Sri Lanka - General Education Project

Document of The World Bank FOR OFFICIAL USE ONLY Report No. 16654 IMPLEMENTATION COMPLETION REPORT DEMOCRATIC SOCIALIST REPUBLIC OF SRI LANKA FOR A GENERAL EDUCATION PROJECT (Credit 2072-CE) June 9, 1997 Population and Human Resources Division Country Department I South Asia Region This document has restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed withough World Bank authorization.  CURRENCY EQUIVALENTS Currency Unit = SLRupees (Rs) US$1.00 = Rs 58.0 (January 1996) FISCAL YEAR (FY) and ACADEMIC YEAR (Government of Sri Lanka ) January 1 - December 31 PRINCIPAL ACRONYMS USED ADB Asian Development Bank DCA = Development Credit Agreement GTZ Deutsche Gesellschaft fuer Technische Zusammenarbeit GDP = Gross domestic product GEPI = First General Education Project (this project) GEP2 Second General Education Project (project under preparation) GNP Gross national product GOSL = Government of Sri Lanka ICB International Competitive Bidding IDA International Development Association MEHE = Ministry of Education and Higher Education MOFP = Ministry of Finance and Planning MDU = Management Development Unit NCB = National Competitive Bidding NIE = National Institute of Education PCU Project Coordination Unit SDR = Special Drawing Rights SWD = School Works Department UNDP = United Nations Development Program Vice President: Mieko Nishimizu Acting Director: Fakhruddin Ahmed Acting Country Manager: Roberto Bentjerodt Division Chief: Barbara Herz Task Manager: Albert Aime  FOR OFFICIAL USE ONLY TABLE OF CONTENTS PREFACE PAGE EVALUATION SUMMARY Introduction ....................................................i Project Objectives ....................................................i Implementation Experience and Results ....................................................i Component 1: Increase of Equitable Supply of Education Facilities and Materials ................................................... ii Component 2: Improvement of Management and Supervision .......................... ............. ii Component 3: Strengthening of NIE and Planning Offices ............................................ iii Sustainablity of the Project and Future Operations ................................................... iv Bank Performance ....................................................v Borrower Performance ....................................................v Future Operations ....................................................v Key Lessons Learned ....................................................v PART I - PROJECT IMPLEMENTATION ASSESSMENT A. Background ....................................................1 B. Policy Context and Linkages to Sector Policies ....................................................1 C. Project Objectives and Description ....................................................1 D. Implementation Experiences and Results ....................................................2 Component 1: Physical Facilities ....................................................2 Component 2: Improvement of Management and Supervision ...........................................4 Component 3: Education Policy Development ....................................................6 E. Other Project Features ....................................................9 F. Project Sustainability ................................................... 10 G. Evaluation of Program Objectives ....................................................1.1 H. Bank Performance ................................................... 12 1. Borrower Performance ................................................... 13 J. Future Operations ................................................... 13 K. Key Lessons Learned ................................................... 13 PART II - STATISTICAL AND DATA TABLES Table 1 Summary of Assessment Table 2 IDA Credits Relevant to the Project Table 3 Project Timetable This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization.  Table 4 Credit Disbursements: Cumulative, Estimated and Actual Table 5 Key Indicators and Project Targets and Achievements Table 6 Studies Included in the Project Table 7-A Project Costs Table 7-B Project Financing Table 8 Status of Legal Covenants Table 9 Bank Resources: Staff Inputs Table 10 Bank Resources: Missions Table 11 Summary of Technical Assistance Costs ANNEXES Annex 1 Mission's Aide-Memoire (with Operation Plan) Annex 2 Borrower's Contribution to ICR Attachment 1: Physical Facilities Attachment 2: Education Equipment/Vehicles Supplied Attachment 3: Training Programs and Activities Attachment 4: National and International Training Programs Map: No. (No map in SAR)  IMPLEMENTATION COMPLETION REPORT Democratic Socialist Republic of Sri Lanka General Education Project (Credit 2072-CE) PREFACE This is the Implementation Completion Report (ICR) for the General Education Project in the Democratic Socialist Republic of Sri Lanka for which a credit in the amount of SDR 38.5 (US$49.0 equivalent) was approved on December 12, 1989 and made effective on April 19, 1990. The Credit was closed on December 31, 1996 following a one-year extension of the project closing date with SDR 35.4 million (US$51.4 million equivalent) disbursed. The last disbursement for this project occurred on June 3, 1997 with the credit being fully disbursed. The ICR was prepared by Messrs. A. Aime and Ms. S. Vedamuthu with the assistance from Mr. Allak and Ms. R. Serrano (SAIPH). Peer reviewers were Messrs. J. Bregman (SAIPH), F. Farner and J. Smith (former Task Managers). The report was reviewed by Ms. L. Lowenstein (SAlCO), Ms. V. Abraham (LOAAS), Mr. D. Mead (LEGSA); Messrs. Singh/Litvak (SASVP), J. Socknat (ASTHR), and by the Environmental Division (ASTEN). The report was also reviewed by Mr. P. Blay, Principal Operations Officer (SAIPH); Ms. B. Herz, Division Chief (SAIPH); Mr. H. Gassner, Acting/Project Advisor (SA1DR); and Mr. F. Ahmed, Acting Director (SA1DR). The borrower provided comments on the draft ICR and its own evaluation of the project is included in Annex 2 of the ICR. The preparation of this ICR was begun during the Bank's final supervision mission in November 1996 and is based, inter alia, on the review of the Staff Appraisal Report (Report No.79 1 8-CE), the Credit Agreement, supervision reports, correspondence between IDA and the BorTower, and internal IDA memoranda.   IMPLEMENTATION COMPLETION REPORT Democratic Socialist Republic of Sri Lanka General Education Project (Credit 2072-CE) EVALUATION SUMMARY Introduction 1. This was the first project financed by the International Development Association (IDA) in the basic education sector in Sri Lanka. It was designed to address quality and equity in primary and secondary education with a focus on rural primary and lower secondary schools (the so-called Type 2 and 3 schools), where most shortages were being experienced. Project Objectives 2. The project objectives were to: (a) increase the effectiveness of the system by upgrading facilities and increasing the supply of educational materials; (b) improve efficiency through better management and supervision; (c) reduce regional and local disparities in the quality of schools; (d) support decentralization; (e) strengthen planning; and (f) begin adjusting the balance between education and training by adjusting to labor market requirements. The project was responsive to national education policies. The objectives were highly appropriate, particularly, as the project also set the ground for activities supporting other education quality objectives. The project was designed with the assistance of a substantial study of the education system by the Sri Lankan branch of a major international management consultancy firm funded by a Project Preparation Advance. Implementation Experience and Results 3. The project experienced a slow start during its first two years due to: (a) slow staffing of the project coordination unit (PCU); (b) continued civil strife; (c) changes in national devolution policy, requiring a reassessment of the decentralization component; and (d) lack of continuity of IDA task managers and inadequate supervision input. 4. A mid-term review determined that project goals were still valid, although only SDR 4.0 million out of SDR 38.5 million had been disbursed. The mid-term review focused on: (a) increasing the dialogue and participation of the provinces; (b) increasing Government and IDA monitoring efforts; (c) shifting the civil works responsibilities to the School Works Department (SWD), which had national and provincial offices; (d) transferring project planning activities to the Planning Unit in MEHE; and (e) clarifying communications between the provinces and MEHE/PCU and formalizing the implementation roles, thus enhancing implementation. 5. Following the mid-term review, the Government took immediate action to upgrade staff of the PCU, established a constructive dialogue with the provinces and increased its monitoring. IDA also substantially increased its input by focusing on project implementation and preparation of a second project based on the findings of an education sector report. These efforts paid i  dividends with project implementation experiencing a major improvement. By the end of the fourth year, disbursements had already more than tripled that of the first three years. In spite of the improved performance, it was impossible to overcome the time lost. Based on the validity of the project objectives and improved implementation, IDA agreed to extend the closing date by one year to December 31, 1996. By the closing date project goals had generally been reached and the Credit disbursed. Component 1: Increase of Equitable Supply of Education Facilities and Materials. 6. The project was intended to upgrade substandard schools by improving infrastructure (classrooms, water supplies, latrines, and furniture) and rehabilitating existing classrooms. The project targets were met or substantially exceeded. Inputs were directed primarily to rural schools with the worst facilities. As a result, the project also greatly increased equity. Students in the poorer rural schools, who prior to the project had only about 40 percent seating were all seated by the end of the project. Implementation, which had been slow, progressed well when responsibility was re-assigned from the PCU to the MEHE School Works Division. 7. Supply of educational equipment and materials also exceeded project goals. The equipment input was the largest of its kind in the last decade. Consumables were financed by IDA on a declining basis, with the annual national allocation increasing from Rs 10 million to about Rs 70 million, a level that has been maintained in the national budget in 1996 and 1997. Project inputs are having a positive impact on education quality by giving teachers and students needed equipment. This component was successfully implemented during the last three years of the project: Little procurement had occurred by the mid-term review because the PCU lacked a procurement officer and the procurement capacity of the MEHE had been over-estimated at the time of appraisal. Once a trained procurement officer was recruited, implementation progressed well. Component 2: Improvement of Management and Supervision. 8. The sub-components were implemented unevenly. (a) The strengthening of divisional offices to support decentralization was halted by a series of changes in national devolution policy; it was only re-started after the mid- term review when policy became clearer. Eventually, 59 administrative centers were constructed (Table 1) and administrators trained. Because training started late, 80 percent of the provincial directors and only 38 percent of the zonal directors were trained. (b) Strengthening school management through clusters and other arrangements was intended to be supported by a "Management Development Unit (MDU)", to be established for the life of the project in MEHE. In fact, the unit was combined with PCU and two full-time staff were appointed to primarily overview the management training programs but did not play the full role intended. The component was useful, however, in support of a parallel government initiative, the creation of school development boards at the community level attached to each school. (c) Studies of the management systems and personnel procedures, including a useful study on teacher attendance, subsequently contributed to the design of the follow-up Teacher ii  Education and Deployment (TETD) Project. A teacher handbook has been printed, helping to reduce teacher absenteeism. (d) Training of school principals was successful. A team of 32 mid-level staff were trained in the UK, USA and Malaysia for about two years to serve as trainers. They prepared good training materials/modules in management and supervision, and designed programs for principals of Type 2 and 3 schools and provincial and zonal administrators. By mid-term review, the impact of the training programs were already being demonstrated. On that basis, the MEHE requested that the training be expanded to include all principals. However, due to the delayed allocation of the government contribution (budgeted in January, but not released until May), the MEHE was unable to reach the expanded targets. Although it reached the numerical target of training 8600 principals, opening it to all school principals meant that only about 65 percent of target schools were covered. These training activities are now well established and the MEHE intends to continue them. In the future, more hands-on activities taught by experienced practicing principals and technology training should be added. Although the project targets were not fully attained, much was achieved during the latter years, and a very positive impact on the quality of administration is already evident. 