India - National Water Management Project (Vol. 3 of 3) : Supplemental Data Volume two

-rn z;,S c Documentli:IJN 1 SP T The World AJ tffff0RMA TION GENTEr FOR OFFICIAL USE ONLY , XJ(54 Q Wj C; \J 4 ; c(R . I q o-rv r Report No. 6468-IN STAFF APPRAISAL REPORT INDIA NATIONAL WATER MANAGEMENT PROJECT SUPPLEMENTARY DATA VOLUME II ANNEX 15 February 20, 1987 South Asia Projects Department Irrigation II Division 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 disc osed without World Bank authorization.  FOR OmCIAL USE ONLY ANNEX 1S INDIA NATIONAL WATER MANAGEMENT PROJECT Induction Training of Irrigation Engineers in Mahareshcra Table of Contents Background . . . . . . . 1 Project Objectives 3 Course Material, Curriculum and Course Preparation for Technical Training . . . . ... . . . . .. . . 5 Teaching Methods and Aids *......................*.**......... 7 Project Implementation . . . . . . . . . ..... . . .. 8 Additional Faculty, Infrastructure and Equipment Required at I.I.T. and WALMI .......... 11. Project Costs ...... ........... 12 Financing ..... .. . ... 12 Procurement .... 12 Disbursements ................... .** ** * Accounts and Audits . 13 Project Benefits ...... ....... ........... 13 TABLES Table la - Project Cost Summary Table lb - Summary Accounts Cost Summary Table Ic - Project Cumponents by Year Table ld - Summary Accounts by Year Table le - Breakdown of Summary Accounts Table If - Detailed Cost Table, Indian Institute of Technology, Bombay Table lg - Detailed Cost Table, Water and Land Management Inscituce, Maha. Table lh - Detailed Cost Table, Consultants Services and Equipment Table 2 - Page 1 - Curriculum for the "Operacion and Managemenc" Group (A) 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 autnorization.  -il- Table 2 - Page 2 - Curriculum for the "Planning & Design" Group (B) Table 3 - Classification of courses, based on level of required Preparation Table 4 - Course Preparation: Required Man-months ATTACHMENT 1 Drafts for Consultants Contract 1. Letter of Invitation (pp. 1 - 4) 2. Supilamentary Information of Consultants (pp. 5 - 9) ANNEX A - Suggested Format of Curricula Vitae for Members of Consultant's Team ANNEX B - Work Program and Time Schedule for Key Personnel ANNEX C - Breakdown of Agreed Fixed Rates in Consultant's Contracts (Services in Field) ANNEX D = Breakdown of Agreed Fixed Rates in Consultant's Contracts (Services in Home Office) ATTACHMENT 2 - Draft Terms of Reference for Contractor Services  ANNEX 15 Page 1 INDIA NATIONAL WATER MANAGEMENT PROJECT Induction Training of Irrigation Engineers in Maharashtra 1/ Background 1. During the decades of the sixties and seventies Indian irrigation projects were insufficiently prepared. Planning was not complete, the inves- tigation of alternative development options was inadequate, the designs were unimaginative, and little attention was paid during the planning and design stage to the operational implications of the designs chosen. This resulted in a less than efficient use of scarce financial and watet resources, it has created serious problems of inequity in command areas, destroyed large areas of fertile land because of drainage and water logging problems and has disil- lusioned the politicians on the value of irrigation for agriculture develop- ment. One of the reasons for this poor performance was the quality of engineering. 2. There are serious shortcomings in the present educational background of irrigation engineers in India. Young engineers who start their profes- sional life in the service of the Government are not adequately trained in irrigation disciplines. Their educational background is broadbased civil engineering. They have been taught irrigation disciplines during their four years at the universities but only as one of the many civil engineering subjects of their curriculum. 3. Employment opportunities for young civil engineering graduates in India are mainly in government service, although lately, there has been some demand from the private sector. The number of engineers working in irriga- tion, outside government services, however, is still very small. Recruitment by government is usually based on short term work programs and on available budgets for new construction and O&M. Very few departments have long term staff development programs or reliable projections of recruitment needs. 4. For such an unpredictable job market, the engineering student has to prepare himself for alternative employment opportunities in roads, build- ings, railways, ports, irrigation etc. When he graduates he knows something about all these subjects but generally insufficient to be innovative in his work. After he is recruited by the irrigation service he is trained on the 1/ A preparation report for a Project for Induction Training of Irrigation Engineers in Maharashtra was prepared by a World Bank Mission (Dr. Jagdish Narain, Shri Y.K. Murthy, Dr. Karmeli, consultants and G.J. Tibor) in July, 1983. The report was reviewed by Dr. Jagdish Narain in May 1986 and appraised by the NWMP Appraisal Mission.  