Afghanistan - Second Education Project

FILE COPY Report No. 1286-AF Appraisal of a Second Education Project in the Republic of Afghanistan November 22, 1976 Education and Manpower Development Division Europe, Middle East and North Africa Region FOR OFFICIAL USE ONLY Document of the World Bank This document has a restricted distribution and may be used by recipients only tn the performance of their official duties Its contents may not otherwtse be disclosed without World Bank authonzation  CURRENCY EQUIVALENTS Official Rate US $ 1.00 = 44 Afghanis (Afs) Af 1.00 = US $ 0.02273 MEASURES 1 m - 3.28 feet 1 M2 - 10.76 sq. ft. 1 km2 - 0.38 sq. mile 1 hectare - 2.47 acres 1 jerib - 0.19 ha FISCAL YEAR March 21 - March 20 .,~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~  FOR OFFICIAL USE ONLY REPUBLIC OF AFGHANISTAN APPRAISAL OF A SECOND EDUCATION PROJECT TABLE OF CONTENTS Page No. BASIC DATA SUMMARY AND CONCLUSIONS . ........................ ..... . s... . i-ii I. INTRODUCTION *.......................................... 1 II. COUNTRY BACKGROUND ................... ................... 2 Physical Environment and Population .... ................ 2 Economic and Social Development ......................... 2 Employment Needs and Manpower Requirements ............... 3 III. EDUCATION AND MANPOWER DEVELOPMENT ...................... 4 The Present System ...................................... 4 Educational and Training Issues ......................... 6 Educational Development Strategy ........................ 7 Education Finance *.......... .......................... .. 8 IV. THE PROJECT .................. ........................... 9 Objectives ....... ...*............................................ 9 Secondary Agricultural Schools ....... ................... 10 Pre-investment Designs .. ..... . . . . .* . . . . . .. . . . . . . .. ... ... 13 Technical Assistance . . ... .. ................. ...... ... 13 Cost of the Project ..................................... 14 Financial Plan ...... 0................................... 16 Implementation ......*... .... .... .... . ....... ............ 16 Procurement so...................... o....o..... oooo...... . .......... . 17 Disbursements ...................... o.*.* ................ .. ...o 18 V. BENEFITS AND RISKS ............... ............... *.. 19 VI. AGREEMENTS REACHED AND RECOMMEN:DATION ................... 20 Thib document ha a rtricted distribution and may be ud by recipients only in the perfofumace of their official duties. Its contents may not otherwise be disclod without World Bank authoita n .  TABLE OF CONTENTS (Continued) ANNEXES 1. Comparative Education Indicators 2. The Education and Training System Chart 1 - Administrative Structure of the Ministry of Education, 1975 Chart 2 - Educational Structure, 1975 Chart 2A- Revised Educational Structure, 1975 (in Accordance with Educational Reform) Chart 3 - Educational Pyramid, 1974 Table 1 - Enrollment Growth in Formal Education, 1970-75 Table 2 - Educational Enrollments, 1974 3. Implementation Problems in the First Education Project (Credit No. 68-AF) 4. Education, Agricultural Training and Rural Development 5. Employment Distribution and Manpower Requirements, 1974-85 6. Ministry of Education Budgetary Expenditures, 1971-75 7. Projected Recurrent Expenditures on Education, 1985 8. Projection of Capital Expenditures on Education, 1975-85 9. Government Estimates of Projected Enrollments, 1975-85 10. Enrollments, Outputs, Pupil/Teacher Ratios and Use Factors in Project Institutions 11. Secondary Agricultural Teacher and Instructional Materials Preparation Program 12. Schedule of Technical Assistance 13. Project Costs by Type of Expenditure 14. Unit Capital Cost and Area per Student 15. Contingency Allowances 16. Implementation Schedule 17. Estimated Schedule of Disbursements MAP  REPUBLIC OF AFGHANISTAN BASIC DATA (1974) 1 Total Population 16.7 million (estimate) Current Rate of Population Growth 2.3% p.a. (estimate) Per capita GNP US$110 Literacy Rate 10% (estimate) Primary School Enrollment as a Percentage of Age Group 7 - 13 27% 2 Secondary School Enrollment as a 2/ Percentage of Age Group 14 - 17 8% - Higher Education Enrollments as a 2/ Percentage of Age Group 18 - 22 1% - Central Government Expenditures on Education as a Percentage of Total Government Expenditures 11.9% 1/ See Annexes 1 and 2 for comparative educational data and a detailed description of the present education and training system. 2/ Including overaged students.  A  REPUBLIC OF AFGHANISTAN ABBREVIATIONS DMA - Primary Teacher Training Institute i.c.b. - international competitive bidding IHAS - Institute of Higher Agricultural Studies PIU - Project Implementation Unit  Is I  SUMMARY AND CONCLUSIONS i. Afghanistan is a traditional Islamic society in which social and economic change is beginning to accelerate. Nevertheless, Afghan society is still based, for the most part, on traditional agricultural and pastoral patterns. Many parts of the country are transitional between nomadism or semi-nomadic agriculture and a settled agricultural way of life. Family tra- dition and cohesion are still at the core of Afghan life, while tribal and ethnic loyalties are weakening. The country remains one of the world's eco- nomically least developed, and although with reasonable potential especially in agriculture, has inadequate qualified manpower to develop. ii. Following the 1973 revolution, new efforts are being made by the Republican government to develop and modernize the country. Goals established include: reorienting the school system to improve its efficiency and to make it more responsive to job opportunities and learning needs; and, the socio- economic development of rural areas through expanding agricultural production and health services to improve the quality of rural life. New land settlement schemes, cooperatives and farmer credit, irrigation and a revitalized and ex- panded agricultural extension service are included in the strategy to achieve these goals. iii. The proposed project would assist the government to implement its new policies by: (i) helping to meet manpower needs (training for agricultural development); and (ii) institution building, improving and expanding the supply of educational materials and curriculum reform (general education and agricul- ture) which correspond to priorities established in the draft education devel- opment plan 1976-82. It would include: (a) construction, furnishing and equipping of 4 new agricultural secondary schools; (b) extensions, furnishing and equipping of 3 existing agricul- tural secondary schools; (c) pre-investment designs for: (i) National Educational Materials and Services Center, (ii) National Teacher Training Complex, (iii) Five Regional Teacher Training Institutes; and (d) related technical assistance. iv. The Project Preparation Facility advanced US$200,000 to the govern- ment in May 1976 to finance the costs of consultant architects for the design of items (a) and (b) above. With this assistance, preliminary designs are being prepared and are expected to be finalized by the end of December, 1976.  - ii - v. A project implementation unit to be established in the Ministry of Education would be responsible for the day-to-day implementation of the project. The President of Construction in the Ministry of Education would be responsible for overall project coordination and for liaison with IDA. vi. Because all project items are small and most are sited in remote rural areas, civil works contracts for them would be awarded on the basis of local competitive bidding acceptable to IDA. Detailed lists of furniture and equipment would be presented for IDA's review and approval prior to procure- ment. Contracts for furniture and equipment would be awarded on the basis of international competitive bidding (i.c.b.) in accordance with IDA guidelines, except for items which can only be grouped in small packages (under US~$50,000), items which must be compatible with other equipment procured under i.c.b. and items of such specialized nature that i.c.b. would not be practicable. These items - which would not exceed US$1.5 million or about 44% of total furniture and equipment cost - would be procured under normal government procurement procedures which are satisfactory to IDA and would include price quotations from at least three manufacturers or suppliers. All other items would be procured under i.c.b. which would provide local manufacturers of furniture and equipment with a margin of preference equal to the existing rate of cus- toms duty applicable to competing imports or 15% of CIF price, whichever is lower. vii. Total project cost is estimated at US$11.5 million. The proposed IDA credit of US$6.0 million would correspond to 52% of the estimated total project cost and would finance 100% of the foreign exchange costs and 16% of lecal costs.  