Jordan - Fifth Education Project

DCC The W FOR OFFMC Rqet No. 9914 PROJECT COMPLETION REPORT JORDAN FIFTH EDUCATION PROJECT (LOAN 2246-JO) SEPTEMBER 23, 1991 Population and Human Resources Operations Division Country Department III Europe, Middle East and North Africa Office L 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.  ABBREVIATIONS GDPS - General Directorate of Projects and Schools GVSS - General Vocational Secondary School ICB - International Competitive Bidding LCB - Local Competitive Bidding MOE - Ministry of Education ODA - (British) Overseas Development Administration TA - Technical Assistance UNDP - United Nations Development Programme VTCs - Vocational Training Centers  FOR OFFICIAL USX ONLY THE WORLD BANK Washington, D.C. 20433 U.S.A. Ofice ni O0.rtw.w-awal O~vt,on EyalIt, September 23, 1991 MEMORANDUM TO THE EXECUTIVE DIRECTORS AND THE PRESIDENT SUBJECT: Project Completion Report: JORDAN - Fifth Education Prolect - (Loan 2246-JO_ Attached, for information, is a copy of a report entitled "Project Completion Report: Jordan - Fifth Education Project (Loan 2246-JO)" prepared by the Europe, Middle East and North Africa Regional Office, with Part II of the report contributed by the Borrower. No audit of this project has been made by the Operations Evaluation Department at this time. Attachment 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.  FOR OFFICIAL USE ONLY PROJECT COMPLETION REPORT JORDAN FIFTH EDUCATION PROJECT (LOAN 2246-Jo) TABLE OF CONTENTS Page Preface .............................................................. Evaluation Summary .................................................. iii PART I. PROJECT REVIEW FROM BANK'S PERSPECTIVE .....................1 1. Project Identity .............................1 ................ 2. Project Background ..............................................1 3. Project Objectives and Components ............................... 2 4. Project Design ..................... ...... 2 5. Project Implementation .......................................... 3 6. Project Results ................................................. 4 7. Project Sustainability .............................. ..... 6 8. Bank Performance ................................................ 6 9. Borrower Performance ............................................ 6 10. Consultant Performance .............................. . 7 11. Cofinancing ..................................................... 7 i2. Compliance with Loan Covenants .................................. 8 PART II. PROJECT REVIEW FROM BORROWER'S PERSPECTIVE ................ 9 Table l ......................................................... 10 Table 2 ......................................................... 12 PART III. STATISTICAL INFORMATION ................ .. ................ 13 A. Tables 1. Related Bank Loans and Credits .................................. 13 2. Plainned, Revised and Actual Dates of Project Timetable ... ....... 16 3. Planned and Actual Completion Dates of Components ............... 17 4. Project Costs .................. 18 5. Project Financing ............................................... 19 6. Cumulative Estimated and Actual Disbursements ................... 20 7. Allocation of Loan Proceeds ..................................... 21 8. Compliance with Loan Covenants .................................. 22 9. Estimated and Actual Enrollments and Graduates by Project Component .......................................... 22 This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization.  Table of Contents (contd.) B. Annexes I. Persons Met During Completion Mission ......................... 25 II. Missions Data .26 III. Record of Quarterly Progress Reports Submitted .27 ,,  PROJECT COMPLETION REPORT JORDAN FIFTH EDUCATION PROJECT (LOAN 2246-JO) PREFACE This is t e Project Completion Report (PCR) for the Fifth Education Project in Jordan, for which Loan 2246-Jo in the amount of USS 18.8m was approved on March 15, 1983. The loan was closed on June 30, 1988, according to the initial timetable. Actual disbursements amounted to US$ 13.3m, about US$ 5.5m short of the original loan amount. The remaining balance in the loan account (US$5,F47,177) was cancelled with effect from December 31, 1988. The PCR was jointly prepared by the Population and Human Resources Division of the Europe, Middle East and North Africa Regional Office (Preface, Evaluation Summary, Part I, Part III), and the Borrower (Part II). The preparation of the report began in May, 1990, and is based on information contained in the Staff Appraisal Report, the Loan Agreement, supervision reports, correspondence between the Bank and the Borrower, and internal Bank memoranda.  - iii - PROJECT COMPLETION REPORT JORDAN FIFTH EDUCATION PROJECT (LOAN 2246-JO) EVALUATION SUMMARY Proiect Obiectives 1. The project followed closely the objectives of Jordan's 1981-85 National Development Plan, which placed heavy emphasis on the accelerated formation of skilled personnel, mainly through formal education, and the continued expansion of educational services in remote areas. These objectives were support edi through investment in fifteen Government Vocational Secondary Schools (GVSSs), three pilot centralized schools, and related technical assistance (Part ,, paras. 