9. The management training of supervisors has, in turn, enabled the training of subject supervisors and master teachers, whose school supervision activities have been facilitated by the supply of vehicles. Another important training activity added during the mid-term review was the training of secondary English teachers. The project targets were broadly met, despite delayed budget release. It is premature to assess the full impact of these training activities, but early indications of the application of more responsive management practices and improved English language teaching are very positive. Component 3: Strengthening of NIE and Planning Offices. (a) Education planning and policy analysis. Strengthening of planning offices was to occur as a result of international and national training, technical assistance interventions and by focused studies. Only the overseas training allocated to National Institute of Education (NIE) started during the first year of the project. All 13 fellowships were awarded and completed by 1994. However, since MEHE decided to delay the recruitment of TA until its planners had completed their training--which was only started after the mid-term review--the goal was only partially achieved. When the component was re-assigned from PCU to the MEHE planning unit, implementation accelerated and training goals were achieved. MEHE now intends to continue the in- country training programs with the assistance of the University of Colombo computer center and to use funds from the proposed Second General Education Project (GEP2) to recruit needed TA. Computers were supplied for the Education Management Information System (EMIS). (b) The study of education-employment linkages. This study was carried out entirely by local consultants. It produced a series of analyses and recommendations of varying value that have contributed to the ongoing dialogue on reform of vocational training and technical education, as well as to the design of the project on secondary education now being financed by ADB. The study did not, however, really meet its (perhaps over-ambitious) objectives of providing guidance for a far-reaching reform of the iii  education system so that those leaving education would more rapidly find employment. A major accomplishment is that the National Education Commission and the IDA Education Sector Report and studies funded by the project formed the basis of a national education reform outlined by the President of the country in April 1997. (c) Studies. All planned project studies were completed and additional ones undertaken with good use or follow-up underway. These studies have influenced important policy decisions in teacher education, education management and financing of education. Most of their findings are or will be addressed during the ongoing TETD project or will be addressed during the GEP2 project scheduled for appraisal in June 1997; the Credit financed valuable preparation studies for these projects, as well as a seminar on the IDA Education Sector Report findings. If the proposed in-country follow-up training focusing on the capacity building of planners occurs, it is expected that the MEHE and provincial planning offices will be greatly strengthened. The project prepared a teacher education action plan and supported national seminars on teacher education; and it funded regional education tours for senior officials and the preparation of a teacher handbook and a maintenance manual. Sustainabiltity of the Project and Future Operations 10. Most project activities seem likely to be sustainable. Potential sustainability aspects that can be mentioned at this early stage are: * Government has adopted a policy (in the TETD) of allocating 3 percent of the recurrent provincial block grant (increasing to 6 percent by 1999), to sustain quality and equipment inputs and I percent of the annual capital budget of each province for maintenance of schools. These measures should assist with the sustainability of the large facility, furniture and equipment inputs of the project. - A school facilities analysis is being carried out, resulting in the rationalization of construction of schools to reduce costs. In addition, the development of facilities and furniture norms will enhance the effective use of future allocations for equipment, materials and facilities. * MEHE plans to sustain training of supervisors and principals that will continue to improve school management. * The large number of staff trained in education planning will maximize the use of EMIS equipment and improve the impact of project TA. The National Planning Office plans to strengthen provincial planning offices starting 1997 complementing these efforts. * The formalized monthly consultation between the MEHE and the provinces will continue to enhance administrative cooperation and facilitate the sustainability of the project inputs. * The permanent structure of school boards will facilitate community participation. * The proposed follow-up GEP2 project being prepared will assist with the implementation of management recommendations and continue to strengthen planning. The strengthening of the financing of the education system, planned as part of GEP2, will help sustain project achievements. iv  Bank Performance II. Bank staff contributed substantially to project implementation by building a supportive working relationship with PCU and MEHE. IDA missions lacked sufficient implementation focus during the first two years when staff was in transition. In addition, during the review visits of the final year of the project, when the TETD project was being prepared, missions could have been longer. In general, after the second year, the Bank's performance was good. During the latter years, it was able to improve its communication to an almost 48-hour turn-around. Such quick and timely communication complemented by quarterly project progress reviews helped PCU remain focused. Factors that assisted turn this operation around were continuity of task managers, a high level of decentralization of authority to the task manager; and efforts by IDA to frankly address issues with the Government when they arose. Once a clear understanding was reached, implementation progressed well. Bank performance was generally satisfactory and strong during the later years of the project. Borrower Performance 12. The Government's performance was initially weak but improved with time, especially following the mid-term review when key staffing shortages were addressed and the provincial administration were involved. By the fourth year of the project, when the PCU recruited an experienced procurement officer, an accountant and support staff, the project took off. Initial difficulties in the processing of civil works invoices and of procurement were addressed. However, they were unable to make up for lost time, and on the basis of performance during the fourth and fifth years, a one year extension of the Credit closing date was granted. The project was completed in December 31, 1996, generally meeting or exceeding targets. Government performance progressively improved and was satisfactory during the final years, with some very significant accomplishments. Future Operations 13. As indicated above, the studies and intensive dialogue facilitated by this project led to a focused policy dialogue and resulted in the preparation of the TETD project, which became effective on August 27, 1996. The project studies are also assisting the ongoing preparation of the system-based GEP2, a reform operation, is now scheduled for appraisal in June 1997. Analysis of sector issues is scheduled to continue under the ongoing TETD project and the proposed GEP2 with the intent of improving the cost-effectiveness, quality and responsiveness of the education system. In addition, it is hoped that continued dialogue with the Government will bring about sufficient policy progress to address management and cost effectiveness issues in other subsectors of the education system. Key Lessons Learned 14. The following are the key lessons learned from the project implementation experience: * The need for Government to address the lengthy period required to staff new project implementation units; * The need for Government to address the annual timing of resource allocation to ensure that implementation occurs all year rather than as at present a "spurt-and-stop" approach; v  * Future MEHE equipment and educational materials inputs should also include staff training; * That the membership of tender committees needs to be further standardized by MEHE to reduce the numerous and lengthy reviews; * Firmer application or adherence to training selection criteria by MEHE is needed to ensure that only staff involved or designated to apply training skills are selected to maximize the return on investments; * Joint efforts by the Government of Sri Lanka (GOSL) and IDA to standardize the content of the progress reports should be continued; * The management authority of PCU needs to be clarified to facilitate PCU implementation. Once a management decision is approved, PCU should have sufficient authority to implement; * Project performance and sustainability increased when operational unit responsible for continuation of the activities were given implementation responsibilities. This was well demonstrated when the civil works activities were placed under the responsibility of the central and provincial School Works Units following the mid-term review; * Future investments in the education sector should be criteria-based, and measures to assess the impact of these inputs should be developed; * Formalization of communication and consultation (in decision making) with the provinces greatly accelerated project pace and increased responsiveness of inputs; and * When IDA chooses task managers appropriately and gives the task manager sufficient authority and resources to address policy and implementation issues, the implementation pace of a project improves. vi  Democratic Socialist Republic of Sri Lanka General Education Project (Credit 2072-CE) IMPLEMENTATION COMPLETION REPORT Part I: Project Implementation Assessment Proj*ect Identity Name: General Education Project Credit: 2072-CE Unit: South Asia Country: Sri Lanka Sector: Education A. Background 1. This was the first project in Sri Lanka that the International Development Association (IDA) financed in the general and basic education sector in Sri Lanka. IDA's involvement in the education and training sector had been limited to two construction industry training projects. This input represented the results of a broader sector dialogue started in 1985. In 1988, in face of major internal conflict, the Government determined that the quality of education had deteriorated to the extent that it needed some external assistance to address quality, equity and management issues. B. Policy Context and Linkages to the Sector Policies 2. The project's direct links and response to national policies were very strong. The national policies stressed: (i) improvements in education quality; (ii) strengthening of institutional capacity; (iii) preparation for devolution to provincial authorities; (iv) increasing linkages between the job market demand and education programs; and (v) strengthening planning capacity. The project was responsive to these objectives and its conceptual framework was shared and understood by the Government and IDA. C. Project Objectives and Description 3. To address the education quality of basic education, the Government, in cooperation with IDA set the following project objectives: * increase the effectiveness of the system by upgrading facilities and increasing the supply of educational materials; * improve efficiency through better management and supervision; * reduce regional and local disparities in the quality of schools; * support decentralization;  * strengthen planning; and * begin adjusting the balance between education and training by adjusting to labor market requirements. 