I. INTRODUCTION 1.01 In November 1964, IDA extended its first credit, US$3.5 million, for an education project in Afghanistan (Credit 68-AF) to help finance 3 teacher training institutes and 4 vocational schools. In July 1970, the credit was cancelled at the request of the government following education policy changes and before any construction took place (Annex 3). The Board was informed of the reasons for cancellation in a report to the Executive Directors (R 70-164). 1.02 The proposed second IDA education credit, US$6.0 million, is designed to assist the government in (i) meeting urgent manpower needs, and (ii) institution building and curriculum reform. By financing 4 new and modernizing 3 existing agricultural secondary schools, it would help to train manpower for the agricultural sector 1/ and the school system, and to redi- rect the formal school system so that national manpower requirements and the learning needs of children and youth would be met more adequately. It also contains pre-investment designs for an educational materials center and teacher training institutions, and related technical assistance. 1.03 The project was identified by a Unesco mission to Afghanistan in September 1973. An IDA reconnaissance mission agreed with the government on a tentative project composition in December 1975, following a review period during which the new Republican government was reassessing its educational development strategy. In February 1976, an IDA mission assisted the govern- ment in preparing a project for IDA appraisal. An IDA appraisal mission, consisting of R.C. Prosser (economist, mission leader), B. Masters (general educator), T. Buila (agricultural educator/consultant) and H. Go (architect/ consultant), visited the country during May 1976. 1.04 During appraisal, the project scope was reduced slightly by the deletion of pre-investment designs for 3 farmer training centers at the request of the government, because the government policy decision on the role of such centers in farmer training had yet to be made. Following field appraisal, an educational printing press and 6 regional book distribution centers were deleted from the project after the Canadian International Devel- opment Agency had agreed in principle to finance this item. 1.05 During project preparation, the government requested that IDA provide funds (US$200,000) for the appointment of experts to execute prep- aratory architectural designs and bid document preparation and so expedite the proposed project. IDA agreed to this request and a credit advance was made in May 1976 from the newly established Project Preparation Facility. 1/ The project would also provide manpower to help ensure the success of ongoing IDA projects in the agricultural sector including irriga- tion (IDA Credit 248 Khanabad I), livestock (IDA Credits 375 and 649), and farmer credit (IDA Credit 539) and possible future projects in rural development and horticulture.  - 2 - II. COUNTRY BACKGROUND Physical Environment and Population 2.01 Afghanistan's population is ethnically mixed and related to the people across its borders. Pushtuns total about half of the total population, Tajiks about one-third; other significant groups include Uzbeks, Hazaras and Turkomans. Two major languages are spoken: Farsi (Persian) and Pushtu. Much of the population is still only loosely integrated with the nation as a whole and remains tribal with local rather than national allegiances. Consequently, in addition to the customary benefits ascribed to education, the government assigns more than the usual importance to education as an instrument in nation building. 2.02 Official estimates of total population are 16.7 million 1/, of which about 3 million or 16% are nomads. The rate of population increase is esti- mated at about 2.3% a year; as the mortality rate falls with improving health and social services, however, this growth rate is likely to increase. Migra- tion to urban areas results in a higher growth rate for the urban than for the rural population, although the latter is believed still to be growing in absolute terms. Kabul, the capital, accounts for about half a million people, about 40% of the total urban population. 2.03 About 85% of the population is rural. The rural population is highly dispersed in more than 20,000 villages. Most villages lack access roads, are extremely isolated and are frequently completely cut off by snow for the winter months. Probably no more than 5% of the rural populace is literate, about one-half of the national average. The rural population is at a considerable disadvantage in most respects in comparison with urban communi- ties, and services of all kinds -- health, transport, communications, and schooling -- are lower in volume and quality. Medical services are rarely available and few villages enjoy electricity or a clean water supply. While there may not be a greater proportion of unemployment, underemployment is greater in rural than in urban areas. A large majority of rural families live at a bare subsistence level, and disparities between urban and rural areas are increasing. Economic and Social Development (Annex 4) 2.04 Afghanistan ranks amongst the poorest of the world's least developed countries. There are no precise national income statistics, but average annual per capita income is estimated to be of the order of $110. The economy is pre- dominantly agricultural, and agriculture, livestock and forestry, involving about 90% of the rural population and providing employment for nearly four- fifths of the national labor force, account for about half of GDP and about 1/ Population estimates must be treated with great caution. The first population census is planned for late 1978.  75% of all export earnings. Nearly 70% of all foreign exchange earnings originate from exports of fruit, nuts, karakul pelts, raw cotton, wool, and rugs, and about 11% from the sale of natural gas. 2.05 Most economic activity is carried out on traditional lines for sub- sistence purposes or to meet local needs but, with improving communications, the cash production and trade sectors are increasing in size and are of grow- ing significance. The few large modern enterprises are agricultural-based and mainly located in Kabul (textiles, cotton ginning, food processing and simple consumer products). 2.06 The potential for agricultural development is good because unex- ploited opportunities in agriculture yet exist for increasing output from existing cultivated areas, and in some regions there is potential for doubling land under cultivation. Realization of agricultural potential will require removal or lessening of constraints that have thus far severely impeded development. One major obstacle is the severe shortage of skilled manpower to develop and service the national farmer extension program (para 2.08 and Annex 4). Other obstacles include: (i) negative attitudinal factors common to traditional tribal societies; (ii) poor planning and implementation of policies and projects; (iii) weak public administration; (iv) lack of com- munications; and (v) inadequate irrigation and water storage systems. Employment Needs and Manpower Requirements (Annex 5) 2.07 Employment policy formulation and the development of relevant edu- cation and training programs are inhibited by a dearth of data. No manpower survey 1/ has been carried out, and even unofficial estimates of manpower needs and employment opportunities do not exist. Problems of assessing manpower needs are compounded by the prevailing subsistence/tenant agri- culture system, nomadism, and difficulties of acquiring data on employment in the armed forces and the extent of compulsory military national service. Solely to provide an impression of orders of magnitude, Annex 5 lists a breakdown of estimated employment by activity sector in 1974, projected to 1985. The predominant feature is the overwhelming importance of the agri- cultural sector and it is not surprising, therefore, that the development of the economy, employment and social services depends largely on its prosperity. 