ANNEX 15 Page 2 job by his supervisors. A review of this training indicates that it is mostly oriented to administrative matters and focussed on the immediate tasks the young engineer is called upon to do (staking out works, measurement of quantities, preparing piece-work tenders, etc.). The training is carried out by engineers whose background is similar to the trainee's. This circle of unsufficiently qualified undergraduates, trained on the job by engineers with a similar professional background, must be broken in order to provide the technical competence required in the future. The best way to improve the present level of competence in the service is by introducing into the system, over time, properly trained young irrigation graduates. In time they will advance in responsibilities and eventually guide the State's irrigation development program in the next century. 5. An important constraint for a reform in engineering training is connected with the training capabilities of the universities and colleges. Traditionally the universities in India have been isolated from the problems in the field and have not contributed much to the advancement of the state of the art. Their curricula is based on standard engineering training texts with little reference to the problems facing the irrigation sector in the country. The faculty in the institutions are usually not sufficiently knowledgable on the practical problems of irrigation and in general are not up to date with the technological developments abroad. A refocussing of the curriculum and an upgrading of the faculty is needed. 6. Modern irrigation has developed into a complex multi-disciplinary techyiology involving Engineering, Hydrology, Agronomy, Economics, Sociology and tManagement Sciences, often requiring a systems approach. Traditionally, the civil engineers of the Irrigation Departments have had the responsibility to identify, investigate, plan, design, ronstruct, and operate irrigation projects to public outlets. 7. The preparation report identified certain areas of weakness in the teaching of irrigation engineering and related subjects at the graduate and postgraduate levels. (a) In Water Resources Development: Hydrological and Soil Investigations, Data Evaluation, Hydraulics and Flow Measurements, Project Economics, Operation and Management of Irrigation Systems and their Monitoring, Project Organization, etc. (b) In Water Use and Management: Irrigation Agronomy, Soil Science, Minor Conveyance Network Design, Water Scheduling, Irrigation Practices on the farmer's field, On-Farm Works, Farmer Organizations, etc. 8. After discussions with COI and COM and the consideration of several alternative ways to improve the training of engineers, it has been decided to try out an induction training programme for new graduate recruits to the State Irrigation Department, making use of facilities and infrastructure in  -3- ANNEX 15 Page 3 existing training establi3hments in Maharashtra. The program will fill gaps in the knowhow of the young engineers and provide field training so that they are adequately equipped for a career in the Department. Candidates for the Training Program will be engineers recruited directly through the Public Service Commission and who would normally undergo a probational period of one year before their confirmation as officers of the Department. Project Objectives 9. Traditionally, the teaching of Irrigation courses has been the responsibility of the Civil Engineering Departments in the univer- sities/colleges. As such the emphasis has been on the design and construc- tion of hydraulic structures like dams, weirs and barrages. There has been little awareness among the teaching faculty that Irrigation Engineering is an interdisciplinary subject and the ultimate aim is to make use of the water for irrigated agriculture. 10. This lack of awareness on the par. of the training institutions may have contributed to the present unsatisfactory performance of irrigation projects. Two steps are needed: (a) Training of a new type of irrigation engineer, who is given a techni- cally sound training before joining the Service. (b) Strengthening the professional linkages of the teaching faculties in the Universities with the engineering, agriculture and water management communities, to facilitate the transfer of modern technol- ogy and promote the involvement of the teachers in the problems of the irrigation sector in the country. 11. The objective of the Induction Training Program will be to impart an adequate Irrigation Engineering background to all graduate Civil Engineering recruits of the Department before the end of their probation period. The training program will include adv:nced academic training in irrigation engineering disciplines and practice oriented training in the field including on-farm development works, irrigation practices, irrigation agronomy and related subjects. 12. The Irrigation Department of the Government of Maharashtra recruits about 60 civil engineering graduates every year. The recruits will be divided into two groups: (A) Operation and Management Engineers who will operate, maintain and manage the systems frQm the reservoirs to the individual farm gates; and (B) Design and Construction Engineers who will plan, design and build projects. Engineers in group (A) will also be trained to advise farmers on on-farm works and recommend to them irrigation prac- tices. Each group will include about 30 officers. Division into two groups is necessary for logistical reasons, the core training of both groups will be similar but with slightly different emphasis.  