3.01, 3.02). Implementation Record 2. Except for the procurement of equipment provided by the British ODA under the project, there are no differences in the views of the Borrower and the Bank (para.3 of Part II). The equipment for the Boys' VTCs, which was supplied by the Crown Agents under ODA parallel financing, was found to be differrent from that in VTCs equipped by the MOE. In general, project implementation proceeded according to appraisal estim.-tea. There was, however, a significant discrepancy (Part III, Tables 4 and 5) between estimated and actual total costs (USs 88.9m estimated vs. US$ 62.5m actual) and loan disbursements (USS 18.8m estimated vs. US$ 13.3m actual). These discrepancies were caused, inter alia, by (a) sharp increases in foreign exchange rates compared with domestic inflation during project implementation, (b) strong competition among local construction firms and (c) overestimation of expected international price increases at appraisal. Proiect Results and Sustainabilitv 3. The ten GVSSs for girls operate at about two thirds of their planned student capacity but enrollment is expected to expand to the initially projected levels over the next few years. The principal reason for the current shortfall seems to be the expansion of the preparatory school system to include the 10th grade and the corresponding shortening of the secondary level to grades 11 and 12 only. The five GVSSs for boys also have not realized their full student enrollment capacity and in view of the current emphasis on industrial courses, it is doubtful whether they will meet appraisal targets. The three pilot centralized schools are currently used as  - iv - regular schools, and the Government intends to open a small section of the schools' boarding facil.ties to children from rural families. 4. With respect to project sustainability, the future of the GVSSs needs to be examined in the context of a broader reassessment of vocational secondary education and' this is one of the objectives of the Human Resources Sector Investment project (Loan 3106-Jo) which is currently under implementation (this loan became effective in May 1990). Technical assistance financed under the project for upgrading teachers and improving instruction in schools will also assist in ensuring project sustainability. Moreover, a maintenance study, financed under Loan 2890 (Education VII) recommended an ongoing maintenance program to ensure adequate upkeep of project institutions and the Government intends to pursue this initiative. Lessons Learned 5. The project experience provides the following lessons: (a) Project risks, including those arising from exogenous factors, need to be identified more prudently. Specifically, the possibility that economic growth might be reduced drastically, thereby depressing demand for skilled workers, and also constraining the availability of public sector resources for education and training was not highlighted at appraisal. No mention was made either of the risks accompanying the new concept of centralized preparatory/secondary schools (Part I, para 8.01). (b) Timely supervision and continuity of project personnel are critical during project implementation to ensure that project components function efficiently and that cost savings are identified expeditiously (Part I, para 8.03).  PROJECT COMPLETION REPORT JORDAN FIFTH EDUCATION PROJECT (LOAN 2246-JO) PART Is PROJECT REVIEW FROM BANK'S PERSPECTIVE 1. Project Identity Project Name: Fifth Education Project Loan Number : 2246-JO RVP Unit Europe, Middle East and North Africa Region, Country Department III Country : The Hashemite Kingdom of Jordan Sector Education Subsector Technical and Vocational 2. Proiect Background 2-01 In early 1982, when the project was formulated, investment in Jordan's education and training sector was a national priority. The Government's 1981-85 Development Plan allocated the equivalent of US$ 650m to inveetment in education and US$ 30m to investment in training (in total, about 5% of GNP). 2.02 The principal priorities of the 1981-85 Plan for Education were to: (a) increase enrollments in secondary vocational education (grades 10-12) to 30% of total secondary school enrollment; (b) expand the provision o1 basic schooling (grades 1-9) to 94% (from 91%) of the corresponding age group; (c) expand the access of children from rural families to preparatory (grades 7-9) and secondary schools; (d) improve the quality of education by means of adequate laboratories, equipment, teaching aids and libraries; and (e) expand technician education (grades 13-14). 2.03 The dominant macro-economic objectives shaping these priorities were twofold: First, it was considered that Jordan's rapidly growing and increasingly sophisticated economy required ever increasing numbers of skilled personnel; second, the buoyant labor markets of oil exporting countries in the Middle East offered the opportunity for lucrative employment of Jordanian skilled workers and, consequently, high levels of foreign exchange remittances.  -2- 2.04 In full support of the Government's plans and basic choices, the Bank was prepared to continue its substantial participation in Jordan's education sector (following four previous projects in 1972-1982). It was decided that the Bank's participation should be in the form of two operations (Education V and Education VI), in rapid succession to each other, rather than one larger operation. The reasons for this decision were: (a) to allow greater flexibility to potentiti cofinanciers, in terms of timing and project content; (b) to avoid overtaxing the implementation capacity of the Ministry of Education; and (c) to proceed with the construction ce a number of schools whose sites and designs were already available. 