2.08 The table below summarizes the key agricultural sector manpower needs 2/ to 1982, based on data for the 1976-82 draft national development plan, together with the education system's projected output: 1/ A National Labor Force Survey is planned for 1977. 2/ Includes agricultural, extension service, cooperatives, plant protec- tion, forestry and pasture, veterinary and animal husbandry, agricultural credit, fertilizer distribution, irrigation and the Kunar, Herat, Paktia, Nangahar, Helmand, Sarde, Kukcha regional projects, rural development projects, and agricultural teacher requirements.  -4- Projected Average 1975 Estimated Average Annual Annual Estimated Additional Output from Demand Output from Project Expansion 1976-82 the System 1976-82 Professional Level (University) 200 200 0 Middle Level (Grade 12 +) 890 260 540 /1 Semi-skilled Level (Grade 8) 670 /2 0 /1 Adjusted for graduates going on to higher studies and allowing for phasing in of new enrollments from 1976 (new enrollments would be accom- modated in provisional facilities until the project schools become fully operational). Project schools will maximize their average annual output (1,100 graduates excluding those proceeding to higher studies) after 1980 and graduates will then be available for replacement and further expansion of existing services, for land settlement and self-employment. No employ- ment problems are anticipated. /2 Currently recruited without difficulty from primary school graduates and secondary school drop-outs with no systematic training. Source: Staff estimates based on data provided by Ministries of Planning, Agriculture and Education and from draft papers for the preparation of 7-year plan, 1976-82. 2.09 As the above table indicates, the greatest shortfall at present is at middle-level. The unavailability of trained middle-level manpower has seriously limited efforts to expand farmer extension and related activities. The ratio of farm families per extension agent in Afghanistan is high with about 1,200 farm families for one trained extension agent; FAO/OECD general target ratios range from 200 to 600 farm families per extension agent accord- ing to density of farms. Present shortages of trained middle-level agricul- tural personnel, if permitted to continue, would seriously retard possible increases in agricultural productivity, and thereby retard development of the economy as a whole (para. 2.06). It is towards meeting this critical need that the proposed project is principally addressed. III. EDUCATION AND MANPOWER DEVELOPMENT The Present System (Annexes 2 and 4) 3.01 The formal school system under the Ministry of Education is embryonic, and has been developing gradually from a Koranic, indigenous tradition over the  past 20 years. Non-formal education and in-service training are rudimentary. The administration of formal schooling is centralized in Kabul with only limited responsibility being delegated to the 28 regional offices (Annex 2, Chart 1). 3.02 The present formal education structure consists of six primary grades, three lower secondary grades and three upper secondary grades and is being changed to one with eight primary grades and four secondary grades (Annex 2, Charts 2 and 2a). Public schooling is free and children may enroll at about seven years of age. The average age of entry, however, is about 9 years and with high repetition rates, most secondary school leavers are about 21 years of age. The language of instruction is Farsi or Pushtu, depending on the main language of the locality. 3.03 Enrollments in public schools over the past five years have ex- panded at a moderate rate, averaging 4.5%, 11.2% and 10.6% at primary, secondary and higher levels, respectively (Annex 2, Table 1). In 1974, 644,000 primary, 171,000 secondary and 11,000 higher students (including overaged), represented 27%, 8% and less than 1% of the respective relevant age-groups; female participation was 14%, 12%, and 14%, respectively, of these enrollments (Annex 2, Table 2 and Chart 3) or 4%, 1%, and 0.1%, re- spectively, of relevant age groups. Private schools currently account for less than 2% of total enrollment. Primary schooling is unevenly developed regionally and over half of all schools, particularly those in rural areas, provide only three grades of schooling or less, due to the past policy of rapid expansion and establishing "village" schools. Urban schools operate on a double shift system and class size often exceeds fifty pupils. Less than a quarter of primary and "village" school buildings are owned by the Ministry; about 10% of pupils are schooled without buildings. The primary curriculum emphasizes literary studies with only 18% and 3% of available time devoted to math and science. Secondary schooling is provided in general secondary schools, technical schools and agricultural schools. Less than 3% of all secondary pupils are enrolled in technical and agri- cultural schools, and the three existing agricultural schools have a total capacity for only 750 pupils. The general arts curriculum is literary with only 15% of available time devoted to science subjects. The agricultural curriculum provides less than 10% of available time for practical work on school farms (Annex 4). 3.04 Primary and secondary teacher training courses last one year (grades 12 and 14), but are now being upgraded to two and four-year post- secondary courses respectively. Existing teacher training facilities in- clude eight regional primary institutes, a primary and secondary institute at Kabul, and an academy for teacher trainers. Over half (52%) of the 16,500 primary teachers and about three-quarters of the 7,400 secondary teachers are unqualified.  - 6 - 3.05 Higher education is conducted at the University of Kabul and the Institute of Higher Agricultural Studies; the latter caters for about 250 students in a two-year course and most of the graduates are employed by the Ministry of Agriculture. Total university enrollments have remained at about 7,500 students since 1972, following government policy to consolidate earlier rapid enrollment expansion and to avoid an oversupply of graduates. 3.06 Pre-service and in-service training programs run by other government ministries to satisfy their operational manpower needs are at an early stage of growth and are inadequate for the implementation of socio-economic develop- ment programs. The Ministry of Education is responsible for meeting the agri- cultural sector's pre-service needs but has very limited capacity for executing this function and cannot meet rapidly expanding sectoral needs. The Ministry of Agriculture's extension staff in-service and farmer training programs are in their infancy with structures and methods remaining to be systematized (Annex 4). Educational and Training Issues 3.07 Over the past two decades, the school system has maintained a rapid rate of expansion, especially marked at secondary level, and this expansion has been managed without resort to large numbers of expatriate teaching staff. This creditable performance has, however, produced the severe problems de- scribed below. In addition, in spite of past efforts, about three-quarters of all school-aged children receive no primary schooling and about half of those who attend complete only three grades or less. The 90% illiteracy rate provides a measure of the large proportion of youth and adult population remaining without basic education. 3.08 Internal Efficiency: Constraints to schooling expansion are directly related to low efficiency. Repeater and dropout rates are high, averaging 25% and 13% at primary level and 19% and 12% at secondary level. At present, 9 pupil/years are required to produce a primary school leaver. At the secondary level, efficiency is slightly worse with 10 pupil/years required for a pupil to graduate. Reasons for low efficiency include: (i) almost complete absence of instructional aids and texts; (ii) over-crowded classroom conditions and schools equipped to offer only a few grades of schooling; (iii) poorly qual- ified teachers; (iv) curricula ill-suited to rural learning needs; and (v) basic instruction in a language other than the native tongue. Texts and teaching aids, especially in Farsi and Pushtu, are in extremely short supply and schools lack furniture, equipment and general consumable materials. The curriculum development process is adequate but coordination between curriculum development, teacher training and materials production is poor. The output of teaching materials is adversely affected by inadequate produc- tion facilities.  