4. The project was to focus on the upgrading of the general education system (primary and secondary) while addressing longer-term development of education training needs. The description of the project components are: * Physical facilities: an infrastructure component to upgrade substandard schools to an agreed minimum level through the provision of facilities, equipment, and recurrent material inputs. This would also include the rehabilitation of dilapidated schools, including those damaged by recent floods; * Management strengthening: designed to improve school and teacher performance through the upgrading of management skills, strengthening management structures, and revising management procedures; and * Education Policy Development: including (i) a study of the mismatch between labor market requirements and the output of educational system; and (ii) strengthening the planning and analysis capabilities within the Ministry of Education (MOE), which is now known as the Ministry of Education and Higher Education (MEHE). D. Implementation Experiences and Results 5. The project experienced two amendments to the Development Credit Agreement: (i) the first, as a result of the belated mid-term review held in January/February 1994. An amendment dated April 15, 1994, added to the project the training of English teachers and expanded the original principal training program (which focused on the training of Type 2 and 3 schools principals) to include all the principals; and (ii) the second amendment occurred in December 1, 1995 when the project closing date was extended by one year, from December 31, 1995 to December 31, 1996. Component 1: Physical Facilities. 6. The education system's effectiveness and equity was to be improved by the provision of basic facilities, primarily for Type 2 and 3 rural schools where the greatest shortages existed. 7. For physical facilities, targets and achievements were: classroom 116 percent; water supplies 118 percent; latrine and urinals 123 percent; science and multi-purpose rooms 140 percent; education offices 180 percent; desks and chairs 330 percent; and chaldboard 98 percent. Based on these results, the facilities targets were met or substantially exceeded targets and achievements listed in Annex 2, Attachment 1. 8. Achievements of project goals were: (a) The project has enhanced the equitable supply of facilities and educational materials to the most deprived areas of the country and assisted with the reduction of urban and rural disparities. The latrines and water supply provided are generally working and are estimated to be positively improving health conditions of school children. In respect to furniture, the students attending 2  classes in Type 2 and 3 schools were targeted since only 40 percent had desks and chairs before the project. By the end of the project, all the students in Type 2 and 3 schools had desks/seats. In addition, desks/seats were provided to Type C schools experiencing serious shortages. Standard seating and desks for infants, child and students were designed to improve the seating comfort of the children. Room dividers were reduced because schools preferred wall-attached blackboards; and since primarily single classrooms were built, the number of room dividers was reduced. (b) The supply of physical facilities in the end more than achieved its target. But it experienced a very slow start due to: (i) a lack of clear implementation guidelines; (ii) a serious shortage of staff within the PCU to overview civil works activities; (iii) slow processing, by provincial staff, of invoices of civil works activities completed; and (iv) delays to address the administrative changes resulting from the total transfer of school construction responsibilities to the provincial Ministries of Education and provincial Public Works offices (following a devolution of power to the provinces shortly after project effectiveness and for which new procedures had to be prepared). Matters were further complicated by four additional factors: (i) the lack of the definition of communication channels between the Central MEHE/PCU and the provinces; (ii) the ongoing civil strife which made it difficult to undertake civil works activities; (iii) the provincial directors not being fully briefed on the project goals and procedures; and (iv) the implementation responsibilities for the construction activities not being initially transferred from the PCU to the School Construction Unit (SCU) within the MEHE and to its branches located in the provinces until after the mid-term review. (c) Implementation was enhanced when monitoring engineers were hired at the national and provincial levels. Once the management issues listed above were addressed and particularly when the PCU was staffed to properly monitor and process invoices, payments and submission of replenishment to IDA implementation improved. At that stage, project implementation improved, demonstrating a sufficient contractor implementation capacity and reducing the need to rely on community groups or societies to build rural schools. However, during project implementation, questions began to arise about the location and links with the demographics and enrollment needs of some of the facilities being constructed. To assist clarify this situation, it was agreed that the project would fund a national primary and secondary facilities analysis. That analysis, completed in mid- 1996, revealed that a few facilities had been constructed in areas of little need while some sites were still experiencing serious shortages. Efforts to address this issue were made during the final year of project implementation. The school facilities analysis will assist future projects to better respond to actual needs. (d) An important management impact resulting from the civil works and training components was the formalization of monthly consultation between the central Government and the provinces. These meetings were chaired by the Secretary of Education facilitating the resolution of problems. Such consultation greatly enhanced project implementation and communication of policy decisions, 3  enabled the MEHE to better address fiscal problems and is now facilitating the beginning of a quality and management dialogue. (e) For supply of education equipment to schools, the project covered the priority needs (mathematics and science) and accounted for the largest vehicle, equipment and educational materials inputs to the Sri Lanka schools and administrative offices during the last decade. The project inputs are outlined in Annex 2, Attachment 2. (f) The equipment inputs exceeded the project targets and are said, according to MEHE officials, to already have important impact on the education quality and exams results particularly in the rural areas (where shortages were the greatest). The supply of equipment in Jaffna demonstrated the flexibility of the project to meet urgent needs as the civil unrest finally drew to an end, consistent with project objectives. However, the use of the equipment could have been further improved if teachers had been trained in their use. Only a limited number of provincial and zonal teacher training courses were carried out to improve the use of these inputs. (g) The procurement activities were hampered by MEHE's limited capacity to undertake timely procurement activities, contrary to appraisal estimates. Progress was further hampered by the lack of a full-time procurement officer needed for the large scope procurement activities (about ten times greater than done prior to project). This situation resulted in very little procurement progress realized during the first three and a half years of the project. Most of the project procurement was done during the last three years of project implementation when a full-time procurement officer was employed. Lack of PCU staff greatly retarded positive inputs in the schools and resulted in higher equipment and material costs. Procurement was also hampered by the large numbers and varying membership of the technical and tender committees established for each procurement activity. Processing was slow with only a few procurement activities meeting the procurement tender validity period. Other procurement activities, (EMIS for instance) had as many as four different review committees over a period of two years, with the committee memberships being changed each time and expertise not always related to the activities in question. Following discussions between IDA missions and MEHE, it was agreed to establish standard tender committees with knowledge in the field and further streamline and clarify the selection process. Progress has been made, but MEHE still needs to continue to clarify and increase the transparency, standardization and procurement procedures. Component 2: Improvement of Management and Supervision. 9. The goals of the project were to be achieved through the following key project inputs: (a) Training of national trainers to design and run the national school management training programs. For that purpose, 32 staff members were selected for management training in the UK, Malaysia and US. Part of the training included the preparation of instructional modules covering all aspects of education 4  management. Without this well organized, although lengthy, comprehensive training program, the quality of the management training programs would not have been so positive. Upon their return, in 1992, the trainers (minus 2 who were promoted) initiated the training for the existing and future principals and deputy principals for Type 2 and 3 schools (rural schools) and of district, zonal and provincial administrative officers. The 28 trainers continue to be assigned to the provinces and are running training programs. Because of the two-year period required to train the trainers and develop training materials, the training did not begin until 1993. During the mid-term review, it was recommended (based on positive improvements in management practices demonstrated by the first group of principals trained) to expand the principal training to cover all the principals in Type IABC schools (it was still estimated that all the principals could be trained within the remaining project period). Contrary to mid-term estimates, not all the principals were trained. The lack of attainment was largely linked to the slow release of annual budgeted funds. Since funds were usually not released until about May or June, training activities could not begin until such release, leaving only about 50-60 percent of the calendar year for staff training. This shortage of time and not the MEHE capacity prevented the project from achieving its targets. Only about 64 percent of the project targeted Type 2 and 3 principals were trained. Although, if one takes into consideration all the principals and deputy principals trained, the original target was exceeded, further confirming that this component was generally successful. The various training programs and activities undertaken by the project are outlined in Annex 2, Attachment 3. (b) The principal and management trainers' training modules included management, pedagogical, financial and administrative aspects of school management. These courses were offered in blocks of 10 days to all the principals and appear to have had a positive impact on school administration. However, assessment of the training impact has not been done and should be undertaken before a second round of training is undertaken (proposed for the Second General Education Project (GEP2) now under preparation). The provincial directors have indicated that the knowledge in management and performance of the zonal and provincial management officers and principals appear to have improved management practices. Management training has been decentralized to the provinces (where the in-service budget is located) and such training is expected to be continued. The MEHE and the 28 trainees however should develop plans for the training of additional trainers for sustainability reasons. In addition, future courses should reduce the theoretical elements and increase the number of hands-on applications and introduce technology (computers, etc.) to the principals and administrators. Without further training, the long-term needs to strengthen education management necessary to improve education services will be difficult to achieve. (c) The strengthening of divisional offices to support decentralization was halted by a series of changes in national devolution policy; it was only re-started after the mid-term review when policy became clearer. Because training started late, 80 percent of the provincial directors and only 38 percent of the zonal directors were trained. 