3. Proiect Obiectives and Components 3.01 The main project objectives were to assist the Government in (a) increasiAg the output of skilled male and female workers, (b) improving access to preparatory and secondary education in remote rural areas, and (c) supporting institutional development of the MOE, already begun under earlier projects, in the areas of curriculum development, tracer studies and information management. Moreover, the project carried the objectives of the Fourth Education project (Loan 2068-JO) a stage further by increasing the opportunities for providing training and the supply of skilled manpower, particularly in rural areas and by promoting the system for tracking students after their graduation (the tracer system). 3.02 To achieve these objectives, the project includec (a; construction and operation c.: fifteen general vocational secondary schools (GVSS), (b) construction and operation of three pilot centralized preparatory and secondary level boarding schools for boys from rural areas; and (c) technical assistance in the form of 16 man-years' of followehips and 2.5 man-years' of specialist services. During implementation, the loan was amended (a) to include the construction of two warehousee for temporary storage of equipment and furniture procured under ongoing Bank financed projects; (b) to cancel funding for teaching staff housing for project GVSSs; and (c) to cancel funding for technical assistance, which was undertaken by UNDP following a Government request. 4. Proiect Desion 4.01 Despite the fact that its components were not directly related to each other, the project had a coherent conceptual basis, in that it responded to the main priorities of the 1981-85 Development Plan regarding investment in education. Thus, the construction of fifteen GVSSs supported the Government's objective to raise the proportion of vocatiornil education at the secondary level. It also served the purpose of improving access to secondary education for girls (ten of the fifteen schools are for girls) and for populations outside the Amman-Zarqa metropolitan area (twelve of the fifteen schools are located outside the capital). Also, in inc:.uding three pilot centralized  -3- schools (with boarding facilities for children from remote areas), the project explored new ways for acinieving near-complete coverage of baeic education (grades 1-9) for Jordanian children, and for expanding opportunities for rural children. Finally, the inclusion of an extensive fellowship program for instructor training, manpower planning, and tracer study techniques addressed the clear need for ir:reased relevance of vocational education. 5. Proiect Implementation 5.01 Selection of the architects fcr the school designs was carried out through an open design competition among local (private) architects. Four firms were selected and awarded a contract by a panel representing the private sector, the engineerf' association, the MOE and the University of Yarmouk, and chaired by the Dean of the University of Jordan. The process, including the signing of the contract, took about one year. 5.02 GVSSs under the project were generally well designed, constructed a.id properly equipped and furnished. Design and construction standards were appropriate and economical. In contrast, the centralized schools were not efficiently designed and as a result, some sites are overdeveloped, with unnecessary sidewalks and parking spaces. Some construction flaws have also surfaced at these schools which have caused buildings to show evidence of structural detexioration too early. 5.03 In order to facilitate project implementation and to minimize procurement problems, the Bank organized a seminar on World Bank procedures from March 22-26, 1986. The seminar, which had a positive effect on project implenmentation, took place under the auspices of the Jordan Institute of Public Administration, and was attended by staff of the MOE Directorate cf Project Implementation. Actual implementation of the physical aspects of the project was generally satisfactory. The construction, equipping and furnishing of all institutions was comoleted by April 30, 1988, 4.5 years after the loan became effective on Ncvember 3, 1983 Despite site problems (causing redesign of foundations and structural elements) and contractors' delays, civil works components were completed only three months behind appraisal estimates, and delivery and installation of equipment and furniture was delayed by about six months. The project closed, as originally scheduled, on June 30, 1988. 5.04 The TA component was considerably delayed, and was completed after the project closed. The delays occurred, in part, because during implementation, the Ministry of Planning asked the Bank to cancel the loan allocation of US$ 0.9 million for the TA component, and requested instead funding from the UNDP. Additional delays were subsequently caused by UNDP internal procedures in making the approved funds available to the Government. Although funding was approved on March 28, 1985 by UNDP, the contract was signed only on August 1, 1988. In the end, the program, involving the upgrading of 52 teachers and MOE staff through 227 manmonths of overseas  4- training, war successfully completed in December 31, 1989, over fotr years behind appraisal estimates. In light of the experience gained by the MOE under Education III and IV, the TA program, initially designed to be executed by the Bank, was turned over to the MOE, which became the executing agency. An Irish consulting firm (HEDCO) was selected as the main contractor for the TA program. 