3.09 Equity: The present system favors urban areas. Kabul and environs with 6% of the population accounts for nearly 20% of total pupil enrollment. There are no firm data on other city and township enrollments, but indica- tions are that Kabul, Kandahar, Kunduz, Masar and Herat together account for as much as 40% of all enrollments. The distribution of trained teachers is skewed against rural schools and over 70% of rural village teachers are untrained. As well as the urban/rural imbalance, custom and social pressures militate against the enrollment of girls. At primary level, only 8% of primary school-aged girls are enrolled compared to 44% of boys. A marked variation also exists between girl enrollments in urban and rural areas. In Kabul City, girls constitute 35% of total enrollments compared with 14% of enrollments nationally and with less than 2% of total enrollments in more remote rural provinces such as Wardak and Paktia. 3.10 Relevance: Schooling is conventionally literary with 53% and 40% of the primary and secondary curricula, respectively, devoted to religion and language instruction. Math and science are allocated 18% and 3%, re- spectively, at primary level and 19% and 15% at secondary level. The approach to science teaching is theoretical, and no practical crafts are taught. The primary curricula reflects neither local conditions nor the learning needs of rural children who leave school ill-equipped for their working life. Secondary schools, with only 3% of combined enrollments in agricultural and technical skills courses, produce an oversupply of arts graduates, while demand for graduates with agricultural training are unmet. Educational Development Strategy 3.11 The new Republican government is developing an educational reform program to meet the above issues. Proposals are still tentative but appro- priate guidelines are contained in the draft National Education Development Plan 1976-82. Major objectives have already been established: to provide a solid base of primary schooling for about 40% of school-aged children; to redress the oversupply of secondary school arts graduates; and to increase the number of agricultural and technically oriented secondary school grad- uates to meet national development needs and employment opportunities. 3.12 Specific measures in the draft education plan and additional proposals described by senior education officials to be implemented during the plan period include: (i) Primary Level: Consolidating and upgrading "village" schools (grades 1-3) and primary schools so that as many schools as possible will provide all the primary grades; introducing practical crafts into the curriculum after grade 4, with an emphasis on prevocational preparation in craft and agricul- tural subjects in grades 7 and 8; increasing the proportion of girls enrolled by 50%; and, doubling total enrollments.  - 8 - (ii) Secondary Level: Improving the general curriculum by intro- ducing science and social science specialization from grade 10, permitting about 50% of grade 8 graduates to enter sec- ondary schools by 1982, and increasing enrollments in agri- cultural and technical secondary schools three-fold. (iii) Teacher Training: Improving teacher preparation by giving more emphasis to practical subjects and teaching methods; providing a more solid training base by increasing the course length from one to two years for primary teachers and two to four years for secondary teachers; constructing five new regional training institutes to provide 2,400 new teacher training places; and improving and extending in-service teacher training through short courses and mobile training teams. 11 (iv) Education Service and Instructional Materials: Doubling the numbers of primary and secondary school supervisors to improve school management and teaching standards; redressing the shortage of school textbooks in Farsi and Pushtu by expanding production by over 30%, improving production facilities and providing better coordination between curriculum development, teacher training and materials production; and, improving the health of rural school children by establishing mobile health teams in six regions to visit school children in remote areas. (v) Basic Education: Improving the quality of adult literacy programs by improving teaching materials and trebling enroll- ments to reach about 150,000 people over the plan period. 3.13 On the whole, these are reasonable and feasible measures conforming to the country's evolving socio-economic needs. The national authorities might well give more consideration, however, to (i) the educational needs of out-of-school children and youth; and (ii) the financial and human resources to be absorbed by an eight grade primary school cycle versus a six grade cycle which might otherwise be available to provide basic education oppor- tunities to additional numbers of children. Education Finance (Annexes 6 through 9) 3.14 Between 1971 and 1975, total government expenditures of the Ministry of Education and the Kabul University increased from Afs 931 million to Afs 1,757 million, a nearly 90% increase in monetary terms (Annex 6). The pro- portion of the total government ordinary budget spent on education has fallen slightly from 17.9% in 1971 to 17.7% in 1975. During the same period, the proportion of the government's total development budget spent on education has increased from 1.7% to 3.3%. This increase is accounted for by the recent rapid expansion in primary school construction to replace facilities and to expand the system. From the very limited data available, it appears that total education expenditure in 1975 represented a low 1.9% of GNP. 1/ No targets are yet set.  - 9 - 3.15 About 37% of all recurrent expenditures (1974) are for primary schooling, compared to about 24% for secondary, 14% for vocational and 16% for higher levels (Annex 6). Unit recurrent costs at primary level are low, about US$21 or about 30% of those at secondary general level (Annex 7). 3.16 Personnel costs have been increasing from about 70% (1967) to about 90% (1974) of total primary and secondary level ordinary expenditures, re- flecting a low and declining allocation to instructional materials, equipment and maintenance over the past decade. 3.17 The targets set in the draft 1976-82 Plan include enrolling about half of all seven-year olds in primary schools, admitting about half of all primary leavers to secondary level courses and achieving a 20% annual in- crease in vocational and technical enrollments between 1976 and 1982. Assum- ing these goals are realized and projected to 1985, and in addition allowing for an increase of 10% in recurrent primary and secondary unit costs to improve maintenance and the supply of educational materials, recurrent expenditures would have to expand by about 9% annually. This compares favorably with a 10.6% annual average growth rate over the past five years and to a 12% growth rate in total government recurrent expenditures in constant prices over the same period. The average annual capital cost requirement (Afs 671 million) is equivalent to 7% of the 1975 total annual government development budget (Annex 8) which is reasonable. These projections, just one set of possibilities, are described in Annexes 7, 8 and 9. They demonstrate that the government can, on the basis of existing cost and expenditure structures, significantly extend education for school-aged children and improve the efficiency and quality of the system. IV. THE PROJECT 4.01 The objectives of the proposed project are to assist the government to: (i) increase the supply of agricultural secondary school graduates to meet urgent middle-level, extension type manpower needs for the agricultural sector of the economy; (ii) improve equity by expanding enrollments in agricultural secondary schools in rural areas, and to introduce a more practical bias in the curriculum; (iii) promote experimental extension and adult education programs by linking agricultural secondary schools with local devel- opment activities; and (iv) take the initial steps to design new facilities for (a) the expansion and improvement of primary and secondary teacher training, and (b) curriculum development and the production of educational materials (audio-visual, science, radio-T.V.).  - 10 - 4.02 Specifically, the project would comprise: (a) construction and equipping or engineering design of institutions as listed below, and (b) related technical assistance (further details are given in Annex 12). Estimated Accommodation Student Places Annual Student Staff Type of Institution Grades Existing New Output Boarding Housing Agricultural education: 4 new Agricultural Second- 9-12 - 3,360 705 /1 2,280 30 /2 ary Schools (construction and equipment) 3 Agricultural Secondary 9-12 1,050 1,830 605 /L 2,280 /3 16 /4 Schools (extension, re- modelling and equipment) Education Materials Services: 1 National Materials and - - - _ - - Services Center (pre- investment design only) Teacher Training: 1 National Teacher 13-17 800 1,620 /5 610 650 5 /6 Training Complex (pre- investment design only) 5 Regional Teacher 13-14 - 2,400 1,100 1,740 40 /7 Institutes (pre- investment design only) /1 Not including extension agent refresher and farmer training courses. /2 3 senior staff houses and 5 maintenance staff houses for 3 schools and 3 senior staff houses and 3 maintenance staff houses for 1 smaller school. /3 Including 1,300 existing places. /4 3 senior staff houses and 5 maintenance staff houses for 2 schools. /5 Including replacement of 800 existing places. 16 5 maintenance staff houses. /7 5 senior staff and 3 maintenance staff houses per institute. 4.03 Secondary Agricultural Schools: The proposed four new schools and extensions to three existing schools form part of a major secondary education reform introduced in the new National Development Plan 1976-82, designed to  - 11 - increase the proportion of secondary pupils following vocationally oriented courses and to provide a more relevant education related to local employment opportunities. The schools would provide an improved quality of agricultural education and a major increase in output of agricultural graduates which are urgently needed as extension staff by the Ministry of Agriculture 1/ and related agricultural organizations, by the Rural Development Department to staff new rural development projects, and by the Ministry of Education to teach agricultural subjects as part of the pre-vocational preparation program being introduced in grades 7 and 8 in rural primary schools (paras. 2.08 and 3.12). About 15% of all graduates would continue to university. It is ex- pected that the immediate graduate requirements for the public sector de- scribed above would be largely met by the end of the plan period (1982), fol- lowing this an increasing number of graduates would be available to man the private sector and to take advantage of land settlement schemes 2/. The schools would be innovative in the Afghan rural setting and an adult exten- sion unit would be an integral part of each school. This unit would serve as a resource for the local community, organizing refresher courses for various types of extension staff (agriculture, health, cooperatives) and offering farmer training and other programs, such as literacy. 4.04 The schools would be distributed widely throughout the country for maximum national impact and to address the needs of different rural locales. All sites for new schools have been selected and acquired by the government and are being transferred to the Ministry of Education (para. 4.19), all are located in areas undergoing active agricultural development and are in close proximity to existing government agricultural farms/research stations (see Map). Each would have maximum capacity of 960 students except one which would have a capacity of 480 students. Boarding facilities to be provided would be a function of the projected output of primary school leavers living within ten kilometers of each school, and would range between 60% at Herat to 90% at Darwishan. The schools will recruit older 8th grade primary school leavers from rural schools to follow a four-grade course. The average age of primary leavers, about 17 years, is high and is unlikely to fall dramatically for the next decade. Most graduates from the project schools would therefore be about 21 years old. 4.05 The Ministry of Education has agreed to institute a tracer study system to follow graduates and has set up a joint committee with the Ministry of Agriculture to organize and implement this. The government has provided an assurance that (a) this study would be expanded to include an evaluation 1/ The Ministry of Agriculture, the largest employer, would absorb 2,000 graduates over the period 1976-82 representing a reasonable 4% annual increase in the extension recurrent budget. 2/ The 1975 Land Reform Act stipulates a "first priority" status for agricultural school graduates as settlers in new land settlement schemes and for access to production credit.  - 12 - of students' work attitudes, backgrounds, and achievements while in school, in addition to their job placement and progress after graduation; (b) the study would be initiated within 18 months of the Credit Agreement Date; and (c) the results would be communicated annually to IDA for the first 5 graduating classes. 4.06 A new curriculum has been agreed with the government which repres- ents a major improvement over the existing. Fifty-five percent of available time will be devoted to agricultural subjects compared with 33% in the old curriculum. The new curriculum provides for a common core of agricultural subjects in the first two years and for subject options in the final two years which include agricultural extension and cooperatives, crop production, livestock, and farm mechanics. Each school would be provided with a school farm of 100 to 150 acres and about 66% of agricultural teaching time over the four years would be practical work on the farm, compared to less than 10% in the existing course. 4.07 No problem is anticipated in recruiting general subject teachers for the schools, but there is no ready supply of trained agricultural teachers. The Ministry of Education has agreed to mount a special training program, de- scribed in Annex 11, to produce the required 268 agricultural teachers by 1981. Under this program, teacher trainees would be enrolled as the first group in September 1977 in a nine months course to be conducted partly at the Institute of Higher Agricultural Studies (IHAS) and partly at the Darwishan agricultural secondary school. As the agricultural secondary schools' enrollments will increase annually during their first years until they reach capacity, 90 teacher trainees will be enrolled in 1978 and 115 in 1979 to meet the demands for additional agricultural teachers in each subsequent year. As the critical path for the teacher training program calls for a supply of agricultural teacher trainers by mid-1977, the government has provided an assurance that the train- ing of the trainers would begin no later than February 1977. Commencement of this training in accordance with a program satisfactory to the Association would be a condition of effectiveness of the Credit Agreement. 4.08 The quantity and quality of agricultural instructional materials in Farsi and Pushtu also requires improvement. The Ministry of Education has agreed that the preparation of materials would be an integral part of the teacher preparation program and that each teacher trainee would help prepare suitable script and teaching aids capable of easy duplication. This would satisfy immediate needs while a long-term program of materials production is instituted. 