 9 - (a) local capacity to adequately select, manage and monitor experts who implement TA programs was overestimated; (b) responsibility for implementation should be lodged in a single unit within the MOE. This was not the case in this project resulting in weak coordination and monitoring of TA; and (c) the TA recipient must ensure that there is adequate reporting by the TA provider who is held accountable for delivering the product according to firm schedules.   - 10 - IMPLEMENTATION COMPLETION REPORT SULTANATE OF OMAN THIRD EDUCATION PROJECT (LOAN 2799-OMA) PART II: STATISTICAL ANNEXES Table 1: Summary of Assessments Table 2: Related Bank Loans Table 3: Project Timetable Table 4A: Loan Disbursements: Cumulative Estimated and Actual Table 4B: Allocation of Loan Proceeds Table 5: Key Indicators for Project Implementation Table 6: Key Indicators for Project Operation Table 7: Studies Included in Project Table 8A: Project Costs Table 8B: Project Financing Table 9: Economic Costs and Benefits Table 10: Status of Legal Covenants Table 11: Compliance with Operational Manual Statements Table 12: Bank Resources: Staff Inputs (weeks) Table 13: Bank Resources: Missions   - 11 - Table 1: Summary of Assessments A. Achievement of Objectives: Substantial Partial Negligibl Not Applicable Macro policies X Sector policies X Financial objectives X Institutional development X Physical objectives X Poverty reduction X Gender issues X B. Project Sustainabiity L&Iy Unikey Unceain x C. Bank Performance Highly Satisfactxy Satisfactory Deficient Identification X Preparation assistance X Appraisal X Supervision X D. Borrower Performance Highly Satisfactory Saisaco Deficien Preparation X Implementation X Covenant compliance X Operation X  - 12 - Table 2: Related Bank Loans Loan No. Project Title Purpose of Project Year of Approval Status Preceding Operations Ln.980-OMA To develop institutional capacity for 1974 Completed Education I planning and implementing educational development programs; establish a program of primary teacher training studies; introduce diversified secondary education into the lower cycle; and train agricultural technicians. Ln.2419-OMA To improve the quality of primary and 1984 Completed Education II preparatory schooling through increased provision of teacher training; increase the capacity and quality of secondary education; provide increased education and training opportunities for girls; and improve planning, management, and financial procedures in the MOE. Table 3: Project Timetable Steps in the Project Cycle Date Planned Actual Date Identification 09/95 09/85 Preparation 01/86 01/86 Appraisal 04/86 10/86 Negotiations 03/87 03/87 Board Presentation 04/87 04/87 Signing 06/87 07/87 Effectiveness 09/87 10/87 Project Completion 06/84 12/94 * Credit Closing 12/94 12/94 * NOTE: With the exception of technical assistance, all other components were completed by 1991.  - 13 - Table 4A: Loan Disbursements: Cumulative Estimated and Actual (US$ thousands) FY88 FY89 FY90 FY91 FY92 FY93 FY94 FY95 Appraisal Estimate 0.6 2.0 5.0 8.9 11.9 13.2 13.6 13.8 Actual - - 2.2 6.6 9.5 12.9 12.9 Actuial as % of - 44% 74% 80% 98% 95% Estimate Date of Final DECEMBER 13, 1993 Disbursement NOTE: The loan was clcsed on December 31, 1994, on the original closing date. Final disbursement took place on December 13, 1993, and the last refund for the Special Account was made on April 17, 1995. The undisbursed balance of US$810,839.95 was cancelled with effect on December 20, 1994, the date on which cancellation was requested by the Borrower. Loan Disbursement ___ I-i- 6-I 4A 2! 1988 1989 1990 1991 1992 1993 1994 1995 Fiscal Years Legend 2 Appraisal Estimate Actual Profile  - 14 - 4B: Allocation of Loan Proceeds (US$ Millions) Cl gory Allocation * Disbursed Undisbursed Civil Works 12,000 11,707 293 Equipment, Furniture & Teaching Materials 500 342 158 Technical Assistance & Consultants' Services 1,300 940 360 Unallocated TOTAL -0- -0- -0- 12.989 811 *NOTE: At Government request (09/92), the Bank reallocated (in 11/92) funds from the unallocated category (original amount of $1 million) and the equipment, furniture & teaching materials category (original allocation $3.1 million) to the civil works category of the loan. Table 5: Key Indicators for Project Implementation Project Component Completion Dates Estimated Actual Civil Works Construction La 07/93 06/91 Fumiture & Equipment (Delivery & Installation) Lb 09/93 07/91 Technical Assistance (Expert Assignments) /c 12/90 12/94 /a A detailed schedule is provided in the Borrower's Report to this ICR (Annex 3). Lb Furniture and equipment were installed on completion of civil works. & Annex 2 provides information on the project's technical assistance (TA) program. The TA subcomponent for the Curriculum Department was not completed as designed (two subprojects were dropped).  - 15 - Table 6: Key Indicators for Project Operation Student Places Female Student Places Male Student Places Project Item Estimate Actual Estimate Actual Estimate Actual A. Teacher Training Colleges 720 1214 240 361 480 853 (3) B. Secondary Schools (5) 2964 3220 1692 2378 1272 842 C. Primary Schools (30) 9280a/ 15952 b/ 2040 a/ 10070 4760 a/ 5882 SOURCE: MOE 1993 Statistics La 2480 places for coed places were planned. Lb Schools are generally multi-shift hence actual places versus targets. Additional classrooms have been added to all schools to accommodate extra students. Table 7: Studies Included in Project No studies were financed under the project  - 16 - Table 8A: Prpject Costs (US$ Millions) SAR PLAN ACTUAL ITEMS l Local Foreign Total Local Foreign Total Civil Works 4.9 13.9 18.8 8.1 11.7 19.8 Professional Services l 0.1 1.1 1.2 Equipment/Furniture 0.2 2.0 2.2 0.3 0.3 0.1 1.3 1.4 - 0.9 0.9 Technical Assistance 5.4 19.3 24.7 8.1 12.9 21.0 Base Costs Contin ~~~~~0.3 1.0 1.2 Contigencies 0.4 1.4 1.8 Phyical Price 6.1 21.6 27.7 8.1 12.9 21.0 TOTAL NOTES: 1. Professional services included fees for the design of civil works and supervision of construction costs. With Bank agreement, these fees and costs were reimbursed from the technical assistance category of the loan. 2. Civil works were originally reimbursed at 42% but in November 1988, the Bank agreed to the Borrower's request to increase this percentage of expenditures to be financed under the civil works category of the loan to 59 percent.  - 17 - Table 8B: Project Financing (US$ Millions) SAR PLAN ACTUAL Financier Local Foreign TOTAL Local Foreign TOTAL IBRD - 13.8 13.8 - 12.9 12.9 GOVT. 6.1 7.8 13.9 8.1 - 8.1 TOTAL 6A 21.6 27.7 8.1 12.9 21.0 Table 9: Economic Costs and Benefits No economic costs and benefits were calculated for the project.  - 18 - Table 10: Status of Legal Covenants Agreement Covenant Section type Status Agreement Comments 4.02 (a) 10 C The Borrower shall use its A technical assistance best efforts to appoint program implemented by trained Omani principals to UNESCO facilitated the project primary schools no achievement of this later than the end of their covenant. first year of operation. 