China - Effective Teaching Services Project

Document of The World Bank FOR OFFICIAL USE ONLY Report No. 11273-CHA STAFF APPRAISAL REPORT CHINA EFFECTIVE TEACHING SERVICES PROJECT FEBRUARY 19, 1993 iEnvironment, Human Resources and Urban Development Operations Division Country Department II (China and Mongolia) East Asia and Pacific Regional Office I his 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 (as of August 1992) Currency Name = Renminbi (RMB) Currency Unit = Yuan (Y) Y 1.00 = $0.18 $1.00 = Y 5.42 ABBREVIATIONS AND ACRONYMS FILO - Foreign Investment and Loan Office HMS - Higher Middle School IAG - Innovation Assessment Group ICB - International Competitive Bidding IDA - International Development Association LAN - Local Area Network LCB - Local Competitive Bidding LMS - Lower Middle School MIC - Management Information Center MIS - Management Information System MOF - Ministry of Finance NC - Normal College NU - Normal University PED - Provincial Education Department SDR - Special Drawing Right SOE - Statement of Expenditure SEdC - State Education Commission TIS - Teacher Information System TSD - Teacher Services Department TTI - Teacher Training Institution UBE - Universal Basic Education GLOSSARY Province - China is divided into 22 provinces, five autonomous regions and three municipalities. In this report "province" refers to any of these, as appropriate. FISCAL YEAR January 1 - December 31 ACADEMIC YEAR September 1 - August 31  FOR OFFICIAL USE ONLY CHINA EFFECTIVE TEACHING SERVICES PROJECT CREDIT AND PROJECT SUMMARY Borrower: People's Republic of China Beneficiaries: State Education Commission and 15 project-supported provinces Amount: SDR 72.1 million ($100.0 million equivalent) Terms: Standard IDA, with 35 years maturity Description: The central aim of the project is to contribute to improved learning at the lower middle school level by providing for better teaching services, including instructional methodology, teacher training and management of teacher training and assignment. In assisting a range of teacher delivery services, the project will have three functional objectives: (a) improve the quality of lower middle school teacher training through better physical inputs, management and staff training; (b) improve management and planning capabilities for teacher selection, training and assignment at provincial and lower levels; and (c) facilitate innovative activities in teaching and teacher training. The project will assist China's effort to strengthen lower middle school teaching nationwide by providing for development of teaching services in 15 provinces and autonomous regions, focusing on 124 teacher training institutions and on provincial and county education bureaus. It will thereby focus on a critical segment of the education system, lower middle school teaching services, and will consist of three major elements: institutional, management and quality enhancement. The institutional element will address operational needs at the teacher training institutions through facilities upgrading, provision of instructional equipment, spares and consumables, library development, and staff upgrading, mainly in-country. The management element will develop general teaching system management capabilities at the central, provincial and institutional levels through staff training and specialist services. The selection and assignment of teachers will be aided by the development of teacher information systems and by training for their use. The quality enhancement element will include teaching methodology core seminars, pilot programs and innovation programs. The primary objective of the core seminars and pilot programs will be to expose teacher trainers to new ideas, after which they will apply them within the Chinese context. The innovation programs will permit provinces, institutions and individuals to propose 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.  - 11 - projects of an experimental, innovative or developmental nature, to be supported by modest inputs (maximum $50,000 each) of funds provided under the project. Benefits: The project will build on the existing strengths in the Chinese education system and assist in providing teaching services of higher quality, primarily through improved teacher training and strengthened management. It will provide more opportunities for essential laboratory work, books and reading places in libraries, more effective language training, and extensive staff development at teacher training institutions. Training under the project will also improve teacher college management. At the provincial and county levels, selection, assignment and utilization of teachers will be assisted by management development programs, particularly through the proposed teacher information systems. Finally, programs for improvement of teaching will be introduced and tested, giving exposure to new approaches and opportunities to experiment with innovations. These benefits are expected to affect virtually all teacher trainers and trainees in the participating provinces. Risks: There are operational risks inherent in the implementation of a project reaching 124 teacher training institutions and 15 provincial offices. There are also questions whether the capacity building aimed at improved management of teaching and teacher training systems will fully achieve its targets, and whether the teacher information systems will be utilized as envisaged. These risks will be addressed by a structure of project management that combines the varied administrative and professional requirements of the end-users of project inputs with the proven strong project implementation capabilities of the SEdC. The participating institutions, provinces and SEdC have, furthermore, been continuously involved in discussions during project development. Thirdly, the effective introduction of new methods and independently conceived innovations will require careful oversight and monitoring. An Innovation Assessment Group has been formed for that purpose.  - iii - Estimated Costs:LA Local Foreign Total ---------- ($ million) --- Facilities Upgrading 78.0 0.0 78.0 Instructional Equipment 67.5 32.6 100.1 Library Development 4.0 3.9 8.0 Staff Upgrading 2.5 1.7 4.2 National Management Development * 0.3 0.3 Provincial Management Development 0.1 0.3 0.4 Teacher Information System 3.9 3.4 7.3 Core Seminars 0.3 0.1 0.4 Pilot Programs 0.1 * 0.1 Innovation Programs 4.0 1.6 5.6 ,B,ase Cost 160.4 43.9 20413 Physical contingencies 12.5 3.4 15.9 Price contingencies 32.0 4.2 36.2 Total Financing Required 254 Financing Plan: Government National 53.0 0.0 53.0 Provincial 103.4 0.0 103.4 IDA 48.4 51.6 100.0 Totl 204.8 5L.6 256.4 Estimated Disbursement: IDA FY 1994 1995 1996 1997 1998 1999 -------------------- ($ million) ------------- Annual 26.4 35.9 21.4 12.4 3.0 0.9 Cumulative 26.4 62.3 83.7 96.1 99.1 100.0 La Project-financed goods are exempted from import duties and taxes. * Less than 0.05. Note: Throughout this report, totals may fail to correspond because of rounding.   - iv - CONTENTS 1 The Education Sector and Teacher Training .................. 1 Introduction and Background .......................... 1 Sectoral Issues ................................... 4 Government Strategy ............................... 6 Bank Group Strategy ............................... 7 Previous Bank Group Experience in the Sector ............... 7 Lessons Learned ................................. 8 2 Project Background .................................. 9 Key Issues ..................................... 9 Opportunities for Benefit ............................ 9 Objectives ..................................... 10 Rationale for Bank Group Involvement .................... 10 3 Description of the Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 The Institutional Element .11 Facilities Upgrading .11 Instructional Equipment .12 Library Development .12 Staff Upgrading .13 The Management Element .13 The Quality Enhancement Element .15 Teaching Methodology Core Seminars .15 Pilot Programs .16 Innovation Program .16 Technical Assistance .17 Evaluation of Teaching Services .17 Environmental Aspects and Program Objective Categories 17 This report is based on the findings of an appraisal mission to China in August/September 1992. Mission members were Richard M. Durstine, (Senior Educator EA2EH, task manager), Eileen Nkwanga (Senior Educator, AF4PH), Mohammed Allak (Human Resources Economist, ASTPH, consultant), Halsey Beemer (Education Specialist, ASTPH, consultant) and Dingyoung Hou (Project Officer, RMC). Substantial contributions to project design and preparation were also made by James Lynch (Educator, ASTPH), Brian Smith (Computer Systems Specialist, MN2TC) and Winnie Y. Young (Data Base Consultant). Peer reviewers were Linda Dove (Senior Educator, ASTPH), Himelda Martinez (Senior Educator, PHREE) and Leon Miller (Senior Economist, EA2EH). Cost tables were prepared by Linda Mih. Clerical services were provided by Theodosia Karmiris and Imani Haidara. The responsible Division Chief is Zafer Ecevit, and the Department Director is Shahid Javed Burki.  v 4 Project Costs and Financing ............................. 18 Project Costs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Financing Plan .......... . . .. . .............. . . .. . . 19 5 Project Implementation ......... . . . . . .......... . . .. . . . . 21 Status of Project Preparation and Implementation Plan . ........ . 21 Management of Project Implementation ..... . ......... . . . . 21 Procurement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Disbursements .......... . .. . . .............. . . .. . . 22 Monitoring of Project Implementation ..... . .......... . . . . 25 6 Benefits and Risks .......... . .. . . .. . . .. . . .. . . .. . . .. . . 26 Benefits ........... .. .. .. .. .. . .. .. .. . .. .. .. .. . . 26 Risks ........................................ . 26 7 Agreements Reached and Recommendation ..... . .......... . . . 28 Agreements .................................... . 28 Condition of Effectiveness ........ . . . ......... . . . . . . . 29 Recommendation ......... . .. . . ............ . . . . .. . 29 ANNEXES 1. Statistics Indicative of the Recent Growth of Educational Services in China . 30 2. Responsibility for Basic Education at Various Levels . .36 3. Strategy Statement Regarding LMS Teaching and Teachers . .37 4. Summary of Bank Group Assisted Education Projects in China . .43 5. Summary of Support of Teacher Training by Bank Group and Government . 48 6. Social and Educational Characteristics of Project Provinces . .49 7. Education System Data for the Project Provinces ..50 8. Plans for Upgrading of Teacher College Facilities ..53 9. Instructional Equipment ......... . .. . . ............ . . . . .. . 54 10. Library Books and Equipment ........ . . . . . ......... . . . . . . . 57 11. Technical Assistance Summary ........ . . . . ......... . . . . . . . 61 12. Teacher Information Systems .. . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 13. Teaching Methodology Core Seminars ....... . . ........... . . . . 76 14. Operating Criteria for Innovation Programs Under the Project . ....... . 81 15. Performance Measures for Project Implementation ... . .......... . . 86 16. Monitoring and Evaluation Scheme ....... . . . ........... . . . . . 89 17. Project Cost Estimates ......... . .. . ............. . . . .. . . 92 18. Allocation of Project Funds Among Provinces ..... . .......... . . . 99 19. Implementation Timetable ......... . . . . .......... . . . . . . . . 100 20. Design of Project Implementation ........ . . . ......... . . . . . . . 101 21. Estimated Disbursement Schedule ....... . . ..1.0.5....... . . . . . . lOS  - vi - Documents Available in the Project File ........................... 106 Key to Map: Lower Middle School Teacher Training Institutions Included in Project 107 MAP IBRD No. 24221 ......................................... 108 TABLES iN TEXT 4.1 Summary of Project Costs by Component ...................... 18 4.2 Summary of Project Costs by Category ....................... 19 4.3 Financing Plan ...................................... 20 5.1 Summary of Proposed Procurement Arrangements ................ 23 5.2 Estimated Disbursement ................................ 24 5.3 Disbursement Arrangements .24   THE EDUCATION SECTOR AND TEACHER TRAINING Introduction and Background 1.1 Education plays a central role in China's development and modernization. The education sector is currently characterized by changes which reflect decentralization and increasing responsiveness to labor markets. With variations because of provincial diversity, decentralization is taking place in curricula, examinations and operational control of all aspects of education. One of the major goals is achievement of nine years universal basic education (UBE) for all children as soon as is practical. I/ It is understood that this will not happen nationally until early in the twenty-first century, though it is already close to reality in many cities. Compared with many developing countries, China has been very successful in providing schooling for its people, with more than 95 percent of those aged 6 to 11 years enrolled in primary school and 60 percent of those aged 12 to 15 years in secondary school. As a result, literacy rates are higher than in most countries with similar levels of economic development. It is estimated that the literacy rate for those 15 years of age and older is over 77 percent. (It is close to 90 percent among the 15 to 25 year age group.) This is an impressive achievement for a country with nearly 80 percent rural population. In recent years, qualitative improvements have taken place in all parts of the education system, especially with regard to higher and technical education. University enrollments grew significantly in the early 1980s, but have recently stabilized through deliberate policy in order to concentrate on improvements in quality. The Government has been committed to strengthening the capability to train skilled manpower and to develop research capacity within the universities and technical institutes. At all levels, Chinese schools are well organized, teachers are diligent, textbooks are widely available and effort is made to upgrade curricula and improve teaching methods. 1.2 Teachers, as managers of the inputs to education, are the pivotal element in its success. Their importance is heightened by the high cost of their training relative to that of other educational inputs, their long tenure of service and their role as coordinators in the process of change. Provision of teachers for primary schools (grades 1 through 6) is already fairly well accomplished. The Government now seeks assistance to strengthen teacher development nationwide for lower middle schools (LMS, grades 7 through 9, of standard ages 12 through 14). This initiative is of economic importance, because LMS schooling has proved to be a level increasingly required by employers for any jobs above the simplest. Extension of LMS education to a nationwide base and provision of trained teachers for it are therefore urgently needed. 1/ Some statistics indicative of the recent growth of educational services in China are presented in Annex 1.  - 2 - 1.3 Teacher Supply and Demand. The dramatic increase in enrollments at all levels of Chinese education over the past few decades has been reflected in a corresponding growth in the number of teachers. Their provision has been possible only through use of community-supported (i.e., not government-funded) teachers (mainly in primary schools) and those not adequately trained (at all levels). At the primary school level, nationwide, some 45 percent of teachers were community sponsored in 1986. In the LMSs, almost 79 percent or teachers were unqualified in 1985. For higher middle school (HMS, grades 10 through 12), the corresponding number was nearly 60 percent. Even though the qualitative aspects of teaching are of primary importance, quantitative matters cannot be overlooked. The issue of teacher supply is one of building on the present situation toward a more qualified teaching force, by training new teachers and retraining those already in service. Projection of future teacher need is sensitive to variables which are difficult to predict or control. For long-standing social reasons, each province is self-sufficient for the supply of its own teachers, and there is no significant interprovincial movement. Analysis for purposes of planning must therefore take place at the provincial level. Similarly, little exchange between urban and rural locations is expected. Projections beyond a few years are difficult, because of their sensitivity to class size and attrition rate. The planning problem is compounded by the need to consider not only total numbers, but also a suitable mix among fields of specialty. All these considerations challenge the quantitative planning for and the implementation of an adequate supply of teachers. Distinctions must also be drawn between qualified and unqualified teachers, regular appointees and substitute teachers, and officially appointed and community sponsored teachers. LMS enrollment is expected to rise from 39.9 million in 1991 to 54.9 million in 2000 as its coverage becomes more general. National estimates indicate an increase from 2.5 million teachers (at the present average of 15.9 teachers per student) to 3.3 million (at a projected average of 16.6). The present figures are, however, highly variable among locations. In 1991, student/teacher ratios were 13.2 in urban areas, 15.9 at county level, and 16.5 in rural areas. Among provinces, they ranged from 13.5 to 18.0. These numbers need to be developed further, followed closely through time, and the quantitative needs for teacher training developed on that basis. It nevertheless seems clear, with 130,000 presently graduating annually from LMS teacher training institutions, that some expansion will be necessary, and that the requirements for in-service teacher training will continue to be great. 1.4 Teaching Methodology and Practice. Two aspects of teaching in China must be considered: first, what teaching is intended to be, and secondly, what happens in practice. Being markedly different from the usual norms of Western teaching, Chinese classroom practice has both supporters and detractors. It is typical that: the teacher is the central source of knowledge and an authoritative figure; teaching is a performing art and rote learning is common; textbooks and official teacher guides dominate classroom activities; and transmission of knowledge is the central aim. These are very general statements, and the facts vary from case to case. Conditions in rural schools often militate against good teaching quality. These include student home backgrounds, low staff standards, and deficient facilities and equipment. Student home effects include parental poverty, education and occupation, home chores (heavier for girls) and overage students. Formal staff qualifications and remuneration are closely linked. In more prosperous locations, the differences between urban and rural practice are not so marked. There are examples of good practice in both settings, but there is little use of modern instructional technology. 1.5 In China, education is seen as a pathway to success both by tradition and in the reality of modern life. It is natural, therefore, that promotion from primary school to LMS,  -3- hence to HMS and finally to university is a matter of great competition. Since promotion depends almost solely on scoring well on standardized examinations taken at key points of one's school career, high performance on these has great importance. Schooling in China is therefore driven by these standardized examinations to a large extent. The resulting problems are easily recognized, but their resolution is not simple. 1.6 The Training of Teachers. As a rule, pre-service training of primary school teachers takes place in normal schools, that of LMS teachers in normal colleges (NC), and that of HMS teachers in normal universities (NU). Normal schools are secondary level institutions which admit entrants with nine grades of general education and provide three years of subject matter and pedagogical training. NCs are post-secondary institutions which provide two or three years of teacher training. NUs are full four-year higher education institutions leading to a degree. Some train both LMS and HMS teachers. All of the preceding are residential institutions. Entry into NCs and NUs is integrally connected with the selection of students for higher education in general, based on a national examination taken in the final year of HMS. At that time, the student indicates in priority order the colleges and universities of his or her choice. After the examination, applicants are selected according to their marks, their expressed choices and the availability of institutional places. It is understood in NCs and NUs that the student will return to their home region to teach once training is completed. The supply of rural teachers is therefore augmented by inducements aimed at encouraging applications by rural candidates and special provisions for their acceptance into teacher training. 1.7 Since 1985, reforms in teacher training practice have been mandated or encouraged by the State Education Commission (SEdC). Compulsory components of the courses have been reduced to 85 percent of the total, the remaining 15 percent going to academic extension options and to practical studies related to the communities where the trainees will teach. Methods of teaching are sought which involve students more actively. Out-of-class clubs and similar activities are encouraged. In the NCs and NUs about 75 percent of the compulsory hours are allotted to study of the major subject specialization. The great majority of this time is given to substantive subject content and only a small part to subject specific teaching methodology. General pedagogy and psychology are also not heavily covered. It has been the tradition for middle school teachers to have one specialization only. Many middle schools have relatively few students, however, and institutions preparing LMS teachers are now encouraged to train them in two subjects. Some NCs offer a two-year course, and others a three-year course. Effective response to the need for teachers with two specializations is easier for three- year than for two-year colleges. 1.8 Teacher training methodology is now coming under greater scrutiny by the responsible authorities, as are the time allocation requirements of the teacher training curriculum. Need for more attention to delivery method is noted, as is that for diversification of subject area specialties. A shift of attention is taking place from emphasis on knowledge to development of student abilities. Nonetheless, the lecture method is still dominant in both schools and teacher training institutions. NCs draw staff from major universities and from among superior practicing teachers. Teacher training institutions identify their needs for new staff, and the provincial government where they operate determines the number to be recruited each year. Staff are then selected by the training institutions from pre-approved universities, based on interviews there. Because of the changing requirements of teacher training, inter alia, the training of teacher trainers is an issue of great importance.  - 4 - 1.9 National policy provides for six weeks of practice teaching for NC and NU students. Most institutions provide students with opportunities to observe teaching in middle school classrooms before they engage in actual teaching practice. In general, there is agreement that the practice teaching period is insufficient, but extending it is difficult. Disruption at the host school, teacher trainee supervision and lodging at the host school are all parts of the problem. 1.10 Teacher Careers. Teachers in China usually remain in one position for their whole working life. Expectations of salary, working conditions and social status naturally have an effect on the decision to enter the teaching profession. LMS and HMS completers do not have a great multiplicity of career options, and once assignment to a career and a position is made, it tends to be permanent. The process of job selection begins early in one's schooling, based on academic performance and the needs of the country for workers, and it continues throughout the schooling process. Career is often more the choice of the system than of the individual. Teaching recruits designated for rural, remote or minority population areas are sometimes assigned for a fixed term and receive special benefits while there. The bulk (80 percent to 90 percent) of teachers in training are from such areas, but these also account for some 80 percent of the population. The fastest growing need for new teachers is also in rural areas, which accentuates the shortage of qualified teachers there. To the extent feasible, students are expected to return to teach near to their place of origin. Of those who complete teacher training, the preponderance go into teaching. It is, however, evident that some qualified teachers leave the profession before retirement. County and township schools in the rural areas are the most severely affected, and the teachers who are leaving are typically the better educated ones. 1.11 Low teacher salaries go hand in hand with the low status attributed to the profession. On balance, it appears that teaching in China has an image problem. There is, however, no performance-based reason why teacher status should be poor. Teacher absenteeism is low, and their work is diligent. Salary and perquisites, especially housing-in which teachers fare less well than many other professions-have much to do with the profession's low status. Issues of status and salary discourage many from entering teaching and it is the brighter and more enterprising teachers who leave to seek a better future elsewhere. The rural areas are of course the most at risk in this situation. Sectoral Issues 1 .12 Issues of varying importance and urgency inhere in the state of affairs outlined above. Together they form a context within which to identify the major problems which need to be addressed when seeking to improve the supply, training, performance, and careers of teachers. They therefore comprise the basis for selection of activities included in the project. 1.13 Teacher Supply and Demand. The estimation and management of teacher demand are complex tasks. Estimates of needed total teacher training capacity, including both pre-service and in-service training, must thus be geared to expected rates of entry into and attrition from teaching, and be based on projections of enrollments, teacher loading and class size. Experience has shown that all such calculations must be made and applied at the provincial level or lower, based on decentralized responsibilities and on a growing commitment to effective management. There is thus a need for responsive and accurate information systems, down to the provincial level and below, to measure the supply of and demand for teachers. They will deal with year-by-year planning for teacher supply and require a horizon of accuracy at least as  -5 - long as the time needed to select, train and assign a teacher. Development of central and provincial level teacher information systems needs to take place concurrently with creation of more effective planning and management systems. School managers, including principals, need to be trained in the process of teacher force planning. 