4.09 To assist in organizing and executing the teacher training and materials preparation program, the project would include a technical assis- tance teacher training coordinator (36 man-months), a farm mechanics teacher trainer (24 man-months), and 12 man-months of short-term consultancies for  - 13 - various other teacher training specialisms and for advice on the preparation of teaching materials, including farm management, animal husbandry, field crops, horticulture and viticulture. These experts would be working primari- ly with senior ministerial staff and with potential agricultural teacher trainers who are usually English speaking so their recruitment should not be difficult. Sixty man-months of fellowships would also be provided to permit a senior Afghan to study agricultural curriculum development for 18 months, and school principals and farm managers to make observational visits outside Afghanistan of about three months each. 4.10 Pre-investment Designs: The proposed pre-investment designs for (i) a national teacher training complex; (ii) five regional teacher training institutes; and (iii) a national educational materials and services center would comprise physical requirements (master plan, preliminary drawings, equipment list), and detailed cost estimates as a basis for a possible follow- up project. The items are interrelated and would assist the government to improve and expand the school system's teacher supply and educational back- stopping facilities. The national teacher training complex would replace and would relocate on one site the present dispersed and inadequate facili- ties of the Academy of Teacher Educators, the Higher Teacher Training College and the Primary Teacher Training College to achieve better integration of teacher preparation, curriculum, and all levels of teacher training, and to experiment with new educational subjects for girls. The five regional in- stitutes would expand teacher training opportunities for girls in rural areas and introduce training for craft teachers. The materials and services center would replace, relocate and integrate on one site the present dispersed and inadequate facilities of the audio-visual center, the science center, the school broadcasting center and the adult education department. The govern- ment has agreed that the designs would be completed and sent to IDA for comment within 18 months of the Credit Agreement date. 4.11 Technical Assistance: The program of technical assistance to be financed under the Credit, described above under each proposed project item and in para. 4.18 for the project unit, would total about 10 man/years of experts' services and about 5 man/years of fellowships. The proposed phasing of the program is given in Annex 12.  - 14 - 4.12 Cost of the Project: The estimated total cost and foreign exchange components of the various parts of the project are summarized below: 1/ Afghanis (Millions) US Dollars (Millions) % of Base- Local Foreign Total Local Foreign Total line Costs Agricultural education: 4 New agricultural secondary schools (construction and equipment) 119.59 82.60 202.19 2.72 1.87 4.59 53.0 3 Agricultural second- ary schools (extension, remodelling, and equip- ment) 73.37 63.75 137.12 1.67 1.45 3.12 36.0 Educational materials services: 1 National materials and services center (pre-investment design only) 5.08 1.27 6.35 0.11 0.03 0.14 1.7 Teacher training: 1 National teacher training complex (pre-investment design only) 3.78 0.94 4.72 0.09 0.02 0.11 1.2 5 Regional teacher training institutes (pre-investment design only) 5.26 1.32 6.58 0.12 0.03 0.15 1.7 Project implementation unit: 1.32 7.48 8.80 0.03 0.17 0.20 2.3 Technical assistance: 2.34 13.24 15.58 0.05 0.31 0.36 4.1 Baseline cost 210.74 170.60 381.34 4.79 3.88 8.67 100.0 Contingencies: Physical 20.89 16.03 36.92 0.48 0.36 0.84 9.7 Price increase 53.79 32.94 86.73 1.22 0.75 1.97 22.7 Subtotal 74.68 48.97 123.65 1.70 1.11 2.81 32.4 Total project cost 285.42 219.57 504.99 6.49 4.99 11.48 1/ Estimated costs by type of expenditure are presented in Annex 13.  - 15 - 4.13 Civil works cost estimates are based on contracts for school build- ings recently awarded by the Ministry of Education, Department of Construc- tion, and by USAID, and on information on construction costs in general. The relatively low cost for new school construction is due to the simple and eco- nomical design concepts and building standards for rural school buildings and to the low cost of local building materials and labor. A high percentage, about 80%, of the materials used in the proposed buildings would be local. Equipment and furniture cost estimates are based on reasonable CIF unit prices for each category of goods adjusted upward to include the cost of inland transportation and installation. Costs per student place are satis- factory (Annex 14). 4.14 The project cost includes a 10% contingency allowance for unfore- seen costs for civil works, furniture, equipment and consultant architects fees and 5% for technical assistance (Annex 15). Price escalation contin- gencies 1/ have been calculated for the period beginning November 1976 (date of negotiations); during the project implementation period, prices are expected to increase by about 26% for civil works, 18% for consultant architect fees, 16% for furniture and equipment, 12% for technical assistance and 8% for professional fees of consultants for pre-investment designs. Accordingly, total price increases are estimated at about 21% of baseline costs plus physical contingencies. 4.15 The estimated foreign exchange component is about US$5.0 million equivalent or about 43% of the total project cost. It was calculated as follows: (i) civil works, 20%; (ii) furniture, 25%; (iii) equipment, 90%; (iv) project implementation unit, 85%; (v) experts and fellowships, 85%; and (vi) fees for pre-investment designs, 20%. 4.16 The annual recurrent costs of the project institutions would be about Afs 44 million which would represent about 1.4% of the projected educa- tion recurrent expenditures in 1985. As the government has assigned high priority to these project institutions, these recurrent costs would be met with no difficulty. Recurrent cost per pupil in project schools would average about Afs 6,800 (1974 prices) compared to Afs 6,300 in existing agricultural schools. This increase is reasonable and would permit an im- provement in the supply of educational insructional materials essential for effective learning. 1/ Based on anticipated annual price increases of 12% for 1977 through 1979 and 5% for the first half of the year 1980 for civil works; 8% annually for the 3.5 years of implementation for furniture, equipment, and tech- nical assistance. Because of difficulties in obtaining reliable fore- casts of expected local price increases, the same rate of increase has been applied to both foreign and local cost estimates.  - 16 - 4.17 Financial Plan: The proposed credit of US$6.0 million would cor- respond to 52% of the estimated total project cost, and would finance 100% of the foreign exchange component and 16% of local costs of the agricultural schools, project implementation unit, pre-investment designs and technical assistance. The balance (48%) would be financed by the government. The proposed financial plan is summarized below: Government IDA Total Amount Amount Amount US$ US$ US$ Millions % Millions % Millions % 4 Civil Works 3.99 68 1.92 32 5.91 55.5 Consultants Architects' Fees 0.05 20 0.20 /1 80 0.25 2.3 Furniture 0.28 75 0.10 25 0.38 3.6 Equipment 0.30 10 2.73 90 3.03 28.5 Technical Assistance 0.06 15 0.34 /2 85 0.40 3.8 Project Implementation Unit 0.03 15 0.20 85 0.23 2.2 Consultants' Fees for Pre-investment Designs 0.35 80 0.09 20 0.44 4.1 Baseline Cost (including contingencies for price increases) 5.06 48 5.58 52 10.64 100.0 Physical Contingencies 0.42 50 0.42 50 0.84 Total Project Cost 5.48 48 6.00 52 11.48 /1 Advanced in M4ay 1976 from the Project Preparation Facility. /2 There is a possibility that the British Ministry of Overseas Development will finance this item, if so the amount adjusted to include contingencies will be deducted from the IDA credit and be reapportioned to permit IDA to finance a correspondly larger portion of civil works costs. This would increase IDA financing of local costs from 16% to 21% 4.18 Implementation: To minimize delays in execution such as those en- countered in the first project (Annex 3) and to assist the Ministry of Educa- tion to build up efficient implementation capacity, the Ministry of Education  - 17 - has agreed to establish a Project Implementation Unit (PIU) with a full-time senior official with suitable qualifications as its director. The PIU Director would report to the President of Construction in the Ministry of Education who would have overall responsibility for the project and for liaising with IDA. The PIU Director would be responsible for day-to-day management, coordination and supervision of the project. The PIU Director would be assisted by a full- time local architect, and accounting and clerical staff. The President of Vocational Education would advise the PIU on pedagogical matters. No educa- tion specialist need be permanently assigned to the PIU since long standing internal communication channels within the Ministry are adequate to ensure the successful execution of the project's educational aspects. The project would include the financing of one architect (three man-years) and one civil/ structural engineer (one man-year) for the PIU together with office equipment and one small vehicle for local travel. 