China - Second Agricultural Education Project

Document of The World Bank FOR OFFICIAL USE ONLY Report No. 4871-CHA STAFF APPRAISAL REPORT CHINA SECOND AGRICULTURAL EDUCATION PROJECT May 21, 1984 Projects Department East Asia and Pacific Regional Office This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization.  CURRENCY EQUIVALENTS $1.00 = Renminbi Yuan (Y) 2.00 FISCAL YEAR January I - December 31 ACADEMIC YEAR September 1 - August 31 ABBREVIATIONS AFS - Agricultural Film Studio CABS - Central Agricultural Broadcasting School CNTIC - China National Technical Import Corporation MAAF - Ministry of Agriculture, Animal Husbandry and Fisheries  FOR OFFICIAL USE ONLY CHINA SECOND AGRICULTURAL EDUCATION PROJECT Table of Contents Page No. LOAN/CRED'T AND PRO.;ECT SUMMARY *...........*.... ............ iv BASIC DATA ......................*........*.........**..* vii AGRICULTURAL EDUCATION .. ................*..... 1 Overview .. . me em em........m.......*.m*mmm.mm me em....... 1 Principal Features and Issues in Agricultural Education ... 2 Government Strategy and Bank Group Role mmmmmemmmm.mmm.mmmm 5 THE PROJECT ......m., .................. ...m. 6 Project Objectives and Scope ..em.. .m.... 6 Project Components . mm. me ec C .. ..m.. mmmcm.... 7 Agricultural Colleges . *m*mm em. em. mm. inC........... . 7 Training and Extension Support Centers ............... 10 Agricultural Technical Schools ...... 690*060060*69.... 11 Distance Learning and Educational Support Facilities.. 12 Evaluation, Plar.ning, and Preparation of Future Projects .me * mmmmem.* m em ...... 13 Project Management and Implementation .mmemseemmmm.mmmsee 14 Status of Project Preparation ..eeeeme.m.m.e.ee.eeeme.ee. 14 Project Cost and Financing .e....e. 14 Procurement ...mmmm.mm.mmmm.mmemmemmmm.mm.m.mmmmm.mmmm. 15 Disbursement .me.m.......me ......m.e. mm......mee.m... 17 Benefits and Risks ...... me.me mmcm. .me em ....mm....me. 18 AGREEMENTS REACHED AND RECOMMENDATION oee........... 19 This report is based on the findings of an appraisal mission in July 1983 comprising Messrs. V. Billeh (General Educator, Mission Leader), D. Hartzog (Agricultural Educator, Consultant), D.C. Kimmel (Agricultural Educator, PAO), Mses. V. Li (Economist), and P. Harrell (Educational Planner, Consultant), and a postappraisal mission in October 1983 comprising Messrs. V. Billeh (Mission Leader), D.C. Kimmel, and V. Demetriou (Architect). Messrs. F. Farner (General Educator), S.Z. Sung (Technical Educator) and S. Futagami (Mass Media Specialist) also assisted in project preappraisal. This document has a restricted distribution and may be used by recipients only In the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization.  - ii - ANNEXES Page No 1. Notes on Higher and Secondary Agricultural Institutions........... 21 Table 1: Aiigher and Secondary Educational Institutions - Number and Enrollment.... ....................... 23 2. Academic Staff of Agricultural Colleges and Technical Schools a. Academic Staff of Newly Assisted Project Colleges..leges...... 24 Table 1: Academic Staff in 12 Colleges by Rank, Age, Educational Level, Source, Teaching Experience and Se. 26 b. Academic Staff of 12 Agricultural Technical Schools by Rank, Ate, Sex, Years of Postsecondary Education and Teaching Experience.... .... . ... .................. 7.... 7 3. The Organization and Function of The Training and Extension Support Centers 28 4. Project Institutions a. Project Institutions by Affiliation and Location.............. 30 b. Project Institutions by Type and Geographical Regionion,...... 33 5. Number of Trainees by Type of Course at 12 Newly Assisted Colleges in 1982-1983.......................................u... 34 6. Project Agricultural Colleges a. Summary of Existing and Planned Academic Facilities, Dormitories, and Experimental Farms at Project Newly Assisted Colleges..... .... . ..... 35 b. Types of Laboratories/Centers to be Established or Strengthened at Project Newly Assisted Colleges.s.*...ge.s. 36 c. Examples of Seminars for the Agricultural Colleges and Number of Participating Staff from Each College.lege.**.. 37 7. Technical Assistance Programs a. Overseas Staff Training Programo..g ra........,.........0.0.0*0 39 b. Specialist Services Program ........ 40 8. Project Model Facilities... 41 9. Project Agricultural Technical Schools a. Fields of Specialization at the 12 Agricultural Technical Shos44 b. Summary of Existing and Planned Academic Facilities and Dormitories at the 12 Agricultural Technical Schools.... 45 c, Suggested Seminars for Agricultural Technical Schools, Number of Participating Staff from Each School, and Number of Specialists ............... . . . .. . .. .. ... ................ 46 10. Project Organizational Structure..............................* ...... 47 11. Project I niaos48 12. Project Costs and Implementation a. Project Cost Summary.............................- ........... 50 b. Summary Account By Time. . ....... 51 c. Summary Account By Project Component.....e..e....e....e.....e. 52 d. Financsibas Pe an . l............ .. ......................... 53 e. Disbursement S ceue54 f. Implementation Schedule.**..******* ... 55 13. Selected Documents and Data Available in The Project Fi le 56  - iii - MAP IBRD 17527 - Locations of Project Institutions  - iv - CHINA SECOND AGRICULTURAL EDUCATION PROJECT Loan/Credit and Project Summary Borrower: People's Republic of China Amount: Loan: $45.3 million (including capitalized front-end fee) Credit: SDR 22 million ($23.5 million equivalent) Terms: Loan: 20 years, including 5 years of grace, at standard variable interest rate Credit: Standard Project Description: The project constitutes the second phase of the Govern- ment'slong-term strategy to improve the quality and supply of high- and middle-level agricultural manpower. The project would provide funds for civil works, furniture, equipment, technical assistance and fellowships to: (a) improve and expand preservice and inservice training at 23 key agricultural colleges; (b) establish 8 training and extension support centers to train staff for the MAAF's extension system; (c) assist the Government in defining a development strategy for secondary/postsecondary agricultural education by introducing a pilot program to strengthen 12 agricultural technical schools; and (d) improve the quality and increase the supply of instructional materials by assisting 3 central distance learning and educational support facilities. The main benefit of the project would be to promote agricul- tural development, by increasing the provision of well- trained agricultural professionals and technicians, and by assisting the Gover4iment in tailoring educational development policy to future manpower needs. Risks are that the complexity of project design may impede effective implementa- tion and that seminars to transfer new technologies and teaching methods may not be efficiently organized. Organiza- tional arrangements, which include establishment of coordinating and advisory panels, would reduce these risks.  v Estimated Cost: Local Foreign Total/a ------- $ million A. Agricultural Colleges 12 Newly Assisted Colleges 39.4 27.9 67.3 11 Previously Assisted Colleges 22.9 12.4 35.3 Food Science Department 0.9 1.2 2.1 Library 2.8 2.4 5.2 Technical Assistance 2.6 9.2 11.8 Subtotal 68.7 53.0 121.7 B. Training and Extension Support 8 Centers 3.0 4.0 7.0 Technical Assistance 0.2 1.0 1.2 Subtotal 3.2 5.0 8.2 C. Agric. Sec. Specialized Schools 12 Schools 4.6 4.0 8.7 Technical Assistance 0.3 0.8 1.1 Subtotal 4.9 4.9 9.8 D. Distance Learning & Support Facilities 3 Facilities 1.1 1.7 2.6 Technical Assistance 0.1 0.4 0.4 Subtotal 1.2 2.1 3.3 E. Evaluation, Planning & Preparation of Future Projects 0.3 1.0 1.2 Base Cost 78.2 65.9 144.2 Physical Contingencies 3.9 3.3 7.2 Price Contingencies 12.9 10.7 23.6 Total Project Costs /b 95.0 79.9/c 175.0 Front-end fee on Bank loan - 0.1 0.1 Charge on use of foreign capital 27.5 - 27.5 Total Financ.'ng Required 122.6 80.0 202.6 /a Some totals may not add up because of rounding. /b Project-financed goods are exempt from import duties and taxes. 7T Consists of $68.7 million of direct foreign exchange and $11.2 million of indirect foreign exchange.  - vi - Financing Plan: Local Foreign Total ------- $ million - IBRD -45.3 45.3 IDA - 23.5 23.5 Government 122.6 11.2 133.8 Total 122.6 80.0 202.6 Estimated IBRD/IDA FY 85 86 87 88 89 90 Disbursements: ------------ $ million ------------- Annual 0.7 6.3. 10.0 24.0 21.0 6.8 Cumulative 0.7 7.0 17.0 41.0 62.0 68.8 Rate of Return: N.A.  - vli - SEF I AiaELMPOL EUCATN PPCr Basic Data 1982 Genral Total Population 1,008 milion Primary Secoa Hir (Grades 1-5/6) (Grades 6-10/11) (Grades 12-15) Total Enrollment BdiT4tucation (mln) 140.0 45.0 1.7 /a 186.7 % of age group 93 4Z 3.1Z7iT Nnformla Eiucation (mln) 7.6 4.3 0.7 12.6 EmLimolt ('000) NLuiber of Of which under- Of which Post- Full-tit institutions agriculture /c graduates agiculture /c graduate t staff I!ghnr Education Universities and Colleges/d 521 72 } 1,153 94 21.3 } 287 Specialized Colleges/e 194 13 } 6 } Total 715 85 1,153 100 21.3 287 Science arnd Technical Personmel Nb. of scientific and techrdcal personnel: 5.7 di.l1ion Technical personnel per 1,000 people: 5.7 Technical personnel per 1,000 staff and workers: 68.0 Expenditure on Education Total expenditure on education as % of total national incme 3.1% Government expenditure on educatiom as % of government expenditures 9.6% Government capital expenditure on education as % of government capital eqpediture 5.970 Governnent recurrent expenditure on education as % of government recurrent expenditures 7.5% Percentage Allocation of Public Recurrent Egcenditure on Education Primary - 34% Secondary - 39% Higher - 27% /a Includes 0.5 mniJion postsecondary students enrolled in technical schools. lb Includes nonformal education. 7T Includes Forestry, Water Resources and Meteorology. Td Four years of study or wre. 7T Two to three years of study.  CHINA SECOND AGRICULTURAL EDUCATION PROJECT AGRICULTURAL EDUCATION Overview 1. To supply the food needs of a population now over a billion and raw materials for an expanding industrial sector, China must lncrease agricultural output. The potential for increase is limited by a number of factors, including the scarcity of arable land, major problems of soil and water conservation, and the difficulty of raising food grain yields beyond already high levels. In an effort to boost production in the face of these con- straints, the Government since 1979 has initiated new development strategies including: (a) a major push to modernize agricultutre by increasing science and technology inputs to farm production; and (b) decentralization of production planning and management to the production team and farm household levels. The long-term success of these strategies depends on the availability of well- trained professional and middle-level manpower: managers to plan and administer agricultural development programs; researchers to advance science and technology; and technicians to channel new knowledge and improved skills to producers. Providing this manpower is the task of the agricultural education system. 