4.02 (a) 10 C Staffing levels in the Staffing and support staff Ministry of Education and levels are appropriate. Youth Departments of Curriculum Development, Educ. Planning, Educational Research and Teacher Training to be maintained with appropriate support services 4.01 1 C Open and maintain a The Special Account was Special Account and have opened on February 2, proj. accounts audited in 1988 and audit reports are accordance with submitted annually. appropriate auditing principals, including a separate opinion on the operation of the Special Account. Status: C - Complied with Covenant type: 1 - Accounts/Audit 10 - Implementation  - 19 - Table 11: Compliance with Operational Manual Statements There is no evidence of non-compliance. Table 12: Bank Resources: Staff Inputs (weeks) Stages of Project Cycle Planned Actual Through Appraisal 24.4 Appraisal-Board 35.2 Board-Effectiveness 5.4 Supervision 63.0 28.8 Completion 5.0 4.7 TOTAL 9 NOTE: The actual expenditure of staff inputs to project supervision were less than anticipated as a result of efficient implementation by the Borrower, than resulted in early completion of the civil works component and other project activities.  - 20 - Table 13: Bank Resources: Missions Performance Rating Stage of Project Number Days in Specilalized Types of Cycle ~~~~~of Persons Field Staff Skills Problems Month/Year Represented Development Implementation Objectives Througb 11/94 1 4 Educ. Spec. None Appraisal 09/85 2 10 Economist None Gen. Educator 01/86 2 10 Economist None Gen. Educator Appraisal 09/86 4 21 Gen. Educator None Through Board Architect Educ. Planner Economist Supervision 04/87 3 14 TA Spec. None/Not yet Architect effective Gen. Educator 09/87 3 13 Op. Officer Delay in Architect Effectiveness Educ. Spec. 01/88 1 12 Architect I I None 10/88 1 8 Op. Officer 2 2 Redesign of TA 05/90 1 10 Op. Officer I I Slow start up of TA component 12/90 3 8 Op. Officer I 1 Slow progress of TA 06/91 3 9 Op. Officer I I Slow progress Op. Assistant of TA Architect 02/92 1 3 Div. Chief 1 1 Slow progress of TA 05/93 1 10 Op. Officer I I Slow progress of TA 02/94 1 5 Op. Officer I 1 Slow progress of TA Completion 03/95 2 5 Op. Officer 1 I None Economist/ Educ. Spec.  - 21 - Annex I THE SULTANATE OF OMAN THE THIRD EDUCATION PROJECT (LOAN 2799-OMA) THE IMPLEMENTATION COMPLETION REPORT MISSION MARCH 23-30, 1995 AIDE-MEMOIRE Introduction 1. An Implementation Completion Report (ICR) mission composed of Ms. Patricia Maughan, Operations Officer (MN2HR), and Dr. Azzedine Akesbi (Consultant, Vocational Training Specialist), visited the Sultanate from March 23 through 30, 1995 to prepare the ICR for the subject loan which closed on December 31, 1994. Ms. Maughan prepared the draft report after confirming the status of project components and objectives, while Dr. Akesbi undertook an in-depth review of the UNESCO managed institutional development program financed under the loan. 2. The mission wishes to express its appreciation for the consistent support and cooperation received from the responsible Government departments, and in particular from the staff of the Ministry of Finance and Economy (MOFE) who implemented the financial and administrative activities under the project. Specifically, staff of both the MOFE and the Ministry of Education (MOE) participated in the ICR mission and provided the mission with the relevant financial status reports and other documents/statistics which greatly facilitated the mission's review of the project's implementation phase. Mission Activities 3. The Bank mission assessed: (i) the degree of achievement of project objectives; (ii) prospects for the project's sustainability; (iii) Bank and Borrower Performance; (iv) project outcome; and (v) the plan for the project's future operation. The mission undertook a field trip to three of the institutions (two secondary schools and a teacher training college) financed under the project. The mission met with staff of the schools and toured the facilities. Information on enrollment statistics and number of classes (original and additions), were verified by the mission at the project sites visited, vis a vis MOE data provided for the ICR. The mission also guided the Borrower (MOFE) personnel in preparing the Government's report - 'The Borrower's Contribution to the ICR'.  - 22 - Prqject Status 4. The loan was closed on December 31, 1994 - the original project closing date. The project's development objectives were exceeded and its implementation experience has been rated as 'satisfactory'. All project-financed institutions were constructed (three teacher training colleges, five secondary schools and thirty primary schools), almost three years ahead of implementation targets. Efficient procurement of equipment and furniture through the bulk procurement method resulted in project cost savings which were reallocated to the civil works category of the loan. The reallocation provided additional financing for civil works for which an increase in the percentage disbursed by the Bank (from 42 percent to 59 percent) had been agreed. Borrower compliance with loan covenants was achieved, and progress and audit reporting up to date and of excellent quality. Agreements Reached 5. It was agreed that: (a) The project's audit report for the period ending December 31, 1994 would be transmitted to the Bank by June 30, 1995; (b) Incomplete statistical data on enrollments and graduates for project- financed institutions would be transmitted to the Bank by April 10, 1995; (c) UNESCO would be requested to prepare an 'end of project' report on the status and implementation experience of the programs it provided under the institutional development contract with the Government, financed under the loan; (d) With specific regard to the project's future operation, as no future project is anticipated in view of Oman's 'graduated' status, the mission stressed the need for continued monitoring of the very high enrollments at all education levels to ensure that quality is maintained: and (e) The Borrower's Contribution to the ICR would be finalized and transmitted to the Bank by mid-April 1995. IBRD ICR MSN March 1995  - 23 - ANNEX2 THE SULTANATE OF OMAN THE THIRD EDUCATION PROJECT (LOAN 2799-OMA) IMPLEMENTATION COMPLETION REPORT REPORT ON THE TECHNICAL ASSISTANCE PROGRAM FINANCED UNDER THE SECOND AND THIRD EDUCATION PROJECTS (LOANS 2419 AND 2799-OMA) TABLE OF CONTENTS A. INTRODUCTION B. IMPLEMENTATION OVERVIEW C. COMPONENTS OF THE REVISED TA PROGRAM Cl - The Educational Planning Component C2 - The Training Program for Headteachers and School Supervisors Component C3 - The Curriculum Department Development Component D. SUMMARY AND CONCLUSIONS  - 24 - Annex 2 THE SULTANATE OF OMAN TIE THIRD EDUCATION PROJECT (LOAN 2799-OMA) IMPLEMENTATION COMPLETION REPORT REPORT ON THE TECHNICAL ASSISTANCE PROGRAM FINANCED UNDER THE SECOND AND THIRD EDUCATION PROJECTS (LOANS 2419 AND 2799-OMA) A. INTRODUCTION 1. The Second (Ln. 2419) and Third Education (Ln. 2799) projects both had technical assistance components, which were combined under a UNESCO-managed program for which a contract, in the amount of $1.906 million, was signed with the Government in October 1989. This combined program had three components: (i) curriculum development in technical education; (ii) educational technology; and (iii) educational planning. In June 1991 the educational technology component was dropped, and in its place, a component for developing training programs for head teachers and school supervisors was added. B. IMPLEMENTATION OVERVIEW 2. Completion of the TA program lengthened the implementation phase of the Third Education project by more than three years to 1994 (the establishment of project facilities was completed in 1991). The work was delayed because: (i) Government changed priorities and wanted a redesign of the TA; (ii) contracting arrangements with UNESCO took time to arrange; and (iii) implementation of the programs was not well coordinated. However, all of the programs had satisfactory results. Some equipment needs for one of the components (improving the technical capabilities of the MOE's Curriculum Development Department) were not completed; and two of the subprojects for this Department were dropped as they were considered to be too complex to implement. On completion of the program, UNESCO had utilized $0.75 million of Ln.2799 financing for the completed components. 