Document of The World Bank FOR OFFICIAL USE ONLY Report No. 7426-LA STAFF APPRAISAL REPORT LAO PEOPLE'S DEMOCRATIC REPUBLIC NATIONAL POLYTECHNIC INSTITUTE PROJECT FEBRYUARY 20, 1989 Country Department II Asia Regional Office This document has a restricted distribution and may be used by recipients only in the perfonnance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization. CURRENCY EQUIVALENTS January 1989 Currency Unit = New Kip (KN) US$1.00 = KN 450 KN 1.00 - US$0.0022 KN 1,000,000 = US$2,222 FISCAL YEAR January 1 - December 31 ACADEMIC YEAR September to June ABBREVIATIONS AND ACRONYMS CEM - Country Economic Memorandum GDP - Gross Domestic Product IDA - International Development Association ILO - International Labor Organization Lao PDR - Lao People's Democratic Republic MOE - Ministry of Education, Culture and Sports MOF - Ministry of Finance NPI - National Polytechnic Institute PIU - Project Implementation Unit PPF - Project Preparation Facility SDC - Swiss Development Cooperation SIDA - Swedish International Development Assistance SOE - Statement of Expenditure SPC - State Planning Committee SwF - Swiss Franc UNESCO - United Nations Education, Scientific and Cultural Organization UNDP - United Nations Development Programme FOR OFFICW, USE ONLI LAO PEOPLE'S DEMOCRATIC REPUBLIC NATIONAL POLYTECHNIC INSTITUTE PROJECT Table of Contents Page No. BASIC DATA ........................................................ . iv CREDIT AND PROJECT SUMMARY . . . ## .............. v-vii I. THE ECONOMY ........................................... ...... 1 Development Constraints ................. .. 1 Recent Economic Developments .. .. 1 Development Prospects ................................... . 3 II. HIGHER TECHNICAL MANPOWER SUBSECTOR.................... . . 4 Employment Profile . ........ 4 Skill Profile of the Labor Force .................. 5 The Vocational and Technical Education System ............ 5 The Demand and Supply of Higher Technical Manpower ....... 7 Suitability of Existing Engineer Training Programs ... 8 Coordination of Training Levels .. 9 Financing of Education .. 10 Financing of Higher Education ............................ 10 Shortcomings of the Present Manpower Training System ..... 12 - Manpower Deficiencies .. .............. 12 - Manpower Planning . . .. ...... 12 Government Strategy .. ................. 13 Rationale for Bank Involvement . . 14 III. THE PROJECT ......... ......... 14 Objectives and Scope . ....... . 14 Development of NPI Facilities and Equipment ............. 15 Types of Training Programs .... ... .. 16 This report is based on the findings of an appraisal mission which visited Laos from June 28 to July 14, 1988. The mission consisted of A. Aime (Mission Leader), Ms. Yvonne Jones (Economist), Mr. R. Welter (Architect, Consultant), Mr. F. Dannecker (Technical Educator, Consultant) and Messrs. Mr. R. Avanthay aad W. Hofer (SDC). This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization. - ii - Page No. Education Materials and Language of Instruction .......... 17 Output from Specialized Institutions ..................... 18 NPI Staff Development .... ..... . 18 In-Service Training of Existing Engineers ................ 19 Technical Assistance .... .................... ......... 20 Studies, Sector Work and Evaluation ..................... 20 Status of Project Preparation ............................ 21 IV. PROJECTED COSTS AND FINANCING .......................... 21 Cost Summary . ............. .. ............ . 22 Cofinancing and Aid Coordination with Donor Agencies ..... 22 Basis of Cost Estimates .................................. 22 Contingency Allowances ................................... 24 Financing Plan ........................................... 24 Recurrent Costs ................. ........................ 25 V. PROJECT MANAGEMENT AND IMPLEMENTATION ........ 26 Administration of NPI . .............. . 26 Implementation . ................... 26 Procurement .............................................. 26 Disbursement ............. . 28 Special Account ......................................... 28 Accounting, Auditing and Reporting .. 29 VI. BENEFITS AND RISKS ............... 29 Benefits ................................................. 29 Risks .................................................... 30 Environment and Health Aspects .. 30 Female Participation ............................... 30 VII. AGREEMENTS REACHED AND RECOMMENDATION ....................... 31 TABLES IN THE TEXT 1. Budget Allocations to Higher Education Institutions ........... . 11 2. Education Budgets and Unit Cost of Training at NPI ............. 11 3. Project Costs by Category of Expenditure ....................... 23 4. Financing Plan........ 25 5. Project Expenditures by Procurement Category.. 27 - iii - Page No. ANNEES 1. Evolution of Employment by Branch of Activity, 1986-2000 ........ . 32 Data for Calculating Demand for Higher Level Technical Manpower.. 33 2. The Education Sector. ......... .. .. ....... . .....34 3. Estimate of Employment of Engineers and Higher Technicians for the Formal Sector (1986-2000) ...... ...................... 37 4. Percent Distribution of Specialization Needs by Economic Sector and Type of Engineering ... . ... . . .... ................... ... 39 5. Comparative Education Indicators ................. 