6. Project Results The General Vocational Secondary Schools 6.01 All fifteen GVSSs are currently in operation. The number of students enrolled, however, is well below initial estimates (3043 in 1989/90 vs. 6220 projected in the appraisal report for full-scale operation). An important reason for this discrepancy is the recent extension of preparatory schools to include the 10th grade, with a corresponding shortening of the secondary level from three to two years (grades 11 and 12).2 A second important cause appears to be the deterior&ting economic situation, increasing unemployment, and the reluctance of students to enroll in vocational training programs. It is possible that a third reason for less than planned enrollments is that due to the rather recent commencement of operation at the project's GVSSs, the schools have not attracted all potential students from neighboring are_: as yet. 6.02 The combination of the above factors has determined that enrollments in boys' schools, whose planned size was double that of girls' schools, and which offer more "vulnerable" programs, e.g., industrial trades courses, are currently well below enrollments in girls' schools (boys: 759 actual vs. 3940 projected; girls: 2284 actual vs. 3840 projected). 6.03 The appraisal report and the Loan Agreement specified that the GVSSe would be also used as trade training centers, offering 2-year courses to about 1600 students yearly. This part of the project is not operating, with the result that the facilities of project GVSSs are further underutilized. The main reasons are that (a) the Vocational Training Corporation has become the dominant public institution in vocational training, and (b) depressed economic conditions after 1986 have reduced the demand for skilled labor. 6.04 In contrast to quantitative deficits as compared with appraisal report estimates, the quality of instruction in project GVSSs appears to be satisfactory. Teachers are well qualified, consumable materials are supplied I The enrollment figure for 1989/90 efers to grades 11 and 12. A few project schools still accept 10th grade students, but this is a transitory arrangement until 10th graders can be accommodated in neighboring preparatory schools.  -5- in adequate quantities despite the current difficult situation of the public budget, and buildings are well maintained. The Pilot Schools 6.05 The three pilot centralized preparatory/secondary schools were completed on schedule, and have been in operation for two years. However, they are being used only as ordinary schools serving the immediate area, to which students have easy eccess. In this capacity, they are replacing existing, presumably inadequate schools, and are also probably expanding opportunities for secondary education to a limited number of students. Boarding facilities are not operating yet, and dormitories, kitchens etc., are unused. Furthermore, the limitation of the catchment area to the immediate vicinity of the schools has resulted in underutilization of the teaching facilities themselves. Thus, the total number of students in the three schools was 1280 in 1989/90, compared with their capacity of 2500. Another deviation from the initial concept, permitted in response to existing capacity underutilization, has beer the admission of elementary school students (about 300 out of the 1280). Clearly, under these conditions, the Government has not succeeded so far in establishing a model for expanding preparatory/secondary schooling among dispersed rural communities, or even to test the one underlying the three pilot schools. 6.06 There are two reasons why the Government has not so far opened the schools' boarding facilities, which are the key to testing the effectiveness of the underlying model. First, current fiscal difficulties make it difficult to finance the subsistence of the planned 1200 boarders in the three schools. Second, there is widespread belief among MOE officials that boarding facilities, even if their financing could Le secured, are not enough of an incentive to attract rural (nomadic) fanilies and their children, who for various reasons are believed to be determined to live together, even at the expense of necessary schooling. 6.07 Efforts are underway to utilize the schools according to their initial purpose. A small section (say, 50 places) of boarding facilities will be opened up in each school. Care will be taken to ensure that students come exclusively from remote rural families. If the number of eligible applicants is large, the MOE will try to secure the required recurrent financing despite acute financial problema. If, on the other hand there is no significant response, alternative uses for these schools will be sought. 6.08 Another problem facing the three schools (while they function as ordinary local schools) is that their rather elaborate workshop and laboratory equipment is heavily underutilized (in some cases it has not yet been used a. all). The reasons for this are the smaller number of students than initially planned for, and the current absence of specialized technical instructors from the s-hools' teaching force.  -6- 7. Proiect Sustainability 7.01 The GVSS has become a well established institution. However, the future of the GVSS needs to be examined in the context of a reassessment of vocational education and training, taking account of the fact that the cost per student of GVSS is about double that of academic secondary schools as well as that unemployment among GVSS graduates is on the increase. This reassessment should also consider GVSSs as part of a broader system of skill producing institutions, including VTCs and public and private community colleges, and with a view to avoiding duplication of efforts at a time that available resources are severely constrained. 7.02 Regarding the three pilot centralized schools, it was noted above that they are not being operated as envisaged at appraisal, but merely as ordinary schools. As a result, room and board facilities are not being used, while classroom space and equipment are heavily underutilized. For the immediate future, MOE intends to make an effort to operate them as centralized schools (para 6.07). Until this effort is made and the results are known, it is uncertain whether this investment will be used to its fullest potential. 8. Bank Performance 8.01 There was considerable optimism during project appraisal with regard to (i) the novel concept of centralized preparatory/secondary schools; (ii) the location of the GVSSm in small provincial towns; and (iii) the expectation that demand for skilled workers and technicians would keep increasing at the high rate prevailing in the late 70s and early 80s. This optimism outweighed the risks involved. 8.02 During implementation, the Bank responded promptly to requests from the Government to: (a) accept UNDP financing for the TA component (para 3.02), (b) install a Special Account, (c) amend the content of the project (para 3.02), and (d) agree to the purchase of ten mobile maintenance units with loan funds. 8.03 Project supervision by Bank staff, although carried out at regular intervals lacked continuity of supervision personnel and was somewhat deficient in its reporting of issues that later proved to be problematic, such as shortcomings with regard to the construction and operation of the pilot centralized schools and the underutilization of loan funds. 9. Borrower Performance 9.01 Prior to loan effectiveness, MOE acted promptly in expediting all actions necessary for project processing. All sites were acquired and preliminary plans and equipment lists for the physical facilities were ready  prior to negotiations, so that bidding could start almost immediately after affectiveness. 9.02 As part of the MOE's institution building efforts, the Directorate of Project Implementation was merged in 1987 with the Directorate of School Buildings to become the General Directorate of Projects and School Buildings (GDPS). It has currently a total staff of about 100, half of whom are higher level professional personnel (including 22 engineers and architects). The GDPS has been generally effective in overall implementation of the physical and educational aspects of the project and in maintaining liaison with the various pr3ject entities and the Bank. 9.03 On the other hand, the benefits of having a Special Account were not fully realized. Although an initial amount of US$2.5 million was deposited in the Account in July 1986, by the project's Closing Date, two years later, less than US$1.0 million was utilized and the residual amount of about US$1.5 million was returned to the Bank. Also, GDPS Procurement Division personnel did not take advantage of other procurement procedures permitted under the loan. Bidding was carried out mostly through ICB procedures and reimbursement of almost all expenditures came directly from the Bank through the lengthy withdrawal application procedure. 9.04 Institutional arrangements to accommodate new educational services, e.g. evaluation/research, tracer studies and information systems, have been put in place, but need to be improved. The MIS unit is well staffed, but thc existing equipment (hardware) and systems are outdated and should be upgraded on the basis of a comprehensive information needs analysis and a coherent plan for the introduction of updated technology and information systems. 10. Consultant Performance 10.01 In contrast to the less than satisfactory performance of the Crown Agents consultants in connection with the procurement of equipment for the Boys' VTCs, the performance of the Irish consulting firm (HEDCO), selected as the main contractor for the implementation of the project's technical assistance program, was a positive experience. 11. Cofinancino 11.01 The project was cofinanced by three external agencies, the Saudi Fund, the British Overseas Development Administration (ODA) and the UNDP. The Saudi Fund financed the local and foreign costs of the construction of eight GVSS's in the Amman/Salt area for the total amount of US$21.5 million (appraisal report estimate was US$22.1 million including contingencies) and the ODA provided the equivalent of US$2.4 million (appraisal report amount was US$3.2 million including contingencies) for the workshop equipment of five  boys GVSS's. The UNDP funds of US$0.6 million for the TA component, which were requested by the Government after loan signing, were formally approved on May 4, 1987 and replaced the 3ank's loan allocation (para 3.02). The Saudi Fund and the UNDP have provided to the Bank copies of their respective completion reports, in which both expressed their satisfaction on the execution of their components. 