ANNEX 15 Page 4 13. The program will be made up of three components, each carried ouc in a different training institution, where most of the necessary infrastructure exists. Basic Training: Will ensure chat the recruits obtain an adequate perspective of Governmental responsibilities and work procedures and on the inter-relationships between the various Government Departments engaged in Irrigation Development. This 3-month training is already given to the recruits at the Engineering Staff College at Nasik, and will continue basically unchanged in the future. 1/ Technical Training: Will teach the recruits modern irrigation, technologies and practices, particularly in areas of project plan- ning, operation of irrigation systems, on-farm irrigation works and general water use management. The course will be divided into academic and practice oriented periods and will be given in two Institutions. (a) Academic Training at the Indian Institute of Technology (I.I.T. , Bombay. The one semester Academic Work will fill gaps in the more classical subjects like Mathematics, Statistics, Hydraulics, Open Channel Flow, Hydrology, Operations Research, Computer Science, etc. At present most of these subjects are not adequately covered in the undergraduate curriculum of the general civil engineering degree. Cb) Practice-Oriented Training at the Water and Land Management Institute (WALMI) in Aurangabad: Work at the Institute during one semester will train the recruits in the operation of Irriga- tion Projects, in water scheduling, (techniques of supplying water reliably and at the correct time to the tarm gates), and in subjects related to irrigated agriculture, including prepara- tion of land for irrigation, on farm irrigation practices, the supply of agricultural inputs, efficient water and land use, etc. 14. A number of specially designed courses will be given both at I.I.T. and at WALMI which will relate to specific problems of irrigation in Maharashtra (black cotton soils; difficult topography, etc.). 15. The program will be organized so that only one group of trainees (about 30) will be working in an Institute (I.I.T. or WALMI) at any one time so that the infrastructural facilities and faculties in the two Institutions are utilized throughout the year. 1/ Facilities in Nasik, faculty and course material, are considered very adequate and need no strengthening at present. The project focusses only on the Technical Training Components in I.I.T. and WALMI.  ANNEX 15 page 5 Course Material, Curriculum and Course Preparation for Technical Trainin8 16. The newly recruited Class II Officer who is a Graduate of Civil Engineering, has only a very rudimentary knowledge of irrigation engineering disciplines such as Hydrometry, Hydraulics and Soils and absolutely no knowledge on the use of water for irrigation. If he is not from a farming background, he would know nothing about irrigated agriculture. Both parts of the Irrigation Engineering discipline 1/ will have to be taught to the new recruits to prepare them for their tasks in the Department. Teaching the basic irrigation engineering disciplines needs an academic background with high quality teaching staff and appropriate laboratories; teaching irrigation practices and irrigation agronomy, needs work on irrigation projects and close contacts with farmers. 17. The two semester technical training will be divided into different types of courses. One type will teach the young engineer how to carry out his assignments; for example how to measure flows in rivers and canals, how to evaluate hydrological or soil data, how to use remote sensing to identify water logging, how to make statistical analysis, etc The second type of courses will teach him what to do to solve the problems he will face in his work. For example, what irrigation practices should be used for different crops under various topographical and soil conditions -- what operational principles should be used in water scheduling, what distribution and control systems could be used to provide a timely water supply, what are the economic implications of water stress for the various crops and what are the economi- cally justified design and Qperational principles which result from that. Most of the "how to do" material will be taught at !.I.T., most of the "what to do" material will be taughc and exercised at WALMI. 2/ 1/ The Irrigation Engineering discipline has two distinct facets. The first is the development of Water Resources and their regulation and conveyance to the consumers, and the second concerns itself with the use of water by the farmers for agricultural production. The first part encompasses the following disciplines: Geology, HydroLogy, Soil Science, Drainage, Agronomy, Engineering Economics, Civil Engineering Design and Construc- tion, Systems Engineering ant Soil Sciences. The second deals with irrigated agriculture, with waLer use on the farm including the various water delivery systems to the plants, land development, farmer organiza- tions, etc. 2/ None of the proposed coursets will deal with subjects such as design of earth and rockfill dams, canal lining practices, management of construc- tion sites or other design and construction problems which irrigation engineers face during their career in the Department. The know-how for these courses is available in the Irrigation Department, not in the Academic Institutions. These subjects would therefore be taught in the Engineering Staff Colleges or in Regional Training Seminars as part of the in-service training program after the Engineers have already acquired practical experience in the Department.  -6- ANNEX 15 Page 6 18. Most of the course materials will be tailored to aLtual requirements in the field. To do this one or two completed and operating major irrigation projects in Maharashtra will be selected for detail performance analysis during course work. Most of the lectures and course exercise will use field data collected from these projects. 19. One group of trainees (Croup A) will focus on project operation and management problems, che second (Group B) on project planning and design. 20. The curricula is divided into five major topics (Tables 2.1 and 2.2). The Basic Science topic, 195 course hours, will provide both a set of refresher courses, as well as an introduction to subjects necessary for subsequent courses. It will provide material on Agriculture and Engineering Economics. The courses on Statistics and Computer Science are required for the subsequent data analysis and data evaluation subjects. The courses have been classified depending on the amount of preparation required, Table 4 shows the ratio of course preparation/lecture time. 21. The second topic is Engineering, it will ptovide 180 course hours for Group (A) and 195 for Group (B) The eight courses for Group (A) and the nine courses for Group (B) comprise most of the "how to do" subjects in Irrigation Engineering. The first five courses are on data collection and interpretation. The course on Irrigation Agronomy will teach the basics of irrigated agriculture and provide sufficient agricultural knowledge for planning, designing and operation of an Irrigation Project. 22. The third topic is the heart of the course. It deals with Project Planning and Design and provides for 240 course hours for Group A and 270 for Group B. Some of the courses will have to be prepared specifically for the situation existing in Maharashtra. For some of the other courses most of the available course material available in India and abroad has to be revised. 23. The computer game, at the end of the Planning and Design topic will demonstrate to the Students the importance of a timely and adequate water supply for the crops, allowing them to experiment with water scheduling and operational decisions. The economic implications of the decisions are calcu- lated by the computer and are presented as output. Optimization of network operation can be exercised. 24. Once the student has understood the economic value of a reliable water supply, the stage is set for the next topic and the project exercises at the end of the semester. Topic 4 is Project Operation and Management (60 hours for Group A and 15 for Group B) and is a logical follow-up to the computer game. The courses will present various operational procedures to achieve optimal water scheduling. These operational modes will be coor- dinated with the course material on conveyance network planning, and would provide the engineering alternative3 for the various operational performance requirements.  -7- ANNEX 15 Page 7 25. The teacher will present alternative solutions for project operation and explain the reasons for the preferred solution. His recommendations will be based on command area topography, soils, crops, farm size and farmer organizations. He will explain the planning and design alternatives to achieve various water use efficiencies. 26. Project Work in the form of a planning and project operation exer- cise, at the end of the course, will be based on data from existing irriga- tion projects in Maharashtra. The data will be used to replan and redesign an existing irrigation project to varying performance standards. The Exer- cise will sum up all course material which has been presented to the students during the course. In the exercise the students will experiment with alter- native conveyance system layouts and with appropriate operational modes for each of the layouts. The various network alternatives and operational modes will be assessed for their performance (water losses in conveyance and opera- tional reliability including the timeliness of the supplies) and compared with the existing performance of the projects analyzed. The network alterna- tives will be costed and economic comparisons made to choose the best design alternative. Teaching Methods and Aids 27. Films (video cassettes) will be prepared for some typical projects in Maharashtra to familiarize the students, at the start of the course, with the problems existing in the field. Basic data files on these projects will be drawn up during course preparation and then used by the students to prepare their exercises. The film presentation will serve as the connecting link for the course syllabus with back references made to the problems identified in the presentation, when teaching the various course subjects. 28. Some of the courses will be assisted by advanced interactive computer programs including video tapes or discs which are already available on specific subjects abroad, or which will be specially prepared for the course. These courses will enable the students to learn the subjects whilst interact- ing with the computer, at a speed they are able to absorb the material. The teacher will supervise the students and will be available to respond to questions raised by them. Three teaching practices will be used. - Conventional methods, direct teacher class contacts. - Video systems in which the material is submitted with the help of video tapes and supported by teachers, and - Computer-aided teaching where specific topics will be presented by computer on an individual student basis to allow for real time online demonstrations. 