3. The Borrower's management of the TA program was hampered by inadequate reporting and follow up of consultants' visits by the agency. This situation could have improved if Government had: (i) maintained a single source of communication on the TA programs; (ii) insisted on being provided with progress reports on time; and (iii) completed an action plan agreed with UNESCO. Instead there were several channels of communication with the agency (including the MOFE, the MOE and the Government's representative at UNESCO), and MOE did not demand an adequate level of performance from the agency.  - 25 - C. COMPONENTS OF THE REVISED TA PROGRAM Cl. The Educational Planning Component Content and Results 4. This component was to be implemented with the Departments of Higher Education and Training, and of Personnel and Educational Planning of the Ministry of Education (MOE). The general objective of the component was to improve the working practices of the personnel involved in educational planning, in formulating educational development plans and in the use of school-mapping techniques. The training activities were implemented as follows: (a) A one-week course (June 23-27, 1990) in models and techniques of educational planning was conducted with 21 staff of the MOE. During the course, five staff were nominated to be prepared and trained as a national team and to be future trainers; (b) A one-week workshop for the national team on school-mapping was conducted from November 3-7, 1990; (c) A two-week school mapping workshop was conducted (December 8-19, 1990) with 23 education planners from the ministry and regional offices. Visits were made to four regions to explain and supervise the organization of the data for the proposed school mapping exercise; and (d) Senior staff from the MOE made study tours to Britain, France and Jordan to learn education planning. 5. Evaluations from MOE staff who participated in the program found that it was very useful in developing local capacity for education planning and in particular, school mapping procedures and preparation. C2. The Training Program for Head teachers and School Supervisors. Content and Results 6. The objectives of this component were to: (a) Develop and organize two in-service training programs, one for School Supervisors (SS) and the other for Head teachers (HT). Specifically, this component would evaluate, design, plan and organize SS and HT programs; (b) Improve local capacity for organizing and executing these programs;  - 26 - (c) Train a group of trainers: two senior officials of MOE and five future trainers; (d) Provide seven intermediate teacher training colleges (ITTC) with necessary educational equipment; and a micro-teaching lab; (e) Prepare, produce and distribute a manual guide for trainees; (f) Organize and implement a program of continuous training (refresher courses). The component was executed in eight phases as follows: - evaluation of the previous training programs for SSs and HTs; - analysis of the Omani SS and HT tasks and responsibilities; - approval and adoption of tasks and competencies; - building the new program; - setting forward plans; - preparation of criteria; and - preparation of selection tests 7. In-service training for head teachers started in 1977 and in 1982 for school supervisors. These programs needed updating because they were no longer comprehensive, and course content was no longer well integrated. The rapid development of the educational system as well as social changes, also underscored the need to revise the training programs for SSs and HTs. 8. All activities proposed for the component were implemented. Two senior staff made a two-week study visit to the British Open University and the Moroccan Institute of Training (October 1992). Also, a team of five future trainers made a five-week study visit to Morocco (June, 1993). A total of 115 types of materials relevant to the program were developed. ITTCs were provided with books and reference guides required for study activities and research. Libraries of seven ITTCs received 330 books (20 copies each). At the end of the first year of the component's implementation, 21 SSs and 69 HTs completed the program successfully. One deficiency was in the training of trainers as there were delays in selecting the five future trainers. This contributed to gaps in their orientation and on-the-job training. C3. The Curriculum Department Development Component Content and Results 9. This component originally included four sub-projects, but only two [(a) and (b) below] were completed. Original subprojects were: (a) Development of the technical and productive capacities of the department in the area of educational television;  - 27 - (b) Development and work innovation of the printing and silk-screen division; (c) Improvement and innovation of drawing, photography and printing methods through the use of computers; and (d) Equipment and production development at the educational materials production workshop. 10. The component experienced delays. During the last year of the Third Education Project's implementation phase, the first two subprojects were completed successfully. Their outcomes were as follows. Subproject 1: Development of technical and productive capacities of educational television at the Department of Curriculmn Development. Training of educational TV staff started during the implementation phase of the Second Education project (Ln.2419). Six persons were trained in this area. The first phase consisted of consultant TA and assessment of unit equipment needs. An expert stayed in Oman for one month to assist the unit in preparing equipment specifications. During the last phase, the new equipment was bought and installed. The company that installed the material trained the Department's staff for its use. The educational TV unit is now able to produce good quality broadcasting films. The old equipment is also used as it is compatible with the new acquisitions. The World Bank's Completion mission visited the educational TV studio at the Department of Curriculum Development and viewed samples of films. One of them - Water: A Source of Life - won first prize at the Gulf States competition for educational TV programs. The Curriculum Development unit is able to produce high quality, professional films, is technically independent and able to perform all operations on its own; and is producing films for Grades I to 12) in different subjects (Arabic, social studies, science studies). In addition, this unit is now responsible for information and school counselling needs. Subproject 2: Development of the Printing and Silk-Screen Division. There were initial difficulties related to equipment procurement for this subproject because of disagreement on equipment requirements between the Department of Curriculum Development and UNESCO. The MOE was authorized to procure the equipment on its own. The subproject was completed: machines and equipment were installed and staff received necessary training for new equipment. The new equipment is operated by a foreign technician and two Omanis. This component is working in a satisfactory manner.  - 28 - Dropped subprojects. As previously noted two subprojects were not implemented - the improvement and innovation of drawing, photography and printing by means of computers (Subproject 3); and equipment for a workshop to produce educational materials (Subproject 4). UNESCO experts determined that they would cost more than the allocated budget. The Department requested cancellation of both subprojects and suggested they be replaced by a computerized textbook subproject to develop expertise and procure equipment to produce and update textbooks by computer. The Third Education Project closed before this plan could be initiated. D. SUMMARY AND CONCLUSIONS 11. Two of the three revised TA components were completed successfully, as were two of the four parts of the third component. The Borrower was largely satisfied by the outcome. The MOE's assessment of TA provided through the implementation of the components described above is generally favorable. MOE officials are satisfied that consultants' contribution in the areas of educational planning, educational TA, and HT and SS training has been useful and well appreciated by concerned staff. The components of the revised TA program have facilitated an improvement in training and technical capacity of Omanis. 12. The weakness of the implementation of the TA components were the long redesign time; the time it took to complete arrangements with UNESCO; and the limited management of the expert services. The MOE experienced some difficulty in its communication with the agency relative to the scheduling of consultant visits; and their reporting and follow up after missions. In a few cases, background information on consultants was insufficient and inadequate. This adversely affected the outcome of their missions. For example, some experts were not specialized enough to be useful for the Department of Curriculum Development. There was also a problem of delay or the non-delivery of equipment (subprojects for the Curriculum Department and HTs and SSs components). These problems could have been minimized by the: a) early appointment of a project coordinator for TA at the MOE and in UNESCO, both with sole responsibility for the TA; b) earlier involvement of the relevant MOE departments and units in preliminary planning and definition of consultant terms of references and selection; and c) regular reporting against action plans by the agency.  - 29 - Annex 3 THE SULTANATE OF OMAN THE THIRD EDUCATION PROJECT (LOAN 2799-OM) IMPLEMIENTATION COMPLETION REPORT THE BORROWER'S REPORT   - 30 - Loans Department - Ministry of Finance & Economy The World Bank Loan No: 2799-OM Implementation Completion Report Loan Accounting & Monitoring details for the Third Education Proiect The attached schedule gives monitoring details on the reimbursed expenditure for the project, as summarized below: Description Original Revised Actual Plan Plan Civil Works 8,400,000 12,000,000 11,707,692.30 Equipment, furniture & 3,100,000 500,000 341,682.40 teaching materials Technical Assistance & 1,300,000 1,300,000 940,039.85 Consultancy Unallocated 1,000,000 Total 13,800,000 13,800,000 12,989,414.55 The project as a whole has been successfully implemented as planned. The revised plan was mostly due to the increase in the civil works increased percentage of financing. Some savings have been refunded to the W.Torld Bank. The Bank supervisions on the project have contributed in the success of the utilization of the loan and also as a guidance on the terms of the condition of the agreement. The Bank missions worked closely with the Ministry of Finance & Economy and also with the Ministry of Education, inplementing agent for the project. The close relation maintained by the mission and the Bank as a whole will continue to be valued with appreciation. Education 1 and 2 have provided experience in the execution of World Bank Loan No: 2799-OM with success.  The World Bank Loan 2799-OM: EdUcatiOn Three Project Nuimber of Students Competed per Level for the Three Colleges Flinanced by The World Bank College Year 90/91 1991/92 1992/93 1993/94 1994/95 College First First Second Graduate First Year Second Graduale First Second Graduate First Second Year Year Year Year Year Year Year Year Year Year Year Soliar ( Male) 165 205 164 163 239 206 206 225 234 229 163 254 Nizwa (Male) 143 200 160 159 212 194 188 183 211 212 356 169 Ibri ( Female) 105 170 146 144 200 167 166 169 192 191 197 167 Total 413 575 470 466 651 567 560 577 637 632 716 590  Loan Accountinig & Monitoring Details 1_3I.1.R.D Loan No: 2799-OM for the Tlhirtd Education Project Aj.pll- Project # I)escription Regii Cuiitractor Category I.hd A--l Disbursemenis of World Bank Loan D Date Y'ear I Ntni ROt0. % t R0. IJ.S.S ((:13() USS Bank books I US$ Spccial Account with Centtral Bank of Onian ( Initial Deposit) 750 000.00 750 000.00 32 Recovered per World Bank Telex of I Sept 93 -15 575.67 _15 575.67 31 Recovcred per World Bank Telex of 2 Aug 93 -250 000.00 -250 000.00 35 Recovered per World Bank Telex of 4 Feb 94 -97 529.80 -97 529.80 34 Recovered per World Bank Telex of 8 Dec 93 -120 282.76 -120 537.26 29 Recovered per World Bank Telex of Jan 04,1993 -37 295.12 -37 295.12 28 Recovered per World Bank Telex of Jan 04,1993 -6 863.64 -6 863.64 Balance of US$ Special Account with Central Bank of Oman r efuindledl to World Bank -222 453.01 -222 198.51 3 6 89 Abu Duu - Sahan Piu-ySchool Batinia ScifS.d A) Akhluiu Est 1 12 228 59% 7 214 18 770.66 18 765.16 3 6 89 Abu Dluu - Sdwn P.1my School Bailna SdCSaudAlAkhuZ*,Est 1 5 837 59% 3 444 8 960.37 8 957.75 3 6 89 AbuDtus SahrunPmnuy SchooI Batinia S&fS.d AlAkhzainiEst I 16 800 59% 9 912 25 789.66 25 782.11 4 6 89 Abu Dwu - Sal- P-my School Batina Scf Said A Akhzm,i EmI 1 17 033 59% 10 049 26 146.65 26 126.50 6 6 89 AbiDuu. Saiaiii Pmunry School Batina S AlfS ,dAiAkhzuni Est 1 26 491 59% 15 629 40 665.71 40 665.71 19 6 89 AbuDwu.-Sali;n I'mimy School Baliina ScifSadA Al Ahu Est I 1 573 59% 928 2 415.04 2 413.37 21 6 89 Abu Dwus - Setun PWnary School Batina SfSwd AtAkh. ui Est 1 68 59% 40 104.31 104.08 Sublo.l 80 029 47 217 122 852.40 122 814.67 2 2 17 89 Al AshkhaaPmuwy Shool Sliarqiya NousTrd & Connacrg I 21 650 59% 12 774 33 235.51 33 225.77 , 4 17 89 AlA hkhaaPiunarySdchool Slhar(liya NousT,d &Cooinacrg 1 18 121 59% 10 691 27 816.92 27 795.48 5 17 89 AlAiha,uuaP P ySchwoi Sharqiya NousTrd & Comnhct'g 1 15 419 59% 9 097 23 669.04 23 458.30 8 17 89 Al Ashtusa, Pnnary Schoul Sharqiya Nos T,d &e Co,ntacrg 1 15 546 59% 9 172 23 864.65 23 886.02 9 17 89 AlAshkharuPm-ySchool Sharqiya NowuTrd & Conun'ctg 19 127 59% 11 285 29 361.61 29 361.61 19 17 89 AJAMMma PnniuyySchool Shiarqiya NousTrd. &Contnactg 2 304 59% 1 359 3 537.14 3 534.69 Sub Yka1 92 167 54 378 141 484.87 141 261.87 3 5 1 90 AlH-ek. Kh.bwuPmiarySchool Balina AlShmfi TFadr LContactro Co I 20 898 59% 12 330 32 079.89 31 794.26 4 I 90 AlH-k -Kh.abruaP-amySchool Battifla tISh-fufad1rad ehCo.u.