5  (d) The project helped to improve the availability of divisional and zonal offices by constructing 59 such centers to support decentralizing administration to lower levels. The physical inputs were fully successful. However, weak definition of roles of the management levels limited initial use of these facilities. In late 1995, MEHE consolidated its administrative structure, and the centers which were built are now being used. As indicated above, about 80 percent of the provincial directors benefited from management training. On the other hand, only about 30 percent of zonal heads were trained once the roles were finally clarified. MEHE rightfully waited until administrative structures were clarified before training started. However, now that the zones play a more important role with schools, the staff at that level should be included in ongoing and future training programs (such is planned during GEP2). (e) The addition of three types of teacher upgrading in English using full-time and week-end immersion approaches and direct contact modes, introduced during the mid-term review, appear to have improved the performance of the secondary English teachers. The weekend mode was to allow more practicing teachers to attend courses. However, the materials (mostly self generated by the MEHE staff) were not of suitable quality and it was unfortunate that resources and materials from existing structured programs available within the country were not used. In the future, the MEHE should use existing and available commercial materials rather than try to re-create materials without sufficient resources. The re-creation effort reduced the impact of the courses. Finally, the MEHE should also link-up with existing language institutions that specialize in the teaching of English as a foreign and second language to maximize the use of resources. (f) The principal and management training activities were coordinated by the Management Development Unit (MDU) established within the PCU. The trainers were located in the provinces and at NIE. Such management overview of the training activities was good and allowed the MDU staff to concentrate on the content quality and at the end evaluation of the management courses. However, due to recruitment and attendance difficulties, largely as a result of the national conflict, it is estimated that less than 50 percent of the Tamil principals were trained. Component 3: Education Policy Development. 10. The goal was to support the decentralization and strengthening of NIE and the planning offices at the national and provincial levels. The national and international training programs targets were met and are outlined in Annex 2, Attachment 4. 11. Observations regarding the training programs are: (a) The organization of the training programs except the NIE designated masters and PhD programs were started only in 1993. Most of the candidates were returning home at the final year of the project, leaving insufficient time to assess the application of the skills learned. It is urgent that lists of all the trainees be kept by the MEHE and that plans be made to utilize the skills of the upgraded trainees. 6  (b) It is expected that the trainees of the planning and management programs will require further in-country hands-on applications of skills to ensure the localization. The fact that the MEHE and provinces now have a core of better trained staff will greatly assist with the ongoing strengthening of the education planning offices. But, since the roles of the national and provincial offices, particularly of the planning offices are still not clearly defined, the MEHE and provinces need to urgently standardize their roles and responsibilities (good recommendations of the 1993 Academy for Educational Development (AED) study and the 1996 management study by Ernest and Young have yet to be applied by the MEHE). The development of management system has only begun and additional support and training are being considered as part of GEP2. (c) The EMIS national training is still ongoing and the setting-up of some of the zonal offices was recently finalized. It is urgent that a standard format be adopted, at the soonest, and further hands-on and on-site training be given to the provinces if an effective EMIS program is to be implemented. ODA/UK initiated a follow-up project in February 1997. In addition, the staff of the central unit requires some technical assistance and training in the analysis of data, preparation of tables for decision making and in report preparation. The MEHE needs to prepare an annual report (as it did in the past). The national and provincial planning units remain weak and it is unfortunate that the technical assistance recommended by the project was not recruited. On the other hand, the MEHE's position of not recruiting external specialists until their staff had been trained was valid. But, due to the delayed training of planners, only two part- time external consultants were recruited. (d) The MEHE has a good census (school data), but it does not utilize it effectively. The organization, delegation of authority and general work patterns, within the planning units needs to be rationalized with less dependency on part-time staff. A permanent core of planning staff urgently needs to be established to enable the MEHE to go beyond data input and to undertake analysis to make the unit's organization more responsive to needs. Some short-term technical assistance to assist with the implementation of the recommendations of the Educational Organization Structure Study which focused on the strengthening of the planning offices needs to be implemented at the earliest. Continued support for this core activity and further strengthening of the planning offices and EMIS system are planned as part of proposed GEP2 project. (e) Course selection criteria were not always applied in a satisfactory manner, since some of the candidates that selected for training were not always working or designated to work in the area of training. This was particularly evident in the external EMIS program (an estimate of close to 30 percent of the candidates did not work in the area of training and did not possess the required background skills). Such practices reduce the long-term impact of the training programs, lower the benefits obtained and negatively affect the implementation and sustainability of the EMIS knowledge and technology. In the future, selection criteria should be better adhered to in order to maximize the benefit of the limited resources available. 7  12. Supervision and School Board/Cluster Activities. In late 1993, the pilot development of school boards was formalized and all schools were mandated to establish consultative parent/community and school boards (now called societies) to improve the support for extra- curricular activities. According to MEHE, schools have generally established such societies, increasing the participation of parents. However, the cluster system was not fully implemented because of the numerous administrative structure adjustments brought about during the project, many as a result of political influences. The cluster system, though a good concept, was not suitably defined, staffed or funded to develop; and in a few cases, did not in address inequalities. It left resources in the lead school, giving marginal benefits to the small schools. By 1996, the provincial administrative system was again adjusted and the cluster was not retained. The MEHE should take note of recent research in the education sector, which indicates that when management structures are continuously adjusted, it can defeat the purpose. It is now known that sustainable impact on education quality and management usually only occurs when management structures and staff (administrators and principals) remain in place for three or more years. This ICR recommends that the MEHE establish, as recommended by the 1996 management study, a four tier administration -- one at the center, the second at the provincial level, the third at the zones and the fourth at the schools. It is felt that a more permanent and leaner staff (at all levels) with clearer job descriptions would reduce existing duplication and would improve the efficiency and cost effectiveness of the education system. Finally, the supply of vehicles to the zones facilitated increased visits to the school and broadened the dialogue with the new parent boards, improving understandings. 13. Project financing. Difficulties were experienced during the transfer of counterpart finds and replenishment of the special account. In many cases, lengthy intervals occurred between the time IDA replenished funds to the PCU via the Central Bank. The Central Bank often delayed the re-transfer of funds to PCU, sometimes for periods over one month. The PCU in the meantime was unable to undertake further commitments in spite of the fund having been replenished by IDA for the project. The Government of Sri Lanka (GOSL) should ensure that, in the future, funds are placed directly into the special account of the project and not retained for such long periods by the Central Bank. According to government procedures, the PCU could not undertake contracts, even for activities receiving 100 percent financing by the project even when all these funds were already available in the special account. To facilitate project implementation, clarification of the process regarding the utilization of available donor funds needs to be reviewed and resolved for future projects. As stated previously, the training programs were also negatively affected by the delayed allocation of budgeted funds, and this serious loss of three to six months yearly of crucial implementation time needs to be examined and reduced in the future to improve the public service's output. The lack of budget slowed down progress and made it very difficult for the PCU to control implementation when only part of the total annual budgetary period was available. The timely receipt of budgeted funds and the lengthy period required to obtain the multiple MOF and Public Service Commission authorization to recruit staff and have them on task (even when over 30 percent of the MEHE positions were vacant and budgeted) also need attention. The MEHE should be given more freedom to staff and implement sector activities (international research shows that Ministries with delegated implementation capacity execute projects better). Government controls are needed but should have clear time frames and decision-making steps, allowing officers to implement agreed programs. Further, to facilitate more timely implementation, the MEHE needs to address the time required to process documentation and numbers of, often duplicating, reviews required for each decision. Project efficiency was also negatively affected by the time required by other government offices to review and clear documentation. For instance, it took up to six 8  months for the Auditor General's office to review prepared audit reports. If such reviews had been shorter, it is likely that this project's disbursements would not have been frozen in late 1993. 14. Studies. Identified in the SAR and additional ones were undertaken. The list of these studies can be found in Table 7. Unfortunately, during the second year of project implementation, when IDA staff was in transition, insufficient attention was given to the policy issues in the studies and particularly those of the Labor Market Links and Teacher Absenteeism studies. Teacher absenteeism is being addressed in the TETD project and some positive inroads (controls) have been initiated and are reducing absenteeism. The teacher issues were later addressed as part of further sector work. Attention to the labor market study was stopped when project preparation of a technical project was dropped. There was an overall positive impact from the studies which guided key policy decisions for teacher and general education and assisted with the preparation of future projects. Both the Government and IDA could have increased their efforts to address the recommendations of the studies, and more structured follow-up should be undertaken during future studies. E. Other Project Features 15. Other project features and activities worth noting are: * As a first operation in the sector, the demarcation of responsibilities between the proposed PCU and the existing branches of the MEHE were not sufficiently defined. The assignment of all the project implementation responsibilities to a new MDU rather than assigning these to the responsible units confused the situation and delayed execution; * The extent of the proposed devolution or decentralization to the provinces had not been foreseen and immediate adjustments to such changes in authority were not addressed until the mid-term review; * The preparation, printing and distribution of a teacher attendance and record book for all the active teachers is a helpful management tool to control teacher absenteeism; * About US$300,000 was allocated to support a working party in the development of higher education strategy; * Funds were allocated to MEHE for the preparation of the TETD and GEP2 projects; * The project funded, in partnership with other donors, two national teacher education seminars and a national textbook seminar; * Project supported the preparation, printing and distribution of a school maintenance manual; * The project funded two education managers' tours to Asian countries (Australia, Singapore and S. Korea) and initial provincial consultative meetings; * As part of the civil works activities, funding was used to employ provincial staff to monitor implementation progress; and * The dissemination of the Education Sector Study which assisted to broaden the education dialogue was also funded by the project. 