1.14 Teaching Methodology and Practice. Chinese schools are effective in most respects, and they represent a considered response to the needs of society. The work they do is not to be dismissed lightly, nor is radical change either necessary or desirable. The demands of the modern world, however, place changing requirements on all schooling systems, including the Chinese. Revisions to teaching content and method are therefore needed and should be based on national and local development needs, while respecting the strengths which have been built up in the past and recognizing the realities which constrain action. The purpose of any qualitative change in teaching or teacher training should be to open up options, not to make prescriptions. Ways should be sought to reduce the effect of examinations on the content and practice of schooling. The importance of a credential for further schooling or for a job should not be allowed to drive out those relevant educational topics which are not easily examined. Such issues will not be readily resolved, but should be addressed in curriculum development, instructional methodology and teacher training. 1.15 The Training of Teachers. The challenges to teacher education have both quantitative and qualitative dimensions. Flexibility in training capacity is required to supply the needed numbers of qualified teachers. Both pre-service and in-service training need to be effectively utilized and should not be treated as two separate systems of training. The capacity for training in more than one specialization should be expanded and possibilities for further flexibility sought. The division of instructional time among subject matter content, presentation and pedagogy should be reconsidered in favor of more general psychology and pedagogy. Three-year teacher training programs can more effectively meet these requirements, and a return to (or retention of) three years of training for LMS teachers is to be preferred. Classroom, library and laboratory space needs to be more adequately provided and its utilization more efficiently programmed on an institution-by-institutionbasis. Teaching practice should be moved out of the final year of training to a more even distribution across the training experience. Continued efforts should be made to supply teachers more equitably to disadvantaged areas. 1.16 Teacher Careers. The overriding career issue is appointment of teachers to rural areas and their continuation in posts there. An adequate supply of such teachers remains a problem, exacerbated by a tendency to move from rural places to towns and cities. Improvements in salaries and working conditions, to the extent possible, are called for. All efforts need to be made to create a positive attraction for teaching jobs in the less favored locations. The way the teaching profession is viewed by teachers and prospective teachers is likewise a matter of concern. The rate and nature of teacher attrition needs to be fully studied and documented with regard to its magnitude, teacher age, qualification, subject specialty, location and reason for leaving teaching. This is another task for the information systems which need to be developed. There are two matters for attention here: ability to predict attrition, and remedies for that attrition. 1.17 Management of Teacher Supply and Training. All of the above issues place demands on the management of teachers, of their training and of their assignment. The issues will be properly attended to only if there is deliberate management action applied consistently over a substantial period of time. The issues are neither simple nor transient. They concern  - 6 - various interrelated aspects of selecting, training and utilizing teachers. They impact the different levels and aspects of the management system which controls Chinese education. This situation thus presents a challenge for information gathering and management development. Government Strategy 1.18 The publication, in May 1985, of the "Decision to Restructure the Education System" marked the most significant reform in Chinese education since 1949 and called for: universalization of nine years of basic education; expansion of vocational and technical education at the secondary and post-secondary levels; increased enrollment in and autonomy of higher education institutions; and strengthened education sector leadership at all levels. That decision was followed by the Compulsory Education Law of 1986. Under it, nine year UBE was to be achieved in stages: in the cities and coastal areas by 1990; in towns and villages with a medium level of development by 1995; and in more backward areas at a rate commensurate with their economic development. At the same time, responsibility for providing basic education was delegated to the local governments (see Annex 2). The SEdC was created in June 1986 as the successor agency to the Ministry of Education and is responsible nationally for policy, budgeting and coordination in this sector. It therefore has the mission of overseeing the above reforms at the national level. l.19 It is within the above context that the present effort to improve and develop LMS teacher training takes place. The drive toward UBE has progressed much further in the first six grades of schooling than in the subsequent three, and the need to strengthen the LMS level is now being addressed. The provision of appropriately trained teachers is seen as the pivotal element. The goal of strengthened educational leadership is also important in this connection. SEdC is, in substantial agreement with the issues raised above, giving special emphasis to those related to rural teachers, to quality of teacher trainees, to teaching methods (with stress on practice and reduction of excessive attention to theory), to improved equipment and facilities and to education system management. The need to coordinate pre-service with in-service teacher training more closely is recognized. The Government's emphasis on teacher development is confirmed by the allocation of special funds for this purpose under the Eighth Five-Year Plan (1991-95) by the National People's Congress. It is further evidenced by identification of the following topics for special attention during the Plan period: standardization of teacher training operating conditions; rationalization of teacher training system management; further educational reforms, including those in teaching methodology and with emphasis on applications; increased quality of teaching staff; improved textbooks and teaching materials; and the continued physical development of teacher training institution campuses. There is, inter alia, also attention to quality improvement and a strong trend toward decentralization of curriculum, textbooks, management and examinations. A strategy statement regarding LMS teaching and teachers has been prepared (Annex 3) and discussed with the Association. At negotiations, agreements were reached that the project will be carried out in accordance with the strategy statement. 1.20 Some related matters impinge on the Government's efforts to strengthen teacher training at the LMS level. Enrollment in post-secondary educational institutions is effectively frozen for 1991-95 and growth will be limited to about 3 percent yearly in the 1996-2000 period. This will constrain quantitative expansion for the time being, and promote stress on efficiency and quality in meeting teacher supply and training needs. At the same time, some of the smaller higher educational institutions are being phased out for the sake of efficiency. A general revision  -7 - of basic education textbooks is now in progress. This includes the introduction of several newly developed sets of books focused on specific populations, such as those in advanced coastal areas, rural or mountainous regions and bilingual communities. These books are now undergoing pilot testing and are expected to be adopted nationally beginning with the first grade in 1993. All teachers are expected to receive training in the use of the new materials. The Association is supporting this effort through a $57 million credit (Credit 2006-CHA) for the Textbook Development Project, approved in 1989. Bank Group Strategy 1.21 The Bank Group is in general agreement with the directions taken by China in development of its education system at all levels. It seeks to provide support to this process by maintaining a dialogue on sectoral issues and options, and by supporting selected activities which contribute to the efficiency and quality of that system and to its relevance to national development objectives. In order to facilitate achievement of these ends, the Association will: (a) give attention to efficiency of resource use, including utilization of teachers and facilities, a more critical approach to vocational education programs at the secondary level, and rationalization of higher education; (b) seek more equitable funding mechanisms, targeted at basic education in poor rural communities; and (c) support institution building to strengthen the capacity of education authorities at all levels to carry out their responsibilities, especially under conditions of increasing operational decentralization. The Association also supports developments in the education system regarding matters such as educational opportunities for females and environmental improvement. Previous Bank Group Experience in the Sector 1.22 Since 1981, the Bank Group has supported 14 projects in China which either were devoted entirely to the education sector or had substantial education sector components. These are summarized in Annex 4. The total loan and credit amount for education was $1,189.8 million. In the early 1980s, four successive higher education projects assisted expansion and quality improvements in prominent universities, mainly the key universities managed by SEdC, the television universities and the larger provincially operated universities. Since 1985, IDA has assisted the Government in its effort to increase the provision of textbooks, to upgrade LMS teachers and to improve conditions in vocational schools. It has also financed a project in the relatively disadvantaged province of Gansu, managed by the provincial government, part of which addresses the education sector. Most recently, support has been given to education at the municipal level in three medium-sized cities, to key science and engineering laboratories and to education in selected poor counties in six provinces. 1.23 Sector studies related to education finance were issued in 1986 and 1991. One on technical/vocational education was done in 1987, and informal sector work on teacher training was carried out in 1991. These, combined with extensive experience in preparing and  supervising projects over the past decade, provide considerable background for identification of sectoral needs and opportunities. Lessons Learned 1.24 Three recent projects have addressed teacher training. The Provincial Universities Development Project (Credit 1671-CHA, FY86) assists selected programs in 28 normal universities among its 60 project institutions. The Teacher Training Project supports in-service training for LMS teachers. The Education Development in Poor Provinces Project (Credit 2339-CHA, FY92), in the course of generally upgrading educational services in selected poor counties, also gives attention to teacher preparation. These projects have, inter alia, demonstrated the contributions of instructional equipment of an appropriate level, of equipment spares and maintenance, of increased library utilization, of in-country development of faculty resources, of better institutional management, of increased student/teacher ratios, of independent learning methods, of strengthened provincial and national capacity to plan quantitatively and qualitatively for teacher demand, and of continuing development of implementation capabilities. The present project incorporates all of these lessons. Past experience has also alerted provincial governments to the importance of issues such as class size and teacher loading which now need to be developed and dealt with on a local basis using the information handling capacity to be developed under the project. University capabilities strengthened under past projects have provided the means to deliver extensive in-country training under this project. 1.25 The Bank's education lending in China has resulted in a close working relationship with SEdC. That body is responsible to recommend government policy in the education sector and to oversee implementation once it has been approved by the central authorities. Actual responsibility for that implementation and for financing educational activities, however, lies with government bodies at provincial and lower levels, except for the operation of certain universities of national scope. The role of SEdC is otherwise coordinative and advisory. It also provides the fora through which lower administrative levels in the education sector exchange information and discuss mutual concerns. In addition, it provides implementation services for Bank Group projects, and through time has proved effective in this role. Both SEdC and the corresponding agencies at provincial and lower levels, however, continue to require development of their personnel, particularly with regard to technical and management tasks. That is provided for in the project.  -9 - 2 PROJECT BACKGROUND Key Issues 2.1 The issues identified above (paras. 1.13-1.17) provide a foundation for the project. Each is important and deserves serious attention. It is neither necessary nor practical, however, to give in-depth attention to all of them at once. The project will give comprehensive response in those areas deemed to be of priority importance. 2.2 Quantitative issues relating to teacher supply and demand are highly important in the long run, but they are not urgent. The pace of requirements for new teachers changes slowly, and expansion plans for NCs and NUs are presently very limited. Dealing directly with them can therefore await development of appropriate planning, management and information handling capacities within the provincial education bureaus. Immediate importance must be attached, however, to development of those capacities. Regarding teaching methodology and practice, the need for continuing effort to introduce modern techniques, as has already begun, requires support. This will be done in the project by organized exposure to, and testing of, new ideas which will then be assessed for their appropriateness for general introduction in China. In observing and evaluating innovations originated outside the country, it will be essential to maintain that which is positive about the present way of doing things. Opportunities for innovation will be encouraged and the dissemination of successful results provided for. 2.3 The training of teachers provides the third major area of focus and the materially largest element of the project. Instructional equipment and training in its use will be provided, as will general upgrading of staff in the participating institutions. The capability to deal with existing demand for teacher training will therefore be increased, and the flexibility to cope with future demand simultaneously enhanced. Innovations regarding teacher careers will be encouraged. Finally, issues relating to the management of teacher supply and training run throughout the above. They are central to all aspects of improving the provision and utilization of teachers by the education system, and will be addressed directly by the project. Opportunities for Benefit 2.4 Now is an opportune time to introduce a project devoted to improvement of teaching at the LMS level. The Government is concerned with the issues outlined above, national policy is being directed at resolving them, and special financial resources are being provided by the Government. The LMS teacher training issue will be addressed on a national scale by combining Association resources with those of SEdC and the provinces. Within that context, the project will concentrate on the needs in 15 provinces and autonomous regions (Sichuan, Shandong, Jilin, Guangdong, Jiangsu, Jiangxi, Liaoning, Anhui, Hebei, Heilongjiang, Henan, Guangxi, Fujian, Hainan, Nei Mongol). It will provide for qualitative improvements  - 10 - in teacher training capacity at virtually all of the NCs and NUs in those provinces. Eight of the project provinces (Hebei, Nei Mongol, Anhu., Jiangxi, Henan, Guangxi, Hainan and Sichuan), with a total population of some 420 million persons, are below the national average in per capita income. In addition, each project province has disadvantaged areas for which teachers will be explicitly recruited and trained. The needs of the remaining provinces will be covered over the next several years by independent provision of central Government funds and direct provincial action. The need for LMS teacher training will thus be addressed nationally. The Government has provided a summary statement as to how teacher training is being given financial support throughout the country (Annex 5), and at negotiations provided assurances that it will support with its own resources the strengthening of LMS teacher training in provinces not covered by the project consistent with the project's objectives. Objectives 2.5 The project's main objective is to contribute to improved learning at the LMS level by providing for better teaching services, including instructional methodology, teacher training and better management of teacher training and assignment. In assisting a range of teacher delivery services, the project will have three functional objectives: (a) improve quality of LMS teacher training through better physical inputs, management and staff training; (b) increase management and planning capabilities for teacher selection, training and assignment at national, provincial and lower levels; and (c) facilitate innovative activities in teaching and teacher training. The project will therefore address several key qualitative aspects of providing teaching and teacher training at the LMS level. The quantitative dimension of planning for teacher provision will in due course be addressed by application of the proposed teacher information system to be introduced under the project. Rationale for Bank Group Involvement 2.6 The Government has requested the Association's support to develop teaching resources for its LMSs. The Bank Group is familiar with the issues of teacher training from its previous projects and from sector work. There is concurrence on the major issues to be addressed, and counterpart resources are ready for mobilization. The project will support the strategic goals of building an education system appropriate to modern needs, promoting its adaptability to change, introducing initiatives aimed at improved teaching quality, decentralizing control of teaching services, training teachers for rural areas, and developing necessary management capabilities. It will build on the experience of past projects, with a focus on the LMS level. It is made timely by recent Government policy directions (including: decentralization of curricula, textbooks and examinations; teaching more closely geared to individual student abilities; greater attention to the supply of qualified teachers to remote areas; and efforts to provide improved management and information systems). It will therefore provide support to initiatives aimed at improved teaching quality, decentralized control of teaching services, training of teachers for rural areas and improved management capacity. Given the expected national impact through replication of its basic features, the project will be a strategic vehicle for achieving IDA's objective of human resource development in poor regions. These efforts are made particularly appropriate by the scope of impact of the project, which will reach teacher training institutions with an enrollment of 205,000 and provincial offices serving a total population of more than 760 million.  - 11 - 3 DESCRIPTION OF TIE PROJECT 3.1 The project will help to strengthen LMS teaching nationwide by providing for development of teaching services in 15 provinces and autonomous regions, focusing on 124 teacher training institutions and on provincial and county education bureaus (hereafter, the project institutions). It will thereby address a well-defined slice, namely LMS teaching services, of the entire education system. Summary statistics of the education system in the participating provinces are given in Annex 6. The total number of NCs in the participating provinces is 115, though some are too small to be viable and thus require closing, merger or other modification. It is also planned to assist those NUs which have one third or more of their trainees in two or three year courses (and therefore are destined for LMS teaching) and which have not received Bank Group assistance previously (Annex 7). Based on studies and discussions carried out in the course of its preparation, the project has been designed to address existing issues in terms of their importance, urgency and potential for positive resolution. In meeting the objectives stated in para. 2.5, the project will, over a period of five years, provide assistance through: an institutional element supporting directly the delivery of teacher training at NCs and NUs in the participating provinces; a management element dealing with the need for better operational control of the supply and training of teachers; and a quality enhancement element fostering improvements, innovations and reforms in teaching and teacher education. The Institutional Element 3.2 This component will, first, include facilities upgrading, to be provided by provincial and local education authorities, mainly to support better the needs of their present student populations. In addition, the project will provide instructional equipment according to a list of requirements prepared by Sedc, from which participating teacher training institutions will be able to select according to their individual needs. Funds for purchase of adequate spares and consumables will also be included in the budget of the project. Provision will be made for training of teaching, technical and administrative staff in the use of that equipment. Library development will be supported, and training will be provided for library staff. Finally, a program of staff upgrading for teacher training institutions will be supported through a number of in-country and overseas fellowships. Facilities Upgrading 3.3 (Base cost $78.0 million). The provincial governments will carry out civil works for new construction and rehabilitation of LMS teaching facilities at institutions assisted by the project. This will follow the plan and proposed budgets submitted for the project by the provinces. These have been reviewed by the Association and found acceptable. A summary of those submissions is presented in Annex 8, and further details giving plans institution-by- institution are included in the project file.  - 12 - Instructional Equipment 3.4 Instructional Equipment Purchase (base cost $78.3 million, plus $14.1 million for local insurance and freight to be paid from Government funds). Instructional equipment to be provided under the project will be allocated to institutions based on criteria related to college size, course programs and current holdings, according to surveys already carried out and visits made by a panel of local experts assembled by SEdC. A catalog of teaching equipment essential for all colleges, drawn up by the panel after consultation with participating institutions, will be used as the basis for selection by the institutions of equipment to fit their needs. The catalogue contains approved equipment across 13 categories to a total value of over Y 5.0 million per college, a figure which has been used together with other factors to determine the level of finance for equipment. It covers materials and equipment needed for teaching in LMSs and excludes purely research equipment. SEdC has updated its record of the equipment stocks held by all the colleges, including their value and the write-off value of any unusable stock. The allocation of funds from the project for purchase of equipment will be on an equitable basis and will not favor four-year over three-year institutions. All of these provisions and conditions, which have been discussed with IDA and found acceptable, taken together will provide for a thorough coverage of the equipment needs of the NCs. The physical basis required for performance of all experiments and exercises called for by the curriculum will therefore be provided and the quality of training available in the NCs correspondingly increased. At the same time, the project will contribute, inter alia, to satisfaction of the requirements for teacher training in disadvantaged areas of the project provinces. Further information on the instructional equipment component is provided in Annex 9. 3.5 Spares and Consumables (base cost $6.2 million). Provision will be made by the participating institutions for all operating costs of using the equipment provided to them. Initial purchase of necessary spares and supplies, to cover a period of about two years, will be included under the project. The provinces and institutions will be responsible for this supply thereafter. At negotiations, agreements were reached that each project institution be provided with and make use of sufficientfunds, spare parts and supplies to maintain in good operating condition the equipment financed under the project. 3.6 Training for Equipment Use (base cost $1.5 million). The procurement of instructional equipment by colleges will be supported by training, phased over the life of the project, of both professional and technical staff in the use of that equipment. A total of 740 laboratory directors, 760 laboratory technicians and 500 laboratory administrative staff will receive short courses. An overseas study tour of three weeks duration will be arranged for a small number of laboratory directors. Library Development 3.7 Stock and Equipment (base cost $7.8 million). SEdC has conducted a survey of the current library holdings, staffing and equipment of the 124 participating institutions, of the services offered and of physical improvements proposed. The latter include a proposed program of library construction to be included in the civil works provided under the project. Reading places are also to be increased from approximately 48,000, or roughly one reading place for every four students, to 65,850 places, or about one place for every three students. Depending on existing stock, the project will also support the purchase of additional books and journals, including foreign language materials in such fields as science, technology and teaching  - 13 - methods. This plan of action has been reviewed by the Association and found acceptable. Further information on the library development component is provided in Annex 10. 