-W% Co I 22 747 59% 13 421 34 919.04 34 892.13 4 I 90 AlB Ok t Phab- I'My Schoo1 Batizia AlShawfariTr.d &Connt,n-tgCo 1 7 067 59% 4 170 1( 848.55 10 840.19 7 I 90 Al Ueek Kh.bwPnr,usySSchool B3atinla AJShmlrfusTrAd ACou.uammigCo 1 21 150 59% 12 478 32 466.96 32 466.96 It1 1 9l Al ek- Kh.bu.PnmwySchool 9S ratini; Al Shw,unr,.d &CoinnCluo 1 3 742 59% 2 208 5 744.49 5 747.83 I 1 9( Al90 M k -Kh.b- PnmwuySkhool 13atilia AM Sha11w T,od AC.onhtmcWgCo. 1 2 525 59% 1 490 3 875.90 3 878.15 II I 9( Al Lkk r.h.b.uPrnou& yShool italiiia ASh-fnrusTi.d ACmanWtitill Co 1 22 683 59% 13 383 34 819.96 34 840.18 12 1 90 Al &.k-Klmb- P,unoiySchool 13aliina AlSh-f unT,ad & Co.a.ctg Co 1 2 516 59% 1 484 3 861.84 3 865.76 12 I 90 Al Heek - Khabon Piiary School Batina Al Sluanfm Td & Contucting Co 1 20 181 59% 11 907 30 979.53 31 011.00 19 I _ 90 AJ Beek - Khib Pnmary School Batina AlShanfanTrmd.&Conntc"Co. 1 950 59% 1 150 2 993.44 2 991.37 1 of 11 WB1ED3.XLS  Loan Accounting & Monitoring Details I.l.R.D Loan No: 2799-OM for the Thirdl Education Project Appi-C Plroiject # l1scriptIin Region Contractor Category Ptld Ainmt Disbursemcnts of World B ank Loant # Dale Year N.me RO. 1. RO. U.S.s (CBo) USs Bank books Snb Te4al 125 457 74 020 192 589.60 192 327.83 4 6 17 88 Al Fwo.qBon4mPri mazySchoOI Dhahira Fjm Tid.& Conbucon Co 1 20 592 59% 12 149 31 610.84 31 610.84 9 17 88 AldFuouqBwraptoi PiuoySchool Dhahira TetjanTrd &ConlrcttngCo 1 9 974 59% 5 885 15 311.67 15 311.67 2 17 88 Al FwoqBuBain PrnmarySdhool Dhahira Te=janTrd. &ContractingCo I 8 047 59% 4 747 12 352.33 12 348.71 34 17 88 AlFarouqBJuni PrnnarySchool Dhahira TeejanTrd &ContlactingCo 1 2 081 59% 1 228 3 194.00 4 281.62 Suob Twat 40 694 \ 24010 62 468.84 63 552.84 5 i(\ 33 89 Al Ghale lIzki Pnaty School Sharqiya AC Al Hok"iTaduil 1 16 786 59% 9 904 25 767.71 25 767.71 11 33 89 AlGhaleIZ21PminwrySShooI Sharqiya AiiAJHiknaTrading 1 13 286 59% 7 839 20 395.33 20 407.18 22 33 89 m GlIha Pwnauy School Sharqiya Ali Al Hu."i Tading 16 238 59 9 580 24 926.63 24 890.93 24 33 89 Al Gh IzlPiun rySchoot Sharqiya AliMHokoniTradig 1 2 945 59% 1 737 4 520.10 4 520.10 49 254 29 060 75 609.77 75 585.92 6 17 33 89 Al Gluol Izi Pmriiay School Sub Con2ct IBRAHIM ALI KHADA-BAKHSH I 11 988 59% 7 073 18 403.10 18 388.26 9 33 89 Al GhaItI lzPinrmuY School Sharqiya AliAl HukuL Tading sub-contract 15 264 59% 9 006 23 431.75 23 431.75 24 33 89 Al Ghdiouil ,aPronry Schoot Sharqiya IBRAAHIM ALI KIIUDA BAKIiSH 1 307 59% 181 471.87 471.87 Sub Tat1 27 560 16 260 42 306.72 42 291.88 7 2 21 89 AJI Uya.lIbnPrimrywSchool Dhahira AhiMohdedAiAl Mumqi Co 1 7 588 59% 4 477 11 648.33 11 644.92 3 21 89 Al llwyw ibn Prinry School Dhahira At Moh;uned Ai Al Mhu4i Co 1 20 233 59% 11 938 31 060.21 31 051.11 w 4 21 89 Ai liyo IIbn Prnury sh.ooi Dhahira AC MohtId dAtiAlMahruqiCo 1 20 408 59% 12 040 31 327.64 31 303.50 8 21 89 AlHiya.lIbniPrinuySchod Dhahira AliMohud dAMAl hMuqiCo 1 21 318 59% 12 578 32 725.24 32 754.54 9 21 89 JIIaiya -IbbnPmiuySchool Dhahira AMMot-nedAliAIMahucqiCo 1 9 748 59% 5 751 14 964.15 14 964.15 21 89 AlHuyal -Ibn PvioySchool Dhahira Ali Motm"dAL Al MhrqiCo 1 2 086 59% 1 231 3 203.00 2 925.52 12 21 89 Al Haiy -bni Pismuy School Dhahira AC Moh ned AC AJ Matoq Co I 1 845 59% 1 089 2 832.37 2 835.25 Sub Ttal 83 226 49 104 127 760.94 127 478.98 8 5 8 89 AlIlanfrSoharPtinU ISChio Batina MohnnedSaidTidCooCutrwgCo 1 21 452 59% 12 657 32 931.56 32 638.35 6 8 89 AlI o(wf Soh PBIIUay Schodt Blaina Mohtmd S idTFdConuctiio Co 1 28 312 59% 16 704 43 462.18 43 462.18 10 8 89 Al Hanrut Shu Pminy School Batina Mohned S id Trd Conrctiing Co 1 8 785 59% 5 183 13 485.69 13 485.69 10 8 89 Al HwIufu Sohiu lmiriy School Batina Mohucd SaidTid Conucang Co 1 28 311 59% 16 704 43 460.92 43 460.92 1 9 8 89 Al JIIa.ul Soha Ptriwy School Batina Mohumned Sid Tud CoouCUlig Co 1 225 59% 133 345.79 345.55 19 8 89 AIHnifarSolw PrInUiySchool Batina MohaunedSaidTidCoouactingCo 1 1 713 59% 1 011 2 629.24 2 627.42 Sub Toalt 88 799 52 391 136 315.38 136 020.11 9 2 17 88 AliKhadmu*BogmwPn,nuySchoot Dhahira reejm Trd AContratingCo 1 19 758 59% 11 657 30 330.86 30 321.98 12 23 89 Ai du.-Bnui wm.y hSchool Dhahira Tocjun Trd. Co& acfing Co I 1 433 59% 845 2 199.81 2 202.04 3 17 88 AtKhduin-Bunmi Priary Schoo Dhahira TeujnTrd. CoAbo tiatgCo 1 21 104 59% 12 451 32 396.30 32 386.81 2 of 11 WB1ED3.XLS  Loan Accounting & Monitoring Details I.1B.R.D Loan No: 2799-OM for the Thirdi Education Project Appicn Prioject D I)eswiptfln Region Conitradcor Calegory V.Id Anw.4. Disbulrsemcnls of World Bank Loant l Datc Yea r Nane IL 0. 1X 0. U.S.$ (ll.Bt) USS Bank books 12 17 88 AiKhMd.BurauiPnaySchool Dliahira Tecjq Tfd &ContmiulgCo 1 1 661 59% 980 2 549.19 2 551.78 Sub Tds 43 956 25 934 67 476.16 67 462.61 10 3 35 89 M Khobu-SoamnPximwaySchool Dakhilia TejanTid AConbuFcsCo 1 16 949 59% 10 000 26 018.78 26 011.16 2 35 89 A Kws hun Pnnwy school Dakhilia Tejsan Trd. & Contam:big Co 1 14 296 59% 8 435 21 945.93 21 939.50 2 35 89 Ai i"otbawm PnySdwcd Dakhilia TcejanTid lConroocuCo 1 7 587 59% 4 476 11 646.80 11 643.39 2 3 5 89 Al Mtu-sai5iu irumy School Dakhilia Tetjn Trd. & Contr.tbg Co i 18 478 59% 10 902 28 366.17 28 357.86 17 35 89 A1Kchob.-Sa. uPTinwySchool Dakhilia Teej nTrd ACouwinciallCo I 1 968 59% 1 161 3 021.29 3 018.85 6 35 89 AMiJolba.u-SnPin PAuySchool Dakhilia TcjaonTid. &ConucuungCo 1 19 447 59% 11 474 29 852.63 29 852.63 Sub T1. 78 726 46 448 120 851.60 120 823.39 1 1 7 2 90 Al Ain-Suw-uu muy School Balia Scif Said Aklbzani Trd I 21 821 59% 12 875 33 498.01 33 498.01 II 2 90 Al Au-Suwq Piuwy schoo& Batina ScifSaidAJtkuamiTrd 1 13 144 59% 7755 20 177.72 20 189.44 12 2 90 AlAin-Suw.uqPriiiuy ShooI Batina ScifSaidAkliuamiTrd 1 2 110 59% 1 245 3 239.01 3 242.30 Sub Tsdal 37 076 21 875 56 914.74 56 929.75 12 *2 7 89 Amr si m Sacu Pm my school Balina SeifSaidAkhzamiTrd I 16 544 59% 9 761 25 396.68 25 389.24 4 7 89 Al Truf - Sohs Guls PrunPiy School Batina SeifSaid Atizami Trd 1 18 883 59% I1 141 28 987.43 28 965.09 5 7 89 Al T.if .SolwGirt Pi..yShwol Batiiia ScifSaidAklza1i1iTrd I 3 734 59% 2 203 5 732.07 5 681.03 w 6 7 89 AiThifS- soi.Gu P.nuySchool Batina ScifSaidAklzuamiTrd I 23 592 59% 13 919 36 215.57 36 215.57 - 19 7 89 Ai Tu.r- Soha1 GI.S Pnm;uy School Batina Scif Said Akhizami Trd I 1 670 59% 985 2 563.10 2 561.33 19 7 89 Traif Sohus Gi Primuy School Batina Sei Said Akhzani Trd 1 96 59% 56 146.98 146.88 Sub T.4I 64 518 38 066 9 9041.83 98 959.14 13 II 9 90 ANya DhmkAPmriarySchwol Dhialiira AIiMohamedAiAAlMNi.zu iCo I 31 600 59% 18 644 48 509.74 48 537.91 1 2 9 90 Alaya- Oht Pruiy S-hol Dhahira A Mohaned Ah Al Muruqi Co 1 8 923 59% 5 265 13 698.03 1 3 711.94 9 90 AIy.