2. Agricultural Manpower Requirements. Manpower requirements in agriculture and the implications for educational planning are the focus of a pilot study in Jiangsu Province launched in 1982 as part of the Association- assisted Agricultural Education and Research Project (Cr. 1297-CIRA). Although the precise dimensions of manpower need must await conclusion of the Jiangsu study, recent projections indicate shortages of appropriately-trained personnel at both professional and technician levels. Colleges are currently striving to overcome such shortages, but efforts are constrained by limited enrollment reapacity and inadequate quality of instruction and range of curri- cula. Based on present enrollments of postgraduates in the agricultural sciences totalling about 1,200, the Government estimates that requirements for personnel with advanced degrees between 1983-90 will exceed availability by more than 15,000. At the college graduate and technician levels, shortages are most acute in specialized fields such as forestry and meteorology where the present flow of around 5-6,000 graduates per year can satisfy only half of the annual requirement over the decade. Overall, it is estimated that there are currently only about four agricultural technicians per 10,000 agricultural workers in rural areas. As critical as the need to add new personnel to the labor force is the need to upgrade the qualifications of already-employed personnel, both professionals and technicians. According to Ministry of Agriculture, Animal Husbandry, and Fisheries (MAAF)/FAO data, of 140,000 technical personnel employed in the MAAF-administered general extension network, 80,000 are in need of upgrading as are another 150,000 staffing the animal husbandry and veterinary science stations. The demand for in- service training in agriculture for secondary school teachers is 8ilso a mounting concern as the Government seeks to strengthen the agricultural curriculum in secondary schools nationwide.  Principal Features and Issues in Agricultural Edticatitn 3. hIigher Education (Annex 1). There are 85 institutions of higher education in agriculture and related fields witlh a tutal student enrollment in 1981/82 of about 100,000 including 1% at the postgraduate level. This represents only 8% of the total 1.2 million students enrolled in China's 715 higher education institutions. Seventy-two of the 85 agricultural institu- tions are classified as colleges and universities (daxue and xueyuan) and offer programs of four years or more leading to the bachelor of science and advanced degrees. The remaining 13 are two to tlhree-year specialized colleges (dazhuan) which award postsecondary diplomas in technical education. In addition to th-ese preservice programs, colleges and universities are currently providing various forms of inservice training - e.g. sparetime, evening, and correspondence courses - as part of a crash program to upgrade the qualifica- tions of a generation of cadres who received a substandard education during the Cultural Revolution. Inservice enrollments swell student rauks by as much as 50% with a corresponding effect on the student/teacher ratio which, based on regular enrollments, is a low 3.2:1. As in other fields, students are admitted to the agricultural colleges on the basis of their scores on a uniform national entrance examination. In 1982 only 17% or 315,000 of the total number of applicants in all fields gained admission. According to recent statistics, the gross enrollment ratio for higher education in China is only 3.7% compared to 7.4% in other developing countries. Agriculture is not generally the first choice of candidates with the result that those admitted to university are likely to be lower ranking students though still in the top 85-90 percentile of those taking the entrance examination. 4. Though efforts are now underway to assist selected institutions, agricultural colleges as a whole are hampered in their efforts to respond to the national need for well-qualified teachers, administrators, researchers, and extension personnel by: (a) poorly qualified staff: on the average, less than 25% of the teaching staff at the agricultural colleges have had any post- graduate education and only 8% have had two years or more (Annex 2a); (b) inadequate equipment: presently available teaching equipment allows for conducting only around 60% of the required laboratory exercises and, at t1re postgraduate and research level, equipment is both in short supply and often obsoleLe; (c) lack of space and/or substandard facilities: buildings gener- ally are poorly designed, constructed and maintained and inefficiently used; (d) weaknesses in curricula: study programs are narrowly technical and often outdated, and fail to adequately emphasize the range of course offerings appropriate to future needs for scientific and teaching personnel, such as agricultural economics and management, range management and development, food technology and nutrition and agricultural and extension education; and (e) inefficient organization and management of resources: management weaknesses are evident in areas such as staff and space utilization and operation of library facilities. 5. Training and Extension Support Centers. The MAAF administers a vast extension network headed by a general extension bureau in Beijing and encom- passlng a hierarchy of agencies/units reaching downward to the provincial, county, commune, brigade and production team levels. Though China's past agricultural successes must be attributed in large part to the effective  working of thlis system, the Government in recent years lhas instituted a major program to fuirtlher upgrade extension facilities and personnlel with a special focus on building county-operated agro-techliical stations. In an effort to mobilize coilege resources in support of th.s program, the Government h1as decided to establish on an experimental basie eight college-based training and extension support centers in eiglht grain producing provinces. If successful, it is planned to extend the model to all provinces. The primary function of the support centers (Annex 3) is to provide inservice training to management cadres attached to commune, county and provincial agricultural bureaus and co senior techniclans assigned to MAAF county agro-tecthnical stations, new units integrating several previously independent services - e.g., seed, plant protection, and soil and fertilizer services. Thiree hundred county statins are already in existence with another 2,000 planned. Senior technicians whio receive refresher training at the college centers will train lower-level cadres and technicians in turn. The eight centers are designed to train and upgrade annually about 2,000 management cadres and 7,000 technicians. The eight colleges involved in the first phase program are developing additional training programs to suit particular local needs and conditions. For example, both Hunan and Jiangsu Agricultural Colleges will make use of extension cen'.er resources in developing new agricultural education and extension programs to train secondary school teachers. In addition to their training functions, the extension support centers will assist in providing technical services to experiment/demonstration sites upon request by local agricultural bureaus. 6. The colleges are limited in their capacity to contribute to a major na-ional program to strengthen the MAAF-administered extension service by: (a) lack of a centralized unit for coordinating extension support activities presently carried out by various departments; (b) insufficient equipment to effectively train extension workers and respond to coramunity needs for con- sulting services; and (c) lack of staff experienced in extension education metlhods. 7. Secondary Education (Annex 1). In line with current policy which calls for moving away from the single track system of general education in vogue during the Cultural Revolution and re-emphasizing academic and vocational tracking, plans are underway to shift about half of the students in general secondary schoois (putong zhongxuexiao) into either secondary agricultural and vocational schools (nongzhong ji zhiye zhongxue) or technical schools (zhongzhuan - literally, "middle specialized"). Progress has been slow: according to recent figures, of more than 6.5 million senior secondary level students, about 96% are still enrolled in general education institu- tions. Schools already converted include about 3,000 technical schools enrolling 1.1 million students of whom 74% are in vocational streams. Most of these schools at present provide two to three-year programs for senior secon- dary graduates; some also offer two to four years of training for junior secondary graduates. About 440 of these schools, with enrollments at 110,000, provide agricultural technical training. Programs are highly specialized - e.g., atmospheric sounding and agricultural meteorology in the meteorology specialized schools - but the schools have not been accorded higher or post- secondary standing and, in fact, the Government's stated long-term goal is to revert to the model in use before the Cultural Revolution when the technical school was wholly a continuing school for junior secondary graduates. This  - 4 - plan may not be desirable in view of: the enormous demand for additional training on the part of senior graduates unable to gain admission to institutions of higher education; the agricultural sector's need for large numbers of technicians witr' more than senior secondary but less than college level training; and considera. ons of cost and effectiveness in having colleges provide this form of training. 8. The system of agricultural technical schools is limited in its effectiveness by: (a) lack of a coherent program of institutional development: the Government has not yet determined a set of guidelines for the future development of the technical schools based on manpower requirements and the present training capacity of the agricultural education system; (b) inadequate equipment and facilities: since most technical schools were closed down or suffered damage during the Cultural RevolutiLn, equipment and facilities are often lacking or substandard; (c) curriculum weakness: there is too much emphasis on the teaching of basic sciences and consequent neglect of applied skills appropriate to technicians' jobs; and (d) inappropriately trained teaching (Annex 2b) and administrative staff. 9. Distance Learning and Educational Support Facilities. Under the MAAF are three agencies with special responsibilities for providing distance learning and producing educational materials for use in agricultural colleges and secondary schools: (a) Central Agricultural Broadcasting School (CABS): The CABS was established in September 1980 to provide secondary school equivalency programs via radio to farmers, cadres and technical workers in outlying areas. Classes are held in 8,000 communes in 1,500 counties. Of an estimated 430,000 regular listeners, about 130,000 took final examinations offered in 1982 in the chemistry, botany, soils and fertilizers, and genetics and breeding programs. Growth of CABS operations is limited by: (i) poorly qualified staff: there are no staff members trained in program production so that CABS must rely exclusively on the Ministry of Broadcasting for both production and transmission; and (ii) inadequate alternative means of program delivery. (b) Agricultural Film Studio (AFS): The Beijing AFS with its staff of around 90 technical personnel produces 16mm and 35mm educational films for use in agricultural secondary schools, technical schools and colleges and universities throughout the country. Coverage at present extends to institutions in about 1,000 counties. Management of film design, production, and distribution is effectively handled by the AFS with various bureaus within the MAAF and Ministry of Education playing an advisory role and the China Film Publication Company acting as distributing agent. However, certain technical weaknesses limit AFS production capacity. Operating with outmoded 16 mm film technology rather than the more efficient video techno- logy, the AFS can produce only 80 films or 13 hours of viewing annually, far below the estimated 1,100 hours of master tapes needed to adequately supply the country's agricultural institutions. The AFS also lacks staff trained in new video techniques.  -5- (c) Printing Plant: The Printing Plant of the MAAF's Publishing House is responsible for producing books, journals and other teaching materials for the agricultural colleges and schools. Lack of equipment makes it impossible for the Plant to respond adequately to growinr demands for printing such materials. Government Strategy and Bank Group Role 10. To alleviate shortages of well-qualified technical, research and teaching personnel in agriculture, the Goverr.ent has decided to: (a) estab- lish a system of key agricultural colleges: high quality teaching/research institutions capable of playing a leading role in all aspects of agricultural modernization; (b) expand the role of both key and non-key colleges in providing staff training and technical support services for the agricultural extension system; (c) restructure the secondary school system with a view to increasing the number of schools offering vocational and technical education in agriculture; and (d) expand distance learrning opportunities in agriculture. In implementing this strategy, the Government faces problems of recruiting agricultural students from rural areas and retaining them there after train- ing: of 860,000 agricultural technicians trained nationwide since the early 1950's, 5C0,000 have left the countryside for jobs in urban centers. Through new policies - a special quota system on admissions of rural students to agri- cultural colleges and secondary schools and salary incentives to encourage graduates to return to the countryside to work - the Government hopes to develop a core of committed agricultural professionals and technicians. 11. Bank Group support for the Government's program of expanding and improving agricultural education is part of a larger Bank Group effort to help China meet critical requirements for high-level manpower in various science and technical fields. Strengthening higher education has been the thrust of three education projects now underway in China: University Development I (Ln. 2021/Cr. 1167-CHA), Agricultural Education and Research (Cr. 1297-CHA), and Polytechnic/TVU (Cr. 1411). Important sectoral objectives pursued through these projects include achieving quality teaching with emphasis on the undergraduate level; itpdatung, revising and expanding curricula; improving management methods and institutional efficiency; transferring knowledge and advanced technology through equipment purchases, fellowships and specialist services; and contributing to the Government's efforts to make more efficient use of capital investments in civil works. An additional important feature of the Agricultural Education and Research Project is the inclusion of two studies: a manpower study, now well underway, has effectively demonstrated the potential uses of manpower' analysis for educational planning; and a national research study, being carried out ahead of schedule, is designed to clarify the Government's research policies, plans and strategies. The Bank Group is continuing to make a significant contribution to improve project design through advice on how to make curricula more relevant to present and anticipated needs, how to ensure that equipment acquisitions are appropriate to teaching objectives, and how to plan and direct future investments. Given the present low level of university enrollment (para. 3), higher education and the aforementioned set of objectives will remain a focus of Bank assistance efforts. At the same time, in view of projected demands for preservice training of middle-level personnel and for inservice training at both middle  - 6 - and higher levels (para. 2), the Bank also supports extending assistance activities tD secondary and nonformal education and to various kinds of inservice training including, in agriculture, education programs for extensioi personnel. Some of these activities will take the form of pilot progrnams designed to create model institutions that might be replicated throug'hout the education system and to contribute to the Government's efforts to develop an integrated policy for strengthening the subsector as a whole. THE PROJECT 12. The proposed project was prepared by the M-AAF and was appraised in July 1983. Negotiations were held in Washington, D.C. from April 30 to May 7, 1984, with a Chinese delegation headed by Mr. Ge Fucun, Ministry of Finance. Project Objectives and Scope 13. The project would help the Government expand and upgrade profes- sional and middle-level agricultural manpower by providing assistance to four types of institutions: colleges, training and extension support centers, technical schools (zhongzhuanl, and distance learning/educational support facilities (Annex 4). ContInued support for higher education is necessary to raise enrollments in the agricultural sciences, now only 8% of all undergraduates and 2% of postgraduates. The proposed project would broaden the support for higher education provided under Cr. 1297-CHA by extending assistance to colleges in a wider range of agricultural/geographical zones and placing greater emphasis on the role of the agricultural college as a com- munity and regional resource. The project would give increased priority to strengthening undergraduate education over ostgraduate education and research. In addition, the project would -dd new dimensions to previous assistance by supporting institutions training agricultural technicians - technical schools and a radio broadcast school - and by initiating support for facilities producing educational materials. The project would provide funds for civil works, equipment, and technical assistance to: (a) expand and improve preservice education and inservice training at 23 key agricultural colleges; (b) expand the community services role of the agricultural colleges by establishing eight training and extension support centers functioning within the college teaching/research framework to train staff and provide technical services for the MAAF's extension system; (c) assist the Government in defining a development strategy for secondary/postsecondary agricultural education by introducing a pilot program to strengthen 12 technical schools; (d) broaden nonformal training opportunities and increase the supply of instructional materials by assisting a radio broadcast school, a film/video production center, and a printshop; and (e) support evaluation, planning and preparation of future projects.  -7- Project Components Agricultural Colleges (estimated outlay of $121.7 million excluding contingencies) 14. The project would provide assistance to develop 23 key agricultural colleges into "centers of excellence" capable of produ.ing a core of high quality professionals essential to China's agricultural modernization program. Strengthening of higher education and research programs at the 23 project institutions would be expected to have an impact on non-selected agricultural colleges, on the research network, and on agricultural secondary institutions through an expanded in-country training role assumed by the 23 as a cost- effective substitute for overseas training. In this fashion, for example, curriculum changes instituted at the project colleges would be transferred over time to non-project institutions. In addition to strengthening training programs for professionals, the project would help colleges improve technician level inservice training activities (Annex 5). Twelve of the 23 colleges have been newly selected for inclusion in this second phase program; they comprise seven national and five provincial colleges representing a range of major disciplines and a variety of agricultural/geographical zones including three of China's border regions. Eleven of the 23 are already receiving Bank Group assistance, one under Ln. 2021/Cr. 1167-CHA and ten under Cr. 1297-CHA. Newly Assisted Colleges 15. The project would support 12 agricultural colleges in a broad pro- gram of increasing enrollment, improving the quality of instruction, introduc- ing new specializations, and improving management. 16. Enrollment Increases. At the 12 newly-assisted colleges, there are currently 19,500 students in regular degree programs and 10,300 in diploma and other short-term courses. By the end of the project, enrollment is expected to increase by 60% to 32,000 students in the case of degree programs and remain at current levels for non-degree programs which will be phased out gradually to make way for further expansion of undergraduate places. Increased enrollment and output would be achieved primarily by provision of new facilities, including laboratories and classrooms, as well as some reha- bilitation of outmoded or damaged facilities (Annex 6a). 17. Improvements In Instruction and Curricula. Quality improvements would be achieved through a combination of improved facilities (para. 16), acquisition of modern teaching and research equipment, and technical assis- tance. The project would finance basic and standard laboratory equipment to be used in teaching undergraduate science courses as well as selected pieces of advanced and specialized equipment which would enable the colleges to raise standards of postgraduate training and research (Annex 6b). Equipment acquired under the project would permit an increase in the percentage of required experiments actually conducted from 60% to 90%, enable institutions to respond to community demands for special courses, and help meet research and postgraduate studies development needs. In addition to science equipment, each college would acquire modest audiovisual equipment and instructional materials to supplement and enrich standard textbooks. A technical assistance  - 8 - program including local training, foreign fellowships, and specialist services, would help strengthen the professional qualifications of the teaching staff at the 12 agricultural colleges (Annex 7a). The proposed project would provide 1,200 in-country fellowships (1,250 man-years) and 369 overseas fellowships (376 man-years) to strengthen staff capability in the agricultural sciences and education. The language centers established under Cr. 1297-CHA would be extended under the proposed project through provision of 13 man-years of specialists in language training. The project would also finance 30 man-years of local and foreign specialists (180 persons) to conduct 36 seminars/workshops focussing on new technologies, teaching methodology, and curriculum development. The curriculum currently followed at the agricultural colleges needs updating in certain specialized science fields as well as diversification to include broadly integrative courses such as farming sys- tems, economics, and management. The seminars, each 1-2 months in length, would be conducted locally by teams of Chinese and foreign specialists for gr-'ups of project colleges with common fields of study. About 1,000 persons (15k; of the staff) would receive seminar training (Annex 6c). These staff members in turn would be encouraged to take the lead in refashioning curricula at their respective institutions. 