Jordan - Education Project

() D.95-JTO FILE COPY RESTRICTED Report No. PE-36a This report is for official use only by the Bank Group and spedfically authorized organizations or persons. It may not be published, quoted or cited without Bank Group authorization. The Bank Group does not accept responsibility for the accuracy or completeness of the report. INTERNATIONAL BANK FOR RECONSTRUCTION AND DEVELOPMENT INTERNATIONAL FINANCE CORPORATION APPRAISAL OF A FIRST EDUCATION PROJECT IN JORDAN January 13, 1972 Education Projects Department  CURRENCY EQUIVALENTS Currency Unit = Jordan Dinar (JD) JD 0.357 = US$ 1.00 JD 1 = US$ 2.80 AREA 1 hectare = 2.471 acres Fiscal Year January 1 - December 31  TABLE OF CONTENTS Page No. BASIC DATA SUMMARY AND CONCLUSIONS .............................. i I. INTRODUCTION ......... ................................. 1 II. SOCIO-ECONOMIC BACKGROUND ............................ 2 General Characteristics .................. 2 Economic Development Strategy ..... ................... 2 Manpower and Employment .............................. 3 III. EDUCATION AND TRAINING ...... ................... 4 The Education System: Characteristics and Needs 4 IV. EDUCATIONAL DEVELOPMENT STRATEGY ..................... 7 V. COST AND FINANCING OF EDUCATION .......... ............ 10 The System of Financing .............................. 10 Public Education Expenditure ......................... 11 Future Expenditure .................................... 12 VI. THE PROJECT ...... . .... . 12 Comprehensive Secondary Schools (Amman) ............. 13 Polytechnic and Trade Training Center (Marka) ........ 14 Teacher Training Institute (Salt) .................... 16 Agriculture Teacher Training Extension (Shaubak) 16 Technical Assistance ................................. 16 Evaluation of the Project . . 17 Cost of the Project .. 17 VII. TIPLENENTATION AND DISBURSEMENT . .19 VIII. AGREEMENTS REACHED AND RECOMMENDATION ................ 20   ANflEXES 1. Non-Agricultural Manpower Requirements for Large Establishments (1968-1975) 2. Enrollment by Grade (East and West Banks) 3. Enrollment by Type of Education and Controlling Authority (East and West Banks) 4. Enrollment Projection for all Levels, all Authorities in East and West Banks 5. Enrollment Projection for Mlinistry of Education Schools (East Bank) 6. Teacher Requirement for Ministry of Education Schools (East Bank) 7. (Page 1) Enrollment Projection (Total for Primary and Preparatory Schools in East Jordan) 7. (Page 2) Enrollment Projection (Total for Secondary Schools in East Jordan) 8. (Page 1) Sources of Education Finance 8. (Page 2) Resources and Educational Expenditure (East Jordan) 9. Expenditure on Education by Type of School and Category (East Jordan) 10. (Pages 1 and 2) Projected Educational Expenditure 11. (Pages 1 and 2) Curriculum of Comprehensive Schools 11. (Pages 3 and 4) Curricula of Polytechnic and Trade Training Center 12. Courses, Enrollment and Output of Project Schools 13. Curriculum of Primary and Preparatory Teacher Training Institute 14. Curriculum of Agricultural Teacher Training College 15. (Page 1) Technical Assistance Time Schedule 15. (Pages 2 and 3) Staffing Plan for Polytechnic and Trade Training Center 16. Summary of Cost Estimates of Project Institutions 17. Unit Capital Costs in New Project Institutions 18. Contingency Allowances 19. Project Implementation Schedule 20. Estimated Disbursement Schedule 21. Comparative Education Indicators CHARTS I. Structure of the Education System II. Educational Pyramid MAP   JORDAN BASIC DATA (1971) West Bank East Bank Total Jordan Total population 900,000 1,400,000 2,300,000 of which: refugees 300,000 650,000 950,000 Average population density 153 per km2 15 per k2 24 per km2 Annual rate of population growth about 3.2% Literacy about 55% Primary school enrollment as a percentage of population aged 6-11 103 a/ Preparatory school enrollment as a percentage of population aged 12-14 67 Secondary education enrollment as a percentage of population aged 15-17 35 '- Higher education enrollment as a percentage of population aged 18-21 18 of which: studying in Jordan 3.7 Education resources (1970) East Bank JD Million % Central Government 5.6 66 Local authorities 0.4 5 UNRWA 1.6 19 Private 0.9 10 6.5 100 Total education expenditures as a percentage of GNP 6.5 a/ 90% when overaged students are excluded   JORDAN APPRAISAL OF AN EDUCATION PROJECT SUMMARY AND CONCLUSIONS i. The education system of Jordan is based on the traditional pattern of six years of primary education, three years of preparatory education, and three years of secondary education followed by university and other post- secondary courses varying in length from two to six years. ii. Considerable development in the past decade has led to the attain- ment of very high enrollment ratios. The system is, however, suffering from qualitative deficiencies and imbalances in enrollments which need urgent remedial action for which the government has developed satisfactory plans. Problems are compounded by the division of the country into East and West Banks since the 1967 war. iii. The supply of teachers for primary and preparatory schools needs expansion if the quality of education at these levels is to be improved; in addition, teachers should be trained for agricultural and technical-indus- trial subjects to implement the government's policy of introducing a diver- sified curriculum in preparatory schools. iv. With only 9% of the students in vocational courses, there is a dis- stinct imbalance in secondary school enrollments between academic and voca- tional secondary education. This has resulted in a critical shortage of trained manpower in industry, commerce and agriculture while a growing num- ber of general secondary school graduates remain unemployed. The govern- ment intends to redress this imbalance. One of the steps to be taken is the gradual introduction, at first on an experimental basis, of comprehensive secondary schools which would initiate reform of the secondary education system by the introduction of vocationally oriented courses. v. A serious gap in the education and training system is the absence of facilities for the training of industrial technicians and craftsmen. The only school in Jordan for this form of training is operated by UNRWA for Palestinian refugees. The government has decided to establish a combined polytechnic (post secondary) and trade training center (post preparatory) to meet the needs in this field. vi. The proposed IDA project would assist the government in meeting the needs outlined above. It would specifically consist of: a) two comprehensive secondary schools; b) a polytechnic and trade training center including a science equipment production unit;  - ii - c) a teacher training section in the polytechnic to train tech- nical industrial teachers for preparatory schools; d) a new primary and preparatory teacher training college; e) extension of an agricultural school with a teacher training section for agricultural teachers in preparatory schools; and f) ten man-years of technical assistance and eleven man-years of fellowships. vii. The supply of teachers to staff the proposed schools is adequate in quantitative terms, with external assistance in certain specialized fields, but the government has to take steps to improve the quality of the training, particularly of science teachers. The government is making arrange- ments with U.K. and UNDP/ILO to obtain technical assistance required to ensure appropriate staffing of the polytechnic and trade training center. viii. A project unit has been established within the Ministry of Education to supervise project implementation, to coordinate activities within the gov- ernment and with private agencies and to provide liaison with IDA. ix. The total project cost is estimated at US$8.6 million and the for- eign exchange component at US$5.4 million; if technical assistance to be pro- vided by U.K. and UNDP/ILO estimated at US$1.2 million is included the total project cost would be US$9.8 million. Procurement would be in conformity with the Bank/IDA rules regarding international competitive bidding. The government has already taken steps to recruit architectural consultants services for the project. x. Subject to the provisions of Chapter VIII of this report, the pro- ject is suitable for an IDA Credit of US$5.4 million to Jordan; the amount of the Credit would be equal to the estimated foreign exchange component of the project.  