3.8 Library Technical Assistance (base cost $0.2 million). The project will support the training of a substantial proportion of the library staff of the participating institutions and the upgrading of services to become more dynamic and interactive. Foreign experts will be engaged to lead seminars on such issues as computerization in libraries, multi-media developments and reader services. In addition, an international study tour will be arranged for key library staff to visit, and in some cases to shadow, staff in established libraries in other countries. Staff Upgrading 3.9 (Base cost $4.2 million). An extensive program of staff upgrading, both in- country and overseas, will be provided under the project. Nearly 4,500 years of in-country training reaching over 6,000 participants will be carried out through three-year, one-year and short-term courses. Overseas training will be provided through 135 one-year fellowships, for use in cases where the required course is not available in China. The former training will be allocated on a per-institution basis and the latter on a per-province basis. Details of this and other technical assistance programs are given in Annex 11. The Management Element 3.10 This element will develop management capabilities for the teaching system at the central, provincial and institutional levels through provisions of equipment, staff training and expert services. There will be three components: national management development, provincial management development and teacher information system (TIS). The project will thus provide direct assistance to development of management capabilities and provide for the information gathering and processing needed to support that management. 3.11 National Management Development (base cost $0.2 million). This subcomponent will provide support at the national level to continued development of sector management, teacher management and project management. It will consist of overseas study tours and one-year training programs for national level (mainly SEdC) staff who deal with education planning and with project development, implementation and administration. 3.12 Provincial Management Development (base cost $0.3 million). The capacity of the education offices in the 15 project provinces to deal with teacher management and project management will be enhanced mainly through specialist services and training, both in-country and overseas. A small provision will also be made for equipment to be used by these offices, in addition to the information processing equipment covered below. Development of management skills at the institutional level is covered under the staff upgrading component. 3.13 Teacher Information System (base cost $7.3 million). Management information systems (MIS) have been established at SEdC and in the education bureaus of all the project provinces and in several of the teacher training institutions. These are equipped with different levels and types of hardware and software. Training has been primarily provided by SEdC staff, and by local university specialists in some provinces. Basic data on teachers, students, equipment and school facilities have been collected and processed intermittently by the MIS staff. Presently, the following issues exist. First, most of the databases are created with software that  - 14 - does not allow for high flexibility in producing summary cross-tabulations and concise indicators. Secondly, some information is not sufficiently detailed, is missing, or is outdated. Thirdly, the existing databases are numerous, fragmented and often scattered. Fourth and finally, not only do these conditions affect the utilization of information for education planning and management, but also there is insufficient feedback from end-users to the MIS staff regarding these data requirements and their needs for information refinement and improvement. 3.14 It has been agreed to establish TIS units in the Management Information Center (MIC) of SEdC, in the MISs at the provincial education bureaus in the project provinces, in selected counties and in the institutions covered by the project. The TIS units will focus on the use of information to maximize the benefit of teaching services. Once the system is running, it will be applied, inter alia, to projecting teacher requirements and supply and to teaching staff management. The units will be responsible for collecting, processing and presenting teacher related information for primary, secondary and higher education. The TIS unit staff will be selected from the existing MIS staff. Training will be provided through seminars conducted by SEdC, local universities and foreign specialists. TIS development and application at lower levels will be coordinated by MIC. 3.15 The project will provide hardware and software for 281 TIS units: one in SEdC, 15 in the participating provinces, 141 in selected counties, and the 124 project institutions. The estimated base cost for equipment and software at SEdC MIC is $1.67 million. For the provinces and counties it is $4.50 million. Additionally, civil works will be provided in some of the provinces, with a total budget of $0.70 million. The equipment cost for the TIS units in the teacher training institutions ($0.74 million) is included within their instructional equipment budgets. The hardware and software requirements were estimated on the basis of information collection and processing needs, and on available MIS equipment and staff. Equipment provided for the TIS at SEdC will be based on a client/server architecture, an approach which should permit acquisition of flexible processing power at attractive cost. SEdC is equally forward looking in its procurement strategy, planning to acquire the needed systems in stages, thereby benefiting both from an expected continued improvement in price/performance and from increasing familiarity with the evolving technology. The TIS environment at the provincial education bureaus will also be based on the client/server model. Therefore, at negotiations, the Government will agree that it and each project province will establish TIS systems acceptable to the Association, including provision, under national coordination,fordevelopment of software applications which are both locally appropriate and compatible among administrative levels. Equipment for the counties will consist of one microcomputer and one printer for every TIS unit. In each of the project institutions there will be two microcomputers and one printer. Further technical information is provided in Annex 12 and in the Project File. A timetable for introduction of management improvements and applications of the TIS has been received and is also included in the Project File. 3.16 Staff training to support the 77S (base cost $0.4 million) will consist of training on hardware and software applications, advanced techniques in programming, computer languages, system analysis, multiple software applications, local and national networking and communications, and advanced techniques and methods of data collection, processing and presentation. Training for TIS end-users will include advanced methods of education planning such as teacher supply and demand projections, education efficiency analysis, school mapping, and micro-computer models and their applications. The training will be balanced between the TIS staff and the end-users and among staff in the institutions, counties, provinces and SEdC. , ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ - -- -----  - 15 - It will address the particular needs of each group and be designed to facilitate communication between TIS staff and end-users and that among TIS staff in SEdC, the provinces, the counties and the project institutions. The Quality Enhancement Element 3.17 The project will promote innovations and other improvements in teaching and teacher training through the introduction and encouragement of new approaches and methods. The purpose of these will be to expose Chinese educators to possible changes in practice which they will then be responsible to apply within the Chinese context. The first of three such project components will provide teaching methodology core seminars to introduce selected concepts from outside China for consideration by Chinese educators. Chinese education and teacher training lack sufficient attention to teacher/student interactions, group work, creativity, and higher order concept development. The current place of information technology is very limited, both materially and pedagogically. The seminars will aim to present best international teaching practice, initially at the national level and later cascaded down to the provincial level, under the coordination of SEdC. A test of selected methods introduced in the core seminars will be carried out through pilot programs in ten teacher training institutions, also to be supported under the project. A third approach to the identification and introduction of new methods will take place through innovation programs which will permit provinces, project supported institutions and others to propose projects of an experimental, innovative or developmental nature, to be supported by funds under the project and subsequently evaluated. Those deemed most successful will receive further dissemination through SEdC and other channels of the Chinese education system. Teaching Methodology Core Seminars 3.18 (Base cost $0.4 million). The objective of these seminars will be to develop new teaching methods, based on a combination of the best international and Chinese practices and adapted to the Chinese context, with a primary focus on innovative teaching methodologies and a secondary focus on subject area curricular materials. There will be five seminars, covering English, mathematics, biology, physics and chemistry teaching. Among the methods to be included are discovery, inquiry, small group activities and individualized and programmed instruction. There will be approximately 200 participants trained at the national level and some 1,250 at the regional level. The national level seminars will be led by a small number of highly qualified international and Chinese experts, thus combining the best of external and Chinese ideas and practice. Each of the national level seminars will be preceded by an international study tour for two Chinese seminar leaders for each subject area, in order for them to observe best practices in their teaching methodologies. The Chinese study tour participants will be hosted abroad by the international seminar leaders with whom they will jointly teach the seminar. Each of the national level seminars will be held at a different normal university. Each project province will send two or three participants, who will then become instructors at the provincial level seminars to be held at project-supported institutions. The latter institutions will be selected for their efforts to innovate, experiment with and introduce new teaching methodology. A fuller description of the core seminars is given in Annex 13.  - 16 - Pilot Programs 3.19 (Base cost $0.1 million). Two project-supported teacher training institutions have been selected for each of the five subject matter areas of the core seminars, to experiment with ways of disseminating widely the ideas and practices developed there. These institutions will need to commit substantial staff and other resources, for which they will be compensated under the project. Innovation Program 3.20 (Base cost $5.6 million). The project will also provide for the support of self- generated improvement activities and will thus seek to identify and exploit the many potentially fruitful ideas which lie within the Chinese teacher training system. Accordingly, institutions and provinces will be invited to propose, according to a format to be provided them, activities of improvement or innovation, based on their own strengths and needs. The activities to be financed will, inter alia, be required to be consistent with the objectives of the project, seek to provide information beneficial to the development of teacher training, and take positive steps toward solution of existing problems in teacher training and teacher service in a context beyond that of the proposing institution. The eligible teacher training institutions will include, in addition to the ones covered under this project, those in the project provinces which have benefited from certain earlier IDA education projects related to teacher training. A fund will be provided within the project to support these activities. Applications for use of that fund could be received during the early years of the project up until the time it is exhausted. An innovation assessment group (IAG) has been set up to evaluate the proposals, to select those to be funded, and to review progress of work under them. The IAG is composed of representatives from the Government and from Chinese universities. Results of funded activities will be assessed by the IAG or by institutions designated by them. Selected results will be disseminated nationally by means of seminars, videotapes and publications. At negotiations, agreements were reached regarding the composition, role, procedures and responsibilities of the IAG, including adequate staffing, budget and criteria for subproject funding acceptable to the Association. Further information regarding the IAG and its operations, on which those agreements will be based, is provided in Annex 14. In anticipation of the project support, a batch of nearly 250 proposals has already been received and evaluated. Once the procedures for IAG operations have been formally agreed at negotiations, that first batch will be discussed and preparations made for its implementation. It is expected to include, inter alia, activities related to reform of teaching methodology in individual subjects and in laboratories, increased vocational content in order to move to a more comprehensive response to local economic needs, reforms in institutional administration, development of teaching skills including skills in multiple subjects, applications of computers and media, education of minorities, special education for disabled and extraordinary students, examinations, teacher careers, and the development of courses related to environment, population and natural resources. At negotiations, agreements were reached that a mid-term review will be carried out by June 30, 1996, and thereafter that provisions will be made for diffusion, including to provinces not participating in this project, of those innovative methods which prove to be effective and any other significant lessons learned from the project. Technical Assistance 3.21 Overall, a base cost of $7.3 million will be included in the project budget for technical assistance, including $0.2 million for specialist services, $4.8 million for in-country  - 17 - training, and $2.4 million for overseas training. There will in addition be $5.6 million provided for the innovation program. A summary of the nature of these activities is given in Annex 11. The technical assistance specialists will also provide guidance relating to appropriate overseas training opportunities. In total, over 5,500 person-years of training will be provided to more than 11,000 participants. At negotiations, agreements were reached that the Government and the project provinces will carry out training under the project in accordance with an agreed plan of action and that consultants' services will be retained under terms of reference satisfactory to the Association. Evaluation of Teaching Services 3.22 The achievement of explicit project objectives will be evaluated in the customary way against a list of quantitative objectives (Annex 15) as is indicated in para. 5.13. In addition, to attend to longer term and more qualitative aspects, an evaluation group made up of representatives of all concerned departments has been set up at SEdC. Three levels of evaluation are recognized, addressing inputs, process and outputs. A description of the approach being taken is given in Annex 16. The specific activities of the evaluation group have been initially discussed, but details have been intentionally left open for the time being to allow it to identify its ways of operation and to take advantage of opportunities as they arise. The services of the TIS will eventually be used, but other evaluation activities will take place before that. Site visits and evaluation of teacher training graduates have been mentioned. If the need arises, assistance to these and similar activities could be provided under its innovation program component. Environmental Aspects and Program Objective Categories 3.23 No negative environmental impact from the project is foreseen. By strengthening capacity for training teachers for disadvantaged areas, the project will contribute to reduction of poverty. Improved teacher training will also strengthen opportunities for women in the teaching profession. The project, through one of its quantitative targets, will increase the numbers of women engaged in LMS teaching and thus encourage enrollment and retention of girls in schools. It has also been shown that improved quality of education in general also increases the retention of girls, with resultant economic and social benefits.  - 18 - 4 PROJECTS COSTS AND FINANCING Project Costs 4.1 The project cost is estimated at $256.4 million equivalent, with a foreign exchange component of $51.6 million equivalent (about 20 percent) and no taxes and duties. Project costs are summarized by component in Table 4.1 and by category in Table 4.2. More detailed project cost estimates are given in Annex 17. Table 4.1: SUMMARY OF PROJECT COSTS BY COMPONENT Local Foreign Total Local Foreign Total Base Foreign --- (Y million) ---- ---- (S million) ---- (2) (2) Facilities upgrading 422.7 0.0 422.7 78.0 0.0 78.0 38.2 0.0 Instructional Equipment /a 365.8 176.6 542.4 67.5 32.6 100.1 49.0 32.6 Library Development /a 21.9 21.4 43.3 4.0 3.9 8.0 3.9 49.4 Staff Upgrading 13.8 9.0 22.8 2.5 1.7 4.2 2.1 39.5 National Management Dev. /b 1.6 1.6 lb 0.3 0.3 0.1 99.0 Provincial Management Dev. 0.5 1.7 2.2 0.1 0.3 0.4 0.2 77.1 Teacher Information Systems Central 2.9 6.7 9.6 0.5 1.2 1.8 0.9 69.8 Province & County 18.2 11.7 29.9 3.4 2.2 5.5 2.7 39.1 Core Seminars 1.6 0.6 2.3 0.3 0.1 0.4 0.2 27.5 Pilot Programs 0.3 0.1 0.4 0.1 /b 0.1 /b 25.0 Innovation Programs 21.4 8.7 30.1 4.0 1.6 5.6 2.7 28.9 Total Base Costs 869.1 238.1 1,107.2 160.4 43.9 204.3 100.0 21.5 Physical Contingencies 67.8 18.4 86.2 12.5 3.4 15.9 7.8 21.3 Price Contingencies 173.2 23.0 196.2 32.0 4.2 36.2 17.7 11.7 Total Pro1ect Cost 1,110.2 279.4 1,389.6 204.8 51.6 256.4 125.5 20.1 /a Includes related specialist service, training, and insurance and freight cost. /b Less than 0.05. 4.2 Base costs are expressed in August 1992 prices. Civil works and facilities, locally procured equipment and materials, and in-country training are estimated at prevailing local prices. The cost estimates for items to be procured from external sources are based on recent experience. The foreign exchange portion of project costs has been estimated as follows: zero for civil works and facilities; 40 percent for instructional equipment; 20 percent for spares and consumables; 75 percent for central level computing equipment; 40 percent for provincial level computing equipment; 100 percent for specialist services; zero for in-country training; 100 percent for overseas training; 85 percent for equipment under innovation programs; and 100 percent for consultant services and training under innovation programs.  - 19 - Table 4.2: SUMMARY OF PROJECT COSTS BY CATEGORY Local Foreign Total Local Foreign Total Base Foreign ---- (Y million) ---- ---- ($ million) ---- (2) (2) Civil Works and Facilities 426.5 0.0 426.5 78.7 0.0 78.7 38.5 0.0 Equipment & Materials 330.1 223.1 553.2 60.9 41.2 102.1 50.0 40.3 Specialist Services 0.0 1.0 1.0 0.0 0.2 0.2 0.1 100.0 In-country Training 25.8 0.0 25.8 4.8 0.0 4.8 2.3 0.0 Overseas Training 0.0 12.9 12.9 0.0 2.4 2.4 1.2 100.0 Studies 10.3 1.1 11.4 1.9 0.2 2.1 1.0 9.6 Insurance and Freight 76.4 0.0 76.4 14.1 0.0 14.1 6.9 0.0 Total Base Cost 869.1 238.1 1,107.2 160.4 43.9 204.3 100.0 21.5 Physical Contingencies 67.8 18.4 86.2 12.5 3.4 15.9 7.8 21.3 Price Contingencies 173.2 23.0 196.2 32.0 4.2 36.2 17.7 11.7 Total Project Cost 1.110.2 279.4 1.389.6 204.8 51.6 256.4 125.5 20.1 4.3 Contingency allowances have been estimated as follows. Eight percent physical contingencies have been added to all project items. Price contingencies used for the foreign exchange items are: 1.9 percent for 1993, 3.9 percent for 1994, 4.9 percent for 1995, 4.2 percent for 1996, 3.6 percent for 1997 and 4.6 percent for 1998. For locally costed items, 6 percent contingencies are applied annually over the life of the project. Of expenditure categories after contingencies are applied, 39.2 percent will go to facilities (all from in-country funding), 56.3 percent to equipment (including library stock and information systems), and 4.5 percent to technical assistance and innovations. These inputs address the project objectives in a balanced and effective way. The apparently low level of allocation for the last category reflects in part the large proportion (97 percent) of in-country training. Financing Plan 4.4 The National People's Congress has made available to the State Education Commission (SEdC) Y 160 million for each year of the Eighth Five-Year Plan (1991-95) to support special developments, a substantial part of which is for LMS teacher training. SEdC will join with IDA and the provinces under the project to develop LMS teaching services. The financing plan will include $100 million IDA resources (about 39 percent), $53.0 million from the central government (about 39 percent), allocated among provinces according to their number of assisted teacher training institutions and their level of development, and $103.4 million from the provinces themselves (about 41 percent), mostly for civil works. Almost $93 million of the proposed credit, at standard IDA terms, will be onlent to the project provinces. (This will cover all of foreign exchange costs and 23.6 percent of local costs.) The financing plan for the project is given in Table 4.3. The amounts to be provided by SEdC in project counterpart funds and the amounts from the credit to be allocated to each province are given in Annex 18. At negotiations, the Government will agree to make a part of the proceeds of the Credit available to participating provincial governments, to be repaid over 10 years with a service charge of 1.5 percent per annum, following a 5-year grace period. The provincial governments will bear the foreign exchange risks on those proceeds. 4.5 Project Sustainability. There are no significant increases in the operational costs of teacher training institutions arising from the project, except for the requirement that  - 20 - Table 4.3: FINANCING PLAN ($ million) Local Foreign Total x Government National 53.0 0.0 53.0 20.7 Provincial 103.4 0.0 103.4 40.3 IDA 48.4 51.6 100.0 39.0 Total 204.6 51.6 256.4 100.0 adequate provision be made for operation, spares and maintenance for the equipment supplied under it. This will contribute a very low and easily absorbed incremental cost, amounting to less than 2 percent of annual operating cost of the participating teacher training institutions. No other impacts on recurrent costs are expected to result from the project, which in itself will not contribute to any expansion of school or teacher training enrollments. The project works within and makes use of existing institutional arrangements, which gives assurance to its sustainability in that regard.  - 21 - 5 PROJECT IMPLEMENTATION Status of Project Preparation and Implementation Plan 5.1 The identification of key issues to be addressed by the project resulted from studies carried out jointly by Association and Chinese university staff and discussed with SEdC. Priorities for project focus were determined in the course of that work and during subsequent identification and preparation missions. Special attention has been given to procedures for selection of instructional equipment, to the design of appropriate training and management development programs, to formulation of the seminars and to setting up a system to carry out the innovation programs provided for under the project. All of these topics were discussed and tentatively settled upon jointly by Association and Chinese Government staff during project preparation. The expected timetable for implementation is given in Annex 19. Management of Project Implementation 5.2 The qualitative and professional decisions related to the project will be made by officials of the participating teacher training institutions and provinces, by technical departments of SEdC and by the IAG. Arrangements for these functions have been discussed and are in place (Annex 20). Overall coordination of the technical aspects of project execution, including procurement and financial operations, will be carried out by SEdC through its Foreign Investment and Loan Office (FILO), using technical and administrative resources which are familiar to the Association and have proved satisfactory in the past. FILO was formed in 1981 to implement the first Chinese University Development Project (Loan 2021-CHA and Credit 1167-CHA) and has extensive experience in the technical aspects of project execution. The aspects of implementation devolved to provincial education bureaus will include development of management and teacher information systems at that level, with the coordination of FILO and the Management Information Center of SEdC. A further description of project implementation responsibilities, including a plan for supervision by the Association, is given in Annex 20. A total of 33 staff-weeks of field supervision are foreseen, or 6 staff-weeks per year through project closing. A mid-term review of project progress will be held using information provided through the TIS to support project monitoring. At negotiations, agreements were reached that Government, the project provinces and the project institutions will carry out the project in accordance with annual plans of action provided by April 1 of each year during project implementation, acceptable to the Association, including adequate staff to implement the project. Procurement 5.3 The categories for procurement under the project are: civil works and facilities; equipment, materials and books; specialist services; in-country training; overseas training; and equipment, training and consultant services under the innovative program. FILO will be  - 22 - responsible for overall procurement arrangements, using their own technical and administrative resources and the services of the International Tendering Company of the China National Technical Import and Export Corporation. These are familiar to the Association and have proved satisfactory for work of this kind in the past. The timing of procurement activities will conform with the project implementation timetable given in Annex 19. All procurement will follow the Bank's guidelines. 5.4 Civil works and facilities procurement will consist of providing or upgrading buildings, laboratories and classrooms at the teacher training institutions supported by the project, and will be financed wholly by Government funds. Force account and other customary local procedures will be used. The works and facilities provided through this category will support effective use of the equipment, materials and personnel provided under the project. 5.5 Equipment and materials will be procured by international competitive bidding (ICB) except for: (a) books and publications; and (b) contracts for items valued at $200,000 equivalent or less up to an aggregate total of $14.0 million (exclusive of books and publications). Qualified domestic suppliers will receive a preference in bid evaluation in ICB bidding of 15 percent or the prevailing rate of customs duties and import taxes, whichever is lower. Books and publications will be procured either directly from their publishers or authorized distributors, or on the basis of competitive quotations from established booksellers. Packages of less than $200,000 will be procured by local competitive bidding (LCB) procedures acceptable to the IDA. Packages of less than $50,000 up to an aggregate total of $4.0 million, may be procured by local shopping from at least three suppliers. Spares for proprietary equipment provided under the project will be purchased directly from the supplier. Standardized documents, as prepared under the auspices of the Bank Group and the Ministry of Finance, will be used for all competitive tenders. 