- Dh.nl Pnwry School Dhahira Ali Mohwned Al Al Maluuqi Co 1 2 324 59% 1 371 3 567.00 3 257.99 7 9 90 laya-Dh DkiPnmssy School Dhahira Afi MohimeddAliAl MuhqiCo 1 27 423 59% 16 180 42 097.02 42 097.02 Sub T.4Il 70 270 41 460 107 871.79 107 604.86 14 2 34 89 Baha Prinuuy Shool Dakhilia SaidS udAlliuhnu I 20 940 59% 12 355 3 2 145.44 32 136.02 3 34 89 ItnIaPrinoay &hool Dakhilia SidS..dAl i;uni I 21 383 59% 12 616 32 824.56 32 814.94 5 34 89 Bahh Pnmy Shlool Dakhilia Said Saud Al ll"I.U 1 20 560 59% 12 130 3 1 561.64 3 1 280.63 9 34 89 ahb PFiway-School Dakhilia Sd Saud Al Ileshnu 1 22 244 59% 13 124 34 147.13 34 147.13 1 I 334 89 1.Pnn.cySa.ool Dakhilia SwdSudS AlHalshi 1 9 294 59% 5 483 14 266.63 14 274.92 Sub ToWI 94421 55 708 144 945.40 144 653.64 1 5 2 29 88 8.u B. AM Pnmay School Sharqiya MubaI Mohou-ednd AIJ- Td 1 15 030 59% 8 868 23 072.54 23 065.78 4 2 9 8 8 BwuuBu AI Pnmy School Sharqiya Mubarak Mohmcd Afllwi Trd 15 134 59% 8 929 23 232.80 23 214.90 3 of 11 WB1 ED3.XLS  Loan Accountitig & Monitoring Details 1.13.R.) Loan No: 2799-OM for the Tlhir(d lducation Project Appli Project I # Ih.sciptioll Region Coitn.ctor Category P.Id A,ou-l Disbttrsemnents of World Biank Loan 4 Date YCar Nane it0. % RO. U.S.s (CBO) USs Bank books 5 2 9 88 Bu Ali Pruiwy S hool Sharqiya Mobw Mohamed AJJwi Tid 1 15 599 5) 9 204 23 946.62 23 733.41 9 29 88 Bu S. Ab Primary School Sharqiya Mubrak Mohazmed AJai 1rd I 19 341 59% I 1 411 29 690.14 29 690.14 17 29 88 Buu B. AU Prsmry School Sharqiya M.baak Mohamed AflaiTmd I 1 680 59% 991 2 578.72 2 576.64 Sub ToYa1 66 784 39 403 102 520.82 102 280.87 16 9 22 89 I B-aul ,iPrui,arySs,ool Dhahira MqjisTId&CoitractingCo 1 20 356 59% 12 010 31 247.75 31 247.75 21 22 89 Hamas ffimi Pdmay S.hool Dhiahira Majis lrd & Conuac,g Co I 43 489 59% 25 658 66 759.62 66 614.04 28 22 89 I amas Bra-m i umySchooW Dhahiira Muja Tdd&ConUactxugCo I 2 199 59% 1 297 3 375.30 3 375.30 10 22 89 HIla Buaimi Prunay Schou, Dhahira MajisTrd&Contatctui Co 1 21 607 59% 12 748 33 168.77 33 168.77 Sub ToI.1 87 650 51 714 134 55I.44 134 405.86 17 2 23 89 biran.,iG,oftkPwnouySchool Dhahira TeejaurT,d &ConuacWulgCo I 8 298 59% 4 896 12 738.80 12 735.07 3 23 894) BurhmGw, PrjinarySchool Dhahira Tcmu,Tid &CoitrutingCo I 19 645 59% 11 590 30 156.59 30 147.76 5 23 8 9 i1wauniGioAIsPrrim.rySchoul Dhahiira reeja,uT,d &Co.ractingCo I 21 303 59% 12 569 32 702.65 32 411.48 7 23 89 G...15 Priniwy School Dhahira Tqawk Trd. & Contra-rng Co 1 22 970 59% 13 553 35 261.88 35 261.88 9 23 89 BKuauuiGiodati-rySchot Dhahira TtcjiuTfd &Co)1nCawingCo 1 7 259 59% 4 283 11 143.60 11 143.60 34 23 89 Hwa.u GmohPriniurySchooi Dhahira T-jaiiTrd &Con5actingCo I 2 075 59% 1 224 3 185.00 4 269.55 Sub Total 81 551 48 115 125 188.52 125 969.33 18 14-A 2 88 Tfrlcnce rq,ewlcd w&ritAm5applicason (14.a) 1 59% 2 842 7 394.83 7 394.83 L. 4 2 88 It1. Awajr Secojidary School Muscat Rusmia Enterprmes I 38 628 59% 22 791 59 298.46 59 252.76 6 2 88 laidAianmir SondudySdhool Muscat RasmiaEirpris, 1 57 774 59% 34 087 88 688.68 88 688.68 9 2 88 I tdAwu"duS-oidarySchooi Muscat RasnuiaEnIerprises 1 36 427 59% 21 492 55 919.25 55 919.25 10 2 88 I ilu Aw uir Scco,ldary School Muscat Rasmis Enerpniss 1 3 167 59% 1 869 4 862.11 4 862.11 10 2 88 Iab Awali Se-ondary Schooi Muscat Rasmia Enterpmues 1 44 190 59% 26 072 67 836.49 67 836.49 11 2 88 IhlAwu Seoiidwy School Muscat Rwia Ewitcrprises 1 57 195 59% 33 745 87 800.50 87 851.49 23 2 88 ad A.Awuir Secondary School Muscat Rmiiia Elerpnrps 1 73 001 59% 43 070 112 063.48 111 652.16 27 2 89 IlJ A-wu^ S-.dAuy ScO%l Muscat Rammia Eafetrpzs 1 333 383 59% 196 696 511 775.36 513 887.21 32 2 88 ilduAw S,-SncoduySchool Muscat RasnmiE.tErpiisp I 10 146 59% 5 986 15 575.67 15 575.67 2 88 1 W A ~wawxS,c..Aary Shool Muscat Rammi Enkrpnt I 1 9 225 59% 11 343 29 512.89 29 512.89 Sub Io4. 1673 138 399 993 1 040 727.73 1 042 433.54 19 6 19 89 IbPri.mirySChool Sharqiya SaidAAlI. S.ud ARashdh I 15 153 59% 8 940 23 261.82 23 261.82 6 1 9 8 Ibra Primary Shool Sharqiya SaidAbdall Said Al Rshdi 1 15 727 59% 9 279 24 142.81 24 142.81 8 19 89 Ib'P. rn-yS ho., Shiarqiya S.dAbd.lluSad Rasld hd 15 568 59% 9 185 23 898.42 23 919.82 9 19 89 Ib,, Pririy School Sharqiya Sid Abdju Said A Kshdi 1 13 504 59% 7 967 20 729.98 20 729.98 21 19 89 ibt' P.n"sn &t., Sharqiya SuId Abdla Said Al Rshdi III1 537 59% 907 2 359.83 2 354.68 4 of 11 WB1 ED3.XLS  Loan Accounting & Monitoring Details I.B.R.D Loan No: 2799-OM for the Thir(d Education Project Applln Pr,Ojict D escuiptiIon Region Contractor Category P.ld Amount Disburscients of World( Bank Loan _ Date Ycar Nuivie RO. %/P R0. u.s.s (CBO) US$ Bank books Sub Too 61 490 36 279 94 392.86 94 409.11 20 27 25 89 Ibn Seeonday School Dhahira AlTla Enwlrpriscs LLC I 1 116 301 59% 658 617 1 713 632.20 1 720 703.55 Sub Tol| 1116 301 658 617 1 713 632.20 1 720 703.55 21 5 20 88 IbnGubTeachenIe TiuugSchool Dhahira BinAjm uEsr b6stunezit I 103 870 59% 61 284 159 451.43 158 031.73 5 20 88 IbnGub T achens TrOung Schol Dhahiira Bur Ainoa EstablistuincI 1 78 984 59% 46 600 121 247.56 120 168.01 7 20 88 IbnGutsTc..h.5Trauiuno,Sah- Dhahira Bw Aineir EMablulunaii 50 793 59% 29 968 77 972.81 77 972.81 8 20 88 lbnG.uGTe T.ch-TiuuuSg ScitooI Dhahira LUnicit EstbbaIsluooim 1 53 284 59% 31 438 81 796.22 81 869.45 1I 20 88 IbnGu6 T-achers Trug Schooi Dhiaiira bin Aneo Eslbbshmcnm I 1 075 59% 635 1 650.97 1 651.93 11 20 88 IbnGub.TeLch- TraoinigShool Dhiahira bunAmeiuEsiwbfishmrnt 5 1 753 59% 30 534 79 446.26 79 492.40 11 23 X8 Ibn Guls T.es Tr..u, School Dhiahira Bin Amu E~tobIhnmeil I 1 075 59% 635 1 650.97 1 651.93 13 20 88 IbnGulsTach- a IrauungSchooI Ditahira BuiAineir Esm.bIblnema I 109 896 59% 64 839 168 701.88 167 892.11 14 20 88 IbnGulsTeaciers Tiwung Schol Dhahtira bmAjncbu EtUbtshuninl 1 155 128 59% 91 525 238 136.14 231 427.94 16 20 88 Ibn Guls Tcchm Trainog Sehool Dhahira Bin Ameu Estabbstunet 1 219 777 59% 129 668 337 379.39 336 656.31 25 20 88 Ibn Guts Tachers Tawting Schooi Dhahira BDi Anica EslabI.shrnent 1 25 931 59% 15 300 39 807.27 39 732.31 28 20 88 Ibn Gii1s Teaeh Traing S&howl Sub Conba SABRYTRADING I 1 121 59% 661 1 721.02 1 721.02 33 20 88 lbnGul,T .h.JiTrauung Sciooi Dhahira HuiAmeuErabbslulnenm 1 187 840 59% 110 825 288 352.50 288 607.81 1 Sub TjuI 1 040 529 613 912 1 597 314.43 1 586 875.76 c 22 3 27 88 MajinislzkNoPriySchool Dakitilia AJLohaTrddCotC.un.ig Co 1 18 893 59% I 1 147 29 002.32 28 993.82 4 27 88 MajuusIzhPnmazyS,hool Dakhilia A LohaTid&ContarctiugCo 1 20 075 59% 11 844 30 816.50 30 792.75 10 27 88 Mpjous z Prunuy School Dakhilia Al Loh, Trd & Coiiuauhng Co 1 20 729 59% 12 230 31 821.61 31 821.61 21 27 88 M^jIAoNoiarty saioot Dakihilia ALohuT,d&Contwung Co I 1 753 59% 1 034 2 691.41 2 685.54 27 88 Mjus IzBPnnimmySchool Dakhilia AlLohuTrd&Conuac,LgCo 1 6 380 59% 3 764 9 794.00 8 945.53 Sub T.Id 67 830 40 019 104 125.84 103 239.26 23 6 5 90 Ji-h-BWh Pmn.ry Scho-I Dakiiilia Ah M.ohancd Ah Al Mahmqi Co 1 22 823 59% 13 465 35 035.18 35 035.18 6 5 90 J,unah BWa Pmny School Dakitilia All MAled Ah Al M-rqi Co I 30 093 59% 17 755 46 195.09 46 195.09 12 5 90 Jnm-Ih-BahlaPWriuyS,hool Dakhilia AliU ob anid AMAl MnduCo 1 8 234 59% 4 858 12 639.24 12 652.08 10 5 90 Jwuh-Baida Priuny School DakAilia Ab Moh n1 dM Aih Al Klu,li Co 1 28 161 59% 16 615 43 230.23 43 230.23 Sub Tu4ul 89 310 52 693 137 099.74 137 112.57 24 8 8 90 Kah-uI Ibn Prunary Sool Dhahira rjui T,d & Conuactuig Co I 1 863 59% 6999 18 210.88 18 227.18 8 8 90 Ka-lbnPoniaryS ,oIl Dhahira reejwuTid &C.nu.ctuq Co I 22 172 59% 13 081 34 035.45 34 065.92 I 8 S 90 Kahu-n.I .PunnayS,hool DiOahira r`ejwlibd &CnnsUctingCo I 22 301 59% 13 158 34 234.05 34 253.93 18 8 90 Kahun-I bnn.,rnayS.wot DOiaiura reejiTrd JCona. C .ctigcn I . 30 529 59% 18 012 46 865.04 46 900.75 Sub T"Aio 86864 51 250} 133 345.42 133 447.79 5 of 11 WB1ED3.XLS  Loan Accounting & Monitoring Details I.B.R.D Loan No: 2799-OM for the Thir(d Education Project Appik 11roejcCt D I)c ptiolnmI Reglual Con(ractsr CategOry P.Id Anow.l Disbursemenits of World Bank LoaII # Date Year anae 1t.0. 1. O. U.S.s (CBO) USS Bank books 25 9 15 90 SumJNizwsPaP-ySchool Sharqiya AlBUhoolCoiitdcng Co. 1 22 465 59% 13 254 34 485.85 34 485.85 16 15 90 Su. wPna nzy School Sharqiya Al Bboot ConImdWtg Co 1 14 707 59% 8 677 22 576.70 22 528.32 15 90 SuaJNazwaPrmnmySchool Sharqiya AlBahooCwtracangCo. 