40 6. Summary of Areas to be Constructed and Costs. .............. 42 7. Sumhary of Equipment Cost.o... . .............. ...... . ...43 8. Summary of Books and Production of Educational Haterials......... 44 9. Estimate of Employment and Higher Level Manpower Needs in 1994/95 45 10. Staff Recruitment Plan for NPI ........... .......... 46 11. Recycling of Teaching Staff and the Fellorship Program . . 47 Summary and Distribution of Fellowships ...............48 12. Terms of Reference for Technical Assistance . .......... . 49 13. Summary and Distribution of Technical Assistance ........50 14. Sector Ludies end Evaluation Activities . ......... 15. Project Costs by Component............ .......... . 54 16. Project Costs by Year and Category of Expenditure ...........55 17. Unit Capital Costs and Areas for the National Polytechnic Inst... 56 18. NPI Recurrent Expenditures .................................... 57 19. Estimated Schedule of Disbursements ................ 58 20. Implementation Schedulec he.. ............. .... 59 21. Key Indicators for Project Implementation. .......... 60 22. Selected Documents and Data Available in the Project File.... 62 CHARTS I. Structure of the Education System (1986)................ . .. . 64 II. Ministry of Education Organization Chart . . ..........65 III. Education Pyramid (1986/87)................... ......... 66 IV. Structure, Enrollment and Outut of NPI ....67 V. Project Administration - NPI ................................. 68 MAP IBRD No. 20207 - iv - LAO PDR NATIONAL POLYTECHNIC INSTITUTE PROJECT Basic Data General 1980 1987 Total population 3.5 million 3.6 million (1985 census) GDP per capita US$160 /a Literacy level 601 83? /b Total education expenditure - KN 2,891 million Enrollment (1980) Teacher Enrollment (1987) Teacher Education As per pupil As per pupil by level Number age group ratio Number age group ratio Kindergarten 8,500 - - 36,500 - - Primary 479,000 812 - 561,900 81S 1:27 Secondary 79,000 14? - 109.700 13? 1:15 Higher 2,800 0.01 - 12,460 1.32 1:10 Status of Professional and Technical Training in 1987 Number of Enroll- Entry Length Output Level institutions ments level courses p.a. Skilled workers 14 2,300 Grade 8 2 yrs 1,200 Technicians Middle level 10 2,600 Grade 11 2 yrs 700/c Higher level 4 1,520 Grade 11 3-4 yrs 340 Polytechnic/engineers 1 420/d Grade 11 5 yrs 40(1989) /a Accordi g to World Bank Atlas methodology. /b Source: UNESCO 1986 and based on gross primary school enrollment, 39? of which are 11 years or older. /c To increase to 900 in 1989 when first output of new polytechnicum is expected. /d In 1987-88, operating only the fourth of a five-year training program, with full enrollment of about 580 expected in 1988/89 and the first output of about 40 expected in June 1989. - v - LAO PDR NATIONAL POLYTECHNIC INSTITUTE PROJECT Credit and Project Summary Borrower: Lao People's Democratic Republic (Lao PDR) Beneficiary: Ministry of Education, Culture and Sports (MOE) Amount: SDR2.7 million (US$3.5 million equi\.ilent) Terms: Standard IDA terms with 40 years' maturity. Cofinancing: Swiss Development Cjoperation, SwF20.8 million (US$13.0 million equivalent) Project Obiectives: The project would support the Government's objective of reducing shortages of professional manpower in Laos, by training engineers in the basic disciplines required for development. The project would: (a) increase capacity to supply the needed engineers; (b) improve the planning, management and quality of the present engineer training programs; (c) promote the integration and coordination of higher technician training programs; and (d) initiate analysis of issues in the education sector. Project Description: The project would rehabilitate general facilities and would provide specialized instructional facilities, e;uipment, furniture, instructional materials, fellowships and technical assistance, at the existing site of *he National Polytechnic Institute (NPI). Four pr, essional specializations would be included: electrica., mechanical, civil engineering, and management/economic engineering. The project would also improve the higher technician training programs in these fields. NPI would be placed under one administration and would have the capacity to train about 700 engineers, under a six year program (1 preparatory year and five years of engineering) and about 1,100 higher technicians under two to three year programs. Students would be admitted on the basis of an entrance examination, primarily in mathematics and physics. For engineering, NPI now employs about 100 teachers and administrators, of whom 32 hold engineering degrees. As a priority, staff training would be provided to upgrade professional skills and train the teachers required. Technical assistance would be provided for teaching, adapting teaching materials and managing the project. - vi - Funds would be included for studies to assess how the quality, coverage and financing of the education system could be improved. The project would be administered by the Ministry of Education (MOE) and monitored by a joint NPI/Industry Council comprising representatives from Planning, Finance, line ministries and representatives from industry, to ensure that its programs respond to the training needs of the country. Benefits and Risks: The principal benefits of the proposed project