5.6 Consulting services and training will be procured according to the Guidelines titled "Use of Consultants by World Bank Borrowers and by The World Bank as Executing Agency," except for contracts below $100,000 equivalent, which will be arranged directly with the selected institutions or individuals. Overseas training will take place at a large number of institutions selected according to available specialties. Because of the small contracts likely to be involved, this training will therefore normally be arranged through direct negotiation with the selected training institutions. 5.7 Prior Review. The Association will review, prior to bidding, items of equipment or goods to be procured under ICB, along with any changes to be made in the standardized bidding documents. An estimated 70 percent of total equipment and materials contracts will be covered by such reviews. Prior review will also be required for specialist services and training to be provided under contracts of $100,000 equivalent or more. 5.8 Procurement Summary. The procurement arrangements for the project are given in Table 5.1. Disbursements 5.9 The proposed IDA Credit for $100.0 million equivalent will be disbursed over a period of 5.5 years as shown in Table 5.2. The related detailed disbursement schedule presented in Annex 21 conforms with the standard disbursement profile for China. The  - 23 - Table 5.1: SUMMARY OF PROPOSED PROCUREMENT ARRANGEMENTS ($ million) Procurement method Total ICB LCB Other NIF costs Civil Works and Facilities - - - 100.5 100.5 (0.0) (0.0) Equipment (Including Spares) 94.0 10.0 13.6/a - 116.6 (69.5) (7.5) (7.0) (84.0) Books and Other Library Stock - - 10.2/b - 10.2 (7.6) (7.6) Insurance and Freight - - - 17.6 17.6 (0.0) (0.0) Studies - - 2.1/c - 2.1 (2.1) (2.1) Specialist Services - - 0.2/c - 0.2 (0.2) (0.2) Overseas Training - - 2.9/c - 2.9 (2.9) (2.9) In-country Training - 4.3 2.0/c - 6.3 (2.2) (1.0) (3.2) Total 93.0 14.3 31.0 118.1 256.4 (69.5) (9.7) (20.8) (0.0) (100.0) NIF = Not IDA-financed. La Local shopping ($5 million). Spares for proprietary equipment provided under the project ($8.6 million). L2 Direct procurement from publishers and authorized distributors. Li Direct contracting below $100,000. According to World Bank Guidelines for higher amounts. Note: Figures in parentheses are the respective amounts financed by the IDA Credit. percentages of disbursement for each category of expenditure under the Credit are given in Table 5.3. In order to finance rapid start-up of the technical assistance and quality enhancement activities of the project, retroactive financing of $5 million is provided for expenditures incurred after December 31, 1992.  - 24 - Table 5.2: ESTIMATED DISBURSEMENT ($ million) Bank FY 1994 1995 1996 1997 1998 1999 Annual 26.4 35.9 21.4 12.4 3.0 0.9 Cumulative 26.4 62.3 83.7 96.1 99.1 100.0 Table 5.3: DISBURSEMENT ARRANGEMENTS Amount I of expenditures Category ($ million) to be financed Equipment, Materials and 75.5 100% of foreign expenditures, Books 55% of local expenditures Specialist Services 0.4 100% In-country Training 2.7 50% Overseas Training 2.7 100% Equipment Under the Inno- 3.2 85% vation Program Consultant Services and 2.2 100% Training Under the Inno- vation Program Unallocated 13.3 Total 100.0 5.10 Special Account. A Special Account in United States dollars, with an authorized allocation of $6.0 million based on four months of average disbursements, will be established in a bank on terms and conditions satisfactory to the Association. It will be replenished monthly or whenever it is drawn down to half of its initial deposit level, whichever occurs first. Disbursements for staff training in China or abroad will be made from the Special Account against the actual cost of travel, subsistence and training fees incurred. 5.11 Documentation of Expenditures. Reimbursements of expenditures relating to training, to contracts for specialist services valued at less than $100,000 equivalent, and to contracts for equipment and materials each valued at less than $200,000 equivalent will be made on the basis of statements of expenditure (SOEs) to be certified by FILO. Documents supporting the SOEs will be retained by the Ministry of Finance (MOF) and made available for inspection by IDA supervision missions. All other disbursements will be made against full documentation. 5.12 Accounts and Audits. Project accounts and details of the Special Account will be maintained by FILO. Annual audits will be performed by the State Audit Commission. At negotiations, agreements were reached that annual audit reports, prepared by independent auditors acceptable to the Association, will be submitted to the Association within eight months  - 25 - of the end of each Government fiscal year, and that the audit will contain a separate opinion regarding the SOEs. Monitoring of Project Implementation 5.13 During project implementation periodic missions from the Association will review the progress of project implementation, according to the supervision plan given in Annex 20 and based on the indicators presented in Annex 15. FILO, with the assistance of the IAG, will monitor progress on the same basis. A midterm review will be undertaken about the first half of calendar 1996. At negotiations, agreements were reached that project implementation will be monitored according to indicators acceptable to the Association. 5.14 Completion and Closing Dates. Project completion is estimated for June 30, 1998. The Closing Date for the IDA Credit will be December 31, 1998. 5.15 Project Reporting. Reports of the progress of project implementation will be prepared by FILO annually, beginning April 1, 1994, based on information received from the operational institutions and agencies of the project. These reports will give special attention to the development of the TIS, teaching methodology activities and innovative programs. A project completion report will be prepared by FILO and submitted to the Association within six months of the closing of the project.  - 26 - 6 BENEFITS AND RISKS Benefits 6.1 The project will build on the existing strengths in the Chinese education system and assist in providing teaching services of higher quality more broadly, primarily through improved teacher training and strengthened management. It will provide more opportunities for laboratory work, more reading places in libraries, more effective language training, and extensive staff development at teacher training institutions. At the provincial and county levels, selection, assignment and utilization of teachers will be assisted by management development, particularly through the proposed TIS. Finally, programs for improvement of teaching will be introduced and tested, giving exposure to new approaches and opportunities to experiment with innovations. These benefits are expected to affect virtually all teacher trainers and trainees in the participating provinces. 6.2 The project conforms closely with directions being taken by the Govermnent in the education sector, particularly regarding the provision of nine years of UBE. It will in particular support equity in the delivery of educational services by facilitating the provision of qualified teachers, trained to teach in more than one subject area, to LMSs in rural and other disadvantaged regions. The project will, furthermore, concentrate resources on activities aimed at improving the content and style of teaching. In time, enhanced institutional development and operational efficiency could be expected to have a strong beneficial impact on the performance of the education system. 6.3 Though the management development activities under the project will concentrate on teachers and teaching, the resultant capabilities will eventually benefit other aspects of education as well. Attention to management in the provinces and counties will assure that it is strengthened at these key levels. Similarly, establishment of an effective TIS will form the foundation for a more comprehensive MIS for educational services and provide, inter alia, for more accurate projection of future teacher requirements. 6.4 A diversity of experimental and innovative activities aimed at qualitative improvements to teaching will be supported and evaluated under the project, with the intent of identifying practices and methods for further development. Participation in such activities by individuals and small groups will also assist their professional development. Risks 6.5 There are operational risks inherent in the implementation of a project reaching 124 teacher training institutions and 15 provincial offices. There are also questions whether the capacity building aimed at improved management of teaching and teacher training systems will  - 27 - fully achieve its targets, and whether the teacher information systems will be utilized as envisaged. These risks will be addressed by a structure of project management that combines the varied administrative and professional requirements of the end-users of project inputs with the proven strong project implementation capabilities of the SEdC. The participating institutions, provinces and SEdC have, furthermore, been continuously involved in discussions during project development. Thirdly, the effective introduction of new methods and independently conceived innovations will require careful oversight and monitoring. The IAG has been formed for that purpose. 6.6 It will continue to prove difficult to maintain a sufficient supply of qualified teachers in disadvantaged locations. This problem will grow as the coverage of LMS services expands toward the goal of nine years of UBE. It is inherent in the wider extension of educational opportunities, and its solution will come through the availability of better prepared teachers and more attractive teaching careers. Both of these matters will be addressed by the results of the management development efforts of the project, once they become operational.  - 28 - 7 AGREEMENTS REACHED AND RECOMMENDATION Agreements 7.1 At negotiations, agreements were reached as follows: (a) that the project will be carried out in accordance with the strategy statement regarding LMS teaching and teachers (para. 1.19, Annex 3); (b) that the Government will support with its own resources the strengthening of LMS teacher training in provinces not covered by the project consistent with the project's objectives (para. 2.4); (c) that each project institution be provided with and make use of sufficient funds, spare parts and supplies to maintain in good operating condition the equipment financed under the project (para. 3.5); (d) that the Government will agree that it and each project province establish TIS systems acceptable to the Association, including provision, under national coordination, for development of software applications which are both locally appropriate and compatible among administrative levels (para. 3.15); (e) that the composition, role, procedures and responsibilities of the IAG, including adequate staffing, budget and criteria for subproject funding, will be acceptable to the Association (para. 3.20, Annex 14); (f) that a mid-term review will be carried out by June 30, 1996, and thereafter provisions will be made for diffusion, including to provinces not participating in this project, of those innovative methods which prove to be effective and any other significant lessons learned from the project (para. 3.20); (g) that the Government and the project provinces will carry out training under the project in accordance with an agreed plan of action, and that consultants' services will be retained under terms of reference satisfactory to the Association (para 3.21, Annex 11); (h) that the Government will make a part of the proceeds of the Credit available to participating provincial governments, to be repaid over 10 years with a service charge of 1.5 percent per annum, following a 5-year grace period (para. 4.4);  - 29 - (i) that the Government, the project provinces and the project institutions will carry out the project in accordance with annual plans of action provided by April 1 of each year during project implementation, acceptable to the Association, and including adequate staff to implement the project (para. 5.2, Annex 20); (j) that annual audit reports, prepared by independent auditors acceptable to the Association, will be submitted to the Association within eight months of the end of each Government fiscal year, and that the audit will contain a separate opinion regarding the SOEs (para 5.12); and (k) that project implementation will be monitored in accordance with indicators acceptable to the Association (para. 5.13, Annex 15). Conditions of Effectiveness 7.2 As conditions of credit effectiveness: (a) the Government shall provide the Association with project implementation agreements, acceptable to the Association, to be entered into between the Government and each province; (b) the Government shall provide the Association with a detailed plan of action, acceptable to the Association, for implementing the first year of project activities; and (c) the Government's State Council shall have approved the Development Credit Agreement. Recommendation 7.3 On the basis of the preceding, the Effective Teaching Services Project constitutes a suitable basis for a Credit of SDR 72.1 million ($100.0 million equivalent), on standard IDA terms with 35 years maturity to the People's Republic of China.   - 30 - ANNEX 1 Page 1 of 6 CHINA EFFECTIVE TEACHING SERVICES PROJECT OUANTITATIVE GROWTH OF THE EDUCATION SYSTEM 1949 - 1988 1949 1958 1965 1212 1979 1988 Kindergartens Schools (thousand) 261.9 171.8 Infants (million) 9.0 18.5 Teachers (thousand) 334.8 670.4 Primary Schools Schools (thousand) 347.0 777.0 683.0 982.2 924.0 973.3 Pupils (million) 24.4 86.4 116.2 146.2 146.6 125.4 Graduates (million) 0.6 6.7 25.7 20.0 19.3 Teachers (million) 5.2 5.4 5.5 Secondary Schools Schools (thousand) 5.2 28.9 81.0 150.0 105.0 Students (million) 1.3 8.5 14.4 60.3 53.6 Graduates (million) 2.3 21.8 24.0 15.4 Teachers (million) 3.2 3.4 Of which. General Secondary Schools (thousand) 201.3 91.5 Students (million) 67.8 59.1 47.5 Graduates (million) 2.1 21.4 23.8 14.1 Teachers (million) 3.2 3.1 3.0 Higher Education Colleges/Universities (thousands) 205 791 434 404 633 1075 Undergrad. students (thousands) 120 660 670 625.3 1020 2065.9 Graduates (thousand) 21 186 194.4 85 553.5 Teachers (thousand) 186.0 237 393.2 Postgraduate Students (thousand) 100.8 Graduates (thousand) 36.3 Source: China - A Survey of Teaching Services: Supply, Performance, Training and Careers po.te: The available statistics do not distinguish between lower and higher middle schools.  ANNEX 1 - 31 - Page 2 of 6 CHINA EFFECTIVE TEACHING SERVICES PROJECT NUMBER OF TEACHERS SERVING IN SELECTED YEARS 1952 1962 1970 1979 1982 1985 1988 Primary Schools Total (thousand) 1,435 2,511 3,612 5,382 5,505 5,377 5,501 Male 1,189 1,813 NA 3,413 3,508 3,249 3,217 Female n 246 698 NA 1,969 1,997 2,128 2,284 Percent female 17% 28% NA 37% 36% 40% 42% Student/teacher ratio 35.6 34.1* 30.1# 27.2 25.4 24.9 NA Secondary Schools Total (thousand) 130 473 1,213 3,191 2,871 2,967 3,389 Male 120 381 NA 2,408 2,120 2,131 2,377 Female " 10 92 NA 783 751 836 1,012 Percent female 8% 19% NA 25% 26% 28% 30% Student/teacher ratio 24.2 24.2 20.2# 18.9 16.4 17.2 NA Higher Education Total (thousand) 27 144 129 237 287 344 393 Male " 24 114 NA 176 213 252 282 Female " 3 30 NA 61 74 92 111 Percent female 11% 21% NA 26% 26% 27% 28% Student/teacher ratio 7.1 6.3* 4.9# 4.3 4.0 5.0 NA Source: China - A Survey of Teaching Services: Supply, Performance, Training and Careers Notes: NA denotes not available. * indicates 1957 # indicates 1965  - 32 - ANNEX 1 Page 3 of 6 CHINA EFFECTIVE TEACHING SERVICES PROJECT STUDENT/TEACHER RATIO AND TEACHER REOUIREMENTS. 1990-2000 Student/Teacher Ratio Teacher Reguirements (Thousands) Year Total Urban County Rural Total Urban County Rural Primary Schools 1990 21.9 19.6 20.6 22.5 5,572 684 630 4,258 1991 22.0 20.0 20.9 22.5 5,620 680 633 4,307 1992 22.2 20.3 21.1 22.6 5,657 676 632 4,349 1993 22.3 20.7 21.4 22.6 5,695 672 631 4,392 1994 22.4 21.1 21.7 22.7 5,734 668 630 4,436 1995 22.5 21.5 22.0 22.7 5,773 664 630 4,479 2000 23.1 23.5 23.5 23.0 6,275 676 658 4,942 Lower Middle Schools 1990 15.6 12.7 15.7 16.6 2,471 473 446 1,552 1991 15.8 13.2 15.9 16.5 2,525 471 454 1,599 1992 15.9 13.6 16.1 16.5 2,585 469 462 1,654 1993 16.0 14.1 16.4 16.4 2,648 467 470 1,711 1994 16.1 14.6 16.6 16.4 2,712 465 477 1,771 1995 16.2 15.1 16.8 16.3 2,779 462 485 1,832 2000 16.6 18.0 18.0 16.0 3,309 475 554 2,280 Source: World Bank calculations based on data provided by SEdC  ANNEX 1 Page 4 of 6 CHINA EFFECTIVE TEACHING SERVICES PROJECT STUDENT/TEACHER RATIO AND TEACHER REOUIREMENTS IN UPPER MIDDLE SCHOOLS. 1990-2000 (Thousands) Student/Teacher Ratio* Teacher Reguirements (Thousands)* Year Total Gen Agr&Voc Tech SkWrk Total QgM Agr&Voc Tech SkWrk 1990 12.4 12.8 12.7 12.8 9.9 1,069 562 195 176 135 1991 12.8 13.3 13.3 13.0 9.9 1,060 542- 200 177 141 1992 13.2 14.0 13.9 13.1 9.9 1,053 523 204 178 148 1993 13.7 14.6 14.6 13.3 9.9 1,047 504 209 178 155 1994 14.2 15.3 15.3 13.5 10.0 1,042 486 214 179 162 1995 14.6 16.0 16.0 13.7 10.0 1,038 469 219 180 170 2000 14.3 16.0 16.0 12.8 10.0 1,324 500 344 240 240 Source: World Bank calculations based on data provided by SEdC Notes: * Gen denotes general schools. Agr&Voc denotes agriculture and vocational schools. Tech denotes technical schools. SkWrk denotes skilled worker schools.  ANNEX 1 Page 5 of 6 CHINA EFFECTIVE TEACHING SERVICES PROJECT ENROLLMENT IN AND GRADUATES OF TEACHER TRAINING INSTITUTIONS. 1990-2000 (Thousands) = Schools Colleges Universities Year nl Grads Enroll Grads Eroll Grads 1990 602.0 210.0 302.0 138.0 217.0 53.0 1991 614.0 211.0 304.0 130.0 220.0 56.2 1992 603.0 203.0 306.0 130.0 215.0 58.6 1993 600.0 202.0 308.0 129.0 210.0 50.7 1994 597.0 201.0 310.0 133.0 212.0 53.0 1995 594.0 200.0 312.0 136.0 212.0 53.0 2000 585.0 195.0 398.0 173.0 270.0 67.6 Source: SEdC  - 35 - ANNEX I Page 6 of 6 CHINA EFFECTIVE TEACHING SERVICES PROJECT EDUCATIONAL BACKGROUND OF TEACHERS IN CHINA. 1985 Two-year Normal Less than Percent University College School LMS Total Unqualified Primary 0 0 3,043,136 2,381,427 5,424,563 43.9 % LTMS 120,445 337,092 1,481,992 206,260 2,145,789 78.7 HMS 182,521 156,817 99,541 12,232 451,111 59.5 Agriculture School 9,841 20,060 36,953 6,625 73,479 86.6 Source: China - A Survey of Teaching Services: Supply, Performance, Training and Careers  CHIN EFFECTIVE TEACHING SERVICES PROJECT LOCUS OF ADMINISTRATIVE AND FINANCIAL RESPONSIBILITY Post-secondary Lower Middle Higher Middle (Higher) Primary Schools Schools Schools Education Prefecture County Province Operating Township County Prefecture Nation Township Prefecture Township County County Province Financing Local fund raising Local fund raising Prefecture Nation Comprehensive Universities Teacher Junior Normal Normal Institutes Key Normal Training for Normal Schools Colleges or Universities Universities (Province (Province (Province (Province Prefecture) Prefecture) Nation) Nation)  - 37 - ANNEX 3 Page 1 of 6 CHINA EFFECTIVE TEACHING SERVICES PROJECT STRATEGY STATEMENT FOR LOWER MIDDLE SCHOOL TEACHING AND TEACHERS Background 1. A single policy for education in China cannot be stated beyond very general principles. First, the situation changes rapidly with regard both to economic development needs and to the response of the schooling system to them. Secondly, the demand for schooling vary considerably among places, according to their level and style of development. This is also true of their capability to meet those demands. 2. Historical Context. The publication in May 1985 of the "Decision to Restructure the Education System" called for: universalization of nine years of basic education; expansion of vocational and technical education at the secondary and post-secondary levels; increased enrollment in and autonomy of higher education institutions; and strengthened leadership at all levels. That decision was followed by the Compulsory Education Law of 1986. Under it, nine years of basic education for all was to be achieved in stages: in the cities and costal areas by 1990; in towns and villages with a medium level of development by 1995; and in other areas at a rate commensurate with their economic development. At the same time, responsibility for providing basic education was delegated to the local governments. 3. Existing Conditions. Nine years of basic education will not be achieved nationally until the next century, but it is already near reality in some cities. Compared with many developing countries, China has been very successful in providing schooling for its people, with more than 95% of those aged 6 to 11 years enrolled in primary school and 60% of those aged 12 to 15 years in secondary school. The 1990 population census indicates that the literacy rate for those 15 years of age and older is over 77%. (It is close to 90% among the 15 to 25 year age group.) Qualitative improvements have taken place in all parts of the education system. University enrollments grew significantly in the early 1980s, but have stabilized in recent years in order to concentrate on improvements in quality and on the needs of general schooling and teacher training. 4. There is great diversity among provinces and between urban and rural situations. Varying needs and capabilities for providing schooling also exist. Decentralization of control has been a natural result. This began by devolution of responsibility for the financing of schools to provincial, prefectural and lower administrative levels, followed by a further recognition of the need for increased local autonomy in the management and control of schools. This has resulted in more local authority over curricula, textbook selection, examinations prior .o that for university entrance, and assignment of students to university places and to jobs thereafter.  - 38 - ANNEX 3 Page 2 of 6 General Strategv for Education Development 5. Curriculum and Textbooks. Until recently, the content of schooling at all levels was controlled by the State Education Commission (SEdC). Leader- ship in educational development is now centered in six major regions, with one normal university designated to take the lead in each. With some things, particularly textbooks, additional diversity occurs at the provincial and institutional levels. It is relatively easy to get permission to experiment with new content and methods. 6. Instructional Method. Chinese schools are effective in most respects, and they represent a considered response to the needs of society. The demands of the modern world, however, place new requirements on all schooling systems, including the Chinese. A shift is taking place from emphasis on knowledge to development of individual student abilities. Nonetheless, the lecture method is still dominant. 7. Examinations. Though the entrance examination for higher education is still standardized at the national level, preliminary examinations are being moved to provincial control and lower. The end-of-year examination is no longer the sole and all powerful measure of student achievement, and evaluations by teachers are also coming into play. Nevertheless, a centralized examination for entrance to higher education means that, beyond a certain level, course content is predetermined to a large degree. 8. Teache. The selection of teacher trainees, their training, their assignment to post and payment of their salaries and benefits are all the responsibility of the administrative jurisdiction where they work. Once students are enrolled in teacher training, they understand that they will take up secondary school teaching as a profession after graduation. In most cases, teachers work in their place of origin. The supply of teachers therefore is dependent on the availability of qualified trainees, as well as on the economic, social and physical conditions where they will work. Because of the rapid growth of schooling in recent years, many locations have had to hire some relatively unqualified teachers. In primary schools, many come from outside the formal recruitment system (community sponsored or minban teachers) and work under less favorable terms of service than teachers on the official payroll (gongban teachers). There are fewer minban teachers in secondary schools, though there are many who do not possess formal qualifications for teaching. Teaching and Teachers in Lower Middle Schools 9. The several directions indicated above are further evidenced by identification for special attention during the Plan period of the following topics related to teaching: improved textbooks and teaching materials; reforms,  - 39 - ANNEX 3 Page 3 of 6 in teaching methodology; emphasis on applications; increased quality of teaching staff; standardization of teacher training operating conditions; rationalization of teacher training system management; and the continued physical development of teacher training institutions. 10. Teaching Methodology. Presently, most teaching is formal and teacher centered, with little attention to development of higher order concepts and to student/teacher interactions. The students have a passive role, and the emphasis is on rote learning with much written homework. The place of information technology is limited, both pedagogically and materially. Revisions to teaching content and method would be derived from national and local development needs, while both respecting the strengths which have been built up in the past and recognizing the realities which constrain action. 11. Teacher Supply. There are many indications of an over-supply of teachers in some locations and subject areas. At the same time, there is an under-supply in certain circumstances, as in rural, remote and economically backward places. The situation is not a simple one of reassigning or dismissing teachers. Teachers do not move freely from one location to another. A calli- graphy teacher does not readily teach biology. Teachers have job security, and even if retired out of service often ccntinue to be paid at full rate. Also, the appropriate level of supply is not clearly defined. The ratio of students to teachers in China is generally low by international standards, but this does not mean that classes are small. On the contrary, they are often quite large, a big disadvantage especially in science and language. A typical norm for teacher loading is 2.8 teachers per class, but teachers have many other tasks related to student development and welfare. A movement toward increased teacher loadini beginning, but this will necessarily be a long term process. 