I. INTRODUCTION 1.01 A Unesco/IDA Reconnaissance Mission visited the Hashemite Kingdom of Jordan in February, 1970. In March, 1970, a Unesco Project Preparation MIission assisted the government in preparing an education project for sub- mission to the Association. In June, 1970, the first IDA appraisal mission reached Beirut but had to return due to the outbreak of internal disorder in Jordan. The proposed project was finally appraised in May/June 1971 by a mission composed of Messrs. J.C. Jones (mission leader, technical educator), E. Ferzad (architect), R. McMahon (technical educator), T. Terrefe (general educator) and B. Thoolen (economist). 1.02 Following the appraisal, the project was slightly modified. In view of the limited employment opportunities for general secondary school graduates, the original request for four secondary schools was reduced to two comprehensive schools; the establishment of a printing press was deleted as a relatively low priority at this time; the science equipment production unit was integrated as part of the polytechnic; and in view of the expected financing by U.K. and UNDP/ILO the technical assistance component of the project was reduced. 1.03 The project, as modified, consists of: a) Construction of and equipment for: - two comprehensive secondary schools; - one polytechnic and trade training center (including a science equipment production unit); - a special section in the proposed polytechnic, for the training of technical teachers for preparatory schools; 9 - one college for the training of primary and preparatory school teachers. b) Extension of an existing agricultural secondary school to facilitate the training of agricultural teachers for prepa- ratory schools. c) Ten man-years of technical assistance and eleven man-years of fellowships, for coordinating the development of com- prehensive schools, providing advanced training for teacher trainers, strengthening educational planning and establish- ing the project unit. 1.04 The total cost of the project is estimated at US$8.6 million and the foreign exchange component at US$5.4 million.  -2- II. SOCIO-ECONOMIC BACKGROLND General Characteristics 2.01 The total population of Jordan, East and West Banks, is estimated at 2.3 million and growing at the rapid rate of 3.2% per annum. Due to the high growth rate, about 60% of the population is below 20 years of age. Of the 1.4 million inhabitants on the East Bank, 650,000 are Palestinian refu- gees: half of these were already in the East Bank before 1967 and the other half migrated from the West Bank during or shortly after the 1967 war. At present only East Jordan is under the effective control of the central gov- ernment. Population and economic activity are heavily concentrated around the capital city of Amman and in the fertile Jordan valley west of Amman. 2.02 The total labor force is estimated at 500,000 of whom only 6% are women. In 1966, the latest year for which employment figures were available, agriculture accounted for 48% of those employed, mining, manufacturing and construction 19%, and private and public services 33%. Unemployment is estimated at 20%. Since the war, the civil service and work in neighboring Arab countries have been the main employment outlets for new entrants into the labor force. 2.03 In 1966, agriculture accounted for 18% and mining, manufacturing and construction for 18% of the GDP. The remaining 64% is contributed by private and public services. An important source of income before the 1967 war was tourism. However, because most of the tourism was in the West Bank this has now been lost. Income from Jordanians working abroad also con- tributes significantly to the economy. There is a preponderance of small- size enterprises with generally low standards of management and production techniques. The few major industries include oil refining, phosphate mining, cement manufacturing and vegetable oil production. These industries employ modern production techniques and have relatively high productivity. 2.04 Government finance is heavily dependent upon foreign aid. Prior to 1967, there was a trend toward greater reliance on domestic resources. Since then the trend has been reversed due to loss of tax revenue from the occupied West Bank and due to an increasing demand for defense and relief programs. Emergency aid has been provided by other Arab countries. Economic Development Strategy 2.05 The Jordanian Government pursues an active policy directed toward balanced economic growth. Development plans emphasize high growth of GNP, reduction in the level of unemployment and in the balance of payments defi- cit. A major target of this policy is to minimize Jordan's heavy reliance on foreign aid by bringing expenditures more in line with national resources.  -3- 2.06 Due to the effects of the war and the 1970 internal disorder, devel- opment strategy has focused on reconstruction and recovery. Formulation of educational and manpower policy, however, continues to be based on the long- term objectives of the development plans. Therefore, prominent in the gov- ernment's policy is the development of technical and vocational manpower as a basis for sustained future economic growth, particularly in the field of industry, mining and agriculture. 2.07 The development of the agricultural sector heavily depends upon the rationalization and expansion of irrigation schemes. In the modern economic sector, top priority will continue to be given to mining and manu- facturing. Between 1960 and 1966 industrial production increased by 16% per year as against an overall GNP growth rate of about 10%. 2.08 Foreign assistance is being used for promoting the establishment of new, and the expansion of existing, private industry. The expansion and development of electric power in and around Amman are indicative of ongoing activities in this field. Mfanpower and Employment 2.09 Information on total employment and on the occupational and educa- tional profile of the labor force is either incomplete or non-existent. Man- power projections which could serve as a basis for determining the kind and number of people to be trained are not available. A series of employment and household sample surveys is being carried out by the Department of Statistics. The National Planning Council, with assistance from the Ford Foundation, is at present studying manpower requirements. This study is long overdue and the government has agreed to accelerate the progress with a view to completing it within one year of the signing of the Credit Agree- ment and the results would be communicated to IDA. 2.10 Pending the outcome of the above studies, some general observations about manpower and employment can be made. At present there is serious gen- eral unemployment with the home civil service and work in other Arab countries being the main employment outlets. At the same time the supply of technical and non-technical personnel is clearly unbalanced, the former group continu- ing to be in short supply. This is due partly to the migration of trained personnel and partly to the deficiencies in the education system. On the one hand there are chronic shortages of well-trained middle level technicians and skilled craftsmen while, on the other, an increasing number of graduates from general secondary schools are unemployed. In the absence of employment opportunities, a large number of secondary school graduates continue into higher studies at home and abroad. In 1970 some 30,000 Jordanians were in this category. For many, this represents a form of hidden unemployment. So far, the shortage of middle level technicians and craftsmen has been overcome by providing in-plant training, but the quality of this type of training is generally low and the program is often too costly for employers especially if the trained workers later leave Jordan to seek better paid employment abroad. The country, however, does derive some benefit in the form of remittances from abroad.  -4- 2.11 The shortage of technicians and skilled personnel will become critical unless the training program in this area is developed. The National Planning Council estimates that by 1975 large establishments in the East and West Banks will alone have an annual requirement of more than 220 middle-level technicians and nearly 1,200 skilled manual workers (Annex 1). The present supply of technicians and craftsmen including some 400 trained by the United Nations Relief and Works Agency (UNRWA), will fall short of these requirements although the extent of the shortfall can- not be precisely measured at this time. III. EDUCATION AND TRAINING The Education System: Characteristics and Needs 0 3.01 The Jordanian education system consists of: six years of primary (grades 1-6), three years of preparatory (grades 7-9) and three years of secondary education (grades 10-12); university education is of four to six years (Charts I and II and Annex 2). In addition, two and three years post- secondary vocational and teacher training courses are offered. Except for a few university courses offered in English, teaching at all levels is con- ducted in Arabic by Jordanian staff. The Ministry of Education has overall responsibility for public primary, preparatory and secondary education, but 21% of primary and preparatory education is provided by UNRWA, (United Na- tions Relief and Works Agency) and 10% by private schools. The University of Jordan, an autonomous institution, receives government and other grants. 3.02 Primary and Preparatory Education: The education law of 1964 pro- vides nine years of free compulsory education with automatic promotion from the primary to the preparatory cycle. Enrollment has nearly doubled during the past decade to the present figure of 533,000 students (422,000 in pri- mary and 111,000 in preparatory grades). Primary and preparatory enroll- ment ratios are high: for the country as a whole, 103% 1/ of the primary school age and 67% of the preparatory school age children are enrolled. The proportion of girls at both levels is also high. At the primary level, 44% of the students are girls; at the preparatory level, 36% (Annex 2). Due to automatic promotion repeaters and dropout rates are minimal: only 8% of the primary and 12% of the preparatory students are repeaters and on the average only 3% of the primary and 10% of the preparatory students drop out before completing the cycle. 3.03 Although enrollment ratios at these levels are high and the out- put of the system is numerically impressive, the quality of education at these levels is deficient. Most teachers are unqualified, school buildings are unsuitable and basic teaching material is lacking. 1/ Includes children outside the age limits 6-11 Excluding these children, the ratio is 90%.  -5- 3.04 The shortage of properly trained primary and preparatory teachers is a major factor in the poor quality of teaching and a major obstacle pre- venting the introduction of a more meaningful, diversified curriculum. In 1969/70 only 22% of the primary and preparatory teachers were qualified (i.e. completed two years of academic and professional training beyond sec- ondary education). Of the rest, 13% were university graduates without ped- agogical training, 52% had secondary and some post-secondary education, and 13% had not completed secondary education. For 1970/71 the total number of primary and preparatory teachers was estimated at 15,500 with a pupil teach- er ratio of 34:1. Although the number of teachers is at present adequate, additional supply is needed for future expansion and inservice training should be provided for unqualified teachers. 3.05 Prior to the 1967 war, eight institutes for the training of prim- ary and preparatory school teachers were operating in Jordan. Since the war the Ministry of Education controls only the three colleges in East Jordan; a fourth is operated by UNRWA. The annual output from the first three colleges is 350 which will be inadequate to meet future demands for Government schools. 3.06 Secondary Education: About 70% of the students completing Grade 9 in preparatory schools enter secondary education which is divided into gen- eral, commercial, industrial and agricultural education (Annex 3). This percentage is high and government policy is to effect a reduction from 1980 onwards. Between 1960 and 1970, secondary enrollment nearly quadrupled from 14,600 to 51,720 (Annex 2). The latter figure represented 35% of the second- ary school-age children and is much higher than in a number of neighboring countries. 1/ Girls account for 30% of the total enrolment. Repeater rate at this level is low (5%) but drop-out rate (22%) should be reduced. 3.07 The development of secondary education has been biased in favor of academic education: academic enrollment is too high in relation to en- rollment of vocational education. Only 9% of the students are enrolled in vocational courses such as commercial, industrial, agricultural and nursing programs. The remaining 91% (47,300 students) are in general secondary education and follow purely academic courses: 21% in science and 70% in literary fields. A growing number of graduates with general secondary edu- cation face difficulty in finding suitable employment while the demand for technicians and craftsmen is unsatisfied. A beginning has been made by introducing general pre-vocational education as well as some commercial and home economics training in a number of general secondary schools. 3.08 Commercial education is provided to about 2,000 students (in a pro- portion of one female to two male students) but this number does not meet the demand for qualified secretaries and typists and for people trained in 1/ Combined ratios for upper and lower secondary cycles: Iran 21%, Turkey 25% and Jordan 54% (see Annex 20).  -6- business and office practice. The only advanced course for secretaries and stenographers is conducted by UNRWA for 200 refugee students. Graduates from this course are in great demand both in Jordan and the neighboring Arab countries. Commercial education at the secondary level is handicapped by lack of equipment, and there is no facility for providing advanced commercial and business courses for Jordanian students. 3.09 Industrial education courses are attended by some 2,000 students of whom 600 are enrolled in the Government secondary industrial schools at Amman and Irbid. (Similar institutions are located at Jerusalem and Nablus on the West Bank.) The schools have received considerable bilateral aid and are generally well-equipped and staffed but their several curricula meet neither the requirements of the future technician nor of the future craftsman. The Government has accepted a suggestion that the school at Amman should follow the curricula proposed for the new comprehensive schools and that Irbid should be converted to a vocational training center. UNRWA has established schools at Wadi Seer, Jerusalem, and Ramallah. Courses are held at two levels cor- responding to the needs of the craftsman and of the lower level technician. At Wadi Seer (East Bank) the enrollments at the two levels are 380 and 60, respectively. The corresponding enrollments for the West Bank are 370 and 95. Many of the graduates from the courses find employment in other Arab- speaking countries. A small volume of individual training is offered by other Government departments and by private undertakings, and there are limited opportunities for evening attendance for those already in employment. 