would be: (a) lower-cost and appropriate engineer training; (b) more efficient use of NPI manpower and facilities; and (c) better control over the placement and retention of graduates, resulting in more efficient implementation of national development programs. A major risk is that imiplementation delays could occur due to the MOE's inexperience with IDA procedures. Therefore, project design has been kept as simple as possible, and substantial technical assistance would be provided to strengthen the implementation capabilities of the MOE in particular. Another risk is that, based on past experience, it might be time consuming to obtain Government approval for implementation of project technical assistance and fellowship programs. To reduce the latter risk, a link with a Swiss polytechnic institute has been proposed. This institute would be responsible for the coordination of both short- and long-term technical assistance and the organization of overseas fellowships, has been proposed. - vii - Local Foreign Total ---- US$ million equivalent---- Project Costs Investment Costs Civil works 0.8 1.9 2.7 Professional services - 0.3 0.3 Furniture 0.2 0.1 0.3 Equipment - 4.4 4.4 Technical assistance/fellowships - 6.4 6.4 Evaluation/in-service training 0. a 0.2 0.4 Subtotal 1.2 13.3 14.5 Recurrent Costs 1.4 0.7 2.1 Total Baseline Costs 2.6 14.0 16.6 Physical contingencies 0.1 0.4 0.5 Price contingencies 0.7 0.9 1.6 Total Project Costs 3.4 15.3 18.7 Financing Plan IDA 1.3 2.2 3.5 Government of Switzerland 0.1 12.9 13.0 Government of Lao PDR Z.0 0.2 2.2 /a Total 3.4 15.3 18.7 Estimated IDA/SDC Disbursement lb IDA FY 1990 1991 1992 1998 1994 1996 1998 -------------------------US million quivaent…--------------------- Annual 2.6 (0.8) 8.7 (1.1) 6.5 (1.8) 4.8 (0.7) 1.8 (0.1) 0.6 ( -) 0.2 ( -) Cumulative 2.6 (0.8) 6.8 (1.4) 11.8 (2.7) 16.1 (8.4) 17.9 (8.6) 19.6 (8.6) 18.7 (3.6) Rate of Return: Not applicable La Including an estimated US$0.50 million equivalent in duties and taxes. lb Figures in parentheses refer to IDA Credit financing. LAO PEOPLE'S DEMOCRATIC REPUBLIC NATIONAL POLYTECHNIC INSTITUTE PROJECT I. THE ECONOMY 1.1 A Country Economic Memorandum report (No. 7188-LA, dated September 21, 1988) reviews recent economic developments in 1982-87 and prospects for economic growth during the 1988-95 period. Development Constraints 1.2 The Lao People's Democratic Republic (Lao PDR) is a landlocked country with an area of 236,800 sq km. With an estimated per capita income of approximately US$160 in 1986, it is one of the poorest countries in the world, despite important resources of land, timber and minerals and its potential for hydroelectric power. Most of the country's 3.6 million people live in small ar-d scattered villages. The structure of production and employment is dominated by agriculture, which accounts for about 651 of GDP and provides about 80% of total employment. The predominant crop is rice, which takes up more than 80X of the cultivated area. The industrial sector is small, contri- buting about 10.12 of GDP, and it consists mainly of tin and gypsum mining, electricity production, small enterprises processing local raw materials, particularly food and wood, and consumer goods industries serving largely the Vientiane area. The other productiva sectors--construction, transport and trade--also provide each only a small share of GNP. 1.3 At such low levels of production, the Lao PDR generates few exports and has very low national savings, with the result that it is almc.t totally dependent upon external assistance to finance its development prog-ram. This dependence is reflected in a current account deficit of about 222 of GDP in 1987 and an import bill of which only 301 is covered by exports. The deficit has been financed by external assistance amounting to US$114 million p.a. on average in 1985-87. About 9OZ of capital inflows originate from socialist countries. 1.4 The development strategy of the Lao PDR was shaped by two major constraints stemming from the landlocked geographical position of the country and the restrictions affecting transit of goods to and from the Lao PDR. Due to limited opportunities for international trade and high transport costs, the prospective returns to investment in the industrial sector were generally low. The Gcvernment's industrial policy was therefore to invest selectively in only a few export-oriented subsectors slich as electricity, wood processing and mining. Recent Economic Developments 1.5 The record of economic growth has generally been encouraging but uneven in a number of sectors. During the 1982-86 period, GDP increased at 6.42 p.a. in constant prices mainly because of rapid growth in agriculture and industry. Agricultural growth (6.3X p.a.) reflecLed primarily an increase in paddy yields. Industrial growth (11.4Z p.a.) was rapid but uneven. After falling sharply in 1982-84, manufactur'ig output recovered in 1985-87 partly because of increased availability of r. materials and partly because of the impact of the new system of state enterprise management implemented since 1985. The Lao PDR's domestic market for industrial goods did not increase much in the early eighties due to limited import substitution, and also because linkages with other sectors did not expand. As a result, growth has been rapid onl, in the export-oriented industrial subsectors such as mining or electricity. 