18. Management Improvement. The proposed project would also address college management problems (para. 4) through provision of short-term local and foreign fellowships and specialist services. Staff development plans drawn up by each project college call for sending senior college administra- tors for short-term management training within 'hina or to observe management of similar institutions abroad. Two man-years of specialist services would be used in conducting management seminars in China for groups of colleges. The focus of this training would be such topics as methods of class scheduling to optimize use of space and equipment, computerization of financial and academic records, operation of library computer, and audiovisual facilities, and plann- ing, design, and maintenance of civil works. Three colleges would be selected for a pilot program to introduce such improved management methods. Foreign specialists would assist in conducting case studies and designing a management improvement program. Successful experiences in the three colleges would be transferred to other institutions. The Government expects that by the end of the project the student/teacher ratio at project colleges would be raised from the present 3.2:1 to 6:1, the space utilization rate would be improved from 40% to 70%. Library open hours would be extended from 40 to 80 hours per week, and "open stacks" library operation instituted. Previously-assisted Colleges 19. Eleven of the 23 colleges in the proposed project are already receiving Bank Group assistance as part of the Government's first phase effort to strengthen agricultural education. Beijing Agricultural University, which received support under the Bank's First education project, has completed constructioa uf civil works and purchases of new laboratory equipment and is presently implemlenting its technical assistance program. Ten colleges assisted under Cr. 1297, effective in February, 1983, are proceeding on schedule with civil works for new laboratories and classroom buildings, have completed award of bids for new equipment purchases, and have begun a program of sending fellows for overseas study and training. The participation of some  - 9 - administrative and academic staff in overseas fellowships and study tours, as well as the program of technical assistance, has already enhanced the ability of college, ministry and provincial staff in management, teacher training, and civil works standards and design. These 11 colleges are now ready to plan and carry out additional programs, specifically to enable them to take the lead in providing in-country training to staff of other agricultural colleges and secondary schools. To this end, the second phase financing included under the 1,roposed project would support the following specific objectives: (a) to support essential specializations, both at the undergraduate and graduate levels, not cc,rered in the previous project; and (b) to establish modern library facili ies and strengthen library staff. 20. Civil works at the previously assisted colleges would cover con- struction and renovation of libraries and laboratories. Equipment acquisi- tions would comprise: (a) up-to-date books and journals and audiovisual equipment designed to establish the library as a pivotal resource in the teaching/research tasks of the college; and (b) a range of standard and advanced laboratory equipment, which would enable the colleges to strengthen laboratories needed for postgraduate and extension-related research and for the introduction of new fields such as food science, agro-ecology and environ- mental protection. To help upgrade the qualifications of library and teaching staff in new fields charged with directing postgraduate research, the proposed project would provide 30 overseas fellowships (56 man-years) for advanced training. About 25 man-years of specialist services (local and foreign) would be used in conducting seminars for groups of colleges (para. 17) (Annex 6c). 21. The project would provide a special program of civil works, equip- ment, professional services (foreign and local) for design and supervision, and technical assistance to help two of the 23 colleges establish model facilities: a model library at Beijing Agricultural University and a model food science department at Central China Agricultural College. Establishment of these facilities would be expected not only to strengthen programs at the colleges where they are located, but to have a broad impact on institutional development throughout the system of agricultural colleges. Moreover the Bank Group's involvement in the financing of civil works and related design services would provide Bank Group staff with the opportunity to review planning and construction of small-scale civil works much more closely than has been possible thus far. It is expected that with better subsector knowledge and detailed involvement of Bank Group staff, the Bank Group may be able to make an important contribution to the efficiency and cost effective- ness of design and construction of educational buildings in China. To do this, the staff must be able both (a) to understand better all aspects of current procedures, design standards and construction techniques as now normally applied in China, and (b) to demonstrate at least some of the benefits inherent in better design, more modern materials and more competitive construction procedures. The proposed model facilities meet these needs at modest cost and with acceptable risk and have the following specific objectives within this project: (i) to improve the planning and design capabilities of local architects; (ii) to demonstrate the effectiveness for teaching and research of modern functional facilities; (iii) to initiate the process of preparing for competitive bidding and cost effective construction techniques and supervision; and (iv) to strengthen library science and food  - 10 - science, two underdeveloped fields in China. Innovations and improvements introduced at the two project colleges would be extended to other institutions through special staff training programs set up for this purpose. Beijing Agricultural University, in conjunction with the model library, would establish a department of library science to offer degree training in this much neglected field. 22. Civil works costs for the two model facilities would cover both local and foreign design services, supervision, management and construction, including certain imported building materials, for the following: (a) book- stack areas, reading rooms, audiovisual laboratories, and materials duplica- tion and preservation facilities for the library; and (b) specialized labora- tories and food processing workslhops for the food science department. Equip- ment provided at each of the facilities would comprise: (i) up-to-date books and journals, duplicating and audiovisual equipment, and a computer; and (ii) a range of standard and advanced laboratory equipment. The technical assistance program would include 30 local fellowships (16 man-years), 25 over- seas fellowships (24 man-years), and specialist services (3.5 man-years) in the fields of library science and food storage, processing and preservation. Training and Extension Support Cenxt'.rs (estimated outlay of $8.2 million excludialg contingencies) 23. To utilize college resources efficiently in upgrading extension personnel and management cadres, the project would assist eight colleges located in grain producing provinces to establish training and extension support centers. Two among the eight colleges - Central China Agricultural College and Northeast Agricultural College - are also receiving assistance under the colleges component (paras. 14-20). In establishing the centers, the project would enable the colleges to centralize and expand inservice training programs, to develop new extension methodologies, and to improve delivery of technical services. This wculd help facilitate the two-way flow of communica- tion between the academic community and farm production units in tackling problems of agricultural modernization. 24. Expanded training capacity. By the end of the project the centers would be expected to train annually in short courses about 2,000 cadres and 7,000 technicians to staff county agro-technical stations and agricultural bureaus. The centers would also initiate plans for upgrading secondary school teachers preparatory to establishing a full-fledged agricultural and extension education curriculum. Increased enrollment in training programs would be achieved primarily by provision of new and/or remodelled facilities, including libraries, classrooms and laboratories. 25. Improved curriculum. Improvements in curriculum would be attained by expanded facilities (para. 24), acquisition of modern teaching equipment and machinery, and fellowships and specialist services. Proposed equipment acquisitions include: (a) a mobile laboratory to be used primarily for training in the field and for testing and diagnostic purposes; and (b) labora- tory equipment to be used both by the centers and by the college as a whole. The project would support 48 local fellowships (24 man-years) and 76 overseas fellowships (36 man-years) for college faculty recruited as extension center  - 11 - staff. Local training would focus on audiovisual techniques and use of laboratory testing instruments. For the latter courses, trainees would be sent to one of nine testing centers recently set up by the MAAF. Each center would send staff members abroad for advanced training in agricultural and extension education, agricultural economics/farm management, and applied agricultural sciences. The project would also finance study tours for the center directors and senior staff to visit similar college-based extension support facilities abroad. In addition, the project would provide eight man- years of local specialists and five man-years of foreign specialists to conduct Joint seminars in China at each center for staff from two to three centers and othar colleges. Seminar topics would include teaching and com- munications methods, center organization and management, farm and enterprise planning and management, and production and use of teaching materials. Agricultural Technical Schools (Zhongzhuan) (estimated outlay of $9.8 million excluding contingencies) 26. As part of a first phase effort to expand the output and improve the job-related training of secondary technical graduates in agriculture, the project would help reorient and upgrade programs at 12 technical schools now offering two to four years of training to senior and/or junior secondary grad- uates and short-term inservice courses for agricultural technicians and teachers. All 12 schools have been classified as key institutions (Annex 1). Nine schools are run by provincial bureaus operating under the MAAF. Five of these offer general agriculture programs and four specialize in animal hus- bandry, fisheries, farm machinery and land reclamation respectively. Three schools are attached to the Ministry of Water Conservancy, Central Bureau of Meteorology and Ministry of Forestry and offer specializations accordingly (Annex 9a). The project would assist the 12 selected schools to expand enrollment, raise the quality of instruction, and improve management. Moni- toring and evaluation of this component by a special panel of Chinese planners and administrators will help the Government formulate a coherent program for strengthening the entire system of agricultural technical schools which is now being revived after virtual abandonment during the Cultural Revolution (para. 7). The Government aims to develop this program by 1987. The Govern- ment's strategy over the next decade is to increase the ratio of agriculture students at the secondary level to those in higher institutions from the present 1.5/1 to 3/1. 