12. Compliance with Loan Covenants 12.01 Loan covenants were generally complied with satisfactorily, although some difficulty was experienced with finalizing the refinement of the tracer system and related studies. Progress reporting was regular and of good quality. Year-end financial statements were routinely received in fulfillment of the audit reporting requirement.  PART II: PROJECT REVIEW FROM BORROWER'S PERSPECTIVE 1. Adecuacy and Accuracy of Factual Information in Part III Information, data and defining the project profile included in Part III were well prepared and discussed throughly both in field and on tables. They served as the basis for tables in Part III. 2. Bank's Performance Bank successive missions personnel were recognized as professionals in all respects. The mission members were always highly qualified in their respective fields, but there were occasions when the supervision missions visited the Kingdom in inappropriate time and, therefore, they were not successful in addressing some kinds of implementation problems occurring. 3. Borrower's Performances The performance of the participating institutions in overall was quite good. The implementation of the Technical Assistance was accurate and in a timely manner, and was carried out without any problem. The implementation of procurement of equipment was not satisfactory, especially that part concerning the British. Crown Agents, which was not up to specifications or inadequate. This had little negative effect on project implementation. The implementation of the civil works was quite good and there were no delays in their completion. 4. Lessons Learned 1. It is very necessary to keep the overall communications between the Bank and the Borrower documented especially those of the accounts, so that when any change in both sides happens, it never affects the project implementation. 2. The necessity of having the supervision missions' visits scheduled beforehand so as to enable the staff in the implementation unit to prepare information needed in advance.  -10 - PART II Table 1, Page 1 PROJECT COMPLETION REPORT JORDAN FIFTH EDUCATION PROJECT (LOAN 2246-JO)) Technical Assistance Proaram Field of No. of Duration Starting Ending Study Fellow- ia Date Vate Ships Months Gardening 1 6 28/09/88 28/03/89 (Protected Planning) Industrial 3 6 28/09/88 28/03/89 Electricity Auto-Mech 3 6 28/09/88 28/03/89 Metal Working 2 6 28/09/88 28/03/89 Plumbing Central Heeting 2 6 28/09/88 28/03/89 Students Guidance 1 9 29/09/88 29/03/89 Techniques of 1 6 01/10/88 01/04/89 In-Service Training in Industrial Education Dress-Making 3 6 09/01/89 09/04/89 Ceramics and 3 3 09/01/89 09/04/89 Jewellary Industries Survey Techniques 1 3 16/01/89 16/04/89 Trace Study Instrumentation & 1 6 Control  - 11 - PART II Table 1, Page 2 Technical Assistance Program Field of No. of Duration Starting Ending Study Fellowship in Months Date Date Food Industries 2 6 01/01/88 01/07/88 Business/Commercial 3 3 01/01/88 01/07/88 Teaching/Males Business/Commercial 4 3 01/01/88 01/07/88 Teaching/Females Industrial 2 6 01/01/88 01/07/88 Electronics Instrumentation 1+1 6 01/01/88 01/07/88 & Control Beauty Culture 3 3 01/01/88 01/07/88 & Hair Dressing C.S.S.'S 3 6 01/04/88 01/07/88 Administration Principals Management Supply 2 3 05/09/88 06/12/88 Management Supply 2 3 01/04/88 01/07/89 Manpower Planning 1 9 01/04/88 01/01/88 Visual Aids for 1 3 01/04/88 01/07/88 Voc. Schools Computer Programming 5 1 01/09/88 01/10/88 Nursing 3 3 29/09/88 19/12/88  - 12 - PART II Ta.ble 2 PROJECT COMPLETION REPORT JORDAN FIFTH EDUCATION PROJECT (LOAN 2246-JO) Construction School No. of Implementation Starting Completion Students Period of Days Date Date 1. Wadi Asseer/F 480 550 11/12/84 24/06/86 2. Abu Alanda/F 480 500 14/01/85 01/02/87 3. Azzarqa/F 480 550 10/01/85 06/12/36 4. Madaba/F 480 550 02/01/85 15/09/86 5. Ashuneh/M 1000 720 10/02/85 08/06/87 6. Al-Husan 320 550 22/10/84 25/10/86 & Assareeh/F 7. Ajloun/F 320 550 09/10/84 28/07/87 8. Arramtha/F 320 550 10/10/84 11/09/87 9. Al-Beqaa/F 320 550 14/01/85 31/01/87 10. Ma'an/F 320 550 06/10/85 07/07/86 11. Assalt/F 320 550 17/02/85 03/09/87 12. Marj Al-Hammam/M 760 720 22/12/84 24/08/87 13. Jarash/M 760 720 12/01/85 02/12/87 14. Al-Karak/M 760 720 01/10/84 09/08/86 15. Attafeeleh/M 640 720 01/10/84 02/04/86 16. Sabha 840 720 06/10/84 31/08/87 17. Adulail 840 720 08/10/84 01/08/87 18. Al-Mraiqa 840 720 06/10/84 09/09/87 19. Marka Stores 230 26/12/85 25/09/86  - 13 - PART III: IST7ISTICAL INFORMATION TABLE 1. RELATED BANK LOANS AND CREDITS Loan Number Year Purpose of Project Proiect Title Appr. Components Status/Comments Cr. 285-JO 1972 Purpose Completed Education I Improve quality of education; increase supply of skilled manpower. Components 2 Compr. Sec. Schools 1 Polyt.and teacher trg. center 1 Teacher Training Institute TA for instit. support, curric. devel., teacher trg., tracer system. Cr. 534-JO 1975 Purpose Completed Similar to Education I. Components 1 Polytechnic 3 Compr. Sec. Schools 1 Trade Training Center 1 Hotel Training School 1 Rural Devel. Center TA for each component. Ln. 1781-JO 1979 Purpose Completed Education III Similar to Education ;. Components 5 Compr. Sec. Schools 1 Teacher Trg. Institute 1 Community College 1 Training Complex 8 Mobile Units TA for evaluation mechanism, computerized MIS for MoE; project institutions; project mgt. support.  - 14 - Table 1 (cont'd) Loan Number Year Purpose of Project Proiect Title Appr. Components Status/Comments Ln. 2068-JO 1981 Purpose Completed Education IV Similar to Education I. Components 1 Polytechnic 4 GVSSs 2 Comm. Colleges (conversion) 1 VTC Training Center 1 Nursing/Paramedical School 1 Technical Teacher Faculty TA (specialist services and fellowships). Ln. 2378-JO 1984 Purpose Progress satisfactory Education VI Expand facilities for compulsory and secondary Schools. Components 31 Compulsory Schools 16 General Secondary Schools 48 Laboratories 50 Multipurpose Workshops 49 Libraries TA Related to the Project. Ln. 2633-JO 1985 Purpose Progress satisfactory Manp.Development Assist priority manpower development programs. Components 4 VTC Training Centers (new) 2 VTC Training (expansions) 1 Occup. Safety and Health Instit. TA to Institute of Public Admin. and Min. of Health. Ln. 2531-JO 1985 Purpose Progress satisfactory Primary Health Reorganize Primary Health Care Care (PHC). Components 25 New PHC Centers 9 Refurbished PHC Centers 17 Comprehensive Health Care Centers Training for Personnel Working in Project Facilities.  - 15 - Table 1 tcont'd) Loan Number Year Purpose of Project Proiect Title Appr. ComDonents Status/Comments Ln. 2870-JO 1987 Purpose Progress satisfactory Education VII Improve quality and expand coverage of compulsory education. Components 58 Compulsory Schools 3 Pilot Teacher Resource Centers Extensions to Existing Schools TA for better school maintenance; developing in-service programs; strengthening MoE MIS; assisting MoHE to develop curricula, courses, materials and evaluation methods for community colleges. Ln. 3106-JO 1989 Purrose Progress satisfactory Human Resources Support the first four-year Development phase of the Government's Education Reform Program. Components Restructuring the School System. Improving the Quality of Teaching and Learning. Institutionalizing the Capacity to Sustain Sectoral Reform.  - 16 - TABLE 2. PLANNED. REVISED AND ACTUAL DATES OF PROJECT TIMETABLE -----Dates--------------------- Item Planned Revised Actual Identification Mission 11/16/81 --- 11/16/81 Preparation Mission 03/01/82 --- 03/01/82 Start of Design Wcrk --- --- 04/15/82 Appraisal Mission 06/15/82 --- 06/15/82 Start Negotiations 01/31/83 --- 01/31/83 Board Approval 03/15/83 --- 03/15/83 Loan Signing 04/11/83 --- 04/11/83 Loan Effectiveness 07/11/83 09/30/83 11/03/83 Project Completion 12/31/87 04/30/88 04/30/88 Project Closing 06/30/88 --- 06/30/88  - 17 - TABLE 3. PLANNED AND ACTUAL COMPLETION DATES OF COMPONENTS Plannad Completion Actual Months Project Components (SAR) Completion1 of Delays I. Civil Works. Ecuipment and Eurniture A. Girls GVSS (10; Bayadir Wadi Al-Sir 10/86 06/86 -4 Abu-Alanda _ 03/87 +5 Zarqa - 12/86 +2 Madaba _ 09/86 -1 Al-Sharieh _n_ 10/87 +12 Ajlun _ 07/237 +9 Al-Ramtha -"- 09/87 +11 Al-Salt -"- 09/87 +11 Al-Baqa'a _ 03/87 +5 Ma'an _ n 07/86 -3 B. Boys GVSS _5) Marj Al-Hamam 10/86 08/87 +10 Al-Shouna, South _ 06/87 +6 Jarash _n_ 10/87 +12 Al-Karak _ 08/86 -2 Al-Tafilah _n_ 04/86 -6 C. Centralized Secondary Schools for BovL l3) Qasr Al-Halabat/Dubail 01/88 08/87 -5 Al-Baij-Sabha _n_ 08/87 -5 Ma'an-Mrieqah -'- 09/87 -4 II. Technical Assistance Fellowships 09/85 12/89 +52 lCivil works completion; equipment and furniture were installed 4-6 months after civil works completion  - 18 - TABLE 4. PROJECT COSTS' (US$ million) --Estimated Costs-- ----Actual Costs--- Local Foreign Total Local Foreign Total Civil Works 35.0 30.5 65.5 23.1 28.1 51.1 Professional Services 5.4 0.7 6.1 2.8 0.3 3.1 Equipment & Furniture 2.9 13.1 16.0 1.4 6.3 7.7 Technical Assistance 0.1 1.2 1.3 0.0 0.6 0.6 Total Project Costs 43.4 45.5 88.9 27.2 35.3 62.5 'Includes physical and price contingencies  - 19 - TABLE S. PROJECT FINANCING (USS milllon) Planned Source of Funds (SAR) Revised Actual IBRD 18.8 18.8 13.3 Saudi Fund 22.1 19.4 21.5 British ODA 3.2 3.2 2.4 UNDP 0.0 0.6 0.6 Government 44.8 44.8 24.7 TOTAL 88.9 86.8 62.5  - 20 - TABLE 6. CUMULATIVE ESTIMATED AND ACTUAL DISBURSEMENTS (UE million) ----------------Fiscal Year-------------- 1984 1985 1986 1987 1988 1989 Appraisal Estimate 0.77 6.25 15.33 17.70 18.80 Actual 0.06 0.55 4.44 10.81 14.75 13.25 1/ Actual as % of Estimate 8 9 29 61 78 70 Date of Final Disbursement: May 11, 1989 1/ US$ 1.5 million of residual Special Account funds was returned after the project closed. In total, US$ 5.55 million of unused funds were cancelled from the loan. Time Chart of Initially Estimated. Revised and Actual Disbursements  - 21 - TABLE 7. ALLOCATION OF LOAN PROCEEDS (US$ million) Original Actual Category Allocation Disbursements (1) Civil Works 7,000,000 6,602,040 (2) Equipment 4,400,000 5,234,337 (3) Furniture 700,000 1,106,729 (4) Consultants (a) Civil Works 500,000 309,717 (b) Technical Asst. 200,000 0 (5) Fellowships 700,000 0 (6) Unallocated 5,300,000 0 TOTAL 18.800,000 13,252,823' l Cancellation: US$ 5,547,177  - 22 - TABLE 8 Page 1 of 1 TABLE 8. COMPLIANCE WITH LOAN COVENANTS L.A. Compliance Section Covenant Status 3.02 MOE to assign to Directorate of Projects, Complied with not later than 12-31-83, 2 procurement Jan. 1984 officers, 2 quantity surveyors, 1 architect, 1 civil engineer, with adequate qualifications and experience. 