1.6 The construction subsector which accounts for about 3Z of GDP grew by 19Z p.a. in real terms in 1982-86. The rapid growth was associated with large state investment in road construction. The transport sector increased at a rate of 5.4% p.a. which waR below GDP growth. This unusual result reflected the internal restrictions imposed until recently on the movement of goods, particularly rice, among provinces. 1.7 In 1987, GDP is estimated to have slowed down to 2.2%, owing largely to a severe drought which caused a serious shortfall in rice output and in the production of electricity, the country's largest export earner. However, the growth momentum wAs sustained and even increased in the other sectors. Manu- facturing output continued to rise while transport, construction and commerce activities increased at a faster rate, largely because of the comprehensive reform of the management of the economy that was initiated in 1987. 1.8 Encouraged by the reportedly good results of the new management system that had been introduced in a few state enterprises, the Government decided irn 1987 to extend it to nearly all state enterprises. Under this new policy, state enterprises are to become self-financing and able to determine their own employment, wages, and investment, but would not receive any government subsidies. At the same time, increased financial incentives are being provided to improve state enterprises' efficiency/profitab'lity. New pricing policies stipulate that all prices should reflect market conditions, and in particular that nearly all official prices would be aligned at the level of parallel market prices. This policy--referred to as the one-price policy--is also to apply to the exchange rate. 1.9 In addition to reforming the system of state enterprise management, new economic and financial policies are being implemented. Concerning trade, internal restrictions on the transport of goods were lifted and the scope for private sector exports and imports was widened. Firms are allowed to retain part of their foreign exchange earnings in order to import raw materials needed for export, and a greater number of firms were authorized to export or import directly. Concerning monetary policy, in 1988 Government introduced a reform of the banking sector designed to strengthen the role of the State Bank, establish several autonomous commercial banks and improve the private sector's access to credit. - 3 - 1.1.0 These developments were reflected in the goverrtment budget. Since 1985, budgeta,v revenues increased from 24.52 of GDP to 31.2Z in 1987 because of increased nonfiscal revenues (transfers from 3tate enterprises). In 1987, however, a tax reform, takin- into account the new relationships between the government budget and state enterprises, was introduced. Its objective is to replace the previous system of the state enterprises' transfers to the budget with fiscal revenues. This involves a reform of profit taxation, personal Income taxation and indirect taxes. 1.11 Following a substantial increase in 1985 owing to large price and wage adjustments, current expenditures remained stable at about 252 of GDP, whereas development expenditures fell from 24.22 of GDP in 1985 to 17.82 of GDP in 1987. As a result of these developments, the overall budgetary deficit declined from 25.42 of GDP to 12.8Z over the 1985-87 period. 1.12 Inflation was high in the mid-1980s, and reached 1152 in 1985 due mainly to the upward adjustment of official prices. But it abated to 352 in 1986 and to about 62 in 1987. The moderation in inflation was due largely to improvements in the domestic supply situation, resulting from better transportation facilities and increased imports of consumer goods. Although external debt increased by about 702 in 1984-87, the debt service ratio fell from 222 of exports of goods and services in 1985 to 132 in 1987, owing mainly to a reduction in fund repurchases and debt rescheduling with some bilateral donors. Development Prospects 1.13 The Lao PDR has important economic potential because of its resource base of land, timber, minerals and hydroelectric power. During the 1986-90 Development Plan period, there could be substantial further economic growth, but it will require a difficult action program both in terms of development strategy and socialist system management. In the short term, the most pressing problems that need to be addressed are the lack of foreign exchange and the low utilization levels, and thus low productivity, of existing resources. The Government has initiated a program of structural reforms directed att (a) Increasing savings by state enterprises, individual farms and Central Government. The principal measures to achieve this objective would be improvement of agricultural taxation, implementatio!n of key measures ccncerning the public enterprise management system and adjustment of official producer and retail prices. (b) Increasing the efficiency of investment by greater decentralization of investment and production decisions to the enterprise and individual farm levels; greater emphasis on the maintenance and selected rehabilitation of existing roads; diversification of crops; improved economic evaluation of projects; and greater emphasis on education and training. (c) Promoting exports, particularly forestry, agricultural and mining products over the 1986-90 period, and of electricity exports over the medium- to long-run, provided large external financing could be mobilized and export markets identified. 