3.10 The Ministry of Education is responsible for agricultural education. Two agricultural secondary schools in Shaubak and Rabbah, both in East Jordan, provide training for middle-level agricultural technicians. Total enrollment for the whole country in 1970 was 400. Judged by the few graduates now work- ing in the field of agriculture, the program has not been very successful, due partly to the very limited outlet in agricultural services resulting from a temporary freeze in public service recruitment. The Ministry of Agri- culture is insufficiently involved in agricultural education and agricultural curricula require modification. The Government has initiated steps to im- 4 prove this situation and has agreed to establish a coordinating committee, to strengthen the cooperation between the two ministries with the view to reforming curricula and to providing a link between agricultural schools and research institutes. In the absence of a Faculty of Agriculture, most graduates continue their agricultural studies outside of Jordan. Some graduates are employed as agricultural teachers for preparatory schools although they have received no pedagogical training. The need in this field is now for more advanced and professionally better prepared agricul- tural teachers. Facilities for agricultural teacher training are lacking. 3.11 Secondary teachers of all types are recruited from graduates of the University of Jordan and from those returning from overseas training, but few are trained teachers. About 200 additional secondary teachers will be required each year to staff Ministry of Education schools in East Jordan.  -7- The present stock of teachers is 1,135 of whom 738 are university degree holders and the rest have certificates in Physical education, art, home eco- nomics, business administration and engineering. Pupil teacher ratio is 22:1. While the University will continue to meet the quantitative demand for science and liberal arts teachers, the need for secondary vocational and agricultural teachers will be met by training abroad. In the meantime there is need to strengthen and improve the secondary teacher training pro- gram in the Faculty of Science (para. 3.12). 3.12 Higher Education: In 1970 a total of 6,500 students was enrolled in university and post-secondary education in Jordan. The University of Jordan has faculties of Arts, Science, and Economics and Commerce. Total enrollment is 2,700 students of whom 30% are girls. The science faculty comprising 20% of the total enrollment, is well equipped, well staffed, and amply provided with physical facilities. But it is primarily concerned with the training of pure scientists. UNDP (Special Fund) assistance has been provided to the faculty since 1968 for the purpose of training secondary school science teachers. It is only in the second year that students follow professional courses in education and even then for not more than two hours per week. This is inadequwte for training secondary school teachers. The Faculty of Arts includes the Department of Education and Psychology where 91 students are following evening post-graduate diploma and M.A. courses in education. The program for the training of science teachers needs to be coordinated with that of the Department of Education. The College of Islamic Law, a separate institution has an enrollment of 237 students. Out- side the university system a total of 3,500 students are enrolled in post- secondary teacher training, technical, commercial, agricultural, and para- medical courses (Annex 3). 3.13 In 1969/70 some 24,000 Jordanians were pursuing higher education abroad. Of these, 80% were in social sciences and humanities and only 20% were in engineering, health, agriculture and other scientific studies. 75% of these students were studying in neighboring Arab countries. IV. EDUCATIONAL DEVELOPMENT STRATEGY 4.01 Lack of reliable educational and financial data for the West Bank is a major obstacle to effective national educational planning. However, the Ministry of Education is aware of major deficiencies of the educational system including the following: a) Uncontrolled expansion of enrollment: Primary and secondary enrollments have been permitted to expand without corresponding increases in physical facilities and teaching staff. This has adversely affected the quality of education.  - 8 - b) Imbalance between general secondary and vocational education: The present secondary curriculum does not reflect the country's priority need for vocational education and training (para. 3.07). 4.02 The Government has accorded top priority to the task of improving the quality of education by correcting these deficiencies as follows: (i) limiting enrollment expansion to a rate substantially below the growth rate in the recent past; (ii) increasing the supply of qualified teachers and upgrading teachers in service; and (iii) diversifying the curricula of both preparatory and secondary schools to include vocationally-oriented courses. 4.03 Government plans for the expansion of enrollments are as follows: Primary enrollment will be allowed to increase from 422,000 to 598,000 by 1980; this would represent an annual rate of increase approximately the same as that of the population of the primary age group. Enrollment in preparatory schools will be allowed to increase from the present 111,000 to 178,000 by 1980, representing a growth rate of 4.8% per annum, which is slightly higher than the growth rate of the relevant age group and would raise the enrollment ratio from 67% to 80% by 1980 (Annex 4). Similarly, secondary enrollment will increase from 51,000 to 94,000 by 1980, which represents an increase in secondary enrollment ratio from 35% to 46% (Annex 4). The present plans represent a first attempt to control expansion and is more realistic than earlier expansion targets. Even these more modest plans, however, could well exceed the available financial resources (para. 5.09) and the government has agreed to review the plans periodically in the light of prevailing budgetary and other constraints and the need to improve the quality of education. 4.04 Government efforts in enrollment control will go hand in hand with programs for qualitative improvement of education at all levels. In partic- ular the priority need for qualitative improvement at the primary and pre- paratory levels will be met by strengthening the teaching of science, agri- culture and educational handicrafts, by increasing the supply of qualified teachers, and by providing locally produced teaching material and equipment. The Government has appointed a commission which has already undertaken the revision of primary school curricula and will later address itself to the task of improving preparatory and secondary curricula as well as providing suitable textbooks and teaching materials. 4.05 The supply of qualified teachers who could teach all subjects at the primary level and specialized subjects at preparatory schools needs to be increased. By 1975 the Ministry of Education schools in East Jordan will require 700 primary and preparatory teachers per year (Annexes 5 and 6). In addition, 30 agricultural and 20 vocational teachers per year will be needed. At present no facilities exist for training agricultural and vocational teachers for preparatory schools. Most of the agricultural teachers now teaching in some 300 rural preparatory schools offering agricultural activi- ties as part of general education, are graduates of agricultural secondary schools and have had no teacher training. Preparatory schools in urban com- munities also suffer from lack of vocational instructors.  -9- 4.06 To meet these needs the government intends, as part of the pro- posed project, to establish a new Teacher Training College and two teacher training sections to be attached to a new Polytechnic and an existing agri- cultural secondary school. These institutions would meet the immediate needs of the East Bank and would still be needed if the government regained control of the schools on the West Bank. 4.07 The proposed Teacher Training College would provide general and specialized teachers for primary and preparatory schools, while two proposed teacher training sections will meet the need for agricultural and for indus- trial teachers. At a later stage the existing teacher training program will be reorganized and improved by making a distinction in the training of teachers for the primary and preparatory cycles. UNRWA is at present ex- perimenting with this proposal. In an effort to improve the quality of teachers, UNICEF has already undertaken to upgrade some 7,000 primary and preparatory teachers by 1977. To assure an adequate supply of teacher train- ers the Government has requested UNDP for the development of a project for research and graduate studies, including the training of science professors for the teacher training institutes. 4.08 To redress the present imbalance between academic and vocational secondary education, the latter will expand faster than general secondary enrollment. In East Jordan, where Government control is possible, prevoca- tional and vocational enrollment will increase six-fold while the increase in general secondary enrollment will be about 50% (Annex 7, page 2). By 1980 the proportion of prevocational and vocational education is expected to approach 30% of the total secondary enrollment as compared with 9% at present. In an effort to diversify the general secondary curricula, pre-vocational courses in agriculture, home economics, commercial and industrial education will be introduced in some schools. The development of these curricula and more specialized vocational courses will at the same time prepare the indi- vidual for a more productive life and adapt the school system to the devel- opment needs of the country. 4.09 Attainment of these objectives will not only require the creation of additional places in technical secondary schools but effective measures to raise the status of technical secondary education and thus bridge the gap between academic and technical studies. To that effect the Government wants to experiment with new forms of secondary education and will gradually in- troduce comprehensive schools for which IDA assistance is sought. These would provide a pilot program in the country's efforts to reform secondary education. 4.10 Present deficiencies in the training of skilled industrial crafts- men and technicians (para. 2.11 and 3.09) call for urgent attention. The Government plans to establish a National Vocational Training Council which will help translate manpower requirements into training programs, develop training standards and review salary policies for technical personnel. Mean- while manpower needs in this field require an immediate expansion of train- ing facilities and the Government has decided to establish a combined poly- technic (post-secondary) and trade training center (post-preparatory) for which IDA assistance is proposed.  - 10 - 4.11 The reform measures mentioned above will require the services of qualified personnel not now available in Jordan. Main areas where technical assistance is urgently needed are: (a) educational planning, (b) planning and coordination of the technical courses in the comprehensive schools, (c) project implementation, (d) reorganization of technical and trade training. The government has requested UNDP/ILO support for the latter need; under the proposed project IDA would provide technical assistance and scholarships to meet the needs mentioned under (a), (b) and (c). The Govern- ment has agreed to strengthen its planning mechanism by appointing qualified Jordanian counterparts to the technical assistance staff provided under (a) and by setting up a Planning Committee within the Ministry of Education. V. COST AND FINANCING OF EDUCATION 5.01 Since the 1967 war, the burden of education expenditure has con- siderably increased. In the ten years prior to 1967, both GNP and educa- tional expenditure grew at an annual rate of nearly 10% in real terms and education's share in total GNP remained more or less constant at about 4-1/2%. Since 1967, education expenditure patterns are confused as a result of the lack of data on the occupied West Bank and by the fact that the Jordan government continued the payment of salaries to West Bank teachers. If one excludes such payments, the total education expenditure for the East Bank in 1970 amounted to JD 8.5 million, representing 6.5% of East Bank's GNP. The latter percentage not only reflects the higher costs of education, but also the current low level of economic activity. Including government ex- penditures on West Bank education these figures amount to JD 10.6 million and 8.1% respectively. The system of financing 5.02 The sources of education finance have changed little since 1967 (Annex 8). In 1970 the Ministry of Education provided 56% of national edu- cation expenditure. Other ministries accounted for 10% and local authori- ties for 5%. The remaining 29% is shared by UNRWA (19%) and private sources (10%). The contribution of the Ministry of Education is entirely spent on government schools at primary, preparatory and secondary levels for which the Ministry is directly responsible. Cost of these schools is partly cov- ered by contributions from local authorities and from UNRWA. School fees and other contributions from pupils and parents are negligible at these levels. The University normally receives a grant of JD 120,000 per year from the Ministry of Finance but in 1970 this grant was increased to JD 320,000. In addition, it receives the yield of a 1% tax on imports, the latter normally constituting about 50% of its total resources. The rest of its revenue is derived from non-government contributions.  - 11 - 5.03 UNRWA contributes to the Jordan educational system in two ways: by operating its own schools for refugees and by paying the Jordan government for some refugee children enrolled in Ministry of Education schools. Com- pared with the share of refugees in the total East Bank population of about 50%, the 19% share of UNRWA in education finance appears to be on the low side. The reason is that a large number of the refugees are not eligible for UNRWA aid in the field of education. Public education expenditure 5.04 In 1970 education expenditures by the Ministry of Education and other Ministries in East Jordan accounted for 17% of the Government's domes- tic resources (excluding foreign aid). Recurrent expenditures amounted to JD 5.0 million and capital expenditures to JD 0.7 million. 5.05 About 70% of total education expenditures are devoted to primary and preparatory education (the compulsory level) and the remaining 30% is equally shared by secondary and higher education (Annex 9). Secondary voca- tional education uses only a low 3% of education resources, which is another indication of the low priority so far accorded to this type of education in Jordan. 5.06 Costs per pupil are relatively low in Jordan. The main reason is the low teacher salaries: on the average, a primary school teacher earns JD 425 per year, a preparatory school teacher JD 500, and a general secondary school teacher JD 600. 5.07 Material expenditures are at a very Low level contributing to gen- erally low standards of educational facilities and the nearly complete ab- sence of maintenance of school buildings. A change of policy in this field is much needed. 5.08 In the last five years capital expenditures accounted for about 10% of total education expenditures, which was too low to provide the required numbers of classrooms. In practice, this gap has been filled by increasing the numbers of rented classrooms: in the compulsory cycle, about 60% of the classrooms in use by the Ministry of Education are rented. Renting is at- tractive from a short-term budgetary point of view, as the rents are gener- ally very low and on the average they represent only a small percentage of the capital outlays needed to replace the buildings. However, most of the rented facilities are unsuitable for school use and should be replaced gradu- ally. To provide sufficient places for newly admitted pupils the present level of investment would need to be doubled. A further increase would be necessary if the replacement of the existing rented accommodations is to be undertaken.  - 12 - Future expenditures 5.09 Projections of future education expenditure for the East Bank (Annex 10) show it is unlikely that the proportion of education expenditure to GNP will return to its pre-1967 level. Provided the Government succeeds in keeping salary increases at a low level and enrollment growth within the limits of present plans (para. 4.03 and Annexes 4 and 7) education expendi- ture will rise by about 8% per annum in real terms. A most optimistic pro- jection of GNP growth would also be 8% p.a. in which case education would continue to require about 6.5% of GNP till 1980. If GNP increases only 4% p.a. the share of education in GNP would go up to 9.0%. A crucial factor in the amount of government resources required is the continued contribution of UNRWA and private sources of 30% of the total education bill. If this con- tribution would remain at its present level, then, depending on the growth rates of GNP the claim of education on the Government domestic revenue would be respectively 17 and 24% in 1980. 5.10 Spending on education will gradually shift from the compulsory level to secondary education and within the latter to the vocational types. It is expected that by 1980 vocational education and training will claim about 15% of the education budget as compared with 3% in 1970. 5.11 The proposed project would have only a small impact on future ex- penditures - JD 250,000 or 2.5% of total recurrent expenditures in 1975. Its total cost of JD 2.98 million covers 24% of educational investment for 1971-1975. VI. THE PROJECT 6.01 The proposed project would help to finance (i) construction and equipment for existing and new facilities, as shown below, and (ii) technical assistance equivalent to ten expert man-years and 11 fellowship man-years.  -13- Accommodation Student Student Staff Enrollments Boarding Housing Grades No. New Total New Total New Total Type of Institution Secondary Education Comprehensive Secondary Schools 10-12 2 2,000 2,000 Vocational Training Polytechnic 13-14 and Trade Training Center 10-12 ( includes science equip- ment production center) 1 715 715 220 220 - - Teacher Training Teacher Training Institute 13-14 1 700 700 420 420 1 1 Agricultural Teacher Train- ing Section (Extension) 13-14 1 60 200 60 200 - - Technical Teacher Training Section (a special section of the Polytechnic) 13-14 40 40 40 40 Total 5 3,515 3,655 740 880 1 1 * Comprehensive Secondary Schools (Amman) 6.02 The two comprehensive secondary schools (one for boys, one for girls) both to be located in Amman, will provide three-year general and vocationally-oriented secondary education for 2,000 students and are in- tended to form a first step to remedy major deficiencies of the secondary school system. The existing system of secondary education is strongly biased towards academic and literary, education. Moreover, 35% of the secondary students are in unsuitable rented buildings. New construction at secondary level will provide for replacement of existing rented accommo- dations. The proposed curricula (Annex 11) will allow for specialization in literary subjects, mathematics and sciences, industrial arts (for boys), home economics (for girls) and commercial studies. In addition, the girls' secondary school will offer two-year post-secondary courses in institutional  - 14 - management and advanced comnnercial studies each for 60 students. Women's participation in the labor force is still very low (para. 2.02) although significant in selected occupations such as teaching. A gradual improve- ment can be expected in fields where employers will realize the benefits of women's employment such as in health, nutrition, secretarial work and certain industries. The major benefits of supporting the education and training of girls in a traditional society, however, are the long term effects on the transformation of society through a better preparation of the new generations. The enrollment in the proposed schools will be about equally divided among arts, science and vocationally oriented education. The two schools together will graduate 610 students per year (210 literary, 180 science, 70 industrial arts, 55 home economics and institutional manage- ment, 95 commercial studies). 6.03 The project will provide the academic and communal facilities and equipment for the two schools. University graduates will be recruited to teach in the schools. The supply of teachers is adequate. In 1970/71 the Department of Education of the University graduated 220 teachers in languages, social science and physical education including 30 with Diploma in Education, and 25 with M.A. in guidance, supervision, and teacher training. In addition, some 50 teachers of science and mathematics were expected to graduate from the Faculty of Science. The Faculty of Economics and Commerce will supply the teachers of commerce needed. The project provides for technical assis- tance in the form of an advisor in industrial arts (four man-years) and for fellowships (96 man-months) to train industrial arts and home economics teachers abroad. Jordanian staff qualified to fill the positions of directors and deputy directors of the two schools are available and would be appointed to these positions well before the opening of the schools. Assurances to this effect have been obtained during negotiation. Polytechnic and Trade Training Center (Marka) 6.04 The proposed project will finance the construction and equipment of a polytechnic and trade training center at Marka, a rapidly growing in- dustrial area located midway between Zarka and Amman and within easy reach of both. The polytechnic will offer two-year post-secondary full-time courses leading either to further training or to direct employment at middle-technician level in architecture, building and engineering. Since this project item is a national institution students will be recruited from all parts of the country and boarding facilities have therefore been provided for about 35% of the 755 students. The courses are well planned and provide a form of training not presently available in Jordan. Additional courses in the polytechnic will provide for the training of technical instructors (20 per year) and laboratory technicians (30 per year) essential to the develop- ment of vocationally-biased courses within the educational system. 6.05 The trade training center will offer one or two-year post- preparatory full-time courses leading to direct employment at the craft level. The training will be more widely based than that presently available through on-the-job training and the output should provide a source for future promo- tion to supervisory or lower-technician positions. The proposed courses are  - 15 - directly related to the development needs of the economy although these needs cannot be exactly quantified under the existing conditions. 6.06 A small manufacturing unit will be attached to the polytechnic and trade training center for the production of prototype scientific equipment for use in the schools. Economy of operation will be secured by the use of the specialized equipment already installed in the institution and the pro- totypes produced will serve as practical workshop exercises for schools and other training institutions. 