9  F. Project Sustainability 16. It is too early to assess the project sustainability, but based on the ongoing efforts of the MEHE and provincial authorities, it is likely that sustainability will occur for most of the project activities. Potential sustainability aspects that can be mentioned at this early stage are: * As a follow-up to this project, and integrated in the TETD, there will be an allocation of 3 percent of the recurrent provincial block grant, increasing to 6 percent by 1999, to sustain the quality and equipment inputs. In addition, as part of the same project, an allocation of 1 percent of the annual capital budget of each province will be allocated for maintenance of schools. These measures should assist with the sustainability of the project's accomplishments, including future facilities, furniture and educational inputs. Monitoring mechanisms are also being prepared for implementation as part of GEP2; * The current school facilities analysis has resulted in the rationalization/consolidation of over 200 schools. In addition, the ongoing development of facilities, furniture and educational material norms will enhanced the effective use of future allocations. Finally, permanent lists of essential equipment and educational materials will be used as a guide for future supply to schools, increasing equity and sustainability of the programs; * The training of supervisors and principals, which the MEHE plans to sustain, have already and will continue to enable the MEHE to introduce improved management concepts; * The large number of staff trained in education planning will enable the MEHE and provinces to maximize the use of the EMIS equipment and improve the impact of the planned short-term TA during GEP2. A 1997 National Planning Office project that aims at strengthening all the ministries' planning offices will also complement these efforts. All these efforts should enhance the collection and analysis of data and strengthen the operation of the national and provincial planning offices; * The formalized monthly consultation between the MEHE and the provinces will continue to enhance administrative cooperation and facilitate the sustainability of the project inputs; * The permanent structure of school boards /societies will facilitate the community participation in education activities; and * The proposed follow-up GEP2 project being prepared will promote further education reform and in particular will assist with the implementation of the management studies and continue to support the strengthening of the planning offices. The goal to address the financing of the education system, as part of GEP2, will also assist in sustaining the inputs of this project. Thus, through a combination of ongoing and follow-up-activities, it is expected that most of the project's efforts should be sustained. 10  G. Evaluation of Project Objectives 17. The status of the objectives and ensuing activities and results are summarized below. Objective Activity / Component Result Capacity Building and * Developing and setting-up a . Very effective management Management team of national trainers in training programs were organized Strengthening management for the training by the 32 trainers trained of administrators and externally for two years. Of that principals. group, 4 were promoted in the * Training of Education Ministry and the others are Planning Staff to improve assigned to the provinces and data collection and use of such continuing the training. The target data at the national and number of principals was met provincial levels. (expanded to all principals during * Recruitment of TA to the mid-term review) although strengthen the planning only about 70% of the Type 2 and offices. 3 principals were trained. Such * Upgrading of English teachers training is already having a as added during the mid-term positive impact and is being review. sustained by the provinces. . Due to project start-up delays, the training of planners did not begin until the third year of the project. The project training targets were met, but since the return of the trainees only occurred around project closing, further attention will be needed. * The recruitment to TA was delayed and only two short-term consultants were recruited. * The upgrading of about 2,000 teachers in English language is said to be improving exam results. Institutional Building * Setting-up of construction . Clear construction norms were criteria and norms to be used used during the project. The in the future for civil works mapping exercise has assisted and better linking these to toestablish a more equitable and enrollment and demographic priority based supply of facilities. needs; * Norms for the supply of furniture . Establishing more suitable to better fit the various sizes of the desks for the various children; students were established, increasing the comfort of the pupils. Supply of Facilities and * Supply of needed classrooms, * The project supplied 166% of the Qualitative Inputs water supplies, latrines, desks classroom target, 118% of the and chairs and multipurpose water supplies, 123% of the rooms. latrines, 330% of the desks and . Supplying the schools with chairs and 73% of the blackboards much needed equipment and and classroom dividers. These educational materials to teach objectives greatly increased equity 11  Objective Activity / Component Result the curriculum; and supplied high quality inputs (in Using the approach of comparison with previous inputs). declining contributions from A particular factor to note is that the project to increase the prior to the project only 40% of the availability of educational Type 2 and 3 schools (project materials and resources to the priority) were adequately seated students. and at the end of the project 100% were seated. * More than expected quality inputs of equipment and educational materials were supplied to the schools. The latter resulted in the most equitable and largest support, particularly to rural and poorer schools of the last decade. * The supply of education consumable was very successful with the MEHE annual inputs increasing from Rs 10.0 million to about Rs 70.0 million with level- sustained. These inputs are giving the teachers more materials and equipment to better teach the curriculum better and are improving the quality of education. Increasing knowledge of * Undertake key studies to assist * Key studies in teacher education, the Sector to Document the MEHE address key policy labor links, textbooks, curriculum, Needs and Improve Data and management issues. school facilities analysis, management, and for project development were funded by the project. These have enhanced policy decisions for teacher education and teacher deployment, the allocation of facilities, and the .____________________________________________________ organization of training programs. H. Bank Performance 18. The Bank staff contributed substantially to the project implementation efforts by building a supportive working relationship through the provision of professional management and implementation advise to PCU and MEHE. IDA missions lacked sufficient implementation focus during the first two years when staff was in transition. IDA missions would also have been more effective if the duration of visits had been longer and number of staff tasks assigned would have been reduced. Longer visits, particularly during the early period, could have facilitated quicker resolution of issues. In general, after the second year, the Bank's performance was good. During the latter years it was able to improve its communication to an almost 48-hour tum- around. The quick and timely communication, complemented by quarterly project progress reviews assisted PCU to remain focused on the tasks and kept IDA management sufficiently informed on the project. Other factors that assisted this operation turn itself around were: consistency of task managers, a high level of decentralization of authority to the task manager, 12  and overall efforts by the Division and Department to frankly address issues with the Government authorities when they arose. Once a clear understanding was reached, implementation progressed well, demonstrating MEHE's capacity (although still limited) to implement large projects in the sector. Bank performance was generally satisfactory and strong during the later years of the project. I. Borrower Performance 19. The government's performance, which was initially weak, improved substantially with time, especially following the mid-term review, when key staffing shortages were addressed and the provincial administration become involved. The PCU did not have a full time accountant or procurement officer and lacked support staff until the third year of project implementation (problems were exacerbated because staff responsibilities were not being sufficiently defined). By the third year of the project, when an experienced procurement officer was recruited from the Institute for Construction and Training and Development and an accountant and support staff added to PCU, the project took off. Initial difficulties in the processing of civil works invoices and of procurement were addressed, making it possible to complete the planned procurement activities. However, in spite of important efforts made by MEHE/PCU, they were unable to make up lost time. On the basis of the good performance during fourth and fifth years, a one- year extension of the project closing date was granted. The project was completed in December 31, 1996, meeting or exceeding the project targets. Government performance was weak at the start, but progressively improved and became satisfactory during the final years. Some important results were achieved and a process leading to further reform was begun. J. Future Operations 20. As indicated above, the studies and intensive dialogue facilitated by this project led to a focused policy dialogue and resulted in the preparation of TETD, with important policy reform, which became effective on August 27, 1996. The project and studies are also assisting with the preparation of the system-based GEP2 project, now scheduled for appraisal in June 1997, which will carry the reforms of the sector substantially further. The studies also assisted ADB with project preparation of the ongoing Secondary Education Project and the higher education analysis has facilitated a potential reform dialogue with the post-secondary subsector. Analysis of issues is scheduled to continue under the ongoing TETD project and proposed GEP2. It is hoped that consensus on policies, cost-effectiveness and responsiveness matters regarding higher education and technical subsectors could occur and result in future education projects. K. Key Lessons Learned 21. The following are the key lessons learned from the project implementation experience: * The need for the Government to address the lengthy period required to staff new project implementation units; * The need for the Government to address the annual timing of resource allocation to ensure that implementation occurs all year rather than the present "spurt and stop" approach. Also, the authorization of project activities expenditures totally funded by donor should be clarified to prevent present delays; 13  * Clearer follow-up procedures to address key policy recommendations of the National Education Commission and studies need to be institutionalized; * Future MEHE inputs of equipment and educational materials should also include staff training to maximize the