1.14 As the reforms take place, GDP could rise by about 52 p.a. in the next five years. Therefore, the Bank Group strategy is threefold: (a) to undertake a carefully focused program of economic work to lend support to efforts to restructure the economy through our dialogue with Government; (b) to ensure that existing IDA-supported projects are properly implemented and that the benefits from these investments are realized as rapidly as possible; and (c) to identify and prepare a suitable pipeline of projects in. sectors that support the goals of the Government's five-year plan and subsequent development programs to provide a vehicle through which sector policy and institutional discussions can be held. II. HIGHER TECHNICAL MANPOWER SUBSECTOR Employment Profile 2.1 According to the 1985 census, out of a population of 3.6 million, 1.7 million or 46X are of work age, i.e., 800,000 men between the ages of 16 and 60 and 900,000 women between the ages of 15 to 55. It is estimated that 802 of the employed are in the agricultural sector (about 1.4 million persons) with a little more than 2? for the secondary productive sectors (13,600 in industry and craft trades, 3,400 in mining and 20,400 distributed equally between construction and public utilities). The tertiary sector accounted for almost 182 of employment, mainly in general government (central, provincial and municipal services), with 254,100 civil servants and government officials, as compared to another 39,000 whose main occupation was commercial. Overall employment is expected to increase at an average rate of 3? annually, to about 2.3 million persons in 1995 and about 2.6 million in the year 2000. It is expected that the share of the agricultural sector will be slightly reduced (78? and 77Z), and that of government services will stabilize (15.1? and 15.2Z). Sustained growth is expected in the secondary sectors (industry, mining, construction, and public utilities) and tertiary associated sectors (transport and commerce) namely 6.9? and 7.8?, respectively. Details including the share of the formal 1/ sector are set out in Annex 1. In 1986, with a total of 128,200 jobs, the formal sector represented 7.5? of total employment. The structure of the formal sector employment is dominated by public services with 61.5?, followed by industry (including mining and utilities) at 19.7?, agriculture with only 8.6?, and the uther sectors (construction, transport, commerce), with 9.7Z. The folloi*ng increases are expected by 1995: the formal sector in agriculture should virtually triple 1/ Full-time salary and wage earners. - 5 - (1802 increase);2/ the secondary and trade sectors should double (10OZ increase);3/ and government services should increase by about 40Z.4/ Skill Profile of the Labor Force 2.2 The 1985 census indicates that the proportion of university graduates to total workers is 0.3Z. This level is well below other low-income Asian countries, e.g., Bangladesh, 1.1? (1981); Pakistan, 1.7Z (1981); and Sri Lanka, 0.82 (1981). It is more comparable to levels in Sub-Saharan Africa: Botswana, 0.7Z (1971); Malawi, 0.3? (1976); and Rwanda, 0.3? (1978). The principal causes for such a low ratio weret (a) the emigration of an estimated 300,000 highly-educated Laotians after the 1975 change of regime; and (b) a low higher-education enrollment ratJ.o due to she slow implementation of training programs. 2.3 According to the 1985 census, the number of persons corresponding to the classification 'higher training" tota'ls about 4,500 of which about 45Z, or 2000, are in the higher technical and engineering fields. Of that total, about 500 can be classified as engineers. The figure of 2,000 gives a ratio of 1.6? of the 128,200 persons in structured employment for 1986. 2.4 In absolute as well as in relative terms, the technical skilled labor profile, in particular the higher-level technical labor profile of Laa PDR is low by international standards. For example, in Bangladesh (1981), 3.8? of the modern sector labor force was comprised of engineers and technicians, of which 352 were university graduates. It is not therefore surprising that shortages of high level technical manpower exist in all sectors of the economy. The development of the National Polytechnic Institute (NPI) under the project will assist in reducing these shortages. The Vocational and Technical Education System 2.5 Tte structure of the education system is depicted in Chart I. A description of the education system and the evolution of student enrollments 2/ In agriculture, growth will come partly from new investments and partly from a transfer of non-formal activities to formal activities, in particular in the context of the extension of the state farm system. 3/ Mainly by new investments. 