12. In disadvantaged locations, the supply of teachers is not adequate. This will become more severe as the availability of lower middle schools expands. Recruitment of qualified teachers is therefore very important. Since these schools tend to be smaller in size, it is desirable that those recruited be able to teach in more than one subject. New teachers in such areas are sometimes assigned for a fixed term and receive special benefits. The bulk (over 80%) of teachers in training are from such places, which also account for some 80% of the population. The fastest growing need for new teachers is also in these areas. Special consideration is given to recruitment of teacher trainine candidates from disadvantaged Rlaces, and formal qualifications for training are frequently relaxed. In some places, trainees who do not return to their home location to teach are required to repay their training costs. Teacher Training 13. The conditions identified above provide a basis for the changes sought in teacher training for lower middle schools. Questions of teacher  - 40 - ANNEX 3 Page 4 of 6 supply, qualifications in appropriate subject matters, and the locations where teachers will serve must be dealt with simultaneously. There needs to be coordination among the various sources of teachers. notably pre-service teacher training in-service teacher training and comprehensive higher education institutions. Progress is being made in this direction. Better information bases and management systems to assist the control of teacher preparation and assignment are also needed and are gradually being developed at the appropriate administrative levels. It is a national goal to guarantee a minimum level of operational and physical conditions for teacher traininz, though many locations will go well beyond that. 14. Duration of Training. Most pre-service teacher training is of three years duration in residential colleges. Some is of two years as an emergency measure, but where that is the case it is the intention to return to three years of training as soon as possible. In some more advanced places, such as Shanghai, lower middle school teacher training is done in a four year degree course. This is an eventual target for the country as a whole. Though most teacher training takes place in institutions dedicated to that work, some also takes place in comprehensive institutions of higher learning. The relative merits of these different approaches are being carefully considered. Sometimes, teacher training institutions are combined with colleges of other specialties in the interests of efficiency and of effective response to labor force requirements. Municipal universities are being created in Guangdong and elsewhere in direct response to labor force requirements. Re-training of under qualified teachers is also done in special institutions, through residential courses, evening courses, correspondence courses or a combination. Efficiency is being sought in some places by combining pre-and in-service training functions. The latter is also being used to give periodic professional refreshers to qualified teachers. In the future, more autonomy will be given to local authorities to define the enrollments of teacher training institutions according to proiected local needs. 15. Training Curriculum and Resources. Teaching materials for some subjects are compiled by the SEdC and are recommended to institutions for their use. These can also, according to their needs, develop their own materials or choose ones offered by various publishing houses. The teacher training curriculum concentrates on subject matter content far more than on teaching skills, and practice. There is, thus far, an absence of integrating concepts in curriculum planning, the burden resting on the trainees. Cross-curricular themes, and applications of information technology have been lacking. Such themes are now being gradually addressed. including environment. Population and health. The role of teacher training institutions, is, furthermore, now being expanded to include broader course coverage in response to economic development requirements. Changes in practice will gradually move toward more flexibility. more electives, and more attention to training in instructional method. pedagogy and educational Psychology. Teaching practice emphasis will increase in contrast with theory. Facilities are often insufficient, particularly in language and computer laboratories. Steps are being taken to improve facility utilization, especially through more interactive and individual usage. Library utilization is also subject to improvement, in terms of supply and appropriateness of materials, access to facilities, and multi-media equipment. These matters are all being increasingly addressed in individual cases as more resources become available.  - 41 - ANNEX 3 Page 5 of 6 16. Othgr Matters. The requirements of smaller schools in rural and like areas makes desirable the training of teachers to work in more than one subject. Because of the highly specialized curriculum requirements, this must generally be in cognate subjects, i.e., those with considerable overlap in content. Teaching practice, which now is usually limited to six weeks, will be extended gradually as conditions permit. The year after graduation is a probationary period during which the new teacher is guided by experienced staff. If this period is passed successfully, the trainee becomes a full teacher. Attention is given to the needs of minority students and to the provision of teachers for minority areas. Special courses and incentives are provided, and these efforts will continue. Regarding the training of teacher trainers, a nationwide network of higher teacher training institutions has been set up, with Beijing Normal University as its center. Teacher training institutions are being encouraged to engage in more research and pilot programs, in both subject content and methodology. They are also encouraged to do research and avRlied develoRment to serve local economic needs, including establishment of subjects or specialties to address them. Management 17. Effective management of all the inputs to education is essential to the efficient and productive operation of the schooling system. Management responsibilities occur at all levels from the national to the county, and sometimes lower. They involve many areas of action such as planning, scheduling, budgeting, finance, operations and efficiency as they relate to facilities, equipment, curricula, teaching practice, textbooks, examinations, and of course teachers. 18. There is a need to develop management skills at the level of individual teacher training institutions regarding matters such as deployment of staff time-table making and effective utilization of equipment and facilities. In addition to individual institutions, steps are being taken to strengthen school and teacher training management at higher administrative levels. The key operational level for teacher training is the province, because it is there that most of the decisions regarding resource allocation take place. Guidance from the national level is also expected, as is that from the six major development regions. Efforts are thus being made to rationalize teaching system management, especially at the provincial and national levels, even as many individual functions are being decentralized. Progress quite naturally varies among locations, but in all cases it is expected to be helped by the availability of better information from computer based information systems. Compatibility of these among administrative levels is important, as is training for their use and for management generally. The recruiting and assignment of staff to schools, their training, and the allocation of resources are technical tasks which require coordination and rational control. The action being taken to improve management of the education system are intended to respond to that requirement.  - 42 - ANNEX 3 Page 6 of 6 Priorities for Change 19. The provision of effective teaching services in China is a complex matter which will be subject to improvement well into the future. The pace of development will vary from place to place. It is important. therefore. that the conditions for positive change be recognized and encouraged whenever aRpropriate. Four criteria for assessing possible improvements can be mentioned: a) need for the change in terms of improving the coverage or quality of educational service; b) readiness for the change in the place where it is proposed, on an case-by-case basis; c) the costs of the change, both immediate and longer term; and d) the impact of the change on related activities. 20. Overall, it can be expected on the basis of present realities that, of the areas mentioned above, the following will call for the most immediate attention: decentralization of curriculum, texts. examinations: lower middle school teaching methodology: assurance of an adeguate suRvlv of disadvantaged area teachers: revised teacher training curriculum and methodologv: multi-subject teacher training: merring Rre- and in-service teacher training: phvsical re- sources and their utilization: management develoRment: and information systems. There can be no fixed strategy, but rather a constantly changing effort based on evolving experience and opportunity.  ANNEX 4 Page 1 of 5 - 43 - CHINA EDUCATION DEVELOPMENT IN POOR PROVINCES PROJECT SUMMARY OF BANK GROUP ASSISTED EDUCATION PROJECTS IN CHINA University Development Proiect (1981-1985) LN 2021 CHA - $100.0 M, CR 1167 CHA - SDR 81.4 M ($100.0 M) 1. The University Development Project was completed in January 1987. It sought to strengthen science and engineering in Chinese universities. The project involved 28 universities in 15 provinces, municipalities and autonomous regions and had three main objectives. The first was to increase the quality and quantity of graduates and research at the project universities through provision of buildings, furniture and equipment, specialist services, fellowships and training. The second was to strengthen planning and management capabilities of the project universities and the Ministry of Education through provision of equipment, specialist services, fellowships and training. The final objective was preparation for future investments in the education sector. Agriculture Education and Research Project (1983-1988) CR 1297 CHA - SDR 67.8 M ($75.4 M) 2. The Agriculture Education and Research Project was designed to assist China to strengthen higher education and research in the agricultural sciences. The project comprised four components: (a) quality improvement in teaching and research; (b) expansion of enrollment and research capabilities; (c) improvement of resource management; and (d) development of future investment in agricultural education and research. The project, which was managed by the Ministry of Agriculture, Animal Husbandry and Fishery, included 11 colleges and 7 agricultural institutions. Polytechnic/Television University Project (1984-1989) CR 1411 CHA - SDR 79.6 M ($85.0 M) 3. The Polytechnic/Television University Project was completed in December 1989. The project, which had a total cost of US$206 million, sought to increase the number of students and improve the quality of instruction in China's polytechnic and television universities. The project involved 17 polytechnic institutions and 28 television universities and consisted of three components. The polytechnic system component involved construction and rehabilitation of libraries, laboratories and classrooms, as well as provision of educational equipment and implementation of curriculum and staff development. The objective of the television universities component was to increase enrollment in the television universities. This component also  ANNEX 4 44 Page 2 of 5 improved the quality of instruction provided by the television university system and the management of resources through the provision of computer equipment and senior staff training. The final component involved: evaluation of current investments in the polytechnic and television university systems; and planning and preparation for future investments. Rural Health and Medical Education Proiect (1984-1989) CR 1472 CHA - SDR 80.2 M, ($85.0 M of which $43.3 M for medical education) 4. The education component of this project was designed to enhance the quality of education, training and research in 13 core medical colleges through the provision of civil works, furniture, equipment, technical assistance and fellowships. The objectives of the other two components were: (a) to improve the health status in 46 counties of 3 provinces and one autonomous region; and (b) to develop the National Center for Preventative Medicine and the Research Center for Health Planning and Statistics, and to support applied research at the Sichuan Institute for Chinese Materia Medica. Second Agricultural Education Project (1984-1992) LN 2444 CHA - $45.3 M, CR 1500 CHA - SDR 22 M ($23.5 M) 5. The first objective of this project was increased enrollment and improved quality of instruction and management at 12 agricultural colleges. This objective also included introduction of new specializations and postgraduate programs and development of modern libraries and food science facilities at 11 other agricultural colleges. The second objective was increased training capacity and improved curriculum at eight training, extension and support centers. The third objective was increased enrollment and improved instruction at 12 technical schools. The fourth objective was to improve broadcast education programs in agriculture, increase capacity at the Agricultural Film Studio of the Ministry of Agriculture, Animal Husbandry and Fisheries, and to increase supplies of agricultural teaching materials. Finally, the project sought to improve and assist the evaluation and planning of investments in agricultural education. Second University Development Project (1986-1991) CR 1551 CHA - SDR 148 M ($145 M) 6. The objective of the Second University Development Project was to increase China's high level technical and managerial manpower through policy and institutional changes related to the engineering and economics/finance education subsector. The project cost totaled $1,162 million of which IDA financed $145 million. The project included financing for engineering and economics/finance subprojects and national programs to be carried out by eligible institutions. The project consisted of the following four components: enrollment level and structure adjustment, quality improvement, planning and management development and studies.  ANNEX 4 - 45 - Page 3 of 5 Provincial Universities Proiect (1987-1992) CR 1671 CHA - SDR 108 M ($120 M) 7. The objective of the Provincial Universities Project is to expand enrollment and improve the quality and management of higher education programs. The project's first component assists 60 universities by providing for civil works, equipment for teaching and research, curriculum reorganization and staff development in the form of fellowships, study tours and specialist services. The second component assists in the strengthening of planning and management primarily through the provision of technical assistance. The third component of the project helps the State Education Commission to: determine the requirements of industry, agriculture, commerce and government; set enrollment targets; and locate areas where new institutions are needed. The project is also helping to determine the supply of and demand for teachers. Gansu Provincial Development Project. Education ComDonent (1988-1994) LN 2812 CHA - $20 M, CR 1793 CHA - SDR 119.1 M ($150.5 M, of which $20.0 M for education) 8. This project is part of a comprehensive plan to attain universal nine-year basic education and to improve the quality of instruction in primary and lower secondary schools in Gansu Province. The program was designed to increase enrollment ratios and improve the status of teachers. The project finances civil works, equipment, furniture and technical assistance in order to: (a) increase the output of qualified lower secondary school teachers by expanding the capacity of five normal colleges to accommodate both pre-service and in-service trainees; (b) improve the quality of pre-service primary teacher training schools; (c) reduce the number of unqualified teachers by assisting the Gansu TV Education Institute to expand its in-service training program to cover the entire province; (d) improve science instruction in the 400 lower secondary schools in poor counties; (e) establish a Center for School Administration to train school and government administrators in order to improve educational administration; and (f) improve the management of education through assistance for development of a new school supervision system and for the managing educational information system. Teacher Training Proiect (1989-1993) CR 1908 CHA - SDR 36.8 H ($50.0 M) 9. The Teacher Training Project was designed to assist universal basic education through the expansion and upgrading of inservice training for lower secondary school teachers. The project emphasizes institution building and improvements in teacher quality. The project provides construction, equipment, books, teaching materials and related technical assistance, and has three components. The first assists 16 provincial and 53 prefectural institutes to train lower secondary teachers. The second supports three  ANNEX 4 -46 - Page 4 of 5 municipal institutes of education to develop the capacity to become information research centers on teacher training. The third component aims to improve the management capability of the teacher training system. Textbook Development Project (1989-1995) CR 2006 CHA - SDR 41.8 M ($57.0 M) 10. The Textbook Development Project supports the textbook upgrading program introduced by the Chinese Government in 1987. The principal objectives are: (a) to improve the educational quality of textbooks at all levels of schooling; (b) to increase the variety of available textbooks; and (c) to improve the efficiency of textbook production. The project finances civil works, equipment and technical assistance for five components. The first assists the Government in updating and improving new primary and secondary school textbooks. The second, third and fourth support key central agencies in 22 provinces and 21 university presses, to expand typesetting and printing capacity in order to meet growing demand and to improve the production quality of textbooks. The fifth component provides for training of publishing and printing staff from central agencies and university and provincial publishing houses. Vocational and Technical Education Project (1990-1995) CR 2114 CHA - SDR 38.5 M ($50.0 M) 11. The objective of this project is to improve the quality of vocational and technical training in China. It concentrates on industrialized provinces and municipalities and has four components: (a) development of vocational training centers in 59 secondary vocational and technical schools in ten provinces and three municipalities; (b) expansion and improvement of laboratory and workshop instruction in nine technical teacher training colleges and three university technical teacher training departments; (c) establishment of one national and two regional VTE research and development centers to improve the quality, efficiency, and cost-effectiveness of the VTE system and to develop inexpensive teaching materials and equipment for the VTE schools; and (d) improvement of the management capability of the VTE system. Medium-Sized Cities Development Project (1990-1997) LN 3286 CHA - $79.4 M, CR 2201 CHA - SDR 62.2 M ($80.8 M of which $14.1 M for education) 12. This project assists Changzhou, Luoyang and Shashi municipalities to improve overall and sector planning and management, to formulate and implement policies that better utilize existing facilities, to reduce waste in the design of new investments, to provide more appropriate financing mechanisms for local development, and to promote water pollution control at the industrial enterprise level. The loan and credit finance investments to support policy reforms in planning, management and municipal services.  ANNEX 4 - 47 - Page 5 of 5 Key Studies Development Proiect (1991-1996) CR 2210 C-A - SDR 92.9 M ($131.2 M) 13. The Key Studies Development Project supports the government's plans to reform management of science and technology programs. The project seeks: (a) to increase the output of scientific researchers trained to international standards in master, doctoral and post-doctoral programs; (b) to enhance the quality and productivity of research in strategic areas relevant to long-term economic and social development; (c) to strengthen the management of scientific research at both the national and laboratory levels; (d) to provide a modern scientific infrastructure for Chinese scientists trained at home and abroad; and (e) to encourage scientific cooperation across institutional and national boundaries. The project consists of: (a) support for research and graduate student training in 133 State Key Laboratories and Special Laboratories affiliated with universities and with the Chinese Academy of Sciences (CAS); (b) a pilot program to assist seven of the project laboratories to improve management efficiency and the quality of research and training of graduate students in science; (c) development of a demonstration computer network that would link Tsinghua and Beijing Universities and the computer center of the CAS, and establish an enhanced computing facility at the CAS center; and (d) a program advisory group of Chinese and foreign experts that would provide advice to implementing agencies on the overall direction and progress of all components. Education Development in Poor Provinces Project (1992-1998) CR 2339 CHA - SDR 93.2 M ($130.0 M) 14. The project works in 114 poor and remote counties in six of the least developed provinces of China to support three main goals for the development of education in the next decade: (a) to improve literacy, school attendance ratios and school efficiency and quality by assisting the provincial governments to implement nine year compulsory education; (b) to support ongoing efforts to carry out institutional reforms needed to improve the management of provincial universities, and their quality and efficiency; and (c) to improve overall planning and management of provincial and municipal educational services. To support the implementation of the compulsory education law, the Project finances investments needed in small towns and rural areas to support reforms in municipal and county education services. To assist the process of restructuring higher education, the project supports pilot projects in selected universities that are attempting to improve efficiency through internal reorganization and mergers. Finally, to improve planning and management of county education bureaus, the Project supports adoption, in project counties, of software already developed in China to collect and analyze data on teachers, students, infrastructure and resources. It will also improve the student examination systems and the capacity to do research and to prepare future investment plans.  - 48 - ANNEX S CHINA EFFECTIVE TEACHING SERVICES PROJECT Summary of Support of Teacher Training by Bank Group and Government Past Bank Government Province. etc. Group Projects* This Project Funding Plan** Beijing US$ 7.30 million Tianjin 4.20 Y 2.00 million Hebei 3.80 US$ 7.10 million Shanxi 13.20 Nei Mongol 1.40 3.00 Liaoning 3.95 4.99 8.00 Jilin 4.20 4.37 2.20 Heilongjiang 1.90 4.58 4.40 Shanghai 8.00 4.00 Jiangsu 2.05 6.27 2.00 Zhejiang 1.20 12.00 Anhui 1.80 4.83 2.50 Fujian 1.80 5.62 Jiangxi 3.30 6.16 Shandong 1.90 10.40 Henan 3.40 9.92 Hubei 2.30 8.00 Hunan 1.90 19.80 Guangdong 4.10 5.62 4.00 Guangxi 1.80 6.42 2.50 Hainan 2.03 Sichuan 4.50 11.43 Guizhou 1.70 15.00 Yunnan 1.80 17.50 Shaanxi 1.50 12.50 Gansu 2.40 10.00 Qinghai 1.20 5.00 Ningxia 5.00 Xinjiang 0.80 7.50 US$74.20 million US$92.74 million Y 157.10 million (US$29.00 million) Source: SEdC * Does not include possible funding of teacher training colleges under the Education in Poor Provinces Project ** Excludes civil works. Includes equipment, furniture, books and training.  EFFECTIVE TEACHING SERVICES PROJECT SOCIAL AND EDUCATIONAL CHARACTERISTICS OF PROJECT PROVINCES Highest Eduation Level (Percent ot Populations) 1/ Annual Percent (Million) __ per Cavita Junior Technical Hiaher Lower Illiterate and Province Population Agricultural Income 21 Universit Colleae Secondarv Middle Middle Primary Semi-Literate 3/ Hebei 60.28 86.2 511 0.4 0.8 1.8 8.9 35.2 52.8 21.9 Nei Mongol 21.11 68.1 514 0.8 1.3 2.8 11.3 36.3 47.5 21.9 Liaoning 39.98 57.8 770 1.2 2.0 2.7 10.9 40.3 42.9 11.6 Jilin 25.15 60.9 643 1.2 1.8 3.0 13.4 34.3 46.3 14.3 Heilongjiang 34.77 57.3 641 0.8 2.0 2.8 12.6 37.2 44.7 15.1 Jiangsu 68.17 79.4 702 0.9 1.4 1.9 10.4 36.9 48.4 22.6 Anhui 56.29 86.0 497 0.7 1.0 1.8 6.5 32.6 57.4 34.4 Fujian 30.61 81.0 609 0.8 1.2 2.3 8.3 25.0 62.5 22.9 Jiangxi 38.28 81.3 499 0.5 1.0 2.0 8.6 28.1 59.9 23.8 Shandong 83.43 86.3 608 0.4 0.9 1.9 8.2 36.2 52.4 23.1 Henan 86.14 86.6 441 0.3 0.8 1.5 8.7 38.4 50.2 22.9 Guangdong 63.21 77.4 776 0.7 1.3 1.9 10.2 30.8 55.1 15.2 Guangxi 42.53 86.0 431 0.5 0.7 1.8 7.6 25.7 60.5 16.5 Hainan 6.42 81.9 457 0.4 1.3 2.0 12.3 33.1 50.9 21.3 Sichuan 106.37 85.7 447 0.6 0.8 1.7 5.7 30.1 61.2 21.4 TOTALS 762.74 80.2 565 0.6 1.1 2.0 8.9 33.7 53.5 21.2 Source: Calculations based on 1990 Census and World Bank Reports Notes: 1/ Percent of population aged 6 and over 2/ 1986 figures, Yuan 3/ Percent of population aged 15 and over  -50 - ANNEX7 Page 1 of 3 CHINA EFFECTIVE TEACHING SERVICES PROJECT COVERAGE OF TEACHER TRAINING INSTITUTIONS PHYSICAL Teacher Training Institutions Not Included Prolect 5/ 61 11 2/ 31 4 Construction Librarv Province ITa Included A r lm Books Hebei 13 10 3 0 0 0 97.7 3060 Nei Mongol 6 5 1 0 0 0 19.5 1020 Liaoning 15 6 2 7 0 0 43.2 1680 Jilin 9 5 3 1 0 0 32.0 1490 Heilongjiang 10 6 1 2 1 0 82.7 1582 Jiangsu 11 8 1 1 1 0 72.5 3742 Anhui 12 9 1 1 1 0 59.7 1735 Fujian 9 8 1 0 0 0 47.0 1587 Jiangxi 10 8 2 0 0 0 57.3 2457 Shandong 16 14 1 0 1 0 55.6 4589 Henan 14 12 2 0 0 0 62.8 4478 Guangdong 12 7 5 0 0 0 39.3 1528 Guangxi 11 9 1 1 0 0 37.7 2574 Hainan 2 2 0 0 0 0 31.0 536 Sichuan 18 15 2 0 0 1 69.7 5019 TOTALS 168 124 26 13 4 1 807.9 37077 Notes: 11 Received assistance under a past IDA credit, or sufficiently attended to by other means. 2/ Changed to community institute status, or otherwise moved. 3/ Responsibility of a sectoral ministry. 4/ Does not train lower middle school teachers. 5/ Thousands of square meters according to provincial project proposal. 6/ Thousands of volumes in project institution libraries.  