1/ The successful execution of the project according to the planned timetable calls for the commencement of civil works bidding by mid-1977; it is therefore essential that senior professional staff be appointed to the PIU as soon as possible. The establishment of the PIU with a full-time director assisted by a local architect, each with suitable experience and qualifications, would be a condition of effectiveness of the Credit. 4.19 The government has contracted with a local architectural firm which employs both local and foreign architects. The firm which would design the proposed schools and prepare the tender documents is acceptable to IDA under terms and conditions agreeable to IDA. Completion of the preliminary designs of the agricultural schools is expected by the end of 1976. Construc- tion standards will be developed by the PIU (i) in conformity with the local climatic conditions, (ii) on the basis of economical building standards and utilizing a maximum degree of local materials and construction methods, and (iii) giving special consideration to minimizing building maintenance costs. All sites have been selected and are located on flat land with good drainage and with easy access from major roads; all are government property including an additional 100 to 150 acres as a farm for each school. The government has agreed that its Ministry of Education would have these sites transferred to it prior to the scheduled start of construction. 4.20 Procurement: Foreign contractors are unlikely to be interested in bidding for civil works contracts for the simple, small, one-storey secondary school structures, sited typically in remote rural locations without paved roads. Civil works contracts for these structures therefore would be awarded on the basis of local competitive bidding acceptable to IDA. There are suf- ficient experienced local building contractors able to construct effectively the new schools and extensions to existing schools. Detailed lists of fur- niture and equipment would be prepared by consultant experts under IDA's Proj- ect Preparation Facility credit advance (para. 1.05) and are expected to be 1/ These specialists would be in addition to the local staff mentioned above.  - 18 - completed by March 1977. They would be presented for the Association's review and approval prior to procurement. Items would be grouped to the extent pos- sible to form sizeable packages to permit bulk procurement on the basis of i.c.b., except for items which can only be grouped in small packages (under US$50,000), items which must be compatible with other equipment procured under i.c.b. and items of such specialized nature that i.c.b. would not be practicable. These items, which would not exceed an aggregate total of US$1.5 million or about 44% of total furniture and equipment cost, would be procured under normal government procurement procedures after obtaining price quotations from at least three manufacturers or suppliers. All other furniture and equipment contracts would be awarded on the basis of international competitive bidding in accordance with IDA guidelines. Local manufacturers of equipment would be allowed a margin of preference equal to the existing rate of custom's duty applicable to competing imports or 15% of CIF price, whichever is lower. 4.21 The project would be implemented over a period of 3.5 years after the signing of the Credit Agreement (Annex 16). Construction as well as pro- curement and installation of equipment and furniture are expected to be com- pleted by about the middle of 1980, with one additional year allowed for guarantee and liabilities. Final disbursement would be made and all accounts closed within the following six months. Disbursements 4.22 Consistent with the Financial Plan which calls for 100% of financ- ing of foreign exchange cost and 16% of local costs, disbursements from the proposed IDA Credit would be made on the basis of: (i) 100% of foreign expenditures of imported furniture and equipment, or 100% of the ex-factory price of locally manufactured furniture and equipment, or if imported but procured locally, 80% of total expenditures; (ii) 32% of total expenditures for civil works; (iii) 85% of total expenditures for the PIU technical as- sistance (architect and civil engineer), office equipment and one vehicle; and (iv) 100% of foreign expenditures or 20% of local expenditures for the consultant fees for pre-investment studies. Disbursements by IDA are expected to be completed by the end of 1980. The estimated disbursement schedule for the project is given in Annex 17. 4.23 No retroactive financing is contemplated under the proposed Credit. However, the Credit provides for the financing of repayment of the principal amount (US$200,000) of the advance made under the Project Preparation Facility and charges thereon.  - 19 - V. BENEFITS AND RISKS 5.01 The project's most significant benefit would be the contribution of the agricultural schools toward meeting urgent middle-level manpower needs for agricultural development. Without graduates from these schools develop- ment of the most important sector of the economy would be seriously hindered. In addition the project would also assist in developing a more appropriate and practical pre-service training for agricultural workers and would place the training of agricultural teachers and instructors on a sound, systematic footing. 5.02 All agricultural schools would incorporate an adult extension unit as an integral part of each school. This represents a beneficial first step in exposing schools to rural community needs, opens the possibility of school facilities being used for local nonformal education and extension staff training programs and facilitates the involvement of school staff and pupils in village development activities. 5.03 The project carries few inherent major risks because: (i) agricul- tural schools of reasonable design and construction standards have already been built by the Ministry of Education; (ii) though the proposed schools are all located in remote rural areas and delays in construction may occur from time to time due to poor transportation facilities and bad weather, secondary schools and other facilities of similar standards have been satisfactorily built in nearby areas; and, (iii) Afghan supervisory expertise in the Ministry and local construction firms are capable of executing the project efficiently. The addition of architectural and civil engineering experts to the Ministry of Education's project unit would reduce possible risk of delay in project execu- tion due to technical deficiencies in these fields. However, some delays may still occur due to the unfamiliarity of Ministry of Education and project unit staff with IDA procedures. IDA staff would be required to give special attention to their briefing. 5.04 The most serious risk relates to achieving an adequate supply of com- petent agricultural teachers. The success of the proposed agricultural pre- service program in the agricultural secondary schools would depend heavily on the satisfactory recruitment and training of about 270 agricultural teachers. The Ministry of Education's proposals, which are now under preparation, for recruiting and training the teachers would represent a first effort to estab- lish a systematic agricultural teacher training program. IDA approval of the outline of these proposals was a condition of Board presentation, and though these were found satisfactory there are still inherent risks in the implemen- tation of such a program for the first time, despite the technical assistance which is to be provided. Continuous monitoring by IDA staff of the operation of this program would therefore be necessary. 