27. Enrollment Increases. There are currently 5,000 regular students and 2,000 inservice trainees enrolled in the 12 technical schools. By the end of the project, regular student enrollment would be expected to reach 9,000, with inservice enrollment remaining at current levels. This increase would be achieved through rehabilitation of facilities damaged during the Cultural Revolution and provision of new facilities (Annex 9b). 28. Improvements in Instruction and Curricula. Since many of the technical schools lack adequate equipment, acquisition of modern teaching equipment would be fundamental to raising the quality of instruction in spe- cialized fields. Under the project the schools would strengthen their work- shops, laboratories, and audiovisual equipment. The program of staff' development would include 238 local fellowships (120 man-years) and  - 12 - 60 overseas fellowtihips (30 man-years). Fields of study for fellowships would include applied siAences and educational methods. Foreign and local specia- lists (nine and six man-years respectively) would conduct seminars for staff of groups of technical schools (Annex 9c). The seminars would focus on applied agricultural sciences, curriculum development, teaching methods, and management. 29. Educational planning. The Government is in the process of preparing a detailed plan, to be completed by 1987, for development of the system of agricultural technical schools. The project would assist in this process by providing short term visits for school administrators, provincial bureau heads and central government officials to visit similar agricultural institutions abroad. In addition, specialist services would be provided to help the Government explore alternative methods of strengthening the system. Distance Learning and Educational Support Facilities (estimated outlay of $3.3 million excluding contingencies) 30. Project assistance would contribute to strengthening three central agencies under the MAAF engaged in production of materials and use of mass media for purposes of education and popularization of knowledge in agricul- tural science and technology. 31. Project support would enable the CABS to expand coverage and improve the quality of programs by supplementing lectures delivered via radio with review materials provided on audio cassettes. The cassettes would be produced in Beijing and distributed locally by mobile vans operating out of county centers. The full radio course would thus be available to farmers in remote areas. The project would finance audio production equipment for the Beijing center. About four man-months of overseas staff training and 15 man-months of foreign specialists would be provided under the project to improve staff capability in program production and radio studio engineering. 32. The project would also assist the AFS to increase its production capacity by financing construction, equipment and technical assistance for a new video studio. Equipment provided under the project would enable the studio to set up three production systems: (a) an indoor system for production of master tapes; (b) an outdoor system supplied with portable video equipment; and (c) a duplication system consisting of video recording and copying equipment. A project-financed program of 10 man-years of local and overseas fellowships would permit AIS to train 40 people among its present technical staff of 90 to run the video studio. Additional training would be provided by equipment manufacturers. Fields covered would be video studio engineering and video studio production. About 18 man-months of foreign specialist services would be provided in these same fields. With the new video facilities in operation, the AFS would be able Zo produce 580 programs (96 hours of master tapes) annually, seven times present production capacity and about 23,000 hours of video cassette copies. 33. In addition, a modest program of construction, equipment, and tech- nical assistance would enable the Printing Plant of the MAAY Publishing House to set up a new printshop specializing in production of teaching materials for  - 13 - agricultural colleges and secondary schools. The printshop would be equipped with an offset press, phototypesetting machinery and bookbinding equipment. Some training would be provided by the equipment manufacturers. In addition, one month of specialist services would be provided in color printing tech- niques. Once in operation, the new printshop would increase total printing capacity by about 20%. Evaluation, Planning, and Preparation of Future Projects (estimated outlay of $1.2 million excluding contingencies) 34. Evaluation. Evaluation of progress in meeting project objectives would be carried out under the direction of the Project Office in the MAAF's Bureau of Education (Annex 10) assisted by: (a) project units at each of the 44 project institutions; (b) a Review Committee composed of selected represen- tatives from project institutions; (c) the divisions of higher education and specialized schools within the Bureau of Education, MAAF, and counterpart units in other ministries participating in the project; and (d) an Interna- tional Advisory Panel. The Project Office would be responsible for designing standardized instruments to evaluate the four education components in the proposed project. Understanding on means to measure progress towards meeting project objectives was reached at negotiations between the Government and the Bank Group. To assist in this process, the project would finance local and foreign specialists (estimated at three man-years and one man-year, respec- tively), and 13 man-years of overseas fellowships in the field of evalua- tion. During negotiations assurances were obtained from the Government that: (i) by using standardized instruments and an agreed set of project indicators (Annex 11) project progress would be measured annually until 1992; and (ii) tracer surveys of graduates would be conducted annually until 1992 for colleges and specialized schools begianing in 1984. Data obtained from tracer surveys would be used by the Government, inter alia, to monitor the progress and effectiveness of its new policies zowards its goal of developing a core of committed agricultural professionals and technicians (para. 10) 35. Planning. In the case of the institutional development programs included in the project - the training and extension support centers and the technical schools - extending the original model or a aiodified version on a nationwide scale will require extensive planning at both central and local levels. Designated planning units will need to conduct school mapping exercises; assessments of curriculum, staff development and teaching method- ologies; and evaluation of cost-effectiveness of new institutions. To aesac. the Project Office in coordinating this major planning effort within and between ministries, the project would finance local and foreign specialists (estimated at eight and four man-years, respectively), and about 20 foreign fellowships (13 man-years) and essential equipment. The project would also provide six man-years of specialist services to help extend the model developed for the Jiangsu manpower study (para. 2) to one or two additional provinces. 36. Preparation of Future Projects. While Bank Group-assisted projects have initially focussed on higher education as the first priority, the pro- posed project includes a first phase program to support development of second- ary/postsecondary education in agriculture. The project would provide funds  - 14 - for local and foreign specialist services and foreign visits to prepare future investment programs in agriculttural education, in particular in such areas as agricultural technical schools and the training of extension personnel and agricultural school teachers. Project Management and Implementation 37. Responsibility for project implementation would rest with the MAAF. The Director of the M4AF's Bureau of Education would assume overall responsibility for directing the project. He would be aided in this task by the Project Office established under the Bureau in 1982 to implement the Agri- cultural Education and Research Project (Cr. 1297-CHA). This office would coordinate with and be supported by relevant units within the MAAF, including the divisions of higher education and technical schools, and by coutnterpart units in the Ministry of Forestry, Ministry of Water Conservancy and Central Meteorological Bureau. The Project Office would also use the services of the China National Technical Import Corporation (CNTIC) of the Ministry of Foreign Economic Relations and Trade. A Review Committee has been formed comprising representatives of project institutions to provide technical expertise to the Project Office, review staff development plans, and determine requirements for specialist services. Attached to the Review Committee would be an Internatio- nal Advisory Panel appointed by the Project Office to help in selection of seminar leaders and advise on seminar arrangements, evaluation, and curciculum development. At the institution level, the Project Office would be assisted by units set up by each project institution to carry out local planning, bud- geting and monitoring functions. This has proved an effective working arran- gement under Cr. 1297-CHA. During negotiations, assurances were obtained from the Government that the following would be established and/or maintained throughout the life of the project: (a) a Review Committee; (b) an Inter- national Advisory Panel, not later than December 31, 1984, with terms of reference satisfactory to the Bank Group; and (c) the Project Office estab- lished under Cr. 1297-CHA. Assurances were also be obtained that fellowship candidates would be selected in accordance with criteria satisfactory to the Bank Group and that those chosen for overseas study would receive language training as needed at the foreign language training facilities established under Cr. 1297-CHA; understandings were reached on the selection criteria. Technical assistance for installation, initial operation and maintenance of major pieces of equipment would be included as training in equipment con- tracts. Terms of reference for specialists and draft contracts would be submitted to the Bank Group for review before contracts are signed. Status of Project Preparat:ion 38. The project is at an advanced stage of preparation. Designs are currently being prepared for most project institutions. Invitations for bids for phase one equipment would be announced by June 1984. Evaluation of bids would be completed by September 1984 and awards would be made shortly thereafter.  - 15 - Project Cost and Financing (Annex 12) 39. The total cost of the proposed project is estimated at Y 350.0 mil- lion or $175.0 million equivalent including contingencies. The foreign exchange component is estimated at $80.0 million or 46% of total project cost. Project costs include: (a) construction and renovation of physical facilities; (b) locally procured and imported equipment and furniture; and (c) technical aseistance. Total financing required, including the front-end fee on the Banc loan and the charge on the use of foreign capital, is $202.6 million equivalent. Bank Group financing under the proposed loan and credit would amount to $68.8 million (39% of total project costs) and cover 100% of direct foreign exchange costs or 86% of all foreign exchange costs. The Bank loan would be $45.3 million and the IDA credit would be SDR 22 million ($23.5 million equivalent). The remaining $133.8 million would be financed by both national and provincial governments. Cost estimateB for civil works, goods and services are based on May 1984 prices. Construction costs were estimated on the basis of recently-started construction, analysis of unit prices of comparable buildings, and existing sketch plans. Furniture and equipment costs were based on master lists prepared by project institutions, and reviewed by the Project Office, consultants, and Bank Group staff. Contin- gency allowances amounting to $30.8 million include: (a) physical contin- gencies of 5% of base costs, amounting to $7.2 million; and (b) price contin- gencies ($23.6 million), allowing for an estimated local and foreign price escalation of 3.5% per annum for the balance of 1984, 8.0% in 1985, 9% in 1986-1988 and 7.5% in 1989. Project-financed goods are exempt from import duties and taxes. 