3.03 MOE to employ experts (a) for expanding Experts hired by practical experience for GVSS students; January 1988. TA (b) extending career guidance program to Program completed preparatory level; (c) developing its capacity 1989. for tracer studies and regional manpower planning; and (d) strengthening its project preparation and implementation capacity. 3.04 MOE to submit by 12-31-83 to the Bank final Condition mat Dec. T.A. program, and subsequently implement 1987. TA Program program. completed June 1989. 3.05 MOE to extend existing program of job Organized program in experience to project GVSSso. place. Most students are placed in summer jobs between school years. 4.02(b) Borrower to audit project accounts and submit Satisfactory to the Bank copies within 8 months after end of each fiscal year. 4.03(a) MOE to extend application of existing tracer Follow up studies system to project schools. have been conducted on graduates of most training programs. 4.03(b) MOE to furnish the Bank with results of tracer Reports were never studies for five years after first graduation finalized as tracer from project schools. system procedures were not completely refined.  - 23 - TABLE 8 Page 1 of 2 TABLE 8. COMPLIANCE WITH LOAN COVENANTS (cont'd) L.A. Compliance Section Covenant Status 4.03(c) MOE to assign to its tracer unit a statistician Statistician was for assessing effectiveness of vocational hired but later training. transferred to another division. 4.04 MOE to exchange views with the Bank on MOE's Satisfactory efforts to develop aptitude test for preparatory schools. 4.05 MOE to provide career guidance to preparatory Satisfactory school students, by the time of operation of iproiect GVSSs.  - 24 - TABLE 9. ESTIMATED AND ACTUAL ENROLLMENTS AND GRADUATES BY PROJECT COMPONENT Project Component j Enrollments | Graduates | SAR Actual I SAR Actual A. GVSS (Girls) | 3840 2284 1440 1326 1. Bayadir Wadi Al-Sir I 240 I 147 2. Abu-Alanda | 338 | 194 3. Zarqa I 230 I 110 4. Madaba | 156 | 109 5. Al-Sharieh | 266 I 168 6. Ajlun I 241 | 135 7. Al-Ramtha | 153 | 83 8. Al-Salt | 195 | 125 9. Al-Baqa'a 401 217 10. Ma'an I 64 | 38 B. GVSS (Boys) | 3940 759 | 1440 395 I 1. Marj Al-Hamam | 201 | 113 2. Al-Shouna, South 74 | 40 3. Jarash | 174 ; 73 4. Al-larak | 226 f 121 5. Al-Tafilah | 84 | 48 C. Centralized Schools (Boys) 2520 980' 840 3602 1. Qasr Al-Halabat 2. Al-Baij 3. Ma'an 'In addition, two of the three schools have admitted about 300 elementary school students 2Estimated graduates of both preparatory and secondary levels (about 200 from the preparatory level and 160 from the secondary level)  - 25 - ANNEX I PERSONS MET DURING COMPLETION MISSION Ministry of Education Mr. Awni Maori, Secretary General. Mr. Barakat Tarawneh, Director General, Projects and School Buildings. Mr. Yahya Kisbi, Director, Engineering Affairs. Mr. Mohammad Abu-Sal, Director, Projects. Mr. Yesa Shaban, Director, Planning. Mr. Hassan Osta, Director, Academic Education. Mr. Mohammed Atiyyah, Chief, Technical Assistance Division. Mr. Hussein Shehadeh, Chief, Procurement Division. Mr. Abdelaziz Hindawi, Chief, Supervision Division. Mr. Omar Souber, Chief, Design and Studies Division. Mr. In'am Daghistani, Engineer, Engineering Affairs. Mr. Raiq Assria, Head, Tracing Unit. Mr. Khalil Qatamsheh, Assistant Director, Tafilah GVSS Ministry of Planning Mr. Nabil Sweiss, Deputy, Secretary General. Mr. Ibrahim Jelal, General Director. Mr. Kamal Kakish, Director Social Sectors Mr. Hani Abu-Al Ghanam, Assistant Director Mr. Mahmoud Rawashdeh, Assistant Director Health Sector Mr. Kamel Shahatit, Chief, Manpower Division. Mr. Husein Al-Hatib, Manpower Division Vocational Training Corporation Mr. Ahmed Atwan, General Director. UNDP Dr. Ahmed Attiga, Resident Representative.  - 26 - ANNEX II MISSI'ON DATA Date Number and Specialty Staff Weeks Type of Mission (Month/Year) of Participants' in the Field Identification 11/81 4 (A,E,E,ET) 4.0 Identification/Prep. 2/82 3 (A,E,ET) 3.0 Appraisal 6/82 4 (A,E,EG,ET) 14.0 Prenegotiations 10/82 4 (A,EA,EG,ET) 2.0 Supervision 8/83 3 (A,EA,EG) 1.0 Limited Supervision 11/83 1 (EG/ET) 1.0 Supervision 3/84 1 (EG) 1.0 Supervision 5/84 1 (EG) 0.3 Supervision 9/84 4 (A,E,EG,ET) 0.7 Supervision 2/85 1 (A) 0.3 Limited Supervision 10/85 1 (ET) 0.3 Supervision 12/85 4 (A,E,EA,ET) 2.0 Supervision 3/86 4 (A,EA,EG,ET) 2.0 Supervision 11/86 2 (EG,ET) 0.7 Limited Supervision (TA) 3/87 1 (E) 0.3 Supervision 9/87 4 (A,EG,ET,OA) 2.0 Supervision 6/88 1 (ET) 0.3 A= Architect; E= Economist; EA= Agricultural Educator; EG= General Educator; ET= Technical Educator; OA= Operations Assistant  - 27 - ANNEX ,I RECORD OF QUARTERLY PROGRESS REPORTS SUBMITTED Quarter/Year Date Report Submitted 3rd 1982 10/19/82 4th 1983 01/20/83 1st 1983 04/18/83 2nd 1983 07/21/83 3rd 1983 10/18/83 4th 1983 01/14/84 1st 1984 04/09/84 2nd 1984 07/15/84 3rd 1984 10/22/84 4th 1984 01jl6/85 lst 1985 04/13/85 2nd 1985 07/13/85 3rd 1985 10/16/85 4th 1985 01/22/86 lst 1986 04/17/86 2nd 1986 07/08/86 3rd 1986 10/15/86 4th 1986 01/07/87 lst 1987 04/18/87 2nd 1987 07/29/87 3rd 1987 10/31/87 4th 1987 01/24/88 let 1988 04/30/88 2nd 1988 08/02/88 3rd 1988 10/26/88 4th 1988 01/17/89 lst 1989 05/15/89