1 1 714 59% 1 011 2 630.00 2 402.16 17 15 90 SualPNizwa NunzySchool Sharqiya AlBaihootContnrcongCo. 1 3 955 59% 2 334 6 071.78 6 066.88 Sub TomI 42 841 25 276 65 764.33 65 483.21 26 2 28 88 Mu( fD"aNizwaPmnay hool Sharqiya AlBahootCoiLtraWta5 Co. 1 23 242 59% 13 713 35 678.16 35 667.71 4 28 88 NW DosNtwajPmiiaryuilool Sliarqiya AlB.hoo(CwofdctuigCo. I 21 726 59% 12 819 33 352.33 33 326.63 8 28 88 M.f. aDwNizwaIihuinyschool SlIarqiya AlBahJooCoiitractioCo. I 20 768 59% 12 253 31 880.94 31 909.48 9 28 88 Mufa Daris Nizwa Pnmy school Sharqiya Al Bhool Contrcing Co I 5 750 59% 3 392 8 826.42 8 826.42 28 88 i.Dsf Dn Nuw Pmiy sshool Sharqiya Al Bohoo Co,Iauig Co. I 7 690 59% 4 537 11 805.00 10 782.32 12 28 88 M..f DiS N..P Ima,y school Sliarqiya Al BahCoo itcig Co. I 3 211 59% 1 895 4929.60 4 934.61 21 28 88 Mura Dns Niwa Pinuy school Sharqiya Al BM ooaCouug Co. 1 2 113 59% 1 246 3 242.90 3 235.83 SubiTA 84 4499 49 855 129 715.35 128 682.99 27 4 14 88 NLwa Teachts Tm1urn Coa,c Sharqiya Al Twh1d EnlOpnm LLC 1 93 764 59% 55 321 143 937.49 143 826.57 5 14 88 Nim Tecaher TLuungCoDege Sharqiya AlTu4iEntcrpns sLLC 1 52 128 59% 30 755 80 020.88 79 308.40 7 14 88 NrzwaTe TLinugCun.BeVe Sharqiya AlTud"EnleapmaLLC 1 50 018 59% 29 510 76 782.26 76 782.26 W 8 14 88 NizwaTcadher TinugCoLCo5c Sharqiya AlTukiEaterpriscsLLC 1 50 295 59% 29 674 77 207.81 77 276.93 9 14 88 Niwa Te.che Truurni Corege Sharqiya Al Tu b Esicapries LLC I 50 601 59% 29 854 77 677.16 77 677.16 10 14 88 Nizwa Tedier Tuaiung CoDeg Sharqiya Al TurW EnLerpnm LLC 1 52 023 59% 30 694 79 860.91 79 860.91 12 14 88 Nwa Teha Tiaiirng CoDege Sharqiya Al TwbI EliUeprins LLC 1 60 213 59% 35 526 92 433.55 92 527.44 12 14 88 NwSTOScher TiuwiguCoDqe Slarqiya AITu EOerpieso LLC I 87 585 59% 51 675 134 452.01 134 588.58 14 14 88 NuiwaTeacherTrauu;%gCollge Sharqiya AlTwuiEwertmi eLLC I 141 740 59% 83 627 217 585.25 211 455.96 14 14 88 NizwsTedhuTr uiungCoUge Sharqiya AlTuwEniapnrimLLC 1 160 033 59% 94 419 245 665.83 238 745.52 17 14 88 NizwmT-at.aTanuiwgColege SubConua Baiww uinpeuing 1 35 522 59% 20 958 54 530.05 54 486.07 29 14 88 NLzw Tca higTr Anwg Cofke Sharqiya Al lki aEtapuism LLC I 23 384 59% 13 797 35 896.91 35 896.91 29 14 88 N-w.T crhef Tmiu CutColege SubContrsct BaIhwasWin emr6 I 911 59% 537 1 398.21 1 398.21 Sub Tdi 858 217 506 348 1 317 448.32 1 303 830.92 28 5 I 89 Quiya Prinly Scl.c-2 Muscat NakhalTi.digCo 1 16 949 59% 10 (0O 26 018.20 25 786.54 7 I 89 QuniyatPinmuySchood 2 Muscat N&" Tradu% Co I 15 802 59% 9 323 24 256.93 24 256.93 8 I 89 QwiystotwneySMoI-2 Muscat N& ajTr,djngCo. 1 16 656 59% 9 827 25 568.61 25 591.50 9 I 89 Quny. Prinuy Schoot-2 Muscat NkhulTradig Co 1 15 756 59% 9 296 24 186.41 24 186.41 9 1 89 QwiyaaPn arsySchool-2 Muscat N.AM1Tr&duugCo. 1 18 310 59% 10 803 28 107.72 28 107.72 9 . 1 89 Qwiym Pnmy ySchool 2 Muscat N*kJalTra&dngCo. 12 394 59% 7 313 19 026.63 19 026.63 6 of 11 WB1 ED3.XLS  Loan Accounlting & Monitor-ing D)etails I.B.R.D Loan No: 2799-ONI for the Tlhir(d Education P'roject A Appi- PrIj ct I iDesacription Regioln Contr(etor Category J'Ad An..o.. DisbUrsements of World Bank Loan # Datc Ycar Name RPO. % RO. U.S.S (Cio) USs Bank books I( 1 89 Qulyt Pnury Schol -2 Mliscat N h" TTrdaig Co 1 21 474 59% 12 670 32 964.85 32 964.85 1 I 1 89 Qw,y. Pnmuiy Shol .2 Muscat NukttTiaduwg Co 1 44 942 59% 26 516 68 990.64 69 030.71 12 I 89 Qu=y,tPiunaryShioot 2 Nluscat Nakhl T,.dugCo I 30 259 59% 17 853 46 449.90 46 497.08 16 1 89 QuriyatPru.y SchooI-2 Muscat N4ak.hTt.dmg Co 1 69 430 59% 40 964 106 581.98 106 353.55 I 89 Quny1PIu.-ySdho.w-2 MLIscat NakhaiTrduigCo I 6 983 59% 4 120 10 719.10 10 719.10 Sub T.uI 268 954 a 158 683 412 870.97 412 521.02 29 8 1 88 Qunyut Pnary Sclhooi I Muscat Ge.era] Cuntrqachng & TrJ Co 1 7 815 59% 4 611 1 1 996.80 12 007.54 9 I 88 QunyauPmsarySchool I Muscat GeneraIConuq.cng &TrdCo 1 16 092 59% 9 494 24 703.35 24 703.35 9 1 88 Quny.lPrns.-ySd-ioo I Muscat G-ne.W CoLtrqactu%g &TldCo I 16 132 59% 9 518 24 764.22 24 764.22 1 1 I 88 Q,y^I P--ouy Sd-.,ol -1 Muiscal GeneraiConiLuqcting & h,dCo I 12 596 59% 7 431 19 335.49 19 346.72 1 1 1 88 QunyA PrunryschdooiI Muscat Uen-I Contsqacg & TtdC. I 13 994 59% 8 256 21 481.48 21 493.96 12 I 88 QuyltPu-y S-IIo Muscat Ge-erluC-trquctng &TrdCo I 15 857 59% 9 355 24 341.30 24 366.02 25 1 88 Q-nyal P-ury Schoo 12 Muiscat GeneralConuq.ctng &T,dC. 1 2 115 59% 1 248 3 246.74 3 240.63 Sub Total 84 600 49 914 129 869.38 129 922.44 29 27 32 89 k.uo.q sco-nA4rySchool Batina OMANIESTABLISHMENT 1 342 047 59% 201 808 525 076.70 527 243.45 i 35 32 89 R.,waq econdryShool Balina OMANIESTABLISIIMENT I 37 146 59% 21 916 57 022.58 57 022.58 x Sub ToIA 379 193 223 724 582 099.28 584 266.03 30 1(0 2 9(0 s5ha.n Pmu,ary s5io..i Batina SAIF BIN SAIDContraclos I 13 944 59% 8 227 21 404.95 21 404.95 10 2 90 sdhuwPu-uy BatooI Oatina SAIFBINSAIDComtiUaors 1 20 184 59% 11 908 30 984.09 30 984.09 Sub To.1l 34 127 20 135 52 389.04 52 389.04 31 6 12 88 Al S-jSuma Priuary Schol Dakhilia Ai Al HukniT,udu.% I 14 503 59% 8 557 22 263.62 22 263.62 8 12 88 AJ Suwanj SaaPnPmary School Dakhilia Ab AlIIu-s Trdrng I 117 885 59% 10 552 27 455.25 27 479.83 9 12 88 A] S.anj SmnoPary ShooI Dakhilia Ab Ali lukani Trsdirng 15 638 59% 9 227 24 006.26 24 006.26 34 12 88 AiSu.,i Pnmarysiho.i Dakhilia AhAlI 1ka,u Tradi,n I 1 654 59% 976 2 463.00 3 301.70 Sub Tolal 49 681 29 312 76 188.13 77 051.40 32 3 13 89 S,,h Al M.A,1 P^miy Sdlo Dakhilia Ab MImced Ah Al Md.urn,C. I 22 912 59% 13 5 18 35 171.95 35 161.65 4 13 89 SidAlIM11.sh PrunyS,h.ol i)Dkiilia Ab M-I--dAbAJ uNidq.Co I 21 320 59% 12 579 32 728.48 32 703.26 6 13 89 sed AEim-, inuurys,i- Dakhilia AbM,11-lAlia"qiC. 1 22 441 59% 13 240 34449.47 34 449.47 9 13 89 sea, Al M,asin P-m-y Sj-.oI D)akhifia Ab M.I,nied Ab Al MIauuqi Co I 17 3 19 59% 1 0 218 26 586.15 26 586.15 12 13 89 S.), Al M.... PInu-rysdI t)akhilia AlM,Wh.,-dASAI MuI-rur1do I 9 432 5'9% 5 565 14 479.82 14 494.53 21 13 89 SedMNul MaaApnuySchool Dakhiliya ASMoM.w-dAhAIMuMgqiCo 1 13 455 59% 7 938 20 654.76 20 609.72 Sub TwAl 106 88(1 63 059 164 070.63 164 004.77 33 4 5 88 Al114nmy Sh- sPn.y Sh-l IBalina MohanedbinSaud CotCo I 1 20 547 59% 12 123 31 541.62 31 517.31 7 of 11 WB1 ED3.XLS  Loan Accounting & Monitoring Details I.1.R.D Loan No: 2799-ONM for the Third E(Iuca1tion Project AppilIn Project D I)escription Region Cojitructor Category P.ldAn-ooo Disbi,rsenients of World Bank Loan Daiel Ycar Nunic RO.0. % RO.. u.S.s (CBO) US$ Bank books 5 5 88 AJlIliiiiya ShinuPNrly School Baiiia MohanedbinSaidContCo 1 21 878 59% 12 908 33 585.60 33 286.57 6 5 88 Haniya Shmias Piualmy School Batila Mohuned bin Said Contr Co. I 23 476 59% 13 851 36 038.44 36 038.44 19 5 88 Al llairiy Shinas Prfuny School Batina Mohumed brn Sad Contr Co I 1 690 59% 997 2 593.99 2 592.19 Sub TWA 67 591 39 879 103 759.65 103 434.51 34 2 15 88 Sa.w Pnrnary School Wusta SaoniwinaAlKkhduiTOd I 15677 59% 9 249 24 065.44 24 058.39 4 15 88 sinawPn.ry School Wusta SWi" Jma AlKhadwnTid. I 15633 59% 9223 23 997.71 23 979.22 5 15 88 S-aw PrimmySchool Wusta SAim Jun ; fid tCunT I 15773 59% 9306 24 213.46 23 997.87 5 11 89 Suw Prunr Shool Wusta S^J Jw. Al KhU d T 15 775 59% 9 307 24 215.80 24 000.19 6 15 88 Sinaw P-aruySchwl Wusta SWutioliaMtdursTid I 10 065 59% 5 938 15 450.47 15 450.47 15 88 Sin.w PriySchool Wusta SalunnirnaAlKhduniT[d. 