benefits/use and maintenance of these inputs; * The membership of tender committees needs to be further standardized by MEHE to reduce the numerous and lengthy reviews and speed-up the procurement process; * Firmer application or adherence to training selection criteria, by MEHE, is needed to ensure that only staff involved or designated to apply training skills offered are selected to maximize investments. Also, future training programs should put more emphasis on in-county hands-on application of management practices; * The practice of MEHE not allowing candidates to do consecutive training has greatly hampered EMIS application. MEHE should allow the same candidates to needed follow-up training within reason; * Joint efforts by GOSL and IDA to standardize the content of progress reports should be continued. Benefits derived from the computerization of project data were so great that MEHE should ensure that future projects records are computerized; * The management authority of PCU needs to be clarified to facilitate PCU implementation. Once a management decision is approved PCU should have sufficient authority to implement; * Project performance and sustainability increased when operational unit responsible for continuation of the activities were given implementation responsibilities. This was well demonstrated when the civil works activities were placed under the responsibility of the central and provincial School Works Units following the mid-term review; * Future investments in the education sector should be based on clearly defined criteria and measures to assess the impact of these inputs should be developed. For instance, future construction of school physical facilities should be based on the conclusions of the recent facilities analysis to better match enrollment and demographic priorities; * Formalization of communication and consultation (in decision making) with the provinces greatly accelerated project pace and increased responsiveness of inputs; and * When IDA identifies a task manager appropriately and gives the task manager sufficient authority and resources to address policy and implementation issues, increased consistency occurs and the implementation pace of a project improves. 14  PART II STATISTICAL AND DATA TABLES Table 1: Summary of Assessments Sri Lanka General Education Project (Credit 2072-CE) A. Achievement of Objectives Substantial Partial Negligible Not applicable Macro Policies E D El Sector Policies E l3 0 0 Financial Objectives E lB I i Institutional Development : E al Physical Objectives i: El Poverty Reduction 0 Gender Issues : i 2l Other Social Objectives E El E0 Environmental Objectives E El El Public Sector Management iZ l1 E Private Sector Development El 1 El Other (specify) E] i El B. Project Sustainability Likely Unlikely Uncertain (/) (/) (,/) Highly C. Bank Performance satisfactory Satisfactory Deficient Identification i EJ Preparation Assistance Appraisal i i:i Supervision El El Highly D. Borrower Performance satisfactory Satisfactory Deficient (/) ($) (*f) Preparation E El Implementation E it E Covenant Compliance E El Operation (if applicable) El El E Highly Highl E. Assessment of Outcome satisfactory Satisfactory Unsatisfactory unsatisfactory 15  IMPLEMENTATION COMPLETION REPORT GENERAL EDUCATION PROJECT CREDIT 2072-CE Table 2: IDA Credit Relevant to the Project Credit Number Purpose of Year of Project Title Project Approval Status Comments Ln. 1642-BB, Barbados Broaden educational 1979 Likely Project closed on Education Project opportunity, improve the September 30, 1985. quality of the education and training system and its relevance to manpower needs, and increase the effectiveness of the system. Cr. 1359-CF, Central Strengthen the Government's 1983 Unlikely Project closed on African Republic Second capacity for education December 31, 1988. Education Project planning, evaluation and implementation, and improve the quality of primary education in rural areas. Cr. 1543-DJ, Djibouti Expand the accessbility of 1985 Likely Project closed on June First Education Project education in disadvantages 30, 1991. urban areas and in rural communities, reevaluate and review the management of the education system, and develop a system organized on a sound basis for financial planning and cost control. Cr. 1767-MW, Malawi Expand primary and 1987 Uncertain Project closed on First Education Sector secondard schools and December 15, 1994. Credit institutional development of education sector. Cr. 1981-MV, Maldives Finance overseas fellowship, 1989 Likely Project closed on Education and Training expand secondary education, December 31, 1995. Project and strengthen planning/efficiency of system. 16  IMPLEMENTATION COMPLETION REPORT GENERAL EDUCATION PROJECT CREDIT 2072-CE Table 3: Project Timetable | Date actual! Steps in project cycle Date planned | latest estimate Identification (Executive Project Summary) 03/13/88 Preparation Aug-88 08/22/88 Appraisal 04/89 05/07/89 Negotiations Jun/Jul 89 10/04/89 Letter of development policy (if applicable) NA NA Board presentation 08/89 12/12/89 Signing 02/14/90 Effectiveness 11/89 04/19/90 First tranche release (if applicable) NA NA Midterm review (if applicable) 02/12/94 Project completion 06/30/95 Loan closing 12/31/95 12/31/96 17  IMPLEMENTATION COMPLETION REPORT GENERAL EDUCATION PROJECT CREDIT 2072-CE Table 4: Credit Disbursements: Cumulative Estimated and Actual (US$ thousands) FY90 FY91 FY92 FY93 FY94 FY95 FY96 FY97 Appraisal estimate 2,500 8,100 16,700 26,200 36,600 46,100 49,000 49,000 Actual 0 1,033 3,656 11,403 15,867 26,497 46,317 55,802 Actual as % of estimate 0% 13% 22% 44% 43% 57% 95% 114% Date of final disbursement Jun-97 Disbursement Pattern: Estimate/Actual 60,000 50,000 40,000 t m N~~~~~~~~~~~~~~~~~~~~ Actual 0 .~20,000 103,000 0 FY90 FY91 FY92 FY93 FY94 FY95 FY96 FY97 18S  Table 5: Key Indicators and Project Targets and Achievements .... ..... ....... .. . ...... ............. ...... .. . . .... ..... . . ... .... ...... .................. . ... ..... .... ........ ..... ...... ...... ..... . .... .... ..................... ................. ........... . .... ................................................ ... Irldicitwi. FS;lliyg1 olsi1iiuaid hiI At hiiveimtil' 1. Institutional objective to To supply Target and ratio reached: upgrade physical facilities and 4,000 classrooms 6,632 or 166% supply of educational equipment. 650 water supplies 767 or 118% 3,700 latrines/urinals 4,544 or 123% 700 science/multi-purpose 980 or 140% 800 teacher offices/stores 290 or 36% (old classrooms used meeting need) 30 education offices for provinces 54 or 180% rehabilitation of classroom 1,834 (not specified) cupboards 3,000 (build-in classrooms) blackboards/room dividers 13,124 or 73% 2. Reduce the disparity in Allocate facilities and furniture Facilities were provided primarily to allocation of facilities. allocations to the most deprived types 2 and 3 schools greatly reducing Types 2 and 3 schools located in the the classroom shortages estimated at rural areas. about 60% to less than 20% and seating of pupils estimated at about 40-60% (dependent on provinces) to 100% seating. 3. Through training of staff 7,741 Types 2 & 3 principals improve the efficiency of 420 Types 2 & 3 Deputy principals 5,433 or 70% management, planning and 310 additional/new Types 2 & 3 179 or 43% decentralization to the provinces. Deputy/Principals 261 or 84% 267 Zonal Directors 106 or 38% 560 Type IAB Principals 337 or 60% 560 Type I AB D/Principals 510 or 91% 1280 Type IC Principals 787 or 61% 1280 Type IC D/Principals 866 06 67% 627 Prospective IAB Principals 497 or 78% 220 English Tutors 100 2452 English Trainees/teachers 2053 or 80% 4. Strengthening the Planning Training targets are listed in section Although most of the training was offices by training staff both in- 15 of this report with the intent to only undertaken during the three final country and abroad and through train about 20 staff at the post- years 100% of the project the training the supply of technical assistance. graduate, level and about 20 at the targets listed in section 15 of this degree level and about another 100 at report were met. practical level. Due to strategy to have TA assisted About 6 years of technical assistance trained staff and that the staff training was planned. only occurred at the end of the project, there was insufficient time to recruit the TA 6. Undertake studies to assist The Teacher Absenteeism; Teacher All the planned studies were assess education responsiveness Action Plan; Employment Links and completed. and effectiveness. Analysis of Planning Office studies were all undertaken as planned. Additional studies were added to the A school facilities analysis, project. management and financing of the system studies were added and completed. Overall most of the study recommendations are being taken into account. 19  Table 6: Studies included in the Project * Teacher Absenteeism and Teacher Action Plan were prepared, as planned, by national consultants and became important resource documents for the two national teacher education seminars, and assisted with the preparation of the Teacher Education and Teacher Deployment Study (jointly prepared by the MEHE and IDA),and became important sources of information for the Teacher Education and Teacher Deployment Project (Cr. 2881-CE) which became effective on August 27, 1996; * The Marga Institute Study on Employment Links and Management Structures greatly assisted with IDA and ADB activities. It delineated ways to improve the responsiveness of secondary education and became a key source of information for the Secondary Education Project prepared by the Asian Development Bank (ADB) and for the preparation of a vocational education project; * The 1993 AED study of education planning structures made good recommendations on how to strengthen the national and provincial education planning offices. Due to a lack of staff in the Planning Unit the recommendations were not acted upon and again repeated in the MEHE Management Study also funded by the project. The Management Study examined ways to improve the efficiency of the MEHE, reduce duplication between various units and the provinces. The conclusions of these studies are being examined for implementation during GEP2; * Physical Facilities Mapping which is assisting with the rationalization of the location and types of schools. Various scenarios to implement the proposed education structure are being examined as part of the project preparation activities for GEP2; * A study reviewing the financing of education was carried out by a team of national and an international consultants. The study revealed important inequities of the system and showed that the examination results of qualified teachers exceed by a minimum of three folds that of untrained teachers. That study was further supplemented by a social sector finance study funded by ADB. The conclusions of these studies are being reviewed and will assist the Ministry of Finance and Planning and MEHE establish a revised unit cost based financial formula for the education sector. * A final study reviewing the management structures of the Ministry of Education and Higher Education assessing how the provincial devolution could be best addressed and duplication of services and structures at the central and provincial levels could be better harmonized. All in all, the project studies have had a very positive impact on the evolution of policies or are being reviewed for future applications. 20  IMPLEMENTATION COMPLETION REPORT GENERAL EDUCATION PROJECT CREDIT 2072-CE Table 7A: Project Costs Appraisal estimate (US$M) Actual (US$M) Local Foreign Local Foreign Components Costs Costs Total Costs Costs Total Infrastructure 22.60 4.20 26.80 Rehabilitation 15.90 0.00 15.90 ) 21.36 33.46 54.82 Management 3.90 3.10 7.00 Management Training 0.80 0.40 1.20 0.17 3.99 4.16 Strategic Planning 0.00 0.40 0.40 Education/Employment Study 0.00 0.20 0.20 ) 0.04 0.74 0.78 Project Implementation & Coordination 0.10 0.00 0.10 0.06 0.18 0.24 Recurrent Costs 5.30 0.00 5.30 Baseline cost 48.60 8.30 56.90 21.63 38.37 60.00 Contingencies: Physical 4.70 0.80 5.50 Price increase 11.40 1.00 12.40 Subtotal 16.10 1.80 17.90 PPF Refinancing 0.00 0.20 0.20 0.02 0.02 Total project cost 64.70 10.30 75.00 21.63 38.39 60.02 21  IMPLEMENTATION COMPLETION REPORT GENERAL EDUCATION PROJECT CREDIT 2072-CE Table 7B: Project Financing Appraisal estimate (US$M) Actual (US$M) Local Foreign Local Foreign Source Costs Costs Total Costs Costs Total IDA: Civil Works 23.80 3.40 27.20 8.22 22.37 30.59 Equipment and Furniture 10.90 4.50 15.40 8.63 10.24 18.87 Classroom Supplies 1.10 1.10 0.05 0.14 0.19 Vehicles 1.30 1.30 0.24 0.71 0.95 Consultants and Technical Services ) 0.04 0.74 0.78 Training and Fellowships ) 2.00 0.60 2.60 0.17 3.99 4.16 Project Coordination and Operations ) 0.06 0.18 0.24 PPF Refinancing ) 0.90 0.50 1.40 0.02 0.02 Unallocated Subtotal 38.70 10.30 49.00 17.41 38.39 55.80 Domestic: Government of Sri Lanka Civil Works 19.80 19.80 3.17 3.17 Equipment and Furniture 0.38 0.38 Classroom Supplies 2.80 2.80 0.28 0.28 Vehicles Consultants and Technical Services Training and Fellowships 0.39 0.39 Salaries, Operations and Other Costs 3.40 3.40 Subtotal 26.00 26.00 4.22 4.22 Total project financing 64.70 10.30 75.00 21.63 38.39 60.02 22  IMPLEMENTATIQN COMPLETION REPORT GENERAL EDUCATION PROJECT CREDIT 2072-CE Table 8: Status of Legal Covenants Original Revised Covenant Present Fulfillment Fulfillment Agreement Section Type Status Date Date Description of Covenant Comments Credit Sch. 4, Para Project C 06/30/91 09/30/94 Complete study of employment-education In compliance. 