40. Recurrent Costs. Recurrent costs generated by the project would be about $15 million equivalent a year in 1983 prices. As a result, the share of higher agricultural education in total recurrent expenditure for higher educa- tion would increase by 1% (from the present 8% to 9%).LI This would not be a significant additional burden on the budgets of the central and provincial governments. Procurement 41. Procurement arrangements are summarized in the table below: /1 Since only partial data are available on agricultural education budget at all levels of education, it was not possible to relate recurrent cost to total agricultural education expenditure in China. However, during negotiation, an understanding was reached that the Project Office would complete collection of data and provide them to the first supervision mission for this project.  - 16 - PROCUREMENT PROFILE ($ mi llions ) Total Cost Procurement Method Including Project Element ICB LP/a Other/b N.A. Contingencies 1. All civil works except model buildings - 64.4 - - 64.4 - Model buildings - 5.2 - - 5.2 - (1.0)/c - _ (1.0) 2. Equipment and teaching 43.7 33.0 7.5 - 84.2 materials (43.7) (7.5) - (51.2) 3. Specialists Services - - 8.3 - 8.3 - - (6.0) - (6.0) 4. Fellowships and Training - - 12.9 - 12.9 - - (10.5) - (10.5) Total 43.7 102.6 28.7 - 175.0 (43.7) (1.0) (24.0) - (68.7) /a I stands for Local Procedures whiich involve the assignmnrt of one or mDre contracts to a pre-selected contractor. For civil works, a contractor can be a construction butreau of a ministry or a construction conpany of a city or provincial governrmnt. For goods, contractors could be factories or suppliers. /b '0ther" includes (i) procurxent of equipmnt under negotiated contracts or on the basis of evaluation of bids from at least three suppliers; and (ii) procurement of technical assistance. /c This anaunt represents 20% of the estimated total cost of the to model bildings in the project and is equal to the estimated direct foreiga exchange for the smae facilities. Note: Figures in parentheses are the respective amounts financed by the Bank Group. All civil works in the project, except the two model buildings, would be pro- cured through established local procedures. For the two model buildings for which the Bank Group would provide partial financing, particular attention would be paid to procurement procedures to ensure improved design standards and cost effective contract award. Preliminary and detailed designs will be developed and submitted for Bank Group review by the AAF's design bureau with the assistance of qualified international architects selected in accordance with the Guidelines and employed under terms and conditions acceptable to the Bank Group. Since the civil works packages of the two tPildings would be relatively small ($3.3 million and $0.8 million respectively) and cannot be  - 17 - packaged together, they are unlikely tu attract foreign bidders. Prior to assignment of these two contracts the Grvernment would reach agreement with the Bank Group on the form of thie civil works contract and detailed con- struction procedures. The Bcr.k Group would review with the Government existing contracts to modify and develop the contract for the model buildings to provide for modern construction documents, measurable performance standards for construction planning, cost effective acquisition of materials, payment arrangements, and construction supervision. The Bank Group would also review the procedures for selection and appointment of qualified local construction bureaus or companies to implement the contracts. This involvement will also give the Bank Group an opportunity to explore with the Government the practicalit,' of introducing competitive bidding in local civil construction for educatictnal facilities. 42. Simple/standard locally produced equipment would be financed by the Government and procured through local procedures. Advanced equipment bid packages exceeding $200,000 equivalent would be awarded on the basis of international competitive bidding (ICB) in accordance with Bank Guidelines and are expected to represent about $43.7 million in total. Local manufacturers would be permitted to participate and would be extended a 15% preference margin, or the prevailing customs duties, whichever is lower. Equipment in bid packages below $200,000 equivalent and aggregating to a maximum of about $6.0 million would be procured on the basis of a comparison of quotations received from at least three suppliers eligible under the guidelines in accordance with procedures acceptable to t,Ie Bank Group. The $6.0 million ceiling is based on past experience and a review of equipment lists for the proposed project. Books in foreign languages and teaching materials estimated at about $1.5 million would be purchased directly from publishers or distributors after negotiating for the best discounts. Prior Bank Group review of contract awards would exclude small contracts ($200,000 or less) estimated to cover less than 15% of the value of all contracts. Post review of such small contracts would be performed by supervision missions on a sample basis. Specialists would be selected in accordance with the "Guidelines for the Use of Consultants by World Bank Borrowers". Disbursement 43. The proposed loan/credit of $68.8 million equivalent would be disbursed on the basis of: (a) 20% of the total expenditure for construction of two model buildings (paras. 21 and 22); (b) 100% of the foreign expendi- tures of imported equipment or the ex-factory cost of locally manufactured equipment procured on the basis of ICB; (c) 75% of the invoiced cost of imported equipment procured locally; (d) 100% of the expenditures for specialist services; (e) 100% of expenditures for overseas fellowshij.s; and (f) 100% of foreign expenditures for books and instructional materials (Annex 12e). All disbursements will be filly documented except for expenditures for overseas fellowships which will be submitted under statements of expenditure. The documentation will be retained in the Project Office and be available for review by supervision missions. The statements of expendi- tdre will be certified by the Director of the MAAF's Bureau of Education.  - 18 - 44. Under the project, a special account would be set up and maintained in US dollars in the Bank of China for disbursements for small equipment con- tracts (less than $200,000), specialist services, overseas fellowships, and books and instructional materials. The initial deposit of the US dollar equivalent of SDR 1.5 million ($1.6 million) represents the highest estimated expenditure for any three months of the program. Applications for replenishment would be submitted quarterly. Opening of the special account would be a condition of effectiveness. 45. The completion date would be December 31, 1989 and the closing date June 30, 1991. The proposed project would be implemented over a five-year period (Annexes 12f and g) at a faster pace than the regional average for edu- cation projects. This is feasible because some project items are at an advanced stage of preparation. 46. Auditing and Reporting. Assurances were obtained from t' Government during negotiations that: project accounts would be maintained according to accounting principles and practices satisfactory to the Bank Group; annual audits of project expenditures by independent auditors acceptable to the Bank Group would be provided within six months of the close of each Chinese fiscal year; and a project completion report would be submitted to the Bank Group within six months of the closing date of the loan/credit. It is expected that the Ministry of Finance will issue audit reports in accordance with methods and procedures acceptable to the Bank Group until the State Audit Agency is in a position to issue audit reports meeting Bank Group-recommended standards. Benefits and Risks 47. Benefits. The proposed project would result in three principal benefits: (a) improved curricula, teaching materials, and instruction in the agricultural sciences at both higher and secondary/postsecondary levels; (b) increased output of well-qualified agricultural professionals and technicians; and (c) better planning for and management of the overall agricultural educa- tion system. The major thrust of the project would be to improve the quality of project institutions through provision of staff training, specialist ser- vices, and modern laboratory, computer and audiovisual equipment. Institu- tions would thus be equipped to help supply well-qualified professionals and technicians needed for China's agricultural modernization program. At full operation, the project would increase enrolJments at 12 newly-assisted agri- cultural colleges by about 60% to 32,000, would expand capacity at 12 tech-- nical schools from 5,000 to 9,000 places, and would enable eight training and extension support centers to train 2,000 management cadres and 7,000 techni- cians annually. Qualitatively, project results are expected to have a broad impact on the overall agricultural education system. Recent and projected expansion of in-country training activities including project-financed seminars will facilitate transfer to non-project institutions of innovations in curricula, teaching programs, and management methods introduced at project institutions. Further, two of the project components - the extension support centers and specialized schools - are pilot programs designed to provide lessons for future planning of the subsector as a whole.  - 19 - 48. Risks. Project institutions fall under four major ministries and represent two educational levels. There is a risk that this complexity may impede effective project implementation. Particular attention would therefore be peid to ensuring adequate coordination among all agencies involved. This task would be the responsibility of the Project Office under the MAAF assisted by the Review Committee, the International Advisory Panel, and the 44 project units. A second project uncertainty concerns the organization of the seminars to be financed under the proposed project. Since the seminars are pivotal to the transfer of new technologies and teaching methods, it is essential that adequate time be devoted to systematic recruitment of specialists, design of topics, and grouping of participating institutions. To provide additional assistance to the Review Committee and the Project Office, an International Advisory Panel would be established and maintained throughout the life of the project. AGREENENTS REACHED AND RECOMENDATION 49. Understanding was reached at negotiations between the Government and the Bank Group on means to measure progress towards meeting project objectives, especially the qualitative aspects (para. 34). 