4/ Resulting from two trends within the government sector: the first, being a relative contraction of civil servants resulting from the new Government structural adjustment policy; the second, due to the transfer of a part of non-formal government to formal employment, especially in relation to the transfer of municipal workers. from 1975 to 1985 are given in Annex 2. The education and training system offers four types of vocational/technical training: semi-skilled/skilled workers, lower and higher level technician training and engineer instruction. Vocational schools are available at the secondary level for entrants with eight years of basic education who follow two-year courses of training as skilled workers. There are 14 vocational schools with an enrollment capacity of 2,300 and an average annual output of 1,200 at the skilled worker level. Eleven of these schools are administered by the Ministry of Education (MOE) (Chart II), two by the Ministry o' Transport, Post and Communications and one by the Ministry of Agriculture. The main courses offered are general and auto mechanics, welding, construction, secretarial skills, tailoring/home economics, agriculture and electronics. Middle level technician training includes two to three years of technical training, following 11 years of basic and secondary education. There are ten lower technician schools (including the new Soviet Polytechnicum) with a capacity of 2,600 and an annual output of 700 (900 when the Polytechnicum is fully operational in 1989). Seven of these institutions are administered by the MOE, two by the Ministry of Transport, Post and Communications and one by the Ministry of Industry. Courses are offered in electricity, business, advanced general mechanics and welding, auto mechanics, agriculture, veterinary science (at the assistant level), and geology and mining. Higher technician training consists of three to four years of instruction after 11 years of basic and secondary education. The higher technician level is offered in four institutions: the Electrical Tech- nology and Electronics Institute run by the MOE, the National Building Insti- tute run by the Ministry of Construction, the Higher School of Transport, Post and Communications run by the Ministry of Transport, Post and Communications, and the Higher Irrigation Training Center run by the Ministry of Agriculture. Courses offered by these institutions are electronics, electricity, architec- ture (at assistant level), topography/surveying, mechanics, hydrology, public works management and bridges and roads. Enrollments at these institutions in 1985 were 1,520 in two and three year programs, with an annual output of 60 in electronics/electricity, 200 in architectu.e/construction, and 80 in transport and communication, for a total of about 340. Engineering training requires five years of post secondary education. Engineer training is offered at the NPI, under the MOE, which was established in temporary facilities in 1984 and would be the beneficiary of this project. It now enrolls 420 students and offers degrees in three specializations: electrical, civil and mechanical engineering. The first NPI output of about 40 engineers is expected in 1989, with 90 in 1990. All the above institutions, in varying degrees, experience a lack of equipment, educational materials and shortages of qualified staff. 2.6 The current output of higher technicians is meeting the requirements of the economy. However, there is a need to improve the coordination, relevance and quality of the various programs. Later, a partial consolidation of programs would be beneficial to maximize the use of the limited number of qualified teachers, equipment and facilities, as well as to improve utiliza- tion of costly instructional materials. Cot.sideration should also be given to the development of retraining/upgrading courses for existing technicians whose qualifications are not up to standard and using that avenue to select the best for upgrading to the engineer level. To date, all higher technician graduates have been placed, either in Government or private employment. When needs have been greater than the output, enrollments have been increased by decision of the State Planning Committee. In cases where output exceeded demand (first level telecommunication trainees in 1985-1986), enrollments were reduced. Intakes of the higher technician programs are reviewed annually. Due to limited resources, Government makes efforts to train only those engineers and technicians for whom employment opportunities exist. Thus, all the engineers and higher technicians that graduate have been assured employment. However, in view of the Government's recent decision to reduce civil service employment and its policy of decentralized management of state enterprises, employment will not always be assured to each gradua' e. But, due to the shortage of skilled manpower, it is estimated that graduates will have no difficulty finding employment. For that reason, the manpower planning mechanism for engineers would be revised under the project (para. 2.20). 