6.07 The student enrollment and staffing needs are as shown in Annexes 12, and 15, together with the estimated outputs at technician (190) and craft (167) levels. The latter figure will be supplemented by the outputs from other trade training centers and on-the-job training. It is considered that an adequate * supply of teachers can be recruited from among those having higher training abroad but that during the first three to four years it will be necessary to provide technical assistance in the form of expert services (33 man-years) and fellowships (243 man-months). The Government's endeavor to secure such as- sistance partly from the United Nations Development Programme and partly from bilateral sources has met with initial success. Assistance in the field is essential for the successful operation of this project item and for the establishment of a national vocational training scheme (para. 4.10). Assurances have been obtained from the government that satisfactory technic- al assistance arrangements will be made within one year of the date of sign- ing of the credit. The curricula, examples of which are shown in Annex 11 pages 3 and 4 are satisfactory. 6.08 The administration of the polytechnic and trade training center should provide for a director with overall responsibility, supported by two deputy-directors separately responsible for the polytechnic and the trade- training sections. During negotiations assurances were obtained that the director and deputy directors will be appointed within one year of the sign- ing of the Credit Agreement. Government proposals to establish a National ' Vocational Council with a Vocational Training Department as its executive arm, will obviously have impact upon the nature of the trade training to be given in the trade training center but the day-to-day administration of the institution as a wlhole should remain within the authority of its director subject only to the decisions of an especially appointed governing body or council fully representative of those sections of the economy for which the students are prepared. During negotiations assurances were obtained that the Government will establish the National Vocational Council and the governing body for the Polytechnic within one year of the signing of the Credit agreement. 6.09 The location of the institution in a growing industrial area and the planning of a new main road immediately adjacent to the site and join- ing the large centers of Zarka and Amman, will favor the development of evening courses covering a wide range of subjects appropriate to the needs of those already in employment in the area.  - 16 - Teacher Training Institute (Salt) 6.10 The proposed teacher training college to be located at Salt will provide two-year post-secondary courses to train primary and preparatory school teachers. The college will be co-educational. Residential facili- ties will be provided for 420 of the 700 students a large proportion of whom are recruited from the provinces. Graduates from the college are ex- pected to teach all subjects at the primary level and specialized subjects at the preparatory level. A distinction is later to be made in the training of teachers for these two levels. The annual intake will be 350 comprising 265 with major emphasis on mathematics and sciences, 46 in literary subjects, and 13 each in home economics, physical education and fine arts (Annex 12) Together with the existing teacher training colleges in Ammian, Huwara and Ajloun, the proposed new college, with an output of 320 teachers per year will double the present supply of teachers in East Jordan and will enable the Government to meet teacher requirements. The curriculum of the teacher train- ing colleges is satisfactory (Annex 13). The project will provide teaching and boarding facilities, a staff house and 24 man-months of fellowships for overseas training of selected staff members. Assurances for the appointment of a qualified director and assistant director was obtained during negotia- tions. Agriculture Teacher Training Extension (Shaubak) 6.11 The project would provide for the extension of the existing agri- cultural school at Shaubak to include a two-year post-secondary teacher training program (Annex 14). Agricultural activities form an integral part of the rural school curriculum for which there is no present supply of tea- chers in East Jordan. The new section with an annual output of 30 teachers will meet the need for preparatory schools. The school, located near an agricultural experimental station, will draw on the research staff and teach- ing material of the latter. The agricultural teachers will assist in exten- sion work, thus bridging the gap between agricultural education and extension service. The project will provide boarding, library and transportation facil- ities for this section. Boarding facilities are already provided for existing students. Technical Assistance 6.12 There is a critical slhortage of trained Jordanians to (a) staff the educational planning and project implementation units of the Ministry of Education; (b) coordinate the program and management of the proposed com- prehensive secondary schools; (c) head the Professional Departments of the proposed teacher training institute; and (d) staff the proposed polytechnic and trade training center. The Government has requested the U.K. and UNDP/ ILO to provide assistance in the form of 37 man-years of expert instructors and 18 man-years of fellowships for the proposed polytechnic and trade training center. Additional technical assistance equivalent to ten man-years and 11 fellowships would be provided as part of the present project (Annex 15).  - 17 - Evaluation of the Project 6.13 The project is designed to meet the needs outlined in Chapter IV above. To enable the Government and IDA to assess the ultimate success of the proposed project in attaining its objectives, the Government has agreed to establish a "tracer system" for all project institutions and for a limited number of the more traditional secondary schools which would provide early and precise information on the further education and employment of school leavers. Records would also be kept on the rate of drop-out and repetition in the same institutions. Cost of the Project 6.14 The estimated costs and foreign exchange components of the various parts of the project are summarized below. These exclude technical assistance estimated at US$1.2 million to be provided by the U.K. and UNDP/ILO. (More details are given in Annex 16). Jordanian Dinar US$ (millions) (millions) % of Local Foreign Total Local Foreign Total Total 1. Comprehensive Secondary School (Boys) 0.11 0.16 0.27 0.31 0.45 0.76 8.8 2. Comprehensive Secondary School (Girls) 0.11 0.15 0.26 0.31 0.42 0.73 8.5 3. Polytechnic and Trade Training Center 0.39 0.74 1.13 1.08 2.06 3.14 36.4 4. Teacher Training Institute 0.26 0.36 0.62 0.74 1.01 1.75 20.3 5. Agricultural Teacher Training Section 0.02 0.04 0.06 0.06 0.12 0.18 2.1 6. Technical Assistance 0.03 0.11 0.14 0.07 0.31 0.38 4.4 Sub-Total 0.92 1.56 2.48 2.57 4.37 6.94 80.5 7. Contingencies (a) Physical 0.09 0.10 0.19 0.24 0.29 0.53 6.2 (b) Price 0.16 0.25 0.41 0.45 0.70 1.15 13.3 Total Project Cost 1.17 1.91 3.08 3.26 5.36 8.62 100.0 6.15 A breakdown of the cost by types of expenditure would be as follows:  - 18 - Jordanian Dinar US$ (millions) (millions) % of Local Foreign Total Local Foreign Total Total 1. Construction a. Academic and Communal 0.55 0.48 1.03 1.54 1.34 2.88 33.4 b. Boarding 0.15 0.13 0.28 0.41 0.37 0.78 9.1 c. Staff Housing 0.01 0.00 0.01 0.02 0.01 0.03 0.3 d. Site Development 0.11 0.05 0.16 0.31 0.14 0.45 5.2 e. Professional Services 0.04 0.11 0.15 0.12 0.30 0.42 4.9 Sub-Total 0.86 0.77 1.63 2.40 2.16 4.56 52.9 2. Furniture 0.01 0.19 0.20 0.03 0.52 0.55 6.4 3. Equipment 0.02 0.49 0.51 0.07 1.38 1.45 16.8 Sub-Total 0.03 0.68 0.71 0.10 1.90 2.00 23.2 4. Technical Assistance 0.03 0.11 0.14 0.07 0.31 0.38 4.4 Total 0.92 1.56 2.48 2.57 4.37 6.94 80.5 5. Contingencies a. Physical 0.09 0.10 0.19 0.24 0.29 0.53 6.2 b. Price 0.16 0.25 0.41 0.45 0.70 1.15 13.3 Total Project Cost 1.17 1.91 3.08 3.26 5.36 8.62 100.0 6.16 The cost estimates for school buildings in the proposed project are based on contracts concluded by the Ministry of Public Works in the past two years and on information obtained from public and private enterprises. The estimated school construction cost per square meter of gross floor area (Amman prices of June, 1971) is