50. Assurances were obtained from the Government that: (a) the project would be monitored and evaluated annually on the basis of tracer surveys and agreed project indicators, drawn up by the Project Office and agreed upon between the Government and the Bank Group (para. 34); (b) an International Advisory Panel would be established not later than December 31, 1984 and maintained with terms of reference satisfac- tory to the Bank Group (para. 37); (c) a Review Committee would be maintained with attached International Advisory Panel (para. 37); (d) the Project Office established under Cr. 1297-CHA would be maintained (para. 37); (e) fellowship candidates would be selected in accordance with criteria satisfdctory to the Bank Group, and that those chosen for overseas fellowships would receive language training as needed at the foreign language training facilities established under the Agricultural Education and Research Project (para. 37); (f) the Government would submit for Bank Group review audited accounts within six months of the end of each Chinese fiscal year (para. 46), and  - 20 - (g) the Government would prepare and submit to the Bank Group a project completion report within six months of the closing date of the loan/credit (para. 46). 51. Conditions of effectiveness are that: (a) China's State Council would approve the Loan and Credit Agreements; and (b) the Borrower would set up a special account to facilitate disbursements (para. 44). 52. Subject to the above conditions, the proposed project would consti- tute a suitable basis for a credit of SDR 22 million ($23.5 million equivaleait), and a Bank loan of $45.3 million on standard country terms of 20 years including 5 years of grace. The Borrower would be the People's Republic of China.  - 21 - Page 1 CHINA SECOND AGRICULTURAL EDUCATION PROJECT Notes on Higher and Secondary Agricultural Institutions Higher Education 1. Sixty-six of the 85 higher agricultural institutions are the respon- siblity of the MAAF, 11 are under the Ministry of Forestry, five under the Ministry of Water Conservancy, and three under the Central Meteorological Bureau. About half of these institutions have been designated "key point" (zhongdian) or, simply, key schools, either national level or provincial. This designation, which applies throughout the system from primary to university with different sources of support from district to national, means that an institution has been chosen to receive special development funding to strengthen facilities, equipment and staff. Secondary Education 2. Plans are underway to shift about half of the students in the 102,000 general secondary schools (putong zhongxuexiao) into either secondary agricultural and vocational schools (nongzhong ji zhiye zhongxuexiao), or technical schools (zhongzhuan - literally, "middle specialized"). It is estimated that inservice training for about 150,000 teachers will be required to staff these schools adequately. Schools already converted include about 3,000 secondary agricultural and vocational schools enrolling 450,000 students. These schools generally offer three-year junior and two-year senior secondary programs with 25 - 50% of class time spent on technical subjects; about 300 of them, enrolling 75,000 students, provide agricultural training. Technical schools currently number about 3,000 and enroll 1.2 million students. About 440 of the schools in this category, enrolling, 110,000 students, train agricultural technicians in various fields. An entrance examination is required for these schools; current admissions policy favors applicants with a rural background. The technical schools most commonly provide two three-year programs for senior secondary school graduates; some also offer three four-year programs for junior secondary graduates. Programs are highi.y specialized - e.g., forestry engineering, landscaping in the forestry specialized schools, atmospheric sounding and agricultural meteoro- logy in the meteorology specialized schools. With the shortage of techni- cians, graduates readily find employment, for the most part in county level work units. 3. Given the tight university admis3ions policy - only 315,000 places were available for 1.8 million applicants in 1982 - and the difficulty in finding employment for those without vocational/technical skills, the techni- cal schools have become an attractive option for recent senior secondary graduates. According to 1982 figures, there were about 30 times the number of applicants to Beijing technical schools as there were available places. Despite these pressures to develop the technical school into a real  -22 - ANNEX 1 Page 2 postsecondary institution, the Government's stated long-term goal is to revert to the model Ln use before the Cultural Revolution when the technical school was wholly a continuing school for junior secondary graduates. The oppprtu- nity to explote the postsecondary option under the proposed project will assist the Government in determining the most effective course of action relative to future manpower needs.  - 23 - ANNEX 1 Table 1 CHINA SECOND AGRICULTURAL EDUCATION PROJECT Higher and Secondary Education Institutions - Numbers and Enrollment No. of schools Enrollment Total Agri- Total Agric. culture ----('000)---- Higher Education Daxue/Xueyuan - colleges and universities: 4-5 year undergraduate programs and master's and doctoral programs 515 72 1,100 100 Dazhuan - specialized colleges: 2-3 year post-secondary programs 200 13 100 6 Secondary Education: (it,cl. agric.) Zhongzhuan - technical schools: 2-4 year programs for junior and/or senior secondary graduates 3,000 440 1,070 110 Nongzhong ji zhiye zhongxue Secondary agricultural and vocational schools: 2-3 year junior and senior programs 3,000 300 450 75 Secondary Education: (non-agric.) Putong Zhongxuexiao - general secondary schools: 2-3 year junior and senior programs 102,000 45,000 Jishu Xuexiao - secondary technical schools (incl. skilled worker schools): 2-3 year senior programs 200 600 Shi Fan Zhongxuexiao - secondary teacher training schools: 2-3 year senior programs 1,000 480 Sources: MOE and MAAF Yearbooks (1980 and 1981).  ANNEX 2a - 24 - Page 1 CHINA SECOND AGRICULTURAL EDUCATION PROJECT Academic Staff at Newly Assisted Project Colleges Overview 1. The 12 colleges to be newly assisted under this project comprise 7 agricultural colleges, 2 forestry colleges and one each specializing in fishery, meteorology and bydraulic engineering. In 1981/82, the colleges had a total undergraduate enrollment of about 20,000 /1 of which 3,300 (or 16%) were female. The institutions have a total staff of 6,333 (attached Table). This gives a low overall staff to student ratio of 1:3.2 (or slightly higher if postgraduate enrollment is included). 2. rhe institutions ranked their academic staff in five level's: professor, associate professor, lecturer, instructor and assistant. Grading appears to be based, in order of priority, on age, years of ex:.rience and formal qualifications. Over half the staff (56%) are classifi_. as lecturers, with low percentages of professors (2%) and instructors (3%). Together professors and associate professors account for only 13% of total staff. Age Profile 3. With respect to age structure, the staff at these institutions is unbalanced, with staff concentrated in older age groups and too few (or in some cases no) younger staff in the top categories. Almost half of all staff are over 45 years of age. This includes all professors, alsost 90% of whom are over 60. There are no professors and only two associate professors (out of 686) under 45 years of age. No staff in the three highest levels are under 30. Educational Level 4. The education profile of staff, judged by the number of years of postsecondary education, is generally low. At all levels, over half the staff have had only four years of postsecondary education, giving an overall per- centage of 67%. A further 9% of all staff have had less than four years of postsecondary education. Although 24% of staff have had more than four years of postsecondary education, only 8% of these have had more than six years. The low level of education is particularly apparent among professors, where formal qualifications would be expected to be highest: one third have re- ceived more than six years of postsecondary education; and about half have had only four years of postsecondary education. /1 Excludes students enrolled in different in-service and short-term courses.  - 25 ANNEX 2a Page 2 5. A matrix showing staff by age group and education level reveals that only 1.7% of staff 45 years of age or younger have over six years of post- secondary education. This is important because most postgraduate level fel- lowships under the project will be awarded to staff in this age group. Prime candidates for postgraduate fellowships are in this age group and already have 4-6 years of postsecondary education, i.e., about 2,670 staff, or over 40% of all staff. Academic Experience 6. The concentration of staff in the higher age groups translates into many years of teaching experience for most staff. Almost half (46%) of all staff have been teaching for 20 years or more. As expected, the high proportion of professors aged 60 or more makes this a highly experienced category of staff, with 97% having 20 years or more of teaching. A high proportion (87%) of associate professors have also had this level of experi- ence. All professors and most associate professors (99%) have had more than 10 years teaching experience. The younger staff category, assistants, has only 2% with 20 years of experience and 71% with less than five years. Sex Composition and Distribution 7. Of the total staff, about 25% are female. The rate is much lower in the highest levels, with only 3% and 12% female professors and associate professors respectively out of the total. The proportions at lower staff levels are higher: 29% for both lecturers and instructors, and 22% for assistants. Female staff are found predominantly in the lecturer category, which has 65% of all female staff.  - 26 - ANNEX 2a Table 1 Ci'INA SECOND AGRICULTUTFAL EDUCATION PROJECT Academic Staff in 12 Colleges by Rank, Age, Education Level, Source, Teaching Experience and Sex P AP L I As /a Number Percentage Age (years) Below 30 - - - 29 1,105 1,134 18 30-45 - 2 1,308 125 637 2,072 33 46-60 19 560 2,187 65 8 2,839 45 60+ 133 124 28 3 - 288 4 Subtotal 152 686 3,523 222 1,750 6,333 100 Education level (years) Less than 4 2 47 191 28 298 566 9 4 80 360 2,299 123 1,357 4,219 67 5-6 20 155 748 43 68 1,034 16 6+ 50 124 285 28 27 514 8 Subtotal 152 686 3,523 222 1,750 6,333 100 Teaching in the college from which they were graduated Number 24 146 1,096 42 807 2,115 (%) (16) (21) (31) (19) (46) (33) Teaching experience (years) Less than 5 - 4 283 132 1,239 1,658 26 5-10 - 5 379 55 400 839 13 11-20 5 78 796 10 71 960 15 20+ 147 599 2,065 25 40 2,876 46 Subtotal 152 686 3,523 222 1,750 6,333 100 Sex (Number) Male 147 606 2,502 157 1,361 4,773 75 Female 5 8O 1,021 65 389 1,560 25 % Female (3) (12) (29) (29) (22) Total by rank 152 686 3,523 222 1,750 6,333 (%) (2) ( 1) (56) (3) (28) (100) /a P = Professor; APl Associate Professor; L = Lecturer; I = Instructor; As = Assistant.  - 27- ANNEX b CHINA BMOU AORTCULTUlA UVCCATl0 _71WW TeachSng Staff of 12 Agricultural Technical Schools bY Rank. JAge, Sax. Years of Postsecondary Education and Teaching Experience Assoc. Prof. Lecturer Instructor Assistant Total Percentage (2) A8e Under 30 - 144 130 274 23 30 - 45 - 108 285 21 414 36 45-60 23 359 75 1 458 39 Over 60 16 7 5 - 28 2 Subtotal 39 474 509 152 1,174 100 Years of Postsecondary Education Pewer than 4 8 90 181 39 318 30 4 - 5 29 346 264 72 711 67 5 - 6 - 23 4 - 27 2 More than 6 2 2 1 - 5 1 Subtotal 39 461 450 111 1.061 100 Years of Teaching Experience Fewer than 5 55 188 118 361 31 5 -10 2 71 183 10 266 23 11 -20 2 78 81 6 167 15 21 -30 4 239 40 - 283 25 Ybre than 30 31 31 8 - 70 6 Subtotal 39 474 500 134 1.147 100 Sex Male 37 362 355 105 859 73 Female 2 112 154 47 315 27 Subtotal 39 474 509 152 1,174 100 % Female (5) (31) (30) (31) (27) Total by Ranlc 39 474 509 152 1174 (Z) (3) (41) (43) (13) (100) Note: Discrepancies in saome subtotals are due to missing data.  