2.7 Until 1984, the only degree-awarding institutions in Lao PDR were the medical echool, training assistant doctors, and the national teacher training institute which produces secondary teachers. Until 1984, Lao PDR depended totally on foreign institutions for training its engineering manpower. As the demand for engineers grew, it became unrealistic for the country to depend solely on foreign training programs. Therefore, in 1984, to meet the demand for degree holding engineers, the Government, with UNESCO technical assistance, opened the NPI in temporary facilities. As of July 1988, in its fifth year of operation, NPI still lacked adequate workshop facilities, was ill-equipped and the level of qualification of its staff needed upgrading. Under these circumstances, the quality of training was weak and urgently required upgrading. The Demand and Supply of Higher Technical Manpower 2.8 Government estimates of demand for higher technical manpower are based on a survey of the anticipated requirements of technical ministries during the Second Plan period (1988-95).5/ The Association extended that analysis by estimating the economy's overall demand for higher technical manpower over the ten-year period which would include the Third Plan (1995-2000). Two assumptions were adopted when forecasting the trend within the time frame specified. First, it was established that the present ratio of 1.62 of the formal sector labor force is very low in comparison with regional averages (para. 2.4), or even compared to international averages. Second, based on comparator and country conditions, a target of about 32 of the formal sector labor force should be set for the year 2000. Taking into account the period of project execution and the relative decline in the numbers of students sent abroad for training, the increase would be slow at the start of the period, reaching a ratio of about 2? in 1990, and would gain pace thereafter, reaching about 2.32 in 1995, and 2.72 in the year 2000, very close to the 3Z comparator-based target (Annex 3). 5/ (a) "Esquisse d'une Estimation du Besoin du Pays en Cadres de la rormation Superieure Technique a 1'Occasion de la Creation de L'Institut National Polytechnique,n by V. Tarasov, May 1983 (UNESCO/PNUD LA0183/003.) (b) Figures provided by the State Plan Committee. (c) ILO Manpower Study of 1982. Data reviewed with Government in 1987. - 8 - 2.9 As regards the structure of the levels of training within these overall numbers, it was decided that in the short and medium term an average proportion of one engineer to every three higher technicians would be the norm appropriate to the level of economic growth projected. This average might vary slightly from one subsector to another, with a ratio of one to two in public utilities, and of one to four in agriculture, for example. In the long term, the ratio might fall significantly. These estimates determine the sectoral need for the succeeding periods: between 1991-95, a total of 615 engineers and 1,610 higher technicians; and for the 1996-2000 p2riod, 765 engineers and 2,645 higher technicians will be needed (Annex 3, page 1). 2.10 The assumptions used to determine the manpower needs are detailed in Annex 3. For 1995, the reference year used in determining the size of the facility for NPI for the project, there will be need for about 140 engiaLeers and 370 higher technicians. When fully operational NPI will have an output of 110 engineers, responding to about 60X of total needs. In addition, with the inclusion of overseas training, about 20% per year, total engineer supply will meet 802 of demand in 1995. 2.11 To ensure effective use of NPI and to minimize training costs, it has been determined that the specializations retained for the project would be those which require an output of more than 20 engineers per annum. Specializations which meet the criteria are: electrical, civil, mechanical and management/economic engineering. Of the ongoing engineer training, now underTay abroad, these four specializations represent about 80% (Annex 4). Two other specializations, mining and chemical engineering, have smaller requirements (about 10 p.a. of engineer training needs) which are closely related to planned future investments in mining, fertilizers, and food processing, all consisting of small numbers in man) different sub- specializations. At present, it is more appropriate to continue to train these groups of engineers abroad. If the planned investments materialize and long-term demand for mining and chemical engineers rises sufficiently to make local training viable, the appropriate courses could theni be introduced at NPI within a second phase expansion. 2.12 With respect to higher technician training, the existing institutions, working in coordination with NPI (all on the same site, except agriculture), should be able to cover almost all the training requirements at that level. Training abroad will be necessary for only a few highly specialized higher technician fields. For the purpose of this report, it was assumed that in 1995, 90% of all the higher technicians would be trained in the country. Suitability of Existing Engineer Training Programs 2.13 The present sources of engineers are overseas training programs and the NPI (para. 2.5). Students normally spend a period of six to seven years overseas, including one to two years of language training and five to six years of engineering studies. The NPI program is expected to reduce that training period by two years. Lao PDR has been advised by donor countries that the training of engineers abroad through grant financing is being phased out. Some donors have indicated a short-term willingness to make grant financing for fellowships fungible within the country to facilitate national training, but in the long term, external funding for engineer training will be limited, necessitating the development of national training capacity at NPI. This national capacity would also better adapt the training programs to national needs. Previously fellowships or training abroad were predetermined according to programs existing in donor countr7 universities and by the limited scope of the training offered. 