1(a) implementation linkages by June 30, 1991. program Sch. 4, Para Project C 12/31/91 12/31/94 Prepare an action plan for employment- In compliance. 1(c) implementation education linkages by December 31, program 1991. Sch. 4, Para Project C 12/31/90 06/30/94 By December 31, 1990, complete an In compliance. 2(a) implementation analysis of teacher absenteeism. program Sch. 4, Para Project C 06/30/91 10/10/94 Prepare an action plan for reduction of In compliance. 2(c) implementation teacher absences by June 30, 1991. program Sch. 4, Para Project C 12/31/90 10/31/94 By December 31, 1990, prepare and In compliance. 3 implementation review with IDA an action plan for teacher program education. Sch. 4, Para Project C 10/10/94 Increase the provision for classroom In compliance. 5(a) implementation supplies to Rs. 40 million p.a. program; project funds Sch. 4, Para Project funds CP Sustain the "Rehabilitation and Partial compliance. 5(b) Maintenance of Capital Assets" program at a level of Rs. 100 million p.a. Sch. 4, Para Project C 01/01/93 02/12/95 Establish 32 positions of management In compliance. 7 implementation trainees. program Sch. 4, Para Project C Submit semi-annual progress reports. In compliance. 8 implementation program Sch. 4, Para Project C 06/30/92 02/01/94 Hold mid-term review. In compliance. 8 implementation program Article Accounts CD Submit annual audits by September 30. In compliance afte IVb(i), (ii), delays. and (iii) 23  IMPLEMENTATION COMPLETION REPORT GENERAL EDUCATION CREDIT 2072-CE Table 9: Bank Resources: Staff Inputs Stage of Planned Revised Actual Project Cycle Weeks US$000 Weeks US$000 Weeks US$000 Through appraisal 39.0 72.5 39 0 72.5 39.0 72.5 Appraisal--Board 19.3 39.7 19.3 39.7 19.3 39.7 Board--effectiveness 3.7 9.1 3.7 9.1 3.7 9.1 Supervision 58.6 159.7 56.5 159.8 64.8 160.6 Completion 5.0 7.4 5.5 17.2 4.7 14.8 TOTAL 125.6 288.4 124.0 298.3 131.5 316.7 Board date: 12/12/89 Effectiveness: 4/19/90 24  IMPLEMENTATION COMPLETION REPORT GENERAL EDUCATION PROJECT CREDIT 2072-CE Table 10: Bank R"ources: Missions Perfonmance rating Number Specialized Implemen Develop- Stage of Month/ of Days staff skills tlon ment Types of project cycle year persons in field represented sialus objectives problems Identification Mar/88 1 29 Economist Preparation Aug/88 3 23 Economist General Educator Consultant Preappraisal/ May/89 5 24 Economist Appraisal General Educator Consultant Consultant Consultant Supervision I Aug/90 2 7 Economist 1 t General Educator Supervision 11 Aprl91 1 6 Economist 2 1 Supervision III Jan/92 2 11 Economist 2 1 Disbursement lag; absence Educator of progress and audit reports; and using societies for construction. Supervision IV Jun/92 2 17 Educator 2 1 Disbursebursement lag and Economist absence of progress and audit reports. Supervision V Jun/93 3 14 Implement. Specialist 2 2 Disb. procedures markedly Educator behind; no submission of Economist progress and audit reports; lack of close supervision by a senior manager of MOEHE; and project steering committee inactive. Supervision VI Oct/93 1 6 Economist 2 2 Disb. and accounting proce- dures remain unsatisfactory; project not supervised by senior ministr ofricial; and MDU has not become the agency for admin. development. Supervision VII Feb/94 4 13 Sr. Education Planner 2 2 Mid-term review; reviewed Architect project objectives. Pr. Operations Officer Sr. Archidct Supervision Vil Jun/94 2 7 Sr. Education Planner 2 2 Project staffing: slow disburse- Sr. Architect ment; slow procurement. Supervkion IX Sep/94 1 13 Sr. Education Planner S S Serious disbursement gap, slow processing of procurement and disbursement applications; lack of adequate staff at PCU; and inadequate monitoring and lack of importance attached to implementation schedule. Supervision X Jarn95 2 7 Sr. Education Planner S S Economist Supervision Xl Apr/95 2 10 Sr. Education Planner S S Economist Supervision XII Oct/95 2 5 Sr. Education Planner S S Economist Supervision Xil Mar/96 2 7 Sr. Education Planner S S Supply of counterpart funds. Economist Supervision Xl Jul/96 2 2 Sr. Education Planner S S Slow disbursement. Economist Supervision XV Nov/96 2 4 Sr. Education Planner S S Economist 25  Table 11: Summary of Technical Assistance Costs ITEM AMOUNT (Rs) 1. Teacher Record Book 6,446,195.50 2. Physical Facilities Mapping Exercise of Government Schools 2,664,947.50 3. Teacher Attendance Study 557,009.00 4. National Workshop on Teacher Education & 127,305.00 Teacher Education Analysis & Teacher Education Sector Development Project 5. Educational Organizational Structure 2,271,448.55 Process & Staff Development 6. Education Employment Linkages in Sri Lanka 5,835,700.00 7. Books & Information Sector Study 10,176,595.60 (US$ 205,010.00 - Rs. 49.56 average) Book Sector Study Seminar 16,300.00 8. Strengthening of Strategic Planning Policy Analysis & 7,690,954.02 9. Preparation of Higher Education Sector Development Project 1,545,049.97 10. Sri Lanka Training Sector Strategic Review Report 78,000.00 11. Teacher Education & Teacher Deployment Project 1,652,963.79 (Project Preparation Consultancies) 12. Supervision of Civil Works of Gramodaya Mandala 25,000.00 and School Development Societies TOTAL 39,087.468.93 26  ANNEX 1 Page 1 of 2 General Education Project GEP I-Cr. 2072-CE November 1996 Review Summary and Conclusions of Discussions 1. This project is scheduled to close on December 31, 1996. This being the final review, the Mission within the limited time available, examined: (i) the status of the objectives; (ii) the expected disbursement profile; (iii) the sustainability of the project; and (iv) steps for the preparation of an Implementation Completion Report (ICR). 2. The objectives of the project, as stated in the staff appraisal report (SAR) were to help the Government upgrade the quality of basic education by: * increasing the effectiveness with which the existing resources are used, by upgrading physical facilities and increasing the supply of educational materials; * improving operational efficiency through better management and supervision; * reducing large regional and local disparities in the quality of facilities; and * supporting decentralization of the school system, and facilitating the transition to provincial administration. 3. The achievement of the first project goal was to improve the education system's effectiveness and equity through the provision of Physical Facilities was as follows: 166% of the classroom target, 118% of the water supplies; 123% of tLe latrines and urinals, 140% of the science rooms/multipurpose, 36% of the teacher rooms/stores, 180% of education offices for the provinces and 330% of furniture. Based on the above, project inputs the project will generally meet or exceed and the project targets will have assisted with the reduction of urban and rural disparities 4. The second goal was the supply of educational equipment: to schools in the country. The project covered the priority needs which included the supply of vehicles for supervision, of 6,000 sets of upper primary science education kits; 6,000 sets of upper primary mathematics kits; 4,000 secondary chemical kits, perishable kits, permanent equipment and glassware; about 600 Sinhala key board typewriters for schools and offices; vehicles for the project engineer and training programs; main system and 9 provincial systems and NIE for a total of 10. Also, equipment for the information system (EMIS) for all the provincial and zones offices to set-up the national EMIS service; supply of computer furniture for the EMIS programs; supply of air-conditioning units for all the EMIS offices; supply of 50 photocopies and 10 duplicating machines to schools offices; supply of about 2,000 radio cassettes to schools; supply of educational supplies (consumable) at a decreasing rate (starting at 100% financed by the project decreasing to 40%) with the annual MEHE increasing its annual allocation from about Rp 10,000, at the start of the project, to above Rp 70,000 in 1995. That increased allocation was sustained in 1996; and the special supply of equipment and rehabilitation materials for the Jaffna area. The above important inputs exceeded the project targets and are said to already have important impact on the education quality particularly in the rural areas. 5. As for the goal of improvement of management and supervision the project activity was not started until after the mid-tern review and insufficient time and slow allocation of annual budgetary allocation did not allow, even with a one year extension of the goals of the project closing date. The ratio of achievement of the project target is as follows: the management training of type 2 and 3 principals and deputy principals with about 70% and 43% ; training of additional directors 84%; of zonal directors about 38%; of principals and deputy principals from Type IAB schools about 75%; of Principals and deputy principals of Types IC Schools about 64%; of prospective principals and deputy principals IC about 78% and about 78% of the teacher upgrading English training program. Considering that all the training was done during the final three years of the project much was achieved and positive impact is already being demonstrated in the schools management and in the exam results.  ANNEX I Page 2 of 2 6. In respect to the support for decentralization and strengthening of the planning offices, at the national and provincial levels. The following training programs were undertaken: training at IIEP of 6 candidates or 159% of target; I I master degrees and 2 PHD for NIE achieving 100% ; 21 diploma in education planning at NIEPA in India reaching 100% ; study tours for 32 participants satisfying the target; training of 10 staff in monitoring and evaluation in the Philippines (DECAP) reaching 100%; training in planning and management in India, Thailand and Indonesia for 5 persons and 10 in the UK as planned; 50 trainees having short-term training in education management at AIT in Bangkok and 8 in education management also in Bangkok 18 trained in EMIS in Australia and about 60 given short in-county training in information systems; about 750 other staff given in-country EMIS and technology training; and finally about 400 given computer literacy training. The above are impressive achievements that are already assisting improve the MEHE 's performance. 7. In respect to the studies planned at the time of appraisal all these have been completed and are were utilized for the preparation of the TETD project and are being taken into consideration during the project preparation of GEPII . These studies along with the IDA Education Sector Report, Teacher Study, Finance Studies (IDA/ADB) will be taken into consideration during the preparation of GEPII. 8. Project Covenants: The project covenant and agreements reached at negotiations have been met and Project Financing and Disbursements: As of November 10, 1996 about SDR 3.8 million remained undisbursed. At that time, applications for about SDR 0.5 were being processed leaving a balance of about SDR 3.3. A review of the financial plan, estimated expenditures and disbursements for the months of November an December reveal that all the project funds have been committed and that the total credit is expected to be expended by the project closing date of December 31, 1996 and all disbursement completed by April 30, 1997. 