29. In some of the more theoretical subjects, the interactive computer course may run at two different levels. For outstanding students, more advanced material will be presented. This will produce course graduates  ANNEX 15 Page 8 which could later be employed on the more sophisticated planning activities of the department. 30. The syllabi may undergo changes as experience accumulates over che first three years of the project. During this period, close supervision of the program will be required. Supervision would focus on the oerformance of faculty and the reaction of the students to the course materiai. 31. Consultants chosen by the Project Authority will assist and advise the faculty of I.I.T. and WALMI in the preparatior of detailed training manuals, computer assisted training programo, T.V. course material, project exercise problems and other teaching aids. It is anticipated that the sophisticated teaching aids introduced in the program will effectively cap- ture the student's interest, present the material more clearly and allow students with different levels of capability to proceed together. Project Implementation 32. The project will support training facilities in the Indian Institute of Technology (I.I.T.), Bombay and in the Water and Land Management Institute (WALMI) of the Government of Maharashtra. It will construct the necessary infrastructure (classrooms, laboratories, student and faculty quarters) for some thirty students, in the two institutions. It will procure laboratory, audio-visual and computer equipmrnt (one PC workstation for each 2 students) and other training aids, also transport for moving the students to and from the field. It will prepare detailed course material for the teachers and course notes and textbooks for the students, provide audio-visual training aids (slides, video films, etc.) and programs for interactive computer train- ing. It will finance the cost of teacher training in the country, and if necessary abroad, and provide in the first three years of the program, guest lecturers for specific technical subjects from India and abroad. For a period of four years it will finance the annual cost of running the courses. 33. The project will have two distinct stages. The first, the "formula- tion" stage, will take approximately one year, and will be devoted to the construction of infrastructure and the procurement of equipment. During this stage, teachers in the participating Institutions will be selected and trained and detailed course material prepared. During this stage slides and films will be prepared and the location and contents of the field exercises defined. The entire course material will be closely related to a number of specific irrigation projects in Maharashtra which will serve as data base and which will be analyzed as to their present performance during course work. These projects will also serve as examples on which new planning and project operation technologies will be explained and exercised. 34. The second, "implementation" stage will start in year two, after the first course has been inaugurated and continue for four years. During this stage, course material will continue to be refined and focussed. During the first two years of stage two, a number of guest lectures will be given by expatriate experts.  ANNEX 15 Page 9 35. Both training institutions (I.I.T. and WALMI) are well established and have their budgeting and Accounting prccedures. These procedures will be used for the construction of infrastructure, 3r the procurement of equipment and transport, and also for the stage two recurring expenditures. However, for the preparation of course material, for training teachers abroad and for providing the expatriate manpower inputs required, an expatriate Consultant contractor will assist Project Management. 36. A foreign consultant will be selected to be the contractor for these services, possibly a reputable University, which kias experience with training of foreign teachers, and with the preparation of training material, films and appropriate computer software. About 50 man-months of professional services are estimated to be required (Table 4). The contractor will be selected jointly by GOM/GOI and the World Bank in accordance with the World Bank guidelines on procurement of consultancy services after the technical capabilities of various foreign Institutions have been evaluated. The Project will sign a ceiling contract with the contractor for providing course material, computer programs, short-term experts, guest lecturers and teacher training abroad. Each of these categories will have detailed yearly work programs, including F.C. cost requirements. The contract with the consultant will run for a three-year period to cover stage one, and the first two years of stage two. Project Management will decide when and whom to serd for training abroad. 37. Project Management will be made up of three tiers: (i) A Committee of Direction; (ii) A Management Committee; and (iii) The Board of Studies. 