ANNEX 7 Page 2 of 3 - 51 - CHINA EFFECTIVE TEACHING SERVICES PROJECT COVERAGE OF TEACHER TRAINING INSTITUTIONS ENROLLMENT AND STAFF (1991\ Enrollment Teachers Total Staff Province Number % Female Number % Female Number Yo Female Hebei 13604 52.2 1933 38.7 4404 37.9 Nei Mongol 5529 49.3 1137 29.1 2494 34.0 Liaoning 8727 59.3 1629 37.3 3043 41.8 Jilin 8580 52.5 1498 42.4 3219 41.0 Heilongjiang 8903 52.1 1473 36.3 3604 39.1 Jiangsu 20356 40.2 3083 23.0 6554 29.1 Anhui 11470 27.3 1870 23.1 3687 28.0 Fujian 9618 32.3 1245 30.4 2496 34.1 Jiangxi 14669 26.2 1891 23.0 4009 31.5 Shandong 27192 37.4 3575 24.8 8443 31.5 Henan 22559 36.7 3708 26.7 8163 33.2 Guangdong 13498 35.6 1523 25.3 3362 34.5 Guangxi 9612 39.0 1767 26.4 3881 37.8 Hainan 2633 35.1 397 23.4 853 38.3 Sichuan 28236 36.8 3406 29.2 7381 36.9 TOTALS 205186 39.3 30135 28.5 65593 34.5  ANNEX 7 - 52 - Page 3 of 3 CHINA EFFECTIVE TEACHING SERVICES PROJECT CONDITIONS IN LOWER MIDDLE SCHOOLS OF PROJECT PROVINCES Full Time Students Averaae Province Enrollment Teachers rer Teacher Class Size Hebei 1763643 130365 13.5 46 Nei Mongol 865805 62351 13.9 46 Liaoning 1552174 111266 14.0 48 Jilin 1015038 68351 14.9 47 Heilongjiang 1534309 107263 14.3 46 Jiangsu 2412107 139788 17.3 49 Anhui 1907269 106587 17.9 54 Fujian 893792 57040 15.7 47 Jiangxi 1545499 85755 18.0 55 Shandong 3199604 211967 15.1 53 Henan 3033004 202542 15.0 52 Guangdong 1979067 110035 18.0 50 Guangxi 1196182 66633 18.0 52 Hainan 193056 13697 14.1 48 Sichuan 3409642 198032 17.2 48 PROJECT TOTAL 26500191 1671672 15.9 50 NATIONAL TOTAL 38686508 2470355 15.7 49 Source: SEdC 1991  - 53 - ANNEX 8 CHINA EFFECTIVE TEACHING SERVICES PROJECT PLANS FOR UPGRADING OF TEACHER COLLEGE FACILITIES (Thousands of sguare meters of construction) Classrooms Laboratori and Libraries Province IQ M F iehab, sN Rehab. Hebei 97.7 49.6 1.5 43.6 3.0 Nei Mongol 19.5 2.0 0.0 17.5 0.0 Uaoning 43.2 3.0 1.7 21.5 17.0 Jilin 32.0 17.6 4.4 8.0 2.0 Heilongjiang 82.7 36.4 6.1 37.3 3.0 Jiangsu 72.5 29.4 10.4 20.1 12.6 Anhui 59.7 23.2 0.0 36.5 0.0 Fujian 47.0 31.8 9.0 5.9 0.3 Jiangxi 57.3 26.2 2.5 28.6 0.0 Shandong 55.6 6.3 6.7 40.2 2.4 Henan 62.8 35.7 3.6 21.4 2.2 Guangdong 39.3 31.7 0.0 7.6 0.0 Guangxi 37.7 16.9 0.0 20.8 0.0 Hainan 31.0 13.3 4.7 13.0 0.0 Sichuan 69.7 28.0 7.4 29.0 5.4 TOTALS 807.9 351.1 58.0 351.0 47.8  - 54 - ANNEX 9 Page 1 of 2 CHINA EFFECTIVE TEACHING SERVICES PROJECT INSTRUCTIONAL EOUIPMENT 1. Eguipment Lists. The project will support the purchase of instructional equipment, spares and consumables together with training for equipment use. The equipment will be allocated to institutions based on criteria related to college size, course programs and current holdings, according to surveys and visits already conducted. A catalogue of teaching equipment essential for the demonstration experiments and practice contained in the Syllabus for Normal Colleges has been prepared by a panel of experts. It includes basic necessities for physics, chemistry, biology, geography, music, fine arts, physical education and psychology. This catalog has been reviewed by the Association and found acceptable. In addition to specific subject requirements the catalogue contains library, computer, audio visual aids and language laboratory equipment. Provision is made for consumables and 'live materials'. For all categories except music, physical education, psychology, library and computer an optional list is included. The catalogue covers materials and equipment needed for teaching in the LMS, excludes purely research equipment but includes low cost items - estimated to cost less than 200 Yuan. The total value of equipment is estimated at 4.34 million Yuan for essentials and 5.16 million Yuan including optional items (Attachment 1). 2. Procedures. Project institutions will be asked to choose, from the catalogue that has been widely circulated, the equipment they require both to replenish and replace existing stock and to cater to new introductions into and modifications of the syllabus. The 124 institutions will submit their lists through their credit office to the credit leadership group within the Provincial Education Office. Here the lists will be reviewed for their relevance and need. The Foreign Investment and Loan Office (FILO) of Sedc will arrange experts to collect and check the equipment lists and then carry out the tendering and procurement according to the procedures acceptable to the Bank. 3. Spares and Consumables. Within the procurement of equipment, provision will be made for spares estimated to be sufficient for two years. Provinces and institutions will be expected to guarantee sufficient funds for a sufficient supply of spares and consumables thereafter. Provisions for equipment maintenance should be guaranteed for a year, after which provinces and institutions will be expected to be responsible for this through regular budgetary provision estimated at about five percent of equipment cost, either on their own accounts or, in the case of especially sophisticated equipment, through insurance provided by the supplier.  - 55 - ANNEX 9 Page 2 of 2 4. Training for Eguipment Use. During the first four project years, a total of 740 laboratory directors and 760 technicians will be trained initially for four weeks and then for a further one week follow up course. One week courses will be mounted for 500 laboratory administrative staff. An overseas study tour of approximately will be organized for five laboratory directors.  CHINA EFFECTIVE TEACHING SERVICES PROJECT EQUIPMENT DISTRIBUTION BY SUBJECT SECTORS IN THE NORMAL COLLEGES (Value in RMB Yuan) TOTALS Live Excluding Including Subiect Necessary Optional Low Cost Consumable Materials Optional Optional Physics 759174 149100 76417 5000 0 840591 989691 Chemistry 551560 190550 135000 100000 0 786560 977110 Biology 448640 56710 78000 75000 5000 606640 663350 Geography 234862 42200 18535 3000 0 256397 298597 Music 406626 60000 4720 2000 0 413346 473346 P.T. 325660 7634 26025 24320 0 376005 383639 Fine Arts 107760 12000 4860 8000 0 120620 132620 Psychology 73500 0 1400 1000 0 75900 75900 Library 172740 0 0 7000 0 179740 179740 Computer 372080 0 0 12000 0 384080 384080 Audio Lab 106560 135000 1000 1000 0 108560 243560 Audio Visual 138360 4500 7000 1000 0 146360 150860 Teach. Admin. 140500 70000 0 0 0 140500 210500 TOTALS 3838022 727694 352957 239320 5000 4435299 5162993 > > rt iU n v ft  - 57 - ANEX 10 Page 1 of 2 CHINA EFFECTIVE TEACHING SERVICES PROJECT LIBRARY BOOKS AND EQUIPMENT 1. Library Development. The project will support the purchase of books and library equipment. A survey (Attachment 1) of current library holdings, staffing, equipment, services offered and planned building works among the 124 TTIs indicate a proposed program of library development. Under this plan, library construction will be included in the project's civil works component, reading places will be increased from approximately 48,000 to 65,800, that is, from about one place for every four students to one for every three students. The targets of this library development program are to increase opening hours to 70 a week, establish an open shelf policy in 50% of the libraries; computerize major library operations; increase each library's stock by 3,000 to 4,000 additional essential books; and upgrade staff at different levels. 2. Eguipment. In order to make things more convenient and efficient for the reader the project will supply equipment with first priority going to the acquisition of book shelves, book cases and protective devices used in open shelved reading rooms; book duplicating equipment; audio-visual equipment; Chinese and foreign language word processors; and mini computers with auxiliary equipment. These items are included and costed in the general instructional equipment catalogue from which each college will choose. 3. Books. For some time book acquisition has been impeded by soaring prices and inadequate funding to upgrade stock holdings. The project will supply current publications, both Chinese and foreign, and make college book holdings more appropriate to course needs. Emphasis will be placed on acquiring dictionaries, reference books and materials needed to improve knowledge of recent developments in teaching subject methodology and content. In choosing books libraries will be advised to ensure that there was a balance across subject areas while at the same time concentrating on materials required by the educational reform and by emerging vocational and technical teacher training programs. These will include materials that supplement existing stock in science and technology, agriculture and industrial production, law, economics, population control and environmental protection. Book lists will be reviewed by the libraries committee of SEdC. The normal colleges will be advised that this supply of books should be seen as supplementing, not replacing, the funds allocated for book acquisition in their annual operating budgets.  - 58 - ANNEX 10 Page 2 of 2 4. Library Staff Training. To improve library efficiency the project will support training of a substantial percentage of library staff as in Attachment 2. Courses will be managed on a regional basis by each of five universities. Two foreign experts will be contracted to assist in courses in the application of new technologies to library management. The results of these training activities will be disseminated through, inter alia, regional networks of library staff.  CHINA EFFECTIVE TEACHING SERVICES PROJECT TABLE ON>L LIBRARIES STOCK FACLITIES AND STAFFING NAK4 E OF | IN STS ST UDENT S T EAGHINGESSR iiBRARY ST A i F; STUDENIT S; READING READS/ PL ADING PL BOOKS FOREIGN BOOKS STUDENT B'OKS Ti-ACI1ER BOOKS PER PROVINCE - STAFF _ STAFF LID STAFF LID STAFF PLACES PER STUDEN __ LANG BKS PER STU PER FLBK PER TE.ACH PER FLBK LIB STAFF SICHUAN IS 29,908 3.422 8 74 484 7 07 61 79 7807 0 26 4,616.000 196 154 34 152 59 I,341n I2 17 46 9,53719 SSHANDONG 14 20,873 3,619 577 434 834 4809 5,160 025 4.589.000 294 21985 71 00 1,26803 1231 10.57373 JIU1 5 8.723 1.742 5 01 203 8 58 42 97 2J136 0 24 1,476,000 120 169 21 7269 847 30 14 52 7.270 94 GUANDONG 7 8.921 1.091 8 18 172 6 34 51 87 3.342 0 37 1,529,000 68 171 39 131 19 1,401 47 16 04 8.809 53 JIANGSU 8 15,119 2,087 7 24 274 7 62 55 18 2.723 0 18 3.477,000 230 229 98 65 73 1,666 03 9 07 12.609 78 JIANGXI 8 14.936 1,995 7 49 275 725 54 31 4.640 0 31 2.312,000 98 154 79 152 41 1.158 90 20 36 8.407 27 iLIAONING I 6 9.603 1,675 5 73 182 920 52 76 2,322 0 24 1.614,000 183 169 07 52 48 963 58 9 15 8.868 13 AN UI 9 11,653 1.816 6 42 226 8 04 51 56 2,116 018 1,734.000 0 148 80 ERR 954 85 ERR 7.672 57 HEBEI 10 13,604 1,976 6 88 295 G70 46 12 3,041 0 22 2.951,000 163 216 92 83 46 1,493 42 12 12 10,003 39 UI HEILONGJIANG 6 9,198 1,431 643 159 900 5785 1,670 018 1,453,000 0 15797 ERR 1,01537 ERR 9.13836 .0 HENAN 12 22,724 3.556 6 39 455 702 49 94 4,299 0 19 4,478,000 277 197 06 82 04 1,259 28 12 84 9,841 76 FUJIAN I 8 80.02 1,336 6 59 106 7 10 47 32 2.416 0 27 1,569,000 136 178 25 64 72 1,174 40 9 82 8.435 48 GUANGXI 9 12.091 1,834 6 59 237 774 51 02 3,104 0 26 2,487,000 0 205 69 ERR 1.356 05 ERR 10.493 67 HAINAN 2 2.696 402 6 71 54 744 49 93 598 0 22 473,000 31 175 45 86 97 1,176 62 12 97 8.759 26 NEIMENGGU 5 6,322 1.213 5 21 165 735 38 32 2,484 0 39 1,018,000 188 161 02 33 63 839 24 645 6.169 70 TOTAL 124 195,173 29.195 6 69 4,367 6 69 =4469 47,938 0 25 _35.776.000 1984 18330 9837 1,22542 _1472 ,19209 A 21ibrary wk I rjQ  CHINA EFFECTIVE TEACHING SERVICES PROJECT Annual I n-Coun try Tra I n ina PI an Plor. L I brary S tafr Proposed Ef f ec t i ve Teach i ng Serv i ces Proj ec t August. 1992. llo hlim of Seminars Timins post Number of Provinces ______________________ ~~Parti c ipantis III Library Directors IJI Second ball of J993 E8st Chila Normal Unlv. 42 Jiangsu. Pujian, Henan, Shandong 112 First hail of 1994 East China Normal UnIv. 41 Jiangai, Anhui, Guangxl, llebei, laner Mongolia 103 Second hall of 1994 Bail China Normal Univ. 41 SIchun Guengdong, llamnan ______________ ___________ il~~~eilongliang, Liaoning. .illin 200 Collection/Development Cataloging 20I Second hail of 199J NanJin VninorsilY 42 Jiangsu, Fujian, Henan, Shandong 202 First half or 1994 Sichuan University 41 Slchu:s; Gusngdong. lIlniT in _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ I__ _ _ _ _ ,__ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ BeI lo glo n . L im nnin J i l 203 Second hall ol 1994 Dallan Unly. of Technology 41 Jlangxi, Anhul, Cuangxi, Hebei, Innor Mongaolla 300 Reader ServiceI 301 Second hall 1993 Manlnsg Unlversity 42 Jiangsu, Fujian, lienan, Shandong 0 302 First hail ot 1994 Sichuan University 41 Sichuan Cuengdong. llaina, __________________ ______________________ Il~~~~~~ello ngllang . Lia0oning, Jilin 303 Second helf of 1994 Dalian Univ. of 7echnology 41 Jlangal, Anhui, Cuangxl, llebei, Inner iongolis 400 Librare automaIion (long term m n rs) 401 1993 Chon vdu .ln1v of Science 62 Jiangal. Anhul, Cu.n.don B ainan, and 1___h__l__ Llaeln Jilln, Oel ong lang 402 1994 Chongdu Univ. o1 Science 62 Jlangsu, Shandong PuJ In, Henan, and Technology 51chusn, Innor Mongolia 500 Overseas Study lour 1993 Equipment and Facilltlet Supplies Department of SEdC - N~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~C l~ ~ ~ ~ ~ ~ ~ ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~r  - 61 - ANNEX 11 Page 1 of 12 CHINA EFFECTIVE TEACHING SERVICES PROJECT TECHNICAL ASSISTANCE SUMMARY The following is a description of the technical assistance activities under the Effective Teaching Services Project. Data for this Annex are taken from reports presented by various units of the SEdC. These data, as well as unit costs for each activity, were discussed in detail with SEdC staff and represent understandings between the appraisal mission and the SEdC as to the range, scope and scale of technical assistance activities to be supported by the proposed project. Detailed terms of reference are included in the project file. Note: All study tours are of three weeks duration I. INSTITUTIONAL ELEMENT A. Instructional Equipment - Training 1. Laboratorv Directors - 740 participants two training seminars, four and one months in duration 2. Laboratory Technicians - 760 participants two training seminars, four and two months in duration 3. Laboratory Administrative Staff - 500 participants one training seminar of one month 4. Laboratory Directors Overseas Study Tour - 5 participants B. Library Materials - Training 1. Short-term Recurrent Staff Training - 372 participants one training seminar of 20 days 2. Long Term Staff Trainine - 124 participants one year training 3. National Seminars - 124 participants, 2 foreign experts (a) 2 7-day training seminars of 62 participants each (b) 2 foreign experts 4. Overseas Study Tour - 6 participants  - 62 - ANNEX 11 Page 2 of 12 C. Staff Upgrading - In country 1. Teaching Faculty - 5332 participants (a) entrusted post graduates 744 units for 3 years (b) assistant advanced study classes 1736 units for one year (c) key backbone teachers advanced study 248 units for one year study (d) domestic visiting scholars 124 units for one year study (e) short term training 2480 for one-half month 2. Administrative Staff - 868 participants (a) high level administrative staff- college presidents 124 units for one-half month (b) teaching administrative staff 248 units for one-half month (c) financial administrative staff 248 units for one-half month (d) high level laboratory and library management - Vice-presidents 124 units for one-half month D. Staff Upgrading - Overseas - 1. Teaching Faculty - 108 participants 108 teaching faculty one year overseas fellowships 2. Administrative Staff - 27 participants 27 administrative staff one year overseas fellowships  - 63 - ANNEX 11 Page 3 of 12 II. MANAGEMENT ELEMENT A. National Level Management Development - Training 1. Prolect Administration Staff Training Study Tours - 24 participants four overseas study tours of 6 participants each 2. National level staff training - a) one year overseas training fellowships for 8 SEdC staff from Planning, Finance and Teacher Training Dept. and FILO. b) training for SEdC end-users - Planning, Financial, and Teaching Training Departments (i) two 10 day in-country seminars for 20 staff persons participating in B.2.(a) and (b) below (ii) two overseas study tours of 7 participants each B. Provincial Level Management - Training and Specialist Services 1. SRecialist Services - 9 foreign experts nine foreign experts for in-country training seminars/workshops - two for each of B.2.(a), (c), (e), and three for (d) 2. Training - in country - 279 participants (a) two 10 day seminars for 60 provincial level planners and statisticians (b) two 10 day seminars for 124 institutional level planners and statisticians (c) (i) two 7 day workshops for 30 provincial level financial administrators (2 from each province), each participant both workshops  - 64 - ANNEX 11 Page 4 of 12 (ii) 2 Chinese financial specialists (d) (i) two 7 day workshop for 30 provincial level evaluation specialists (2 per province) (ii) one 7 day workshop for 23 national level evaluation specialists (iii) 9 Chinese evaluation specialists (e) one 10 day workshop for 35 provincial level administrators for facilities management 3. Training - Overseas and in-country - 30 participants overseas and in-country one year training for a total of 30 provincial level planners and statisticians C. Teacher Information System (TIS) - Training and Specialist Service 1. Institutional TIS Training - 744 participants 7 day seminars for 744 members of TIS staff of 124 institutions 2. County Level TIS Training - 1410 participants (a) 7 day computer operation seminars for 1128 members of 141 survey county level TIS staff (b) 7 day computer application seminars for 282 members of 141 survey counties TIS staff 3. Project Provinces Training - 165 participants (a) 7 day seminars of 2 members of each of the provincial TIS leadership staff (b) 7 day network seminars for 2 members of each of the provincial TIS staff (c) 7 day computer database seminars for 2 members of each of the provincial TIS staff (d) 15 day county database seminars for 2 members of each of the provincial TIS staff (e) 15 day basic education database seminars for 2 members of each of the provincial TIS staff  - 65 - ANNEX 11 Page 5 of 12 (f) 15 day higher education institution database seminars for 2 members of each of the provincial TIS staff (g) 21 day study tour abroad for 15 provincial level TIS staff 4. SEdC and EMIC Staff - 209 participants, 2 foreign experts (a) 200 staff weeks - at 7 days a week - TIS training for SEdC staff (b) international costs for SEdC training: (i) 2 foreign experts to assist in training of 200 SEdC staff in II.A.4.(a) above. (ii) 4 persons study abroad for one-half year (iii) 5 persons on one 3 week study tour abroad III, QUALITY ENHANCEMENT ELEMENTS A. Core Seminars - Five Seminars 1) Individual Seminars: a) Chinese participants from 15 provinces (200 total) b) Chinese Co-Chairmen (5 persons) c) International Co-chairmen (5 persons) d) Seminar Materials/costs e) Study Tour (10 persons) 2. Pilot Projects dissemination and research activities for each institutional support of each core seminar 3. Provincial level dissemination seminars 15 day seminars for a total of 1,250 participants from 15 provinces  CHINA EFFECTIVE TEACHING SERVICES PROJECT ANNUAL PLAN FOR OVERSEAS TRAINING One Year Overseas for Provincial Staff One Year Overseas One Year Overseas (Administration and One Year Overseas for College Faculty Management) for SEdC Staff Study Tours (1 Year ) C year) (l rear) 3 Weks Each 1993 -- -- 1* Laboratory DLrectors (5 participants) *National level menagement - 1 - (6 participants) *LLbrary Directors (6 participants) *Core Seminar Study Tour - 1 - (4 participants) *Core Seminar Study Tour - 2 - (2 participants) *Core Seminar Study Tour - 3 - (4 participants) 1994 -- 15 2- *Provincial Level TIS staff (15 participants) 3 *National level management - 2 - (6 participants) *Planning and Management - 1 - (7 participants) *National level management - 3 - (6 participants) 1995 30 -- 1* Natl. and prov. level TIS staff (5 participants) 3 *Planning and management - 2 - (7 participants) *National level anagement - A - (6 participants) 1996 50 15 2 ---- 1997 28 12 -- - TOTALS 108 42 12 79 three-week study tours p-tF *These are 1/2 year TIS positions  CHINA EFFECTIVE TEACHING SERVICES FROJECT ANNUAL PLAN FOR IN-COUNTRY TRAINING FOR TEACHING FACULTY Post Graduates Assistant Advanced DomeatLc Viitlng Key Backbone Short-term Total (3 years) Study Classes Scholars Teacher Class Training (1 year) (1 year) (1 year) (half month) 1993 248 496 40 62 496 1,342 1994 248 496 42 62 496 1,344 1995 248 496 42 62 496 1,344 1996 - 248 - 62 496 806 1997 - - - 496 496 0' TOTALS 744 1f 7321.iQ]480 321 -4| o - X X. _l4  EFFECTIVE TEACHING SERtVICES PROJECT ANNUAL PLAN FOR IN-COUNTRY TRAINING FOR MANAGEMENT Provincial. Level Institutional Facility Evaluation Financial SEdC Planners Planners Planners Maaemn Seminar Maaen Total aI cidi 1993 10 60 -53 - 123 bl E~~~~~~~~~~~lI4 1994 15 - 30 30 85 1995 10 124 35 -- 169 1996 - -- 30 30 1997 TOTALS 20 75 124 35 83 60 407 O Notes lI Seminars of 10 days duration kI Training of one year duration Si 23 seminars of one week duration plus 30 pairs of seminars one week duration each dli Pairs of seminars of one veek duration each >- i-  CHINA EFFECTIVE TEACHING SERVICES PROJECT ANNUAL PLAN FOR IN-COUNTRY TRAINING FOR TIS STAFF Provincial TIS Staff Traininx Country Basic Higher InstitutLonal Country Levei Center Network Database Education Education SEdC and EMIC TIS Traning 5TIS Training Directors Staff Staff Database Database Staff Total 1993 141 - 15 - - _ - 156 1994 372 423 - 15 - - - 50 860 1995 372 564 15 15 - 15 50 1,031 1996 - 282 - - 15 15 15 50 377 1997 - _ 15 - - 15 - 50 80 TOTALS 744 13410 30 30 30 30 200 2.504 'D Duration (days) 7 7 7 7 7 15 7 7 0Z  CHINA EFFECTIVE TEACHING SERVICES PROJECT ANNUAL PLAN FOR IN-COUiTRY TRAINING FOR ADMINISTRATIVE STAFF Teaching Flnancial Laboratory and College AdminLstrative Administrative Library National Llbrary Presidents Staff Staff Vice Presidents Seminars Total 1993 24 49 49 24 24 170 1994 25 50 50 25 25 175 1995 25 50 50 25 25 175 1996 25 50 50 25 25 175 1997 25 49 49 25 25 173 TOTALS 124 248 248 124 124 868 Duration (days) 15 15 15 15 7 i CD 'Ii O Q 0  CHINA EFFECTIVE TEACHING SERVICES PROJECT IN-COUNTRY TRAINING PLAN FOR LABORATORY STAFF MEMBERS Year 1993 1994 1995 1996 Province Administrative Total Sub-total Technicians Staff Sub-total Directors Technicians Sub-total Directors Technicians Directors Sichuan 418 106 46 60 89 44 45 135 44 91 88 Shandong 386 98 42 56 83 41 42 124 40 84 81 Henan 368 92 40 52 79 39 40 119 39 80 78 Hebei 264 67 29 38 56 28 28 85 28 57 56 Guangxi 245 62 27 35 52 26 26 79 26 53 52 Jiangsu 243 61 26 35 52 26 26 78 26 52 52 Jiangxi 225 57 24 33 48 24 24 72 24 48 48 Guangdong 210 53 23 30 45 22 23 68 22 46 44 Fujian 210 53 23 30 45 22 23 68 22 46 44 Liaoning 193 48 21 27 42 21 21 62 20 42 41 Anhui 193 48 21 27 42 21 21 62 20 42 41 Heilongjiang 175 44 19 25 38 19 19 56 18 38 37 Jilin 158 41 17 24 34 17 17 50 16 34 33 Inner Mongolia 123 31 14 17 26 13 13 40 13 27 26 Hainan 89 21 10 11 20 10 10 29 9 20 19 TOTALS 3500 882 382 500 751 373 378 1127 367 760 740 1. Timing: 4 months 1 month 4 months 4 months 4 months 2 months 1 month 0 Note: Above figures denote number of training seminars to be provided for 2000 participants  CHINA EFFECTIVE TEACHING SERVICES PROJECT IN-COUNTRY TRAINING PLAN FOR LIBRARY STAFF Number of Title of Seminar Triming Host Participants Provinces Library Directors (20 days) 124 Second half of 1993 East China Normal Univ. 42 Jlangsu, Fujlan, Henan, Shandong First half of 1994 East China Normal Univ. 41 Jiangxi, AnhI, Guangxi, Hebei, Inner Mongolia Second halt of 1994 East China Normal Univ. 41 Sichuan, Guangdong, Hainan, Heilongjiang, Llaoning, Jilin Collectlon/Development 124 Cataloging (20 days) Second half of 1993 Nanjing University 42 Jiangsu, Fujian, Henan, Shandong First half of 1994 Sichuan University 41 Sichuan, Guangdong. Halnan, Heilongjlang, Liaoning, Jilin Second halt of 1994 Dalian Univ.of Technology 41 Jiangxi, Anhi, Guangxi, Hebei, Inner Mongolia Reader Service (20 days) 124 Second half of 1993 Nanjing University 42 Jiangsu, Fujian, Henan, Shandong First half of 1994 Sichuan University 41 Sichuan, Guangdong, Halnan, Heilongjiang, Llaoning, Jilin Second half of 1994 Dalian Univ.of Technology 41 Jiangxl, Anhi, Guangxi, Hebei, Inner Mongolia Library Automation - 124 long term Training (one year) 1993 Chengdu Univ.of Science 62 Jiangxi, Anhui, Guangdong, Hainan, Z and Technology Liaoning, Jilin, Heilongliang o Z Hebei, Guangxl -, 1994 Chengdu Univ. of Science 62 Jiangsu, Shandong, Fujian, Henan, 0 and Technology Sishuan, Inner Mongolia  - 73 - ANNEX 12 Page 1 of 3 CHINA EFFECTIVE TEACHING SERVICES PROJECT Teacher Information Systems General 1. The project includes the equipment, civil works and software needed to make physical provision for teacher information systems (TIS) at the institutional, county, provincial and central levels. Computer hardware and peripherals, related equipment such as furniture and air conditioning, and software packages are provided in the project budget. Where civil works are provided for, they will be entirely funded from government sources. Data collection, software development for application to specific teacher systems and other activities utilizing the hardware and software thus provided will be the responsibility of the project institutions and the governments where the applications take place. The TIS will operate within the framework of the existing management information systems (MIS), though only the teacher information aspect will be supported by the project. It is understood, of course, that the hardware and software will in due course also benefit the operation of more general MISs as applied to education. Training will also be provided, as is described in the body of this report. 2. The TIS will be applied to all quantitative record-keeping, projections and accounting having to do with teachers. This may include, but need not be limited to, teacher supply, teacher loading, teacher qualifications, teacher assignment, time until retirement, pre-service and in- service training, and teacher salary records. Appropriate software applications will be developed to carry out this work, according to the location, administrative level and priority of the information use. This development will be coordinated by the MIC of SEdC and will be focussed on the needs of the end-users of the information, mostly at provincial levels and lower. The content and timing of all aspects of development of the TIS, including both hardware and software, will be subject to review, comment and agreement by the Association. Special attention will be paid to TIS development during project supervision missions. Institutional Level 3. Each of the 124 teacher training institutions supported under the project will have a TIS unit. The budget estimate for hardware and software is US$6000 per institution, covering equipment as follows: Microcomputer (2) Printer (2) Uninterruptible power supply (2) Software (2)  - 74 - ANNEX 12 Page 2 of 3 The total base cost for 124 institutions is therefore US$744 thousand. This is included in the project budget under the cost of instructional equipment. County Level 4. From the 15 projected project provinces, 141 counties have been selected as sites for TIS implementation. Each county will be provided with equipment and software to facilitate TIS development and maintenance. Because more immediate methods will not be required initially, TIS at the county level will use floppy disks for data exchange with normal college and provincial units. At county level, standard TIS provision will consist of one each of the following hardware: - Microcomputer - Printer - Uninterruptible power supply (UPS) Minimum technical specifications for the microcomputer will be: - 386DX 33 MHz - 4MB RAM (expandable to 16MB) - 80 MB hard drive - 1.44MB and 1.2MB floppy drives - VGA color monitor - Chinese character set supported 5. The initial plan was to use dot matrix printers, though laser printers are also being considered to yield better performance at greater cost. This substitution will depend on adequate Chinese character set support, sufficient budget and availability of suitable technical support at the county level. The decision will be made on a county-by-county basis. The need for UPS and power stabilization units should be confirmed and appropriate specifications developed. SEdC may wish to procure systems offering power conditioning and battery backup in the same unit. 6. The budget estimate for hardware and software at the county level is US$3000 per set. Some of the counties already have some or all of the equipment needed. A base cost of US$300 thousand has been used for project costing. Provincial Level 7. The Education Bureau of each project province will establish a TIS unit within its existing MIS. Provision of hardware and software for this unit will vary according to the size of the province and the level of its development. Provisional budget estimates have been made and are included in the Project File.  - 75 - ANNEX 12 Page 3 of 3 8. SEdC had earlier developed general specifications for a typical system configuration using a mixed environment combining host/terminal and client/server architectures. Based on recommendations made by the project preparation mission, however, it reconsidered in favor of the increased cost- effectiveness available from using client/server processing only. Rather than concentrating computer resources within the MIS group, a distributed LAN alternative will be used. A typical configuration will consist of three connected departmental LANs, for the finance, planning, and MIS sections of a provincial Education Bureau. Each LAN will include: a 486 50MHz server, with 12MB RAM, 1GB hard disk and tape backup; ten 386 client PCs; and three laser printers. Such a system will provide superior performance at lower budget than the original proposal. In addition, using, the client/server architecture, it will be possible to purchase the needed hardware and software in stages. The initial need will be limited, so a portion of the system could be purchased the outset, and the remainder in two or three years. The benefits available from this experience and from the rapid technical developments expected in the computer field could be used in the writing the specifications for the second procurement. 9. A total of US$3.25 million has been budgeted for hardware and software at the provincial level, based on the phased procurement of client/server architecture. A budget of US$0.95 million for supporting furniture and equipment is also included for a total of US$4.20 million base cost. Central Level 10. Based on a year-long study, SEdC concluded that it is uneconomic to upgrade its existing IBM-compatible mainframe installed in 1985, and plans to move to a new "open systems" environment. General specifications for the central TIS at SEdC headquarters have been prepared based on the client/server architecture discussed above for the provincial case. Servers equivalent to but generally more powerful than those at the provincial level will be used. Technical specifications were developed during project appraisal and are included in the project file. The total cost for hardware and software is estimated at US$1.40 million. A budget of US$0.27 million for supporting furniture equipment is also included for a total of US$1.67 million. Summary 11. The current estimated cost of all TIS components is therefore: Teacher training institutions (124) US$0.74 million Counties (141) 0.30 Provinces (15) 4.20 Central 1.67 TOTAL US$6.91 million of which US$6.17 million is budgeted under the management element of the project and US$0.74 million under the institutional element.  ANNFX 13 - 76 - Page 1 of 5 CHINA EFFECTIVE TEACHING SERVICES PROJECT TEACHING METHODOLOGY CORE SEMINARS Summary l. The objective of these seminars will be the development of best Chinese and international teaching methods and practices appropriate to the Chinese reality, with a primary focus on innovative teaching methodologies and a secondary focus on subject area curricular materials. There are five seminars covering English, mathematics, biology, physics and chemistry teaching. There will be approximately 200 participants trained at the national level and some 1250 at the provincial level. Funds will also be provided to support two pilot programs connected with each seminar, to experiment with the ways of disseminating widely the ideas and practices developed in the seminars. Participants in the national level seminars will become instructors in the provincial level seminars and will be expected to produce teaching and other materials for them. The national level seminars will 'Se led by a small number of highly qualified international and Chinese experts. 2. Each seminar will be preceded by an international study tour for the Chinese instructors, in order to examine best practices in the relevant teaching methodologies. The Chinese study tour participants will be hosted abroad by the international instructors with whom they will jointly teach the seminar. 3. Each of the national level seminars will be held in a different SEdC-administered normal university. Each project province will send two or three participants, who will then become instructors at the provincial level dissemination seminars to be held at project-supported normal colleges. The latter institutions have been chosen because of their efforts to innovate, experiment with and introduce new teaching methods. 4. Additionally, some normal colleges will be chosen as pilot projects to carry out research and further testing of teaching methodology. These institutions will need to commit substantial staff and institutional resources to this work, for which they will be compensated by the project. (see criteria for selection in Para 10 below) 5. The Teaching Methodology Core Seminars have been developed during discussions among the mission, the SEdC and the Chairman of the Innovation Advisory Group (IAG). The appraisal mission confirmed with the SEdC and the IAG the component's objectives, scope and scale as outlined above, and discussed implementation in some detail. Implementation of the Core Seminar component of the project will be the responsibility of the SEdC, the Provincial Education Commissions (PEdC) and the IAG.  ANNEX 13 - 77 - Page 2 of 5 6. At the time of appraisal, the mission was informed that the SEdC has: (i) working with the IAG, selected the five Chinese normal universities which will host the national level seminars, and the 10 pilot project institutions which will carry out research on the teaching methodologies developed during the Core Seminars; (ii) utilizing existing institutional twinning linkages between these Chinese normal universities and foreign institutions, selected appropriate international co-chairmen for the national seminars; (iii) developed plans to send the Chinese co-chairmen abroad in teams or individually to study teaching methods and meet with the international co-chairmen to plan the seminar; and (iv) utilizing the IAG, established a process to monitor the implementation of the national level seminars and oversee the regional dissemination courses as well as the 10 dissemination pilot projects. National Core Teaching Methodology Seminars 7. At appraisal, the mission, the SEdC and the IAG agreed to the following institutional hosting responsibilities for the national level core seminars, the dates of the seminars and the appointment of the two co- chairmen: Teaching Methodolozy Subject Locatio Date (proposed) A) Teaching of English East China Normal University 4/95 Shanghai Chinese Co-chairman - Professor Huang Yuanshen International co-chairman - Professor John Sinclair (proposed) Birmingham University England B) Teaching of Mathematics Central China Normal Univ. 5/95 Wuhan, Hubei Province Chinese Co-chairman - Professor Liang Zhaojun International Co-chairman - Professor David Singmaster (proposed) Southbank University London, England C) Teaching of Biology Northeast Normal University 7/94 Changchun, Jilin Province Chinese Co-chairman Professor He Mengyuan International Co-chairman Professor B. Harvey (proposed) Saskatoon University Canada D) Teaching of Physics Nanjing Normal University 9-10/94 Nanjing, Jiangsu Province Chinese Co-chairman - Professor Liu Bingsheng International Co-chairman - Professor Dr. D.K. Nachtigall (proposed) Dortmund University Germany  -78 -ANNEX 13 Page 3 of 5 E) Teaching of Chemistry Beijing Normal University 5/94 Beijing Chinese Co-chairman - Professor Wu Guoqing International Co-chairman - Professor W.T. Lippincott (proposed) University of Arizona United States of America 8. Upon completion of the 5 national seminars, participants will return to their own province as lecturers in provincial-level dissemination seminars. They will be responsible for producing materials for these provincial-level seminars as well as distribute materials produced at the national level seminars. Provinces with a small number of project-supported normal colleges may join with adjoining provinces to give these seminars. Evaluation of Seminars 9. Evaluation will be an integral part of seminar implementation. Each seminar will be evaluated using questionnaires administered to participants. The organizers will be encouraged to gather participant's reactions and will test their learning gains. Furthermore, papers presented at the seminars will be published for wider consideration and comment. Pilot Institutions 10. During appraisal, the mission, the SEdC and the IAG agreed on the criteria to choose the pilot institutions for the regional dissemination of and further research on the teaching methodologies. These criteria are: a) The pilot institution must be a project-supported normal college or university possessing of appropriate faculty size and scale of teacher training. The population in the area served by the institution must be over 6 million, the enrollment over 1,500, and the size of the school (number of teaching classrooms, library holdings, etc.) must have reached the criteria set by the SEdC for normal colleges. b) The pilot institution must have sound academic and administrative leadership, and must has already set definite academic development and teacher training reform targets. c) The pilot institution must have a senior teaching staff of sufficient academic rank and research experience to carry out the task of regional dissemination and study of the new theories presented in the national seminars. d) The pilot institutions must have already carried out research and obtain results in ares of academic reform.  - 79 - ANNFX 11 Page 4 of 5 11. The pilot institution portion of this activity will be supervised and managed by the PEdCs. The pilot institution activity will use the following procedures: a) Within three months of the core seminars and under the guidance of the Chinese co-chairman of the specific core seminar for which they are responsible, each pilot institution will submit an action plan to the appropriate PEdC and the SEdC for approval outlining their plans for regional dissemination courses and research on the new teaching theories presented at the core seminars, along with a budget for carrying out these activities. The budget for the pilot institution's activities will be supported from the project's Innovation Fund and will total not more than US$ 10,000. Upon approval of the action plan by the PEdC and the SEdC, 70% of the proposed and approved budget will be allocated to the pilot institution. b) During the implementation of the pilot project, SEdC/FILO, the Teacher Training Department of the SEdC, the PEdCs and the IAG may organize supervision missions to visit the pilot institutions in order to provide guidance to the pilot institution's project-supported programs. c) Each year the pilot institution will submit an annual progress report to the local PEdC, SEdC/FILO and the IAG. d) Upon completion of the pilot institution's activities (which must be completed by the end of the overall project) the institution will submit a final evaluation report. The SEdC will organize visits to assess the results of the pilot institution's activities, and if the results of such the assessment are positive, the remaining 30% of the budget will be allocated to the pilot institution. 12. During appraisal, the SEdC and IAG submitted and the mission approved the following names of institutions which will be pilot institutions: 1) Baicheng Normal College, Jilin Province - Chemistry 2) Linyi Normal College, Shandong Province - Mathematics 3) Liuan Normal College, Anhui Province - English 4) Yancheng Normal College, Jiangsu Prov. - Physics 5) Nanyang Normal College, Henan Province - Chemistry 6) Langfang Normal College, Hebei Province - Biology 7) Jiujiang Normal College, Jiangxi Prov. - Mathematics 8) Foshan University, Guangdong Province - English 9) Yulin Normal College, Guangxi Province - Physics 10) Chongqing Normal College, Sichuan Prov. - Biology  ANNEX 13 - 80 - Page 5 of 5 Chinese Co-chairmen International Study Tours 13. In the first half of 1993, the Chinese Co-chairmen of the five core seminars and members of the IAG will make three study tours to North America, the United Kingdom and Germany to meet with the International Co- chairmen of the seminars. During these visits the study tours will examine the teaching programs and teaching methodologies in the host countries. The primary task of the study tours will be to allow the pairs of seminar co- chairmen to determine the teaching methodologies to be introduced, the study and reference materials to be prepared, and the procedures to be used at each of the core seminars. 14. Upon return from abroad, the Chinese co-chairman will complete organization of the core seminars and produce detailed teaching materials for the seminars. It is expected that 600 copies of the teaching plans for each subject will be prepared and printed before the seminars are given.  - 81 - ANNEX 14 Page 1 of 5 CHINA EFFECTIVE TEACHING SERVICES PROJECT OPERATING CRITERIA FOR THE INNOVATION PROGRAM UNDER THE PROJECT PURPOSE 1. To provide support for independently initiated activities which will operationalize potentially fruitful ideas which lie within the Chinese teacher training system, especially through promoting reform in teacher training institutions and improving the quality of middle school teaching and teacher training. CRITERIA 2. Eligible Institutions. Proposals for innovation activities may be put forward by: institutions which receive support under the present project; institutions within the 15 provinces of the present project which were previously assisted by Bank Group education projects; agencies associated with education bureaus of the 15 proJect provinces; and departments of and agencies associated with the State Education Commission (SEdC). 3. Eligible Topic Areas. Curriculum reform or experimentation; new or revised teaching methodologies; laboratory instruction techniques; development of teachers' professional skills; investigation of lower middle school student learning characteristics; experimental courses, including those with increased vocational content; education regarding environment, population or natural resources; educational psychology and pedagogy; enhancement of student ability to solve real world problems; improved utilization of laboratories and libraries, including extended and individual laboratory usage; laboratory scheduling and management of equipment use; use of computer information systems for equipment management; applications of audio-visual methods; utilization of computers in teaching; education of minorities, disabled, or exceptional students; teaching for rural areas; expanded opportunities, inducements and methods in the education of women; reforms in content and delivery of examinations; reforms in administration and management of teacher training institutions; applications of statistical information to teacher system management; combinations of in-service, with pre-service teacher training; other reforms in teacher training operation; and other activities, on an individual basis, consistent with the objectives of the Project and acceptable to the Association.  - 82 - ANNEX 14 Page 2 of 5 4. Eligible Expenditures. Equipment and consultant services and training (including research studies, experimental programs and pilot activities). See below for types of disbursement which qualify and percent of reimbursement. PROCESS 5. The Innovation Assessment Group. Operation of the innovation program will be the responsibility of an Innovation Assessment Group (IAG) set up by the SEdC. The IAG will: solicit proposals; evaluate proposals and select activities for funding; supervise progress of those activities; evaluate their results; report on the status of the innovation program; and made recommendations for dissemination of selected results. 6. Selection of Activities. Activities to be recommend for funding will be selected by review of applications, by field visits of IAG members to selected sites, and by subsequent discussion and secret vote. A majority vote will be deemed sufficient for selection. The following guidelines will be used in selection of activities for funding: The activity must be in conformity with the principles of teacher training and teacher training reform of the SEdC. The activity must promise to provide information potentially beneficial to the development of teacher training. The activity must: take steps toward positive solution of existing problems; be applicable in a context beyond that of the proposing institution alone; and have characteristics which are lacking in similar proposals. The proposing institution must be able to provide the necessary manpower, facilities and counterpart resources to carry out the activity successfully. The part of the cost of the activity to be paid by the Project should not exceed US$50 thousand equivalent. Unnecessary overlaps between activities should be avoided, and a reasonable balance among provinces and regions should be sought. By December 31 of each year of the Project (but not so late that the proposed activity cannot be completed by the Closing Date), the IAG will submit to the Association for its review and approval a list of new proposed activities. The Association will provide comments by March 1 of the following year. If no reply is received by that time, the list will be considered approved. The proposed activities for the first year of the project will be submitted to the Association no later than the date of project effectiveness, and the Association will provide comments within two months of their receipt.  - 83 - ANNEX 14 Page 3 of 5 7. The following information will be provided to the Association for each proposed activity: its title; the name and location of the institution proposing it; a brief summary description; the eligible topic area or areas which it covers; a justification in terms of its innovative nature; its likely duration; expected results and proposed measures of outcome; and a summary of costs to be covered by the project and by the host institution. 8. SuRervision and Reporting. During the implementation of the program, the IAG will monitor the progress of each activity by means of periodic reports sent by the participating institutions and agencies, and by field inspections by IAG members as deemed necessary or appropriate. The annual reports will be summarized into a report of the program as a whole and sent annually to the Association along with the progress report for the Project as a whole. Members of supervision missions sent by Association to review progress of the Project will be permitted to visit activity sites at their discretion. 9. At the conclusion of each activity, an appraisal of results will be made by the IAG and a summary sent to the Association. This will include confirmation of timely implementation, that the budget was spent according to the proposal, and the degree to which objectives were achieved according to expected and actual outcomes of the activity. The IAG will report especially good results to the SEdC with recommendations for dissemination, further action and possible reward. The Association will review and comment on these through the overall reporting process established for the project. DISBURSEMENT 10. Disbursement of project funds for the innovation program will be at 85% against purchases of equipment and at 100% against expenditures for consultant services and training. Expenditures for purchase of equipment will be documented according to the Bank Group's guidelines for withdrawal of proceeds. Reimbursement for expenditures for consultant services and training (those not subject to prior review by the Association) will be made on the basis of statements of expenditure to be certified by FILO, and may include (but need not be limited to) such things as fees, travel, subsistence, meetings, printing and expendable materials. 11. The institution carrying out each activity will provide counterpart support through the provision of personnel, facilities, existing equipment, institutional support, and 15 percent of the cost of equipment purchase, inter alia. OTHER IAG ACTIVITIES 12. The IAG will also provide technical advice for provision of equipment and consultant services and training for the pilot institutions selected in connection with the teaching methodology core seminars under  - 84 - ANNEX 14 Page 4 of 5 the Project. In so doing, procedures and criteria similar to those above will be used, except that the institutions themselves will have been pre-selected. COMPOSITION OF THE IAG 13. The initial composition of the IAG is as follows. Leader Tu Guohua Professor of Physics and Vice-President Nanjing Normal University Deputv Leader Wang Yongchao Professor of Biology Beijing Normal University Members Yang Jiexin Associate Professor of Physics East China Normal University Lan Baochun Associate Professor of English Linguistics and President Huanggang Teachers College, Hubei Province Lin Qiqing Deputy Division Chief Division of Teachers Colleges and Normal Universities, SEdC Wang Xiaoqing Deputy Director, Project Division Foreign Investment and Loan Office, SEdC Secretary Sun Sangen Director of the Laboratory Management Office, Nanjing Normal University (plus another to be decided)  - 85 - ANNEX 14 Page 5 of 5 Changes in membership or addition of members will be made with the agreement of the Association. Efforts will be made to find qualified members with experience in teacher training for the lower middle school level 14. A secretariat for the IAG will be set up at Nanjing Normal University. Sufficient resources from the Project, the University and the SEdC will be provided so that the secretariat and the IAG itself will be able to carry out the activities prescribed for them.  - 86 - ANNEX 15 Page 1 of 3 CHINA EFFECTIVE TEACHING SERVICES PROJECT PERFORMANCE MEASURES FOR PROJECT IMPLEMENTATION These measures will be used to assess the achievement of project objectives in terms of the delivery of project inputs and the resultant changes in teacher training practice. In some cases, quantitative targets are used (e.g., number of new volumes supplied to libraries), and in others rate of improvement will be measured (e.g., increase in number of hours taught, or in percent of qualified staff). The general and the institutional measures will be applied at three levels: individual teacher training institutions, participating provinces, and the project as a whole. The management goals will be applied to participating provinces and the project as a whole. The quality enhancement goals relate only to the project. Target for Measure 6/30/98 GENERAL GOALS Percent of qualified increase of 10% (Institution, teaching staff in lower over present level Province and middle schools Project level) Rate of female graduation increase the number from middle school of female graduates teacher training so as to reduce by institutions 20% any present deficit below 50%. Average weekly hours taught by full time lower increase of 10% middle school teacher over present level training faculty Percent of lower middle school teacher trainees 60% of trainees in studying to qualify in each project more than one subject province  - 87 - ANNEX 15 Page 2 of 3 INSTITUTIONAL ELEMENT (Institution, Province and Project Level) Instructional Equipment Percent of prescribed 100% experiments performed Percent of equipment 100% operational with full supply of consumables and adequate budget for spares Percent of science course 25% time devoted to laboratory work Hours per week for which 75% over present Laboratories are open number Library Materials Additional volumes 3000 volumes per supplied to libraries college Library book collection 200 per student Libraries open 70 hours 100% of libraries weekly or more Libraries with open-shelf 80% of libraries policy Staff Upgrading Percent of planned 100% of programmed training program carried trainees out 100% of programmed training duration MANAGEMENT ELEMENT (Province and Project Level) National Management Percent of planned 100% of programmed Development training program carried trainees out 100% of programmed training duration  - 88 - ANNEX 15 Page 3 of 3 Provincial Management Percent of planned 100% of programmed Development technical assistance trainees program carried out 100% of programmed training duration Teacher Information National level equipment 100% operational System Provincial level 100% operational equipment Provincial/National data 100% operational links Percent of planned 100% of programmed technical assistance trainees program carried out 100% of programmed training duration Teacher information being According to agreed supplied on regular basis timetable QUALITY ENHANCEMENT ELEMENT (Project Level) Core Seminars National Seminars 5 seminars 200 participants Regional Seminars All seminars completed according to plans 1250 participants Pilot Programs Two programs in each of 10 programs carried five subjects out Innovation Programs About 150 innovative and All activities developmental activities approved and funded 90% of activities positively evaluated  - 89 - ANNEX 16 Page 1 of 3 CHINA EFFECTIVE TEACHING SERVICES PROJECT Monitoring and Evaluation Scheme Rationgle 1. Efficient monitoring and evaluation is acknowledged as being a critical element in project design. It may be used to assess the effectiveness of the implementation of project components, to gauge short term project impact, and to investigate the long term effects of targeted investments in educational innovations. Good project evaluation is transparent and measures the achievement of both technical and policy objectives. This project will incorporate routine project monitoring and evaluation coupled with the trial and modification of a more permanent evaluation system. All administrative levels will be informed of the project targets and will be fully involved in monitoring and evaluation activities. Institutional Arraneements and Procedures 2. Institutional Involvement. Within the State Education Commission (SEdC) the Foreign Investment and Loan Office (FILO) will take the lead in project monitoring and evaluation. FILO will collaborate with the Management Information Center (MIC) and Teacher Services Department (TSD) and other appropriate SEdC departments to devise means of collecting and processing relevant data and to develop an impartial evaluation system. Each collaborating department will assume overall responsibility for collecting, collating and evaluating appropriate data. In doing this they will rely on appropriate SEdC divisions, the Provincial Education Departments (PED) and the Teacher Training Institutions (TTI) for initial raw and aggregated data. 3. Procedures. The first most crucial step in the process is the establishment of an evaluation group comprising representatives from each of the relevant departments together with local experts. The group will be responsible for overseeing and improving evaluation within the current project and for establishing a permanent evaluation system for subsequent programs and projects. 