9. Project Sustainability: it is too early to assess the project sustainability, but based on the ongoing efforts of the MEHE and provincial authorities to assume the administrative and financial support for the facilities and equipment received it is likely that sustainability will occur. A Sustainability Plan by Government has been established through plans that include: (i) official integration of new facilities in the provincial list of facilities and integration to budgetary allocation. The school mapping exercise will allow a rationalization of the use and location of the schools based on size and norms; (ii) all the staff trained in planning and management were and remain employed as part of the central government and provincial offices. A plan to determine the use of the trained staff is to be prepared; (iii) MEHE is planning additional training in the use of the EMIS equipment and will add national training programs in planning. The latter will assist maximize the use of the EMIS equipment supplied at the National, provincial and zone levels; (iv) MEHE is asking IDA for additional support for management and financial planning in GEPII project under preparation; (v) all trainees who benefited from the management training are back in permanent positions and making efforts to improve management; and(vi) the 28 management trainers remain at NIE and are scheduled to continue the principal training programs. On the basis of the above planned actions it is very likely that the project inputs will be sustained. 10. Preparation of Implementation Completion Report (ICR): The mission discussed with the MEHE and PCU staff the preparation of the ICR.  ANNEX 2 Page 1 of 3 BORROWER'S CONTRIBUTION TO ICR 1. A Development Credit Agreement was signed between Democratic Socialist Republic of Sri Lanka and International Development Association of the World Bank for a General Education Project on February 14, 1990. Aims, Objectives and Main Components: 2. I.D.A. (World Bank) General Education Project of the Ministry of Education and Higher Education goals were: (a) increasing the effectiveness of the school system by upgrading physical facilities and increasing the supply of material inputs specifically focusing the type 2 and type 3 schools of the system. (b) improving the operational efficiency through better management. (c) reducing large regional and local disparities in the quality of schools. (d) supporting the decentralization of the school system and facilitating the transition to provincial councils. (e) strengthening the educational planning capability and adjusting the balance between various types of education and training to bring them more closely in line with employment opportunities and manpower requirements. 3. The project contained of three main elements: a) Physical Facilities: An infrastructure component designed to upgrade sub-standard schools to an agreed minimum level by the provision of class rooms, furniture, water supplies, basic sanitary facilities, equipment and recurrent material inputs as well as rehabilitation of school buildings. b) Management Strengthening: A management component designed to improve school and teacher performance by upgrading management skills, strengthening management structures and revising management and supervision procedures. c) Education Policy Development: (i) A study of the linkages between labor market requirements and the output of the educational system with a view to exploring options for longer run adjustments of educational training system; (ii) Strengthening of the planning and analysis capability within the Ministry of Education and Higher Education.  ANNEX 2 Page 2 of 3 4. The main objective of the project was to upgrade the quality of General Education with special focus on Type 2 and Type 3 schools. The project had been designed to address this issue through too strategic approaches: (a) upgrading the physical facilities and provision of basic class room supplies. (b) strengthening the school management processes by providing training in school management processes and supervision processes. In general, the project objectives were achieved and impact of IDA project has greatly assisted improve the World Bank's image in Sri Lanka. The project achievements are listed in attachments 1- 4 and Table 5 of this ICR. Lessons Learned - For Projects Public Service Recruitment Scheme is found to be ineffective and Ministry of Education and Higher Education (MEHE) recruitment authority need to be strengthened. * Efforts made to standardize the Government's and International Development Agency (IDA - World Bank) reporting procedures speeded up processing. * For GEP-I until records were computerized data were unreliable and incomplete. Records speak for themselves. It is not possible to manage a Project without an accurate data base and clear records and communication channels. Implementation improved when records were computerized. * Procurement tender preparation and review procedures by MEHE need to be streamlined. Too many parties are involved and the review process is too lengthy. However, this is a general problem in Government Procurement. * The Project Coordination Unit (PCU) needs to have sufficient authority to act. Once a decision is made the PCU should have more authority to act. Tendency to intervene sometimes by authorities on various grounds tend to slowdown the implementation. * Projects with the highest level of sustainability are those implemented by the staff working within their area of responsibilities. i.e. Civil Works by the School construction unit. Such emphasis after mid-term review greatly enhanced project implementation. * Projects should be used to train younger staff and to strengthen the pipeline of future managers. Employment of staff on the basis of skills rather than years of service needs to be become a practice to increase the pipeline of future managers and MEHE efficiency. * Decision making is controlled by very few persons and delegation and decentralization is necessary. * MEHE staff would benefit from training in monitoring skills. * Dissemination of reports and follow-up actions needs to be better addressed and process clarified. MEHE needs to develop clearer report and studies follow-up procedures. * There is a need to establish clearer course selection criteria for Human Resources Development. Unless more attention is paid to criteria and course pre-qualifications marginal returns may result from training programs.  ANNEX 2 Page 3 of 3 + There is a need to better use of staff trained abroad with a view of maximizing the investment. * Need to have criteria based investments. Some classrooms were built in response to pressure. Thus, some classrooms and facilities were built at ites which according to the recent mapping exercise did not match demand. Such actions reduce effectiveness and increases system costs unjustifiably while real needs remain unresolved. + When senior officials keep managers informed on the project (monthly meetings of Provincial Directors and MEHE senior staff) project implementation is facilitated. * The need for building up of a sense of ownership and development of a Management Culture with special focus on accountability. Bank performance 5. During the Project period the Bank staff contributed substantially to the successful implementation of the project, by providing professional advice and guidance and unreserved support as and when necessary. However, during the initial years of implementation the change of Task Managers caused considerable delays in understanding the project implementation environment, specifically the contextual specific problems. The Mid-Term Review Missions' confirmed that project goals were still suitable and established an implementation plan. The Task Manager, during the three final years, played a vital role in building up innovative implementation strategies and supportive working relationships. The Supervision Missions mounted by the IDA provided guidance and advice in building up creative and innovative alternatives in implementing the project. Government performance 7. In general, the Government of Sri Lanka is pleased with the results of the project and is making effort to overcome the PCU staffing and implementation problems experienced during this projects. Efforts are being made to address PCU staffing, procurement and financing issues within the ongoing Teacher Education and Teacher Deployment Project and are being discussed during the preparation of GEP2. Involving and fitting future projects within the devolved system is a priority.  ANNEX 2 Attachment 1 Physical Facilities * Type Target Achieved % Target ._________________ _______________________ A chieved Classrooms 4,000 6,632 166 Water Supplies 650 767 118 Latrines and urinals 3,700 4,544 123 Science 700 980 140 rooms/multi-purpose Teacher Rooms 800 290 36 In many cases office/stores old classrooms were used reducing this input Education Offices 30 54 180 Rehabilitation not specified 1,834 N/A Desks and Chairs 150,000 sets infant desks 94,611 infant chairs 176,215 child desks 319,924 child chairs 354,051 teacher tables 27,888 teacher chairs 23,708 other chair/desks 5,485 330 about 500,000 sets Cupboards 3,000 build-in provided most N/A classrooms Blackboards 18,000 Blackboards 98% room dividers Blackboards 16,767 Room Dividers 898 about 17,665  ANNEX 2 Attachment 2 Education Equipment/Vehicles Supplied * 82 vehicles for the zone and provincial offices and PCU to improve supervision of schools and project; * 6,000 sets of upper primary science education kits; * 6,000 sets of upper primary mathematics kits; * 4,000 secondary chemical kits, perishable kits, permanent equipment and glassware; * about 500 key board typewriters for schools and offices; * vehicles for the project engineer and training programs; & supplied the computers needed for the MEHE Education Management and Information System (EMIS), 9 provincial systems and NIE for a total of 10 systems. Two mini computers were supplied for the processing of educational, financial and examination data. Smaller EMIS systems were provided for the provincial and zones offices (72 systems) enabling a full network to be organized. Both national and international staff training was supplied to over 200 staff. But due to the late implementation of the training programs, insufficient time remained to undertake all the hands-on training needed; * supply of computer furniture and air-conditioning units for above EMIS systems; * 50 photocopy machines and 28 duplicating machines were purchased for schools and administrative offices; * about 2,000 radio cassettes were supplied to schools with shortages; * educational supplies (consumable) at a decreasing rate (starting at 100% financed by the project decreasing to 40%) with the annual MEHE increasing its annual allocation from about RslO,000, to above Rs 70,000 in 1995 assisted institutionalize the supply of consumable. That increased allocation was sustained in 1996; and * special supply of education equipment and rehabilitation materials of about US$0.7 million, was provided the last year of the project, for the Jaffna area.  ANNEX 2 Attachment 3 Training Programs and Activities pe of Training, _ - roject I'arvwt I araet Reached a 01 '!drCEt Type 2 & 3 Principals 7,741 5,433 70 Deputy Directors of Education 420 179 43 Additional Directors 310 261 84 Zonal Directors (1) 119 36 30 Zonal Directors (II) 148 70 47 Principals of IAB Schools 560 337 60 Deputy Principals I AB 560 510 91 schools Principals IC Schools 1,280 787 61 Deputy Principals IC Schools 1,280 866 67 Prospective Principals for I AB Schools (I) 320 227 70 Prospective Principals for IAB Schools (II) 307 270 87 English Language Immersion 120 tutors 120 tutors 100 program 2,590 trainees 1069 trainees 68 English Language TESL 1 50 tutors 50 tutor 100 and 1600 trainees 1441 trainees 90 TESL 2 50 tutors 50 tutors 100 Week-end immersion 852 trainees 612 trainees 72 Total Immersion 2,590 2,659 103  ANNEX 2 Attachment 4 National and International Training Programs 1 raining Activities TargeB Target Achieved % Achieved Beneficiay Fellowships IIEP 4 6 150 MEHE, Prov. in planning and management in Paris Masters in UK I 1_ 100 NIE Ph.D. Australia and 2 2 100 NIE USA Diploma in 21 21 100 MEHE and primarily the Educational provinces Planning/Adm. at NIEPA, India Study Tours in UK 6 6 100 MEHE and USA _ Study Tours in 15 26 173 MEHE and provinces Australia, Malaysia, S. Korea and Singapore Monitoring and 10 10 100 MEHE and provinces Evaluation in Philippines (DECAP) Planning and 5 5 100 MEHE and provinces Management in India, Thailand and Indonesia Planning and 10 10 100 MEHE and provinces Management in UK (AIT) Education 50 50 underway 100 MEHE and provinces Management Information System Bangkok Education and 8 8 100 MEHE and provinces Management Systems Thailand Education and 18 18 100 Provinces Management Systems at Macquarie Univ. in Australia Information 60 64 100 MEHE and provinces System in-country MEHE Computer 400 400 100 Done November 1996 Training (NIBM) 750 - Scheduled Nov. and Dec. Information 1996 Only part of target System in-country achievable. Information - 2 mo. MEHE and provinces System consultant I _      IMAGING Report No.: 16654 Type: ICR