38. Since this is a pilot project, and is likely to be repeated in the future in other States, it is important that the Government of India be involved in its direction. For this purpose a Committee of Direction will be established. The Committee will be headed by the Secretary of the Government of India, Ministry of Water Resources and will have representatives from the Department of Education, Finance, Economic Affairs of the Government of India and relevant departments of the Government of Maharashtra. The Committee will have six members:  -10- ANNEX 15 Page 10 1. Secretary to Govt of India, Ministry of Water Resources Chairman 2. Representative of the Ministry of Finance and Department of Economic Affairs, GOI Member 3. Representative of the Ministry of Education, GOI Member 4. Member of the CWC Member S. Secretary, Department of Irrigation, GOM Member 6. Jt. Secretary and Financial Advisor, Ministry of Irrigation, GOM Member Representatives of the World Bank will be invited to participate in the deliberation of the Committee. 39. The training program will be given by two separate and quite inde- pendent institutions (I.I.T. and WALMI) each with its own professional, administrative and financial management. To create the necessary close cooperation and technical coordination (course scheduling, exchange of faculty and use of each other's facilities as required), approval of expendi- tures and budgetting a management group will be put in place in the form of a Management Committee. The Committee will have six members: 1. Secretary, Irrigation Department, COM Chairman 2. Commissioner CAD and Secretary, Irrigation Department, GOM Member 3. Nominee of GOI (Ministry of Water Resources) Member 4. Nominee of Finance Department, GOM Member 5. Director, I.I.T. Bombay Member 6. Director, WALMI Secretary A representative of the World Bank will be invited to alvise the Management Committee. 40. Project Coordinators will be nominated in the two Institutions, a Professor at I.I.T., Bombay and a Joint Director, at WALMI, to coordinate the teaching programs, and the use of the facilities in the two Institutions. 41. A Board of Studies will be set up to advise the Management Committee in the formulation of the course contents and other professional matters. It will review the course programs, as they are implemented and from time to time suggest improvements and modifications. The Board of Studies will be composed of the following members:  ANNEX 15 Page 11 1. Member, CWC (WR) Chairman 2. Director, I.I.T., Bombay Member 3. Director, WALMI Member 4. Chief Engineer and Jt. Secretary, COM Member 5. Director, Technical Education, COM Member 6. All the Professors in WALMI and I.I.T. teaching in the program Members 7. Project Coordinator, WALMI Member Secretary 8. Project Coordinator, I.I.T. Member Representatives of the World Bank and the Contractor may be invited to join in the discussions. 42. The Management Committee will approve the annual budgets prepared by the two training Institutions (both capital and recurring costs) and channel the necessary funds to them. It will establish a small accounting office for the preparation of reimbursement claims, which will be forwarded to the Department of Economic Affairs for payment by the Bank. 43. The Board of Studies will be responsible for project monitoring and evaluation. The Board will set up a Project Monitoring and Evaluation cell consisting of 2 or 3 members and a Secretary. These members and the Secretary will not be from the faculties of the Training Institutions. The cell will review: (a) the technical performance of the training program by setting examinations and tests at the end of each course and by follow up interviews with the students after they have been working in the Irrigation Department for (say) 2 years; and (b) review the infrastructural facilities and make recommendations for changes. The cell will meet at least once every six months and report to the Board of Studies. Additional Faculty, Infrastructure and Equipment Required At I.I.T. and WALMI 44. The course programs at I.I.T., Bombay and at WALMI, Aurangabad, have been drawn up so that the available facilities at both the Institutes are fully utilized and the trainees benefit by the academic strength of the I.I.T. faculty and the practice oriented instruction at WALMI. 45. A review of existing infrastructure at I.I.T. and WALMI shows that some additional buildings (Offices, Class-Rooms and Residential Accommoda- tion, vehicles, laboratory and office equipment) would be needed for this project. Project Costs (Tables la - lh) 46. The cost estimates are for the minimum infrastructural and equipment requirements, needed at I.I.T. and at WALMI. In both Institutions facilities will be provided for 30 students only, on the assumption that only one group of trainees will be in the Institutions at anyone time. Also, faculty will be working for the project for two semesters per year in each of the Institu- tions.  -12- ANNIX-1S Page 12 47. The foreign currency requirements for Consultants assisting the Project Management, were based on preliminary assumptions with regard to the required course preparation time. The actual consultant time required for course preparation will become apparent only after work on this subject has started. 