5.05 The government accords the project high priority and would finance it alone if IDA funds were not available. However, implementation would be even more difficult. Without the technical assistance already provided and to be provided by IDA staff during project supervision, and without the  - 20 - proposed technical assistance experts, the qualitative features could well be jeopardized. In addition, the main project item would serve the needs of IDA assisted projects in the agricultural sector. For these reasons, and in view of the substantial benefits expected, the project is considered worth the inherent risks. VI. AGREEMENTS REACHED AND RECOMMENDATION 6.01 During negotiations, agreement was reached on the following: (i) the proposed tracer study of agricultural school graduates would be expanded to include an evaluation of students' work attitudes, backgrounds, and achievements while in school in addition to their job placement and progress after graduation, that the study will be initiated within 18 months of the Credit Agreement date and the results communicated annually to IDA for the first 5 graduating classes (para. 4.05); (ii) a special agricultural teacher training program would be in- stituted and that the training of trainers will begin no later than February 1977 (para. 4.07); (iii) pre-investment designs would be completed and sent to IDA for comment within 18 months of the Credit Agreement date (para. 4.10); and (iv) all sites including an additional 100 to 150 acres for each school would be acquired by the Ministry of Education prior to the scheduled start of construction (para. 4.19). 6.02 Additional conditions of effectiveness would be that (i) the govern- ment establish a project implementation unit in the Ministry of Education with a full-time director and a local architect with suitable experience and qualifications (para. 4.18); and (ii) the government start the training of teacher trainers in accordance with a program agreeable to IDA (para. 4.07). 6.03 The project is suitable as a basis for an IDA credit of US$6.0 mil- lion to the Republic of Afghanistan.  CORIPAItATIVE ECUeAYZOlA INDICATORS NOVEMBER 10, 1976 Page 1 of 2 I GNP/ ; % GNP :% TOTAL:% DF PUBLIC : gP81. :AV.PRI. I I :SEC ICAPITA: DEVOTED,PUBLIC I EDUCATION iLITER- : PRI. ICOMPLE- :STU- :SCH.TEACH:PROGRESS:1 SEC. :SIU- I * AT t TO EDU.s EXP. 3 RECURRENT . ACY IENROLLiTION tOENTS:SALARY INtION RATE sENRULL:DENIS:H4IGHEIO: I tMARKET3 (PUBLIC:DEVOTEOtEXP ALLOCATED$ RATE :RATIO 3RATE FURePER tRELATION %FROM PRI.:RATIO :PER i ENRULL: POP. :PRICES: EXP;. I TO I TO:, :110 OFS: NET :PRI.SCH.:TEACH: TO GNP/ :TO SEC. NET :TFACH- RATlO: YR: (000) : USS): ONLY :EDU. aPRI. SEC. '.,I.ADULTI (0 ICYCLE(0),ER :CAPITA W 0 C0 il. : l (1) ii (2) 1 ( 3) : C) 5 (5) z(6) : (7) ( 8) : (9) I (10) : (11 t (12) (13) :14) ADVANCED AUSTRIA 73 7.9 3, 910 4. 3 9.9 479 250 200 99 98 93 26 2.0 99 51 19 8.00 CANADA 72 22. 10 5,4`10D 7. 7 t19.4 30 is I19 98 81 98 24 2.0 99 82 1 7 9.00 GERMANY F .REP. 12 -61 00 5,320D 4.2 14.? ... 79** 26 99 1 99 33 ... 99 VI1 22 17.00cy *JAPAN 7 1 108. 30 3,630D 4.3 2O.7 39 30 12 99 99D 99C 25C 2. 0 99C 900 201 28. 000 NETHERLANDS 72 13.40 4,33RD 8.5- 19.10 32 45S 19 99 95 95 29 3.0 97 7 3 2 0 11.00 NEW ZEALAND 73 2.9 3.680 5.2 *. * 39 24 29 99 99 99 26 ... 99 67 1 9 20.0 0 NORWAY 72 3.90 4,6600 7.0 15i.2 a 58 23 1 3 99 99 98 2 0 1 .9 99 76 104 II.Ao SWEDEN 7 3 S.3I'S9 5,) 8l.9 16.0 36 1 4 13 99 99 99 1 7 .. 90 85 1 0 30.00 U.K. 72 55.OD 3. 0600 6 .3 12.7 26 39 22 to 99 ... 26 2.0 ... 63 1 7 11.0 0 U.S.A. 72 210.40 6,2000 6.0 35.4 ... 73** 27 99 99 99 2 5,U 2. 0 .. 93 14U 2 9.0 0 EUROPE GREECE ~~~~7 1 8.90 1,89700 2.2 till 54Y 29Y 14Y 82A 915 TO.. 3Y .. 7v)A 980 030 it.1a0 IRELAND 7 2 3. 00 2. 1900 S. I 3,90 43Y 4IY 14Y 90 97 99A 39 .. 950 75 1 9 7 .000A PORTUGAL 72 9.00 1,410D. 0 .. . 510 .. 7.boy SPAIN 7 1 39.70 1,7100 ;:;B 19.24 49Y 22;1i;0 91A .. 30 ... 290 3 6.000 AFRICA AL GEiRI 7~ 19.7 778 7.9 ... 410 32G 18G s0 76 62E 42E 6.0G 49E 17 25 0i. 00 BENIN 73 2.9 1101 9. 3 32.0 47 2 3 II 1 1 3248 708 904 2i .08 4313 703 394 Q4.001 BOTSWANA 74 0.7 300u 9.0i 20.0 38 20 1 9 25 70x 75 39) 5.0a 241 03X 18 u.30Y BURUNDI 74 3. 9 92 2. 9 19.90 478 438 128 I10 200 307 38 10.0 1 0 20 1I8 1.0 CAMFROON 73 6.2 2 9( 5 .9 20.0 380 29Y 17Y0 7 4 I . 910 I ..by 9 23CY 0.90Cy C.A.R. 70) 1.7 0 1610 '1.ON 20.U S96 19... .. 64CY 25 6910 .. 1 5CY 2749Y U 007 Y CHAD 7 r 0.0or 80D 3.0 10t.0 78 22 Is1 29180 30 6980 19. 0 8 2080 30 0.0140 CONGUCA) .74 1. 3 490O 6.0 1 t.3 40 32 2 1 90? 1330 63 013 6. 0 48 330 2 2 3. 00 EGYPT 74 36.'( 280o 9.1 ... 29 36 20 040 701( 09s a0 . .. 60 390 2 8 I1.10 ETMIOPIA 7 3 26.9 90( 3. 1 20 .0 42 29 1 8 7 171 42 90 3. 0 63 2 30 u .20 GABON 73 u.S 1,31 9.0o 20 .6 25 9 1 1 ... 184180 25C 46C 9.0 18A 20C 211 1.400C0 GHANA 7 1 9. 30 3000 0. 7 24.4D8 380 150 230 ... S6xC Y 62 3010 ... 10 li 1x lACY 0. 70BY IVORY COAST 72 9.80 38(10 6. 3 24 .7 2780Y 338Y 13Y 94 92 570 06 .. . 0 25 12080 K1ENyA 73 12. 4 17(1 6.4N 27 .0 63 I1 II 0 0 73 ... 010 8.0 10' 1 2 23 1. :038Y LESOOHO 79; 1.2 lI1oN i2.11P 23.0 09 1 8 20 40 89 s0 912 7.08 81 1 0 26 1. 00 LIBERIA 79 1.9 410 2.41 3.2 27 19 20 73 58 . . 39 2.0 ... 12 26 1.10AY MADAGASCAR 741 8.6 1-5(0 3. 2 22. I It 24 25 40 68X 3(1 613 t- 5. 0 48 90 26 1. 00 MALAWI 70 41.80 1100O 3. 1 20 .9C . . . . 25 r 960X 60 9,(1 7.0 00 00 20 0 .2610 mALi 74 9 .30 700 4.6N 32.3 36B 52B 128 101 180 220 404 1(1.08 370 A0A 170 0.I060 MAURITANIA 7 U 1.20 2000 4.9 21.0. . . . 0 150 .. 22 .. .. 3 20i MAURITIUS 72 0.80 4100 3. 7 I11.70Q 7s1o4 8 86 9 33 .. . 1 3 0 1.07CY MOROCCO 70 19.9 320) 5.01 16.9 44 0 7 9 26? 94X 2 1 37 ... 31 330 2 1 2. 00 NIGERIA 7 1 71.20 2100 3.2N8 . 40A 244 20A ... 3 9410 ... 301 .. . 4 20C0 0.37CY ROANDA 7 3 3.90 700 3.2C 2 8 . . .00.23 52 ... S I ... ... 2 1 3 0.2310 SENEGAL 7 1 4.00 2800 0.1ON 2?.5DR .38A 42A 54 30 380 . .. 46 .. 10 25 ).713CY SIERRA LEONE 73 2.7 160 3.4 23.4 31t 36 30 I5? 34X 45 32- 4:&E 134 21 0.53BY SOMALIA 75 3.2 100 3.70 30.80 490 160 199 So? 344 86 315 10. 0 60 3 15 0. 10 SUDAN 72 17,00 1300 4.5S t3,2 43 29 28 15 38 75 05 4.0O 25 I1 20 1.23Y SWAZILAND 75 0.15 440 4.9 18.0 37 351 13 15 0 70 s0 38 3. 0 84 19 22 2.00 TANZANIA 70 13.21 1)01 9,18 I 7.0 36 ... 12 63 440 ... 09 ... 7 2 211 0. 30 TUNISIA 73 9.00 4600 6. 3 23.4 37 03 tB 55 72 Bt 'II 6.0 I1 14 21 3. 00 UGANDA 70 10.80 :900 9.2N 17.6CR 400 229 299 254 48010 ... 36 ... 304 4010 21 0.b880 UPPER VOLTA 72 5.70) 700 9.0 23.9 65 30 6 5 to ... 05 181.0 20 2 23 0.0100 ZAIRE 73 23. 4 140 9.2CN 21 .3C S4C 17C 291 1 5 63 38 04A 6.0 43 B 20 0.9680 ZAMBIA 70 4.7 482 9. 3 t4.2 34 lB a 16 43 88 80 07 9.0 20 1 3 22 1 .00 CENTRAL AMERICA AND THE CARIBBEAN COSTA RICA 71I 1.60 7100 5.2 22.7 57 2S 1 2 B9 86CY 65 29 3. 0 sB 2210 25 I12. 1110 DOMINICAN REP.72 04.01 8200 3,0 j3.0 42 24 22 51 80 17 54 3.00 63 13.5 24 7.00 EL SALVADOR 75 3.70 3500D 3.6 23.0 61 5 22 60B 6SC ... 39C0 ... 39 1341 2110 4.3580 GUATEMALA 73 53.1 Igo 1.9 16.0 85 23 14 47 64 26 35 3.0 69 B 25 0.090 MAY41 72 4.40 1300 0.9 6.60 61 it B 200 22 25? 4os 8.0 s0 3 23 1.00? HONDURAS 72 2.70 3200 3.9 26.90 64 13 lB 52 810 lB 17 6.0 is 144 IA 3.00 JAMAICA 72 1.90 9900 6.90Y t9.7 33Y 220 70 86 10640 ... 52 .. .. 3200 19 4 79Y MExICO T0 56.00D 8900D 2.6 9.3 S4 24 1 2 76 7 1 33 0 6 3.3 1 9 2 3 6.3 2Cy NICARAGUA 74 2.00 9400 2.9 14.2 61 13 13 57 65 21 37 2;.0 93 17 20 7.00 TRINIDAD S T. 71t 1.0D 1.3t100 1 5.1 18.9 S3 27 3 2 90 954 87 315 4. 0 I S 49 25 '. S6 A Y SOUTH AMERICA B00"VIA 76 5.8 3133 5.0 17Jw_ .- - in no Z 24. sa ... 43 LAD 38A82L . 10 o oi1 7640 4. 3 ti.0E 43 20 37 79 8ox ... 2710 ... ... 183 1510 A.OOB8 CHILE 72~~~? 10.20 7200 4.6Y t4.8.AT ftV 140 UT9 I.. 19 A .. 3760 ... ... 48800 .. COLOMBIA 70 22.50 4400 4 .0 1. 13 IB 20 is 67 20 36 4.0 90 1 7 1 4 4,00 ECUADOR 72 6.70 3800 3. 7 27.71 41500 42G! logo 69 . 3 7.. .;- lB 14 9.9y1 GUYANA 74 0.7 4100 .58N 14.70 47 35 14 STSA 98 1' 3 . 193 620x 2 4 1.001 PARAGUAY 74 2.40 374 1.0 31.0 85 13 22 S1 $a 26 sqi.9 65 17 *12 8.04 PERu 71 14.50) 6200 A.,9 24.00 S0 22 is 72 so -38 34~0 3 0 70 '30 2300 jt',09 VENEZUELA 7 3 31,12 1,630 4.6 j9.9 -" 39280 Igo 7.7A 01 *44 3 1 2. 4 ... 3 3 ... 2kC  COMPARATIVE EDUCATION INDICATORS (CONTO) INOVEMBER 10, 1976 Pae2o a a GNP/ I G GNP ax TOTALtx OF PUBLIC a PRI. SAV.PRI. I a 3EC a aCAPITAa DEVOTEDIPUBLIC a EDUCATION aLITER- a PRI. ZCOMPLE- aSTU- tSCH.TEACHIPROGRESSa1 SEC. iSTU a a AT a TO EDU.a EXR, a RECURRENT aACY aENROLLaTION IDENTS13ALARY INSION RATE 3ENROLLIDENTSaHIGHER: a :MARKET: (PUBLICaDEVOTEDIEXP ALLaCATEDa RATE 1RATIO ZRATE FORaPER :RELATION :FROM PRI.:RATIO iPER IENRULLi aPOP PRICES; EXP. a TOUa ; ?Da T *( ODFS a NET IPRI.SCH.tTEACHt TO GWP/ aTO SEC. a NET ITEACH- RATIO: YRa(004) ai (USS) ONLY a EDU PR.SEC, HI.IADULTS) MX aCYCLE(Z)tER a CAPITA a (5 a (%) :ER a (SI a(1) a: (2) a (3) a(0) a 5 6 l) a() a(9) a(1A) a (11) all2) (103) :(ilo) ASIA AND OCEANIA AFGHA;NISTAN 74 16.3 90? 39P 23? lAM to 26X 24 Al 5.0 78 80 21 1.00 BANGLADESH 73 74,0 so 1.2 20, .. 23 560 ... 98 ... ... 23x 28 CHINACTAIWAN) 73 15.4 b660 3.2 14.0 28- 41' 12 2 82 98C 94 40 14.0 84 61C 26 2,0.O)C INDIA 71 581.9D 120D 2.6VY .247. ... ... ... 29 79.. 3A280 2OAY 4 OOAY INDONESIA 73