ANNEX 3 - 28 - Page 1 CHINA SECOND AGRICULTURAL EDUCATION PROJECT The Organization and Functions of the Training and Extension Support Centers 1. The Training and Extension Support Centers to be established in this project would be organized in different ways within the administrative struc- ture of the eight colleges. In most cases, they will be called centers, departments or divisions. Management of the units will probably involve an average of 10 to 20 personnel who will draw upon professional staff from throughout the college to do the actual training, consultation, advisory and oLher functions vi6ualized in Lhe sLaLst.ktaL of obj"cLiv= fur Lha CeLkLur. As much as one tenth of total college professional staff may be involved full- or part-time in extension-related activities. 2. The functions of the Centers are to: (a) Systematize, improve and increase the number of in-service training courses for extension technicians and cadres with emphasis on the county level and above. Training to update and expand knowledge, particularly of county level personnel, is seen as the main task of the Centers. (b) Operate, under arrangements with the county extension administra- tion, at least one experimental/demonstration county agro-technical extension station and establish additional extension bases to learn first-hand about farmer problems and to provide on-the-spot testing, analytical, training, consultation, seed and seedling production and distribution services. (c) Undertake sophisticated testing, analytical and diagnostic work, beyond the capacity of county facilities, in areas such as soils, forage and identification or diagnosis of pests and diseases. (d) Develop an audio-visual facility where the findings of research will be converted into teaching materials for use by extension techni- cians and teachers of agriculture in secondary and technical agricultural schools. (e) Establish or do preparatory work for establishment of Departments of Agricultural and Extension Education in the colleges and, in the case of some centers actually to offer courses. (f) Integrate college research, education and extension activities in support of the provincial extension sytem and accelerated agricultural development of the province. 3. None of these functions is entirely new to any of the colleges. What is intended through the Project is expansion, qualitative improvement and better focus and coordination to increase effectiveness and impact, with particular emphasis on grain production.  - 29- ANNEX 3 Page 2 4. Most of these functions can be understood from the titles but the training one particularly merits elaboration. Training is stated to be the major function and, although not described in detail, some indication of what is intended is available. In total, some 7,000 persons per year are to receive training of general or specialized character and of shorter or longer duration. Of these, about 2,000 would be county level technicians who would receive four to six months courses and would learn, among other things, use of the advanced equipment provided under the Project. Short courses of about two weeks duration would reach more than 5,000, mainly agro-technicians and farmers, and provide training in specialized farm enterprises or practices - poultry, wheat growing, etc. Normally these short specialized courses would be given outside the colleges in the production units, county stations or extension bases. Two-year courses for 18- to 28-year-old middle school gradu- ates are planned in cooperation with some county authorities to prepare trainees to work with farmers as professionals; not less than four months of training is to consist of practical experience on farms. 5. One of the newer training initiatives is the preparation of teachers for agricultural middle schools, secondary technical, general secondary schools (converted to vocational agricultural schools), and for county extension stations. At least six of the eight colleges are now offering or planning to offer agricultural and extension education instruction ranging from elective courses through a four-year curriculum.  -30- AtNX 4a Page 1 CRINA SECOND AGRICULTURAL EDUCATION PROJECT Project Institutions by Affiliation and Location AffilLation: central/ provincial/municipal LocatLon Newly Asnisted Colleses Beijing Agricultural Mechanization MAAP Beijing College Dalian '.sheries College MAAP Dalian, Liaoning Shihezi _gricultural College MAAP Shihezi, Xinjiang Nianjing lFre8try College NOV Nanjing, Jiangsu Northeast Forestry College UOF Harbin, Weilongjiang Wuhan Hydraulic and Electrical MiC Wuhan, Engineering College Hubei Chengdu Meteorology College CKB Chengdu, Sichuan Guangxl AgrAcultural College Provincial Nanning, Guangxci Inner Mengolia Agriculture and Provincial Rohhot, Animal Husbandry College Inner Mongolia Northeast Agricultural College Provincial Harbin, Heilongjiang Shandong Agricultural College Provincial Talan, Shandong Zhejiang Agricultural University Provincial Hangzhou, Zhejiang Previously Assisted Colleges Nanjing Agricultural College KAAP Nanjing, Jtangeu Central China Agriculturat College MAAP Wuhan, Hubei South China Agricultural College MAAF Guangzhou, Guangdong Northwestern Agricultural College MAAF Kian, Shaanxi Southwestern Agricultural College NAAP Chongqing, Sichuan Shenyang Agricultural College MAAM Shenyang, Lisoning Beijing Forestry College MOP Beijing Fast China Technical University MWC Nanjing, of Water Resources Jiangsu Shanghai Aquatic Products College NIAAF Shanghai Nanjing Meteorological CoLlege CMB Nanjing, Jiangan Beijing Agrlcultural University MAAP Beijing Training and EBtension Sup Port Centers Anhui Agricultural College Provincial Hefei, Anhui Henan Agricultural College Provincial Zhengzhou, Henan Hunan Agricultural College Provincial Changsha, Hunan Jiangsu Agricultural University Provincial Yangchow, Jiangsu Jiangxi Agricultural University Provincial Nanchang, Jiengxzl Jilin Agricultural University Provincial Changchun, Jilin  - 31 - ANNEX 4a Page 2 Affi!.iation: central/ provincial/municipal Location Aaricultural Technical Schools Beijing Agricultural Technical Beijing Liangxiang, School Municipality Beijing Changji Agricultural Technical Provincial Changjit School Xinjiang Changsha Agricultural Technical Provincial Changaha, School Hunan Heilongjiang Animial Husbandry Provincial Shuang Cheng, School Heilongjiang Hongxinglong Technical School Central - MAAF Jixian, Heilongjiang Guangxi Agricultural Mechanization Provincial Wuming, School Guangxi Shandong Aquatic School Provincial Yantai, Shandong Suzhou Agricultural Technical Provincial Suzhou, School Jiangsu Wenjiang Agricultural Technical Provincial Wenjiang, School Sichuan Yellow River Water Conservancy Central - MWC Kaifeng, Technical School Henan Lanzhou Meteorology Technical Central - CMB Lanzhou, School Gansu Nanjing Forestry Technical School Central - MOF Nanjing, Jiangsu Distance Learning and Educational Support Facilities Central Agricultural Broadcast MAAF Beijing School Central Agricultural Film Studio MAAF Beijing Agricultural Printing Plant WAAF Beijing  CHINA SECOND AGRICULTURAL EDUCATION PROJECT Project Institutions by Type and Geographical Region Region Type of Institution North Northeast Southwest Northwest East South Total I. Colleges A. Agriculture & animal husbandry 3 2 1 2 3 3 14 B. Fishery 1 1 2 C. Forestry I 1 1 3 D. Water conservancy 1 1 2 E. Meteorology 1 1 2 Subtotal 4 4 2 2 7 4 23 II Training and Extension Support Centers 2 3 3 Subtotal 2 3 3 8 III. Agricultural Technical Schools A. Agriculture & animal husbandry 1 2 1 1 2 1 8 B. fishery 1 1 C. Forestry 1 1 D. Water conservancy 1 1 E. Meteorology 1 1 Subtotal 3 2 1 2 3 1 12 I!  CHINA SECOND AGRICULTURAL EDUCATION PROJECT Ntumber of Trainees by Type of Course at 12 Newly Assisted Colleges in 1982-83 Two-year course for Short-term Spare in-service courses Advanced Corres- time TV cadres (< 1 year) study pondence univ. echool Total Beijing Institute of Agric. Mechanization 145 1,200 35 200 - - 1,580 Wuhan Institute of Hydraulic and Electric Engineering 65 350 32 75'9 - - 1,206 Dalian Fisheries College - 160) 15 - - - 175 Chengdu Meteorological College 50 55 - - - - 158 Nanjing Technological College La of Forest Products - 200 35 180 53 30 498 Northeastern Forest College 192 1,000 130 446 183 50 2,001 Zhejiang Agricultural Univ. 30 201 65 - - - 296 Northeastern Agric. College 180 650 38 60 - 21 949 Shandong Agric. College 264 1,000 120 - - - .1,384 Guangxi Agric. College 110 520 12 180 - - 822 Shihezi Agric. College - 348 12 - - - 360 Inner Mongolia College of Agric. and Animal Husbandry - 179 100 - - 44 323 TOTAL 1,036 5,863 594 1,825 236 198 9,752  CHINA SECOND AIZICaLTURAL EDUCAT'I vROJECT Sumry of Existing and Planned Academic Facilities, fr. .ies and Experimental Farms at Project Neal Assisted .11.,, Area of facilities Experi- Nmber of Area in sq alstudent for Academic Dormitories and dining mental boardini students Total enrollment Academic Dora, a din. Existing Planned Total Existing Planned Total farms 1982 1987/88 1982183 1987788 1983 188 1S83 1988 - (sq a) - (ha) Wuhan Hydraulic 78,000 31,000 109,000 41,000 13,500 54,500 - 3,303 4,130 3,417 4,250 23 26 13 13 Shandong Agriculture 48,000 5,000 53,000 16,600 3,400 20,000 150 2,121 3,500 2,121 3,050 23 17 8 6 Northeast Agriculture 44,500 63,500 110.000 16,500 2,000 18,500 80 1,000 3,000 797 2,400 56 46 17/a 6/a TInner Mongolia Agriculture 51,000 5,000 54,000 8,00 12,600 20,600 1,600 1,822 3,250 1,919 3,350 27 16 5 7 Shihezi Agriculture 21,500 12,500 34,000 15,000 1,600 16,600 1,400 1,170 - 1,055 2,480 20 14 13 - Guangxi AgricuLture 45,500 15,500 61,000 23,000 1,300 24,300 80 1,679 2,170 1,681 2,200 27 28 14 II Nanjing Forestry 62,500 17,500 80,000 24,500 - 24,500 360 1,595 2,700 1,639 2,500 38 32 15 9 Northeast Forestry 93,800 20,000 113,800 13,000 - 13,000 32,500 2,095 3,020 2,151 3,300 44 35 6 4 Dalian Fisheries 14,300 18,700 33,000 6,500 1,500 8,000 10 656 1,000 656 1,070 22 31 10 8 Zhejiang Agriculture 75,500 - 75,500 29,000 - 2,174 50 3,000 3,000 2,252 3,250 34 23 13 10 Chengdu Meteorology 35,500 30,500 66,000 8,500 4,500 13,000 _ 818 1,000 736 1,020 47 65 10 13 Beijing AS. Mechanization 66,000 7,500 73,500 17,500 7,700 25,200 - 1,056 1,860 1,114 2,100 59 35 17 13 Total 636,200 226.700 862,800 219.100 98,100 267,200 19,500/b 28,700/b 19,600/b 31,000/b 32 38 11 9 fa Some dormitories are used as teaching facilities at present. /b Numbers have been rounded to nearest 100.  SECOND AGRICULTURAL EDUCATION PROJECT Types of Laboratories/Centers to be E tabliubed or strengthened at Project l_evly Assisted Colleges College: Beijing Dalian lanjing Northeast Wuhan Chengdu Inner Eortlr A&. Iach. Fisheries Shithei AS. Forestry Forestry Hydraulic Meteorology Guangxi Ag. Mongolia Ag. e AS. Shandong Ag. Zhejiang A. Type of laboratory/centor: I S i s rS S S S E S B S S S E S E S Central Laboratories/services Analysis andm *eurment I - - - - X - - X - - - - - X - - - Blectrouic icroscopy - - - - X - - - - - - _ _ X - - X x x - - Audiovisual center - X X - - S - X - x - x _ x - X - X library I- - - - - x - 1 - X- - - - - I - x - x Couputer center - X - X - x - x - X - X X - X _ _ - X % asic Science Laboratories Biology _ - - _ _ X - _ _ Cealistry - X - -X - - - - x - - - - - - - Physics - - - X - - - X - X - - - - - - - - - - - - Advsnced Sctience Laborataries Gensticelplant breed1n -