48. Total project costs are US$3.1 million with a Foreign Currency com- ponent of some 40Z. Out of a foreign currency cost of US$1.2 million, about US$1.1 million will be spent on foreign consultants for course preparation, textbooks, computer software, visual teaching aids, etc. Even though some of this material will be specially tailored to the need of Kaharashtra, the bulk of the course material and teaching aids will be available for use for Irrigation Engineering training in other Universities and Water and Land Management Institutes in India. FinAncins 49. The Government of Maharashtra will make a provision in its annual budget for the expenditure to be incurred every year and make funds available to the I.I.T. Bombay and WALMI, Aurangabad, through the Chief Engineer, Irrigation Department, Pune. Annual Budget requirements will be prepared in accordance with programs approved by the Steering committee. 50. The proposed IDA credit of US$3.1 million would finance 100% of the project cost. Procurement 51. Civil works to be financed under the project would cost approximately US$1.3 million including all contingencies, engineering and administration. All works would be let through Local Competitive Bidding (LCB). All LCB contracts would be let on the basis of standardized documents and procedures recently developed by GOI's Central Water Commission (CWC) and approved by the Bank Group. 52. Vehicles and equipment to be financed under the project would cost approximately US$0.3 million, all procured locally. Locally procured equip- ment include vehicles, laboratory and office equipment and some computer hardware. These types of equipment would need easily available servicing and supply facilities. There is adequate domestic competition and prices are highly competitive. Standardized procedures and bidding documents developed by CWC and approved by IDA would be used for the procurement of this equip- ment and vehicles. 53. Procurement of foreign consultants will follow Bank guidelines. The contract amount will be about US$1.1 M of which services will comprise US$0.5 M, purchase of specialist equipment not available in India US$0.4 M and training costs US$0.2 M. Equipment purchases will be made by prudent shopping and together with the training program will be subject to prior approval by the Management Committee.  -13- ANNEX 15 Page 13 Project Benefits 54. Without a new approach to engineering education the Government of India and the States programs for irrigation development, for the next decades, (both modernizing existing projects and developing new areas), is bound to produce unsatisfactory results. Only with a new approach in irriga- tion staff training can India produce, in one or two decades, the necessary technical work force to carry out these ambitious programs to the standards required in the future. 55. Since 1978 the Bank has embarked on an ambitious in-service training program for lower level irrigation technicians in some of the major irriga- tion States, providing funding and advice to Water And Land Management Institutes (WALMI's). The first of these Institutes was established in Maharashtra and has become the most successful in-service training estab- lishments in the irrigation sector in India. It has spread its influence to neighboring states and countries. Funding for an additional five Institutes has already been provided through Bank Projects in other States of India. To complement the ongoing operation of lower staff training the proposed project will test a new approach for the education of young Irrigation Engineers. 56. The State of Maharashtra and India as a whole, will benefit from the Project. It will provide broad-based, multi-disciplinary training in irriga- tion to engineer recruits joining the Irrigation Department. Training facilities at WALMI will be expanded to cover additional subjects (project planning and operation). The added faculty and facilities will also strengthen I.I.T.'s and WALMI's capabilities to provide additional in-service training to engineers and other staff of the Department. It will establish a link between the I.I.T. Bombay and the Irrigation Department, COM, for the transfer of modern technologies. Highly qualified I.I.T. professors will become familiar with the technical problems of Irrigation Projects in Maharashtra and may in time get involved in R&D and Consultancy work for the Department. 57. An important component of the project is the design of the various training courses, the preparation of textbooks, training manuals and teaching aids and the training of teachers in the new course material. This component will provide the foundation of a new undergraduate program in Irrigation Engineering, planned at the national level. 58. Feedback on the benefits of training, after the students have started working in the Irrigation Department, will be provided on a continuous basis by the Monitoring and Evaluation Cell. This will ena0le Project Management to make changes in the curricula and to the teaching methods, and should minimize the risk of project failure.  INDIA HAHhRASTkIIA INDUCTION TRAINING PR06RAII PROJECT COST SUItARY (RS '000) (USS '000) Z Total ---- --------------------- X foreign lase Local Foreign Total Local Foreign Total Exchariae Casts ='======= ======== =====S== ===S==== ===S==S= ==Z===== ========= ----- A. INIDIAN INSTITUTE Of TECHNOLOGY i BOlMAY 9,731.0 14039.0 10,820.0 752.4 79.9 832.3 10 32 r:, ANDTEF: AND LANTD 1$AIWGEflENT INSTITUTE . IIAHAEASHTRA 91395.5 984.5 1O0380.0 722.7 75.7 798.5 9 31 F. (OdSLILThNTS SERVliES AND EUIPflEtIT 705.0 110714.8 12,419.8 54.2 901.1 955.4 94 37 TdtcI L:SELIIIE COSTS 19,881.5 13,738.3 33P619.8 Ir1.9.3 1.056.8 2.586.1 41 100 F;-cl 1 - C. I C.rler~cel 1,690.0 1.122.2 2,012.2 130.0 86.3 216.3 40 8 F rIie ;or,ti . ... 2