US$95 equivalent excluding central heating and US$106 equivalent including central heating. These costs and estimated unit costs per student place of the project institutions are reasonable in relation to other Bank-IDA financed projects and the average utilization of the facilities would be about 80% of the 40 periods weekly teaching load (Annex 17). A local cost adjustment of 5% of the basic price has been made for Marka, 10% for Salt and 30% for Shaubak due to transportation costs and lack of local skilled labor. Site development costs are estimated to be between 10-15% of building cost depending on conditions of each site. 6.17 The cost of the project includes a contingency allowance for un- foreseen factors, equal to 10% of the estimated costs for buildings, site development and professional services and 5% for equipment costs (Annex 18). Based on the average annual increase in recent years, the estimated unit costs are expected to increase 6-7% p.a. and the project cost, therefore, would also include a price increase allowance to cover possible cost in- creases during the implementation period equal to 18% for buildings, site  - 19 _ development, and professional services, 15% for furniture and equipment and 10% for technical assistance (Annex 17). Thus, the contingency amount for unforeseen factors and price escalation represents about 20% of the total project cost. 6.18 The foreign exchange component of US$5.4 million representing about 60% of the total project cost, has been calculated as follows: (i) site development 30%; (ii) buildings 45%; (iii) professional services 70%; (iv) furniture and equipment 95%; and (v) technical assistance 80%. 6.19 The foreign exchange cost estimates, originally determined on the basis of prevailing prices and dollar equivalents at the time of appraisal, have since been adjusted upwards to reflect the recent variations in cur- rency exchange rates. The resulting foreign exchange component of US$5.4 million represents about 60% of the total project cost. VII. IMPLEMENTATION AND DISBURSEMENT 7.01 The Project Unit: A special unit has been established within the Ministry of Education for: (a) supervision; (b) coordination within the Ministry and with other government agencies, and (c) liaison with the Asso- ciation. The Director of the unit will report directly to the Minister of Education. The unit will include: (a) a project director; (b) a techni- cal staff consisting of a project architect and a specialist in equipment and furniture procurement, the latter included in the technical assistance component of this project, and (c) a qualified accountant. A full-time project director and a full-time project architect, both acceptable to the Association have been appointed. 7.02 Professional Services: The implementation of the project would require employment of professional manpower beyond the government's present resources. A consulting firm of architects and engineers, acceptable to the Association, would therefore, be needed for the design and supervision of construction. The process of selecting a consulting firm is already under- way and the Government expects to select a firm before the end of February, 1972. 7.03 Site Acquisition: Satisfactory sites have been selected for all the schools in the project. Most of the sites are already owned by the M1in- istry of Education and assurances have been obtained that legal title will be received for all sites within six months of the date of signing of the Credit agreement. 7.04 Procurement: All contracts for the supply of furniture and equip- ment and for construction of schools would be awarded on the basis of inter- national competitive bidding. The number of local general contractors is adequate to carry out construction work under the project. Except for equip- ment, most of which will be imported, it is unlikely that the project would attract many foreign bidders. Local furniture manufacturers would be allowed  - 20 - a preferential margin of 15% of the c.i.f. costs of competing imports. The existing rates of protection are above this limit. It is, therefore, un- likely that the local furniture industry will be competitive and furniture contracts are likely to be awarded to foreign suppliers. 7.05 Disbursements: Bank/IDA would disburse or reimburse the c.i.f. cost of imported furniture and equipment or 75% of such items if procured locally, 45% of the cost of civil and 100% of the foreign cost of profes- sional services aid technical assistance. The project would be carried out in about 4-1/4 years (Annexes 19 and 20), and construction would be completed in 2-3/4 years. VIII. AGREEMENTS REACHED AND RECOMMENDATION 8.01 During the negotiations, agreement has been reached that the Government would: (i) complete a comprehensive manpower survey (para. 2.09); (ii) establish a coordinating committee for agricultural education (para. 3.10); (iii) establish a Teacher Training Curriculum Committee (paras. 3.11 and 3.12); (iv) review periodically its plans and programs for expansion of enrollment and communicate the results of such review to the Association (para. 4.03); (v) establish an Educational Planning Committee within the Ministry of Education (para. 4.11); (vi) appoint qualified directors and assistant directors for the comprehensive schools, the Polytechnic and Training Center and the Teacher Training Institute (paras. 6.03, 6.08 and 6.10); (vii) establish a National Vocational Council (para. 6.08); (viii) establish an advisory council for the Polytechnic and Trade Training Center (para. 6.08); and (ix) establish a "tracer system" and procedures for collecting in- formation concerning premature termination of education, repeti- tion, employment and advanced studies of graduates of all insti- tutions included in the project and for a limited number of secondary schools (para. 6.13).  - 21 - 8.02 During the negotiations the Government has provided satisfactory information about the availability of bilateral and UNDP/ILO technical as- sistance for the staffing of the Polytechnic and Trade Training Center (paras. 4.11 and 6.07). 8.03 The proposed project is suitable as a basis for an IDA Credit of US$5.4 million to the Hashemite Kingdom of Jordan. 0   ANNEX 1 JORDAN - LAST AND WEST BANKS Non-Agricultural aniPower Requirements for Large Establishments ( 1968 - 1975 ) Demand for Replacements Number of < Labor for Death Persons Needed Category , Increase and Total Per 1968 1975 1968-75 1 Retirement Period Year A-1 Professionals - 2,800 3,900 1,100 300 1,400 200 * scientific and I technical A-2 Professionals - 13,300 20,300 7,000 1,500 8,500 1,213 arts based - A Subtotal: 16,100 24,200 8,100 1,800 9,900 1,4j10 Professionals B-1 Subprofessionals - 3,500 4 4,600 1,100 4b0 1,500 220 scientific and technical B-2 Subprofessionals - 15,500 22,700 7,200 1,700 8,900 1,270 arts based B Subtotal: 19,000 27,300 8,300 2,100 10,400 1,490 Subprofessionals C-1 Skilled Office 1U,600 17,100 5,500 1,300 6,800 970 Workers C-2 Skil ed Manual 14,000 20,600 6,600 I 1,600 8,200 1,170 Workers - 1 17_ C Subtotal: 25,600 37,700 12,100 2,900 15,000 2,140 Skilled Workers D Other Workers 34,200 47, 4o0 13,200 3,900 17,100 2, 44o GRAND TOTAL 94,900 136,600 41,7oo 10,700 t2 ,400 | 7,480 Source: Jordan Development Board. January 12, 1972  ANN9EX 2 Enrollment by Type of Education and Grade in East and West Bank. 1970/7]. I Compulsory Education Priary Preparatory Gradej 2~d Grd rd Grade 6.d % Grads* Grade: Grade I 7 _______ ______ ______ _______ ____ _ ______ _____2 3__ _ _ _ _ _ 4____ 6 T ural [Girls 7 8 9 T ota l Girla Eao.L2-d- 57,415 56,774 47,395 45,432 37,720 32,883 F277~,619 43 29,917 20,735 16,055 66,707 36 We-t Punk 31.698 26.583 25 330 J24M00 18 924 16,807 14,4 45 15_705 16.037 1269 44,43 37 Total 89,113 83,357 72,725 69,432 57,644 49,698 421,961 44 45,622 36,772 28,746 111,140 36 lB General S-cud-ry Ed-catiun 10 11 1 2 Ttl ',Gis Boast jurdau 13,073 7,530 7,329 27,952 29 Weut Bonk 8.484 5,340 5.522 19.346 38 Total 21.517 1 2,890