1 5 900 59% 3 481 9 057.00 8 272.38 13 15 88 sur,nw ainirschool Wusta Sal ,nsn AtlKhduri Trd I 1 617 59% 954 2 481.64 2 469.73 Sub Td.i 80 439 47459 123 481.52 122 228.25 35 4 8 88 S,ohr Teachers Trawig Collecg Batina Al Tw Enlerspeis LLC I 94 138 59% 55 541 144 510.88 144 399.52 5 8 88 Sohm Teachers Trowig CoBege Batina Al Turid Enscrpises LLC 1 52 263 59% 30 835 80 228.28 79 513.95 6 8 88 ShrTeachers T a.icO iuiiCoIegC Batiiia Al TukiEnterprisesLLC I 5I 076 59% 30 135 78 406.86 78 406.86 6 8 88 SohogTeahen TrainiCoUegt Batina AlTuridEnterprisesLLC I 52 414 59% 30 924 80 460.72 80 460.72 7 8 88 Soha Te rainsTr.ung Cottc Batina Al Tri Enlerpriss LLC 1 51136 59% 30 170 78 499.00 78 499.00 s 9 8 88 Sohl TeachersTrruungCollege Batina AlTurb Enterprises LLC I 50 542 59% 29 820 77 586.28 77 586.28 10 8 88 SohwTeachersTraiurngCollge Batlia AlTw iErterprisesLLC 1 50 863 59% 30 009 78 080.14 78 080.14 10 8 88 Sohnu Te.che,s Tming CoDege Batina MTurta Enlerprises LLC 1 53 542 59% 31 590 82 192.76 82 192.76 11 8 88 Soli TeachersTiningCollege Batina A Twb Eneroprises LLC 1 57 511 59% 33 931 88 284.76 88 336.03 14 8 88 soha eachersTrainingCoDUge Batilia ATubEnterorisesLLC I 153 233 59% 90 408 235 228.10 228 601.82 14 8 88 Sohw Teachers Traiin CoDege Batimna M Tkid EnErprises LLC 1 200 033 59% 118 020 307 070.87 298 420.81 15 8 88 s,thar Teacherz T.auukg CTUege Batiina A Twbj EuIerpises LLC I 38 661 59% 22 810 59 347.81 59 344.40 24 8 88 Soha T-ache.sTrsoi.* Collge Batiisia AlTwubiEntkrp-s LLC 1 24 196 59% 14 276 37 143.96 37 143.97 Sub TOW 929 608 548 469 1 427 040.42 1 410 986.26 36 4 6 90 sP sny Schoow Sharqiya Nos Trd. CoOtiorg 1 22 881 59% 13 500 35 124.14 35 097.07 6 6 90 S.Psny Shool Sharqiya NouwTrd. SConUorg 1 15 035 59% 8 871 23 080.06 23 080.06 9 6 90 swrpiri|eSchool Sharqiya Nows Dd ACotnactS 1 16 574 59% 9 779 25 442.72 25 442.72 10 6 90 s.Pni uyScrhool Sharqiya NowsTrd. &cncocurg I 25 119 59% 14 820 38 560.39 38 560.39 34 6 90 S" POaIy Schhol Slharqiya NouTrd AConnucrg 1 2 041 59% 1 204 3 134.00 4 201.18 SubTOd 81649 48 173 125 341.31 126 381.43 37 9 4 90 A Ain-Suwiq Prunary School Batina Al Shantim Trd & Contractu gCo. I 22 463 59% 13 253 34 482.74 34 482.74 8 of 11 WB1ED3.XLS  Loan Accouttitng & Monitoring D)etails I.13.R.D) Loan No: 2799-OM for the Third_ Education Project Applka Project D |hscrlption Region Colitrastor Cstegory PaidAn,ouni Disbursements of World Baiik Loan D I)e Vearl Nile ILO. % - Ro. U.S.s (CBO) USS Bank books II 1 4 90 Al AmSuwAiq Pmnawy Shoo Batina Al Shtnan Trd & Co.rcutmg Co 1 20 781 59% 12 261 31 901.28 31 919.81 l 4 90 Al A.i-S.wwq Prunaiy Sclooi Batina Sud Sood Ai Hashri Cont Co I 20 630 59% 12 172 31 669.67 31 688.06 13 4 90 A Ami-Suwaq Priitwy School Batina Ai Shatfan Trd & ConhacLing Co I 12 614 59% 7 442 1 9 364.12 19 271.17 17 4 90 AiAn-Suwuq PrunnySchool Subcontbac BAiIWANENGINEERINGCO 1 4 104 59% 2 421 6 299.92 6 294.84 19 4 90 AlAiii.Suwaq Pnunay Sch-l Batimia Ai Shanfian T[d & Conlt.ctug Co I 1 375 59% 811 2 110.38 2 108.92 2(0 4 90 AlnA-Su.wq Pmin.ySchool Batina AlSh,uon i1rd&Contracung Co 1 2 389 59% 1 409 3 666.97 3 671.79 Sub T. Wl 84 356 49 770 129 495.08 129 437.33 38 34 6 88 Lqd6t M,wwu Pnunuy SO-B Uatina Al Abbady rfad I 80 949 59% 47 760 124 264.00 166 578.17 Sub Tio, 8( 949 47 760 124 264.110 166 578.17 39 4 I I 89 Wak Qooyot B"tda Pwnrary S,hnol Balina Al MapdTtd & CotLarcgC Co I 16 15(1 59% 9 528 24 791.24 24 772.14 8 1 1 89 Wadi Quiyat BatuPruFnmary sclw Batina Al Majid Tid & Conbrarsig C. 1 17 623 59% 10 398 27 053.05 27 077.27 Sub ToUlI 33 773 19 926 51 844.29 51 849.41 Category I - Civil Works 7 614 956 4 495 666 11 697 030.74 11 707 692.30 9 14 X8 F'qouotI.Fw Fauitwre&T-wlung M4enals ELCO Id.a(dt1&Tid Co 2 1 590 100 1 590 4 136.96 4 136.96 9 8 88 Equiprenl,Fw1ult hATaasthgMa,tna&6 ELCOlndu ATiai&Trd Co 2 1 590 100 1 590 4 136.96 4 136.96 9 14 88 Eq.pm.nt,FumwreL&TeachingMMaoetiai OHIElectowcTnd. 2 17 100 17 45.53 45.53 9 20 88 Equipmenet Fwlutwe &l Tc,Iung Maten.5 OlI Electrnic Trd 2 17 100 17 45.53 45.53 C 9 8 88 Eqwpmnk Funutwc J Telcung Matcriais OHi Electojc T[d 2 17 100 17 45.53 45.53 10 2 88 Eqwpment. Fure A Teaching Materiais Oman Modem Electoniacs 2 220 100 220 572.41 572.41 1 0 14 88 Equpment Fuwiture & Tca,chljio MLnais Shah Nagardas TFd 2 195 100 195 507.36 507.36 10ID 8 88 Equrpmen Future & Teachug Matei.is Orn Modm Elecuonucs 2 220 100 220 572.41 572.41 10 8 88 Eq.pmenL Fwmutwre& TeachlugMaterials ImilniaunF-lunug 2 5 218 100 5 218 13 575.87 13 575.87 10 2 88 Equ,pnmen. Fwnt. & T-clung Marcnts MwsLafa A J.w.dTid 2 1 015 100 1 (15 2 640.89 2 640.89 10 8 88 Eqwpmcnk F-1wnlwo &Tealung MatnaI Futuny Frnaile 2 2 051 100 2 051 5 336.78 5 336.78 1(1 8 88 Eqwupmentc, rFnumie&T,wc &T M-a-nag P.ly Prod-ct 2 2 130 100 2 130 5 541.97 5 541.97 10 14 88 Eqoupmlenlt Furiorwe&Tei,t-g M-a.ci6 llunrFuniAuwng 2 5 218 100 5 218 13 575.87 13 575.87 1 0 14 88 Eq,upmernt Fwruwe & 1eachrg Materialn O,n- Modem Elecliomcs 2 220 10() 220 572.41 572.41 10 14 88 Eqwpamert, Funut-e &Te.chlug M,tenah Ilntewia.orra1Fou,r4Iwu 2 1 251 100( 1 251 3 254.93 3 254.93 10 14 X8 Eqw,olpm-. F-a &ure Te-chtwgMaterna FtluuyFurrozre 2 2 051 100 2 051 5 336.78 5 336.78 10 8 88 Eq.opment, Foor&Te OT.g Malenag s rtooeiorwIt o al F-tuang 2 1 251 100 1 251 3 254.93 3 254.93 10D I 89 Eq,.p-i,eU 1 trure&TeachingMatenl., AiKhadoFonwunt. 2 5 024 100 5 024 13 (071.76 13 071.76 1() 1 89 Eq,up-nrnFumnre&TeclhingMa knls li.him" uF humrr g 2 517 100 517 1 346.46 1 346.46 10 1 89 Eq.pine.L F.Fihre & Te.chng Materials Fuhtny Fumaue 2 885 100 885 2 302.00 2 302.00 9 of 11 WB1 ED3.XLS  Loan Accotitinlg & Mlonitoring Details 1.1.R.D Loan No: 2799-OM for thc Tlhirdl Education P'roject # Appiko Pro ject I D resrliion ItegIleu ('olirasctor (ategoly P.Id Aniould Disbuirseiements of Worldt Banik Loan U Dtel - Year N.mcI t0. % [O. u.s.s (citO) USs Bank books 10 I 89 Lquipi.e,tFwFunutwea&c T-gMieunals AMSCbCC?enty 2 782 100 782 2 034.23 2 034.23 1 I 114 88 Fqu.p.n-o .uFw.-e&TeaclwugMalerals lIuw.;uF"nishing 2 10 268 100 10 268 26714.63 26 730.15 II1 8 88 Equip-ne. Fwuiw-&T..clwgMnalie-n lnemalionalFdn sFwu 2 11 579 100 I 1579 30 125.80 30 143.30 1 1 20 88 :quipiica.Fu-nuweATeachligMaktals OiEllekunics 2 7 032 100 7032 18295.00 18 305.63 12 8 88 Equipmwnt.Funime&TeachigMale a IshinanEu swThrng 2 15 756 100 15 756 40 994.69 41 036.33 12 14 88 Equi -et. Fonurue&TTac-ItgMatriuals IntmaoniAFonm,lw.g 2 7436 100 7 436 1 9 346.28 19 365.93 12 2(0 88 Eqnupipim-,Fwmuwre&Teaclig Malernias OllElectronics 2 4 911 100 4 911 12776.58 12 789.56 13 14 88 iquinpi i Fwnuwe & Teching M-enajs hi szuwn. Funusi,u.g 2 621 100 621 1 617.04 1 609.28 13 8 88 Eqwip.u,eu Fxwe&TeacwsgMuteTi- s Mniua-n-Fwdu,snug 2 1 251 100 1 251 3 255.21 3239.59 13 20 88 Equip.n-, FunIre&.eaci-wg Maenais 0111EIecI.uaou 2 936 100 936 2 435.34 2 423.66 14 14 88 Eq,upl-,., F-nut,ue &eTchuingMaenail, IIhusiwu Fmunung 2 6 050 900/% 5 445 14 167.14 13 926.70 17 14 88 lquipmnen Fwnuwc & Tahwig Malenais SeiflianLh Al Yuby 2 207 100 207 538.59 538.16 17 14 88 Equpn-noFwnuute&TeachulgMaIrnuas FhAliSalchHamoud Td 2 1 470 100 1 470 3 825.99 3 822.90 20 4 88 Equpnent, Iu'nuluc &TuacluwgMatenals AllawdSSkelFFunshing 2 2 495 90 2 245 5 841.80 5 849.48 20 4 88 Eqwpmenl, Funulwe&TeachIigMatenals SeifilimihAl Yaiby 2 2 525 100 2 525 6569.70 6 578.34 1 21 4 88 Equpnna.Fwwu-ae&TeacUcigMatals O-iueikehn &Semces 2 18 560 100 18 560 48290.58 48 185.30 s