4. When the evaluation group has delineated data requirements and procedures for their collection, collation and analysis, a seminar will be held for provincial representatives of the credit leadership group who will be informed of what data are required, when they should be available, how they should be presented, the channels for their submission, how they will be used, and, importantly, what feedback might be expected. During the seminars reporting requirements will be outlined. These will include annual progress  - 90 - ANNEX 16 Page 2 of 3 reports by the TTIs that will be submitted to SEdC through the PEDs. Since effective monitoring begins early in project implementation, the provincial seminar should be held shortly after project effectiveness, probably during the second half of 1993. This will allow provinces sufficient time to inform he TTIs who will appraise staff of their responsibilities. 5. Data will be collected, aggregated and reviewed throughout the project. Some may be submitted in the annual reports. Others will be acquired during on site visits by PED and SEdC staff. 6. A key point in project implementation is the mid-term project review. At this stage two important questions will be asked. The first, concerns the status of implementation of the current project; while the second looks at the effectiveness and possible broader application of the monitoring and evaluation model being applied. At this decisive point a workshop involving international personnel will be held to review project status and to critique the monitoring and evaluation system including proposals on ways to make it more effective and efficient. Seminar participants will include Chinese and international education evaluation experts, and the World Bank. It could usefully be arranged by the EDI. An appropriate time for this seminar is mid-1996. 7. The final step in project monitoring and evaluation will take place upon project completion when a full report will be compiled of project inputs, processes and impacts. At this stage it will be possible to describe the model monitoring and evaluation system to be used in assessing the systemic effects of educational investments and innovations. Data Reauirements and Processine 8. Reguirements. The monitoring of this project is complex since it involves institutions at three levels (four, including the lower middle schools (IMS)), three major components with nine sub-components, and a variety of material and non-material inputs. Consequently, the questions to be asked may be classified under several headings. These include measures to evaluate implementation at each institutional level, each project component and, what might be termed, 'bridging' activities under the project such as procurement and technical assistance/training. 9. An acceptable educational evaluation model that is gaining increasing credibility is one that extends the traditional input-output production model to include processes and outcomes thus: Input-Process- Output-Outcome. In practice, in the context of a project, this model requires modification because human resource development is a long term process and project duration is usually too short to produce results among the ultimate  - 91 - ANNEX 16 Page 3 of 3 target group. For example, in this project, it is probable that there will be observable changes in the way normal college lecturers present their materials but it is only barely possible that this will reflect in better teaching in the lower middle schools within the life of the project. It will certainly not result in better achievement among LMS students within five years. However the possibility of improvements at the school level must not be denied as they are among the intended long term project objectives. So the evalua- tion scheme to be used sets out to assess the impact of the project upon the TTIs and develops a model for assessing the ongoing long term impact of the project in the LMSs. 10. Two overlapping evaluation models will be used. The first, project evaluation, will involve monitoring project inputs, the efficiency with which these are used, and how they impact upon delivery within the education system (or operational quality). The latter model for more long term application would add considerations of outputs (improvements in achievement) and outcomes (applications) in TTIs and LMSs. 11. Several 'levels' of data will be gathered. They include basic numeric data on project inputs such as funding, equipment, books, and training; evidence of how these inputs are being utilized in terms of quantitative efficiency showing, for example, that more students have access to science equipment and books, library hours are extended to accommodate more students, and teaching staff are better distributed; and evidence of how these inputs are impacting on the system qualitatively so that, for example, normal college lecturers are applying a wider range of teaching methodologies and management practices are responding to institutional and systemic change. The last category could include evidence of the impact on newly trained teachers entering the LMSs with data being gathered from observations of newly appointed and long-serving teachers. 12. Procedures. During the seminar described above data requirements listed by the SEdC evaluation group will be made available to the provinces for both them and the TTIs. In the interests of uniformity data sheets are recommended. From the time of project effectiveness records will be kept at each administrative level. Data from the institutions will be sent from the college credit office through the provincial credit leadership group (where it will be aggregated if necessary) onto the SEdC. Here, further aggregation and analysis will take place. Development of this work could be considered as an area of funding by the IAG. Targets 13. Targets for each project sub-components are given in Annex 15. More may be added after the deliberations of the evaluation group.  CHINA EFFECTIVE TEACHING SERVICES PROJECT PROJECT BASE COSTS (US $ Thousands) 1993 1994 1995 1996 1997 1998 Total INSTITUTIONAL ELEMENT Facilities Upgrading 15596.7 23395.0 23395.0 15596.7 0.0 0.0 77983.4 Instructional Equipment 5654.0 52425.6 19975.4 18498.4 2293.3 1224.4 100071.1 Library Development 63.3 1247.0 1994.3 1949.5 1949.5 779.5 7983.1 Staff Upgrading 229.1 483.6 1057.6 1389.3 815.4 229.1 4204.1 Sub-Total 21543.1 77551.2 46422.3 37433.9 5058.2 2233.0 190241.7 MANAGEMENT ELEMENT National Mgmt Development 73.6 120.6 103.1 0.0 0.0 0.0 297.3 Provincial Mgmt Development 26.1 177.1 97.8 47.2 56.2 0.0 404.4 Teacher Information System Central 190.2 1007.5 569.5 3.7 2.5 0.0 1773.4 Province&County 591.4 3133.7 1771.5 11.6 7.6 0.0 5515.8 Sub-Total 881.3 4438.9 2541.9 62.5 66.3 0.0 7990.9 QUALITY ENHANCEMENT ELEMENT Core Seminars 51.8 64.9 183.0 118.2 0.0 0.0 417.9 Pilot Programs 0.0 0.0 51.9 0.0 0.0 22.3 74.2 Innovation Prograrr, 832.5 1665.0 1665.0 560.0 560.0 280.0 5562.5 Sub-Total 884.3 1729.9 1899.9 678.2 560.0 302.3 6054.6 o '- TOTALS 23308.7 83720.0 50864.1 38174.6 5684.5 2535.3 204287.2 1  CHINA EFFECTIVE TEACHING SERVICES PROJECT PROJECT COSTS INCLUDING CONTINGENCIES (US $ Thousands) 1993 1994 1995 1996 1997 1998 Total INSTITUTIONAL ELEMENT Facilities Upgrading 18217.2 28965.4 30703.3 21697.0 0.0 0.0 99583.0 Instructional Equipment 6604.0 63037.9 25423.4 24755.0 3313.9 1873.3 125007.5 Llbrary Development 72.1 1485.3 2496.8 2568.6 2697.3 1133.7 10453.7 Staff Upgrading 267.6 598.8 1326.9 1810.4 1141.8 358.1 5503.5 Sub-Total 25160.9 94087.4 59950.4 50831.0 7152.9 3365.1 240547.7 MANAGEMENT ELEMENT National Mgmt Development 81.5 137.7 122.6 0.0 0.0 0.0 341.8 Provincial Mgmt Development 29.4 207.5 119.3 58.9 72.8 0.0 487.9 Teacher Information System Central 217.2 1201.6 712.9 5.0 3.4 0.0 2140.1 Province & County 675.5 3737.5 2217.4 15.6 10.6 0.0 6656.6 Sub-Total 1003.6 5284.2 3172.2 79.5 86.8 0.0 9626.3 QUALITY ENHANCEMENT ELEMENT Core Seminars 57.4 77.2 236.3 164.4 0.0 0.0 535.3 Pilot Programs 0.0 0.0 66.5 0.0 0.0 33.6 100.1 Innovation Program 833.1 1666.7 1667.2 562.8 563.4 282.0 5575.1 Sub-Total 890.5 1743.9 1970.1 727.1 563.4 315.6 6210.5 TOTALS 27054.9 101115.6 65092.7 51637.6 7803.1 3680.6 256384.6  CHINA EFFECTIVE TEACHING SERVICES PROJECT PROJECT ELEMENT BY SUMMARY ACCOUNT (RMB Yuan Thousands) Project Element Physical Price Quality Contingencies Contingencies Institutional Management Enhancemnt Total % Amount % Amount SUMMARY ACCOUNT Civil Works/Facilities 422670.0 3816.0 0.0 426486.0 8.0 34118.9 19.7 83862.6 Equipment/Materials 500140.0 33865.0 0.0 534005.0 8.0 42720.4 17.1 91214.6 1 Specialist Services 104.0 593.0 342.0 1039.0 8.0 83.1 8.5 87.8 p In-country Training 22485.0 1720.0 1642.0 25847.0 8.0 2067.8 24.9 6438.3 1 Overseas Training 9296.0 3317.0 281.0 12894.0 8.0 1031.5 13.4 1722.6 Innovation Program Equipment 0.0 0.0 19171.0 19171.0 0.1 16.1 0.3 49.7 Cons. Serv. & Trg. 0.0 0.0 11379.0 11379.0 0.3 32.2 1.0 111.8 Insurance/Freight 76415.0 0.0 0.0 76415.0 8.0 6113.2 16.6 12698.0 Total BASE COSTS 1031110.0 43311.0 32815.0 1107236.0 7.8 86183.2 17.7 196185.4 Physical Contingencies 82488.8 3464.9 229.5 86183.2 Price Contingencies 190169.8 5399.6 616.6 196186.0 7.4 14528.5 Total PROJECT COSTS 1303768.6 52175.5 33661.1 1389605.2 7.2 100711.7 14.1 196185.4 of Which: Taxes 0.0 0.0 0.0 0.0 0.0 0.0 Foreign Exchange 244762.1 25140.7 9543.0 280124.9 7.2 20106.6 o 0  CHINA EFFECTIVE TEACHING SERVICES PROJECT SUMMARY ACCOUNTS BY YEAR INCLUDING CONTINGENCIES (RMB Yuan Thousands) 1993 1994 1995 1996 1997 1998 Sub-total SUMMARY ACCOUNT Civil Works/Facilities 99628.8 159827.2 167413.6 117597.8 0.0 0.0 544467.4 EqulpmentMaterials 3800.3 339490.2 141162.1 140666.9 29047.3 13773.2 667940.0 Specialist Services 107.6 616.8 354.9 33.3 97.4 0.0 1210.0 In-country Training 1896.2 8804.2 10196.4 7311.6 4068.1 2076.6 34353.1 Overseas Training 987.7 1891.8 4221.4 5901.1 2646.1 0.0 15648.1 Innovation Program Equipment 2845.5 5691.0 5868.7 1897.0 1897.0 1037.5 19236.7 Cons. Serv. &Trg. 1669.9 3342.2 3538.2 1153.2 1156.4 672.9 11532.8 Insurance/Freight 35701.7 28382.9 20057.2 5315.2 3380.4 2388.8 95226.2 TOTALS 146637.7 548046.3 352812.5 279876.1 42292.7 19949.0 1389614.3 X-. oq > o _,  CHINA EFFECTIVE TEACHING SERVICES PROJECT SUMMARY ACCOUNTS BY YEAR INCLUDING CONTINGENCIES (US $ Thousands) 1993 1994 1995 1996 1997 1998 Sub-total SUMMARY ACOUNT Civil WorkslFacilities 18381.7 29488.4 30888.1 21697.0 0.0 0.0 100455.2 Equipment/Materials 701.2 62636.6 26044.7 25953.3 5359.3 2541.2 123236.3 Specialist Services 19.9 113.8 65.5 6.1 18.0 0.0 223.3 In-countryTraining 349.8 1624.4 1881.2 1349.0 750.6 383.1 6338.1 Innovation Program 182.2 349.0 778.9 1088.8 488.2 0.0 2887.1 Equipment 525.0 1050.0 1082.8 350.0 350.0 191.4 3549.2 Cons. Serv. &Trg. 308.1 614.8 651.0 212.8 213.4 124.1 2124.2 Insurance/Freight 6587.0 5236.7 3700.6 980.7 623.7 440.7 17569.4 TOTALS 27054.9 101113.7 65092.8 51637.7 7803.2 3680.5 256382.8 Ln 1a  CHINA EFFECTIVE TEACHING SERVICES PROJECT SUMMARY OF COSTS BY CURRENCY RMB Yuan Thousands SUS Thousands % Foreign % Total Local Foreign Total Local Foreign Total Exchange Base Costs SUMMARY ACCOUNT Civil Works/Facilities 426486.0 0.0 426486.0 78687.5 0.0 78687.5 0.0 38.5 Equipment/Materials 318605.1 215399.8 534004.9 58783.2 39741.7 98524.9 40.3 48.2 Specialist Services 0.0 1039.0 1039.0 0.0 191.7 191.7 100.0 0.1 In-country Training 25847.0 0.0 25847.0 4768.8 0.0 4768.8 0.0 2.3 1 Iverseas/Training 0.0 12894.0 12894.0 0.0 2379.0 2379.0 100.0 1.2 10 Innovation Prograrr. 0.0 0.0 Equipment 11502.6 7668.4 19171.0 2122.3 1414.8 3537.1 40.0 1.7 Cons. Serv. &Trg. 10241.1 1137.9 11379.0 1889.5 209.9 2099.4 10.0 1.0 Insurance/Freight 76415.0 0.0 76415.0 14098.7 0.0 14098.7 0.0 6.9 Total BASE COSTS 869096.8 238139.1 1107235.9 160350.0 43937.1 204287.1 21.5 100.0 Physical Contingencies 67826.9 18356.3 86183.2 12514.2 3386.8 15901.0 21.3 7.8 Price Contingencies 173234.3 22951.1 196185.4 31962.0 4234.5 36196.5 11.7 17.7 Total PROJECTS COSTS 1110158.0 279446.5 1389604.5 204826.2 51558.4 256384.6 20.1 125.5 "H 3Q2 0' o H m _-.  CHINA EFFECTIVE TEACHING SERVICES PROJECT FINANCING PLAN BY DISBURSEMENT CATEGORY Government of Local IDA China Total Foreign (Excl. Duties Amount % Amount % Amount % Exch. Taxes) & Tax DISBURSEMENT CATEGORY Civil Works/Facilities 0.0 0.0 100455.3 100.0 100455.3 39.2 0.0 100455.3 0.0 Equip/Materials-Purchase 86011.4 75.0 28670.5 25.0 114681.9 44.7 45265.6 69416.3 0.0 Equip/Materials-Spares 2566.3 30.0 5988.0 70.0 8554.3 3.3 1552.5 7001.8 0.0 Specialist Services 223.2 100.0 0.0 0.0 223.2 0.1 223.2 0.0 0.0 Overseas Training 2887.1 100.0 0.0 0.0 2887.1 1.1 2887.1 0.0 0.0 In-country Training 3169.1 50.0 3169.1 50.0 6338.2 2.5 0.0 6338.2 0.0 Insurance/Freight 0.0 0.0 17569.4 100.0 17569.4 6.9 0.0 17569.4 0.0 Innovation Equipment 3016.8 85.0 532.4 15.0 3549.2 1.4 1418.3 2130.9 0.0 Consultant Svcs & Trng 2126.1 100.0 0.0 0.0 2126.0 0.8 213.2 1914.4 0.0 Total Disbursement 100000.0 39.0 156384.7 61.0 256384.6 100.0 51559.9 204826.3 0.0 o  - 99 - ANNEX 18 CHIN EFFECTIVE TEACHING SERVICES PROJECT Allocation of Proiect Funds Among Provinces Contributed by Onlent from Province SEdC Credit Funds Hebei Y 25.00 million US$ 7.10 million Nei Mongol 13.75 3.00 Liaoning 15.00 4.99 Jilin 12.50 4.37 Heilongjiang 15.00 4.58 Jiangsu 10.50 6.27 Anhui 24.75 4.83 Fujian 20.00 5.62 Jiangxi 22.00 6.16 Shandong 21.00 10.40 Henan 30.00 9.92 Guangdong 10.50 5.62 Guangxi 24.75 6.42 Hainan 5.00 2.03 Sichuan 37.50 11.43 TOTALS Y 287.25 million US$ 92.74 million (US$53.00 million) SEdC Financed Credit Items: National Management Training US$ 0.34 million Teacher Information Systems 4.87 Innovation Programs 2.05 GRAND TOTAL US$100.00 million  CHINA EFFECTIVE TEACHING SERVICES PROJECT IMPLEMENTATION TIMETABLE (Percent of Total Expenditure) 1993 1994 1995 1996 1997 1998 INSTnTUIONAL ELEMENT 20% 50% 80% 100% Facilities Upgrading I I I I 6% 58% 78% 97% 99% 100% Instructional Equipment I I I I I I 1% 16% 41% 66% 90% 100% Library Development I I I I I I H 11% 52% 76% 96% 99% 100% 0 Staff Upgrading I I I _ MANAGEMENT ELEMENT 25% 65% 100% National Mgmt. Dev. I I I 6% 50% 74% 86% 100% Provincial Mgmt. Dev. I I I I 10% 67% 100% Teacher Inform. System QUALITY ENHANCEMENT ELEMENT 11% 27% 71% 100% 70% 70% 70% 100% Pilot Programs I I I I 15% 45% 75% 85% 95% 100% Innovation Programs 1 I I I I I  - 101 - ANNEX 20 Page 1 of 4 CHIN EFFECTIVE TEACHING SERVICES PROJECT Design of Proiect Im2lementation Basic Implementation Structure 1. This project deals with a large number of provinces (15) and educational institutions (124), while covering a limited technical area of education system development (teacher training for lower middle schools). It is important to maintain autonomy of action as close as possible to the operational sites of the project, in order to deal effectively with the variety of conditions there. At the same time, it is essential to maintain centralized coordination of certain aspects of project implementation, such as overall quality and the technical details of implementation like procurement, accounting, training, and provision of technical assistance, inter alia. Only thus can such a diverse set of activities be carried out effectively in such a large number of places. It is therefore important to define the locus of responsibilities for the various aspects of project execution, with particular attention to the effective decentralization of those responsibilities. 2. The qualitative and managerial decisions relating to the project will take place at institutional, provincial or central levels according to the needs of each part of the project. Coordination, administration, technical implementation and liaison with the Association will be the responsibility of the Foreign Investment and Loan Office (FILO) of the State Education Commission (SEdC). The preparation, planning, operation and budgeting for each component of the project will, however, to the extent possible, be disaggregated to a level appropriate for both response to local needs and to effective operational control of the project as a whole. Operational Agencies of the Project 3. Teacher Training Institutions. A credit office will be set up in each of the normal colleges and similar institutions assisted by the project. It will deal with the implementation of civil works, the selection of instructional equipment and library stock and equipment, the choice of staff to receive training and the implementation of any other activities which are to be handled at the institutional level. This office will work with the normal managerial channels of the institution to assure the best fit of allotted project resources with its needs. It will also select proposed projects for support by the innovation fund for submission to the review and approval process which will be set up for that purpose.  - 102 - ANNEX 20 Page 2 of 4 4. Provincial Education Bureaus. In each province covered by the project, a credit leadership group will be set up, chaired by a deputy director and staffed by representatives of the concerned departments. This group will be responsible for coordinating the participating teacher training institution budgets for civil works, instructional equipment, library inputs, staff upgrading and other training activities. Allocations will be made according to the needs of the provinces and to the ability of each institution to benefit from the activities offered by the project. It will advise and assist the project institutions in selecting equipment and materials for procurement and staff for training in both formal courses and short term seminars. The group will also make provisions for development of managerial capabilities and teacher information systems as provided for under the project. It will arrange for provincial participation in the sub-national seminars, particularly those following from the teaching methodology seminar program. Finally, the group will review and make recommendations regarding proposals which have been submitted by the participating institutions within the province for support by the innovation fund. The detailed administrative work related to project implementation at the provincial level and lower will be the responsibility of the provincial education loan offices. 5. Innovation Assessment GrouR (IAG). The IAG will be responsible for review and selection of innovation proposals to be funded. It will choose those for support under the national and the provincial portions of the fund, according to the scope of their perceived likely benefit. It will also monitor execution of the chosen innovation activities, assess their success and make recommendations for dissemination of key results. The IAG will, in addition, provide advice of a technical expert variety to the SEdC regarding other aspects of the project, such as assistance in evaluation, in preparing the teaching methodology seminars and designing the pilot projects following from them. 6. State Education Commission. A credit leadership team will be set up and headed by a vice-minister, to coordinate project operations at the central level. Leadership of technical aspects of the project will be devolved to the appropriate departments of the SEdC. The Teacher Services Department will, for example, deal with issues related to staff development and teaching methodology. The Management Information Center will be responsible to assist in training and teacher information system (TIS) activities at the provincial level, as well as for managing TIS at the SEdC. These two units will also be concerned with developing a system for project monitoring and for evaluation of efforts to improve the effectiveness of teacher training. Other SEdC departments will also be involved, as appropriate, to deal with the technical issues which arise in areas such as instructional equipment selection, library development and staff training. 7. Foreign Investment and Loan Office. This office within SEdC will be responsible for all administrative details of project implementation, including project evaluation, procurement of equipment and of library stock,  - 103 - ANNEX 20 Page 3 of 4 contracting of specialist services, coordination of training and all overseas contacts and arrangements. It will select a qualified trading company to undertake international and local competitive bidding for the project. It will also be responsible to prepare for disbursements under the project, except those devolved to the provincial or institutional levels in the interest of efficiency. It will inform MOF of procurement decisions, and MOF will then be responsible for project accounts, for arranging necessary audits and for formal communications with the Bank Group. SuDervision of Proiect Progress 8. FILO will have overall responsibility for project supervision from the government side, except for the financial matters to be handled by HOF, providing for coordination among the several operational institutions and agencies of the project and preparation of semi-annual progress reports based on information received from them. Staff from the Association will carry out supervision activities by means of review at headquarters of progress reports, audit reports, procurement actions and other matters which arise, and through supervision missions carried out approximately twice yearly. The initial such supervision mission would be charged with acquainting provincial officials with their duties in carrying out the project. Implementation at the institutional level would be similarly coordinated by those provincial officials. The supervision missions will observe, review and discuss project provinces and make visits as appropriate to a sampling of provincial and institutional sites. The following table summarizes the general plan for project supervision in the field.  - 104 - ANNEX 20 Page 4 of 4 IDA SUPERVISION MISSION INPUT TO KEY ACTIVITIES Approximate Expected Skill Staff-Weeks Date Activity Reguirements Input 4/93 Supervision Mission General Education 5 (Project launch) Teacher Training Information Systems 2/94 Supervision Mission Teacher Training 3 (Equipment selection Information Systems and procurement Information system development Core seminars Innovation programs) 9/94 Supervision Mission General Education 3 (Staff upgrading Teacher Training programs Technical assistance Core seminars Innovation programs) 4/95 Supervision Mission General Education 5 (Introduction of new Teacher Training equipment Information Systems Library innovations Information system development Innovation programs) 11/95 Supervision Mission General Education 3 Information Systems Teacher Training 6/96 Mid-Term Review General Education 5 Information Systems 1/97 Supervision Mission General Education 3 Teacher Training 8/97 Supervision Mission General Education 3 Teacher Training 3/98 Supervision Mission General Education 3 Teacher Training Total 33 Annual Average S staff- weeks in the field  - 105 - ANNEX 21 CHINA EFFECTIVE TEACHING SERVICES PROJECT ESTIMATED DISBURSEMENT SCHEDULE Source Semester (in US$ thousands) IDA Cumulative Ending IDA Govt. of China Total Amount % Profile * 12193 1,657.4 25,397.6 27,055.0 1,657.4 1.7 3 6/94 24,711.2 25,846.5 50,557.7 26,368.6 26.4 14 12/94 24,711.2 25,846.5 50,557.7 51,079.8 51.1 38 6195 11,176.0 21,370.4 32,546.4 62,255.8 62.3 50 12195 11,176.0 21,370.4 32,546.4 73,431.8 73.4 66 6196 10,303.8 15,515.1 25,818.8 83,735.6 83.7 70 12196 10,303.8 15,515.1 25,818.8 94,039.4 94.0 78 6/97 2,105.4 1,796.1 3,901.6 96,144.8 96.1 86 12/97 2,105.4 1,796.1 3,901.6 98,250.2 98.3 86 6/98 874.9 965.4 1,840.3 99,125.1 99.1 94 12/98 887.9 965.4 1,840.3 100,000.0 100.0 94 TOTALS 99,125.1 155,419.2 254,544.3 Standard disbursement profile for China projects  - 106 - CHINA EFFECTIVE TEACHING SERVICES PROJECT Documents Available in the Proiect File 1. CHINA - A Survey of Teaching Services: Supply, Performance, Training and Careers (December 27, 1991) 2. CHINA - A Survey of Teaching Services: Results of Fieldwork Regarding Lower Middle School Teachers and Teacher Training (December 31, 1991) 3. Proposed Effective Teaching Services Project: Pre-Appraisal Mission, June 1992 -- Aide-Memoire 4. Proposed Effective Teaching Services Project: Appraisal Mission, August/September 1992 -- Aide-Memoire 5. Project Development Handbook (April 22, 1992) 6. Proposed Effective Teaching Services Project: Listing of Tasks to be Accomplished (August 13, 1992) 8. Survey of the Proposed Project Provinces (SEdC, June 1992) 9. Survey of the Normal Institutions in the 15 Project Provinces (SEdC, June 1992) 10. Basic Statistics of the Normal Institutions in the 15 Project Provinces (SEdC, August 1992) 11. Construction Plan for the Teaching Building and the Laboratory Building of the Proposed Project Institutions (SEdC, June 1992) 12. The Funding Plan for the Normal Institutions (1992-1997) (SEdC, August 1992) 13. List of the Required Teaching Instruments for Teachers College (SEdC, April 1992) 14. TOR for TIS Unit in SEdC (SEdC, September 1992) 15. Training Program of TIS (SEdC, September 1992) 16. A Time Table of TIS (SEdC, October 1992) 17. List of Innovation Programs (SEdC, August 1992) 18. Implementation Guidelines of the Effective Teachers Services Project (Draft) (SEdC, September 1992) 19. Report for Mr. Smith's Proposal for TIS H&S Requirements (SEdC, September 1992)  - 107 - CHINA EFFECTIVE TEACHING SERVICES PROJECT KEY TO MAP LOWER MIDDLE SCHOOL TEACHER TRAINING INSTITUTIONS INCLUDED IN PROJECT HEBEI NE! MONGOL LIAONING JILIN REILONGJIANG 01 HRbat N.I. 01 Neimemggu N.C. 01 Shenyang N.I. 01 JIlin N.I. 01 QLqiha'.r N.I. 02 Langfang N.C. 02 Baotou N.C. 02 Dalian N.U. 02 Tonghua N.I. 02 Mudanjiang N.I. 03 Zh-rgJlakou N.C. 03 Zhao'uda N.C. 03 Anshan N.C. 03 Changchun 03 Ha'.rbin N.C. 04 B.oding N.C. 04 Wumeng N.C. 04 Fushun N.C. 04 Changchun U. 04 Suihua N.C. 05 Ch.ngde N.C. 05 HaLla'ar N.C. 05 Yingko N.C. 05 Balchang N.C. 05 Jianmusl N.C. 06 ShLjiazhuang N.C. 06 Jinzhou N.C. 06 H.UxexJiang N.C. 07 Eandan N.C. 08 Hen3shui N.C. 09 Xingtat N.C. 10 Cangzhou N.C. JIANGSU ANHUI FUJIAN JIANGXI SHANDONG 01 Xuzhou N.I. 01 Fuyang N.I. 01 Zhangzhou N.I. 01 Shar.rao N.C. 01 Qufu N.I. 02 Yangzhou N.I. 02 AnqLng N.I. 02 Fuzhou N.C. 02 Fuzhou N.C. 02 Yantal N.I. 03 Changshu N.C. 03 Liu'an N.C. 03 Jimws N.C. 03 JI'an N.,C. 03 Llaocheng N.I. 04 Nantong N.C. 04 Hluzhou N.C. 04 Quanzhou N.C. 04 Yichun N.C. 04 JLnan N.C. 05 Yancheng N.C. 05 Wuhu N.C. 05 Sanming N.C. 05 Jiujlang N.C. 05 Qingdao N.C. 06 Hualyin N.C. 06 Tuzhou N.C. 06 Nanping N.C. 06 Gannan N.I. 06 Zibo N.C. 07 Zhenjiang N.C. 07 Suzhou N.C. 07 Ningds N.C. 07 Pingxiang N.C. 07 Zaozhuang N.C. 08 Nanjing N.U. 08 Chaohu N.C. 08 Longyan N.C. 08 Jingdezhen N.C. 08 Changvei N.C. 09 Huainan N.C. 09 Jining N.C. 10 Taj'an N.C. 11 Binzhou N.C. 12 D-zhou N.C. 13 Linyl N.C. 14 Heze N.C. HENAN GUANGDONG GUANGXI HAINAN SICHUAN 01 Henan U. 01 Hulyang N.C. 01 Guangxi N.I. 01 Hainan N.I. 01 Chongqing N.I. 02 XLnyang N.C. 02 Hanshan N.C. 02 Lluzhou N.C. 02 Tongshi N.C. 02 Sichuan N.I. 03 Nanyang N.C. 03 Fushan U. 03 Hechl N.C. 03 Leshan N.C. 04 Luoyang N.C. 04 Jiaying U. 04 Youjiang N.C. 04 Fullng N.C. 05 Xuchxang N.C. 05 Shaoguan U. 05 Yulln N.C. 05 Mianyang N.C. 06 Anyang N.C. 06 XijLang U. 06 Qinzhou N.C. 06 Xichang N.C. 07 Zhoukou N.C. 07 Zhanjiang N.I. 07 Guangxi 07 Neijiang N.C. 08 Shangqul N.C. 08 Gulln N.C. 08 Chongqlng N.C. 09 PInding3han N.C. 09 Wuzhou N.C. 09 Zigong N.C. 10 Zhumadlan N.C. 10 Wan.xian N.C. 11 Xinxlang N.C. 11 Daxian N.C. 12 KaLfeng N.C. 12 Aba N.C. 13 Kangding N.C. 14 Chengdu N.C. 15 Yibin N.C. Notes: N.C denotes normal Colleges N.1 denotes normal Institutes N.U denotes normal Universities  IBRD 24221 RUSSIAN RUSSIAN FEDERATION FEDERATION K A ZAK H S TA N k /--/sv~~~, JbVj \ HEILONGJIANG o . 03 / -00--