2.14 There are also importanl educational reasons for establishing the engineering institute in Lao PDR. Students trained in overseas educational systems follow regular programs which are not adapted to the Laotian context and thus lack the knowledge relevant to resolving nationa; engineering problems. They also lack a common analytical framework and technical vocabu- lary. The dropout rate for overseas training programs is high, estimated at about 25Z. The dropout rate for the NPI is estimated at about 157 and should be reduced to less than 5? through improvements introduced by the project. The proposed development of NPI would help reduce wastage and produce engineers who would be prepared upon graduation to assist in alleviating the country',: most pressing problems. Although instruction at the NPI is better geared to Laotian conditions, a lack of adequate facilities, instructional materials and experienced staff presently reduces the quality of the output. Coordination of Training Levels 2.15 Inadequate attention has been given to the management and coordination of skilled training activities at the higher technical and vocational levels. There has been a rapid expansion of the secondary technical schools preparing semi-skilled and skilled personnel for specific ministries. The latter expansion has increased costs and resulted in poor quality training, shortages of qualified and experienced teachers, weak management which depends heavily on technical assistance, and inadequate links between the training institutes and the employers. Thus, while the pyramid for technical education (Chart III) conforms to the standard international configuration, the distribution of training in small institutions controlled by four ministries has resulted in little systematic evaluation of the types of technical skills and levels of training required for Lhe development of the country. IDA asked the Government, prior to appraisal, to Leview the number and role of institutions with the view to improving their efficiency and better responding to manpower needs. As a result of that dialogue, the Government has already transferred the Mines and Geology Institute and the Polytechnicum from the Ministry of Industry to the MOE. In addition to improved coordination, the Government also plans to transfer the Higher School of Electrical Technology and Electronics, the Vocational Teacher Training Institute and the Higher School of Transport, Post and Communications to the MOE. Each institution would retain its existing management and the transfer would, as a first step, improve the coordination of programs. The MOE has the capacity to undertake the task of managing all higher technical and NPI institutions. - 10 - Financing of Education 2.16 Over the period 1980-85, expenditure for education has been among the most rapidly growing categories of national expenditure, increasing at a rate of 62Z p.a., while during the same period, the total government budget increased by 432 p.a. Education expenditure has averaged 82 of total govern- ment expenditure and, in 1982-85, averaged 4.42 of GDP, which is relatively significant. During this period, the total MOE budget grew at an average annual rate of 412, with recurrent and development expenditures increasing at approximately the same rates, 412 and 39Z, respectively. That growth is largely explAined by the Government's policy of catcning up withi regional averages for educational development.6/ Following yea.s of internal conflict, the Government realized that, unless it improved access to education, the probability of achieving the country's development goals would be remote. Large budgetary increases were necessary so that the Lao PDR could reach participation levels closer to those in neighboring countries. However, in spite of that important effort, central government expenditures on education as a percentage of total central government expenditures in 1985 were still only about 92, as compared to the East Asia regional average of 15.92 (Annex 5). 2.17 Available data on the subsectoral distribution of education expenditure (1983) indicate that 682 of total expenditure was allocated to preschool and primary education, 29Z to the secondary level, and less than 3Z to higher education. The percentage of resources allocated to higher education is on the low side, as the median for other countries is about 112 for low-investment and 202 for high-investment countries in the Region (Annex 5). However, in the future, major education budgetary adjustments shculd also be concentreted on improving the quality of basic and secondary education, where higher rates of return occur. The Government will need to find an adequate balance in allocating resources to the various education subsectors. Financing of Higher Education 2.18 Some progress was made recently in budgetary allocations to education and in 1987, out of a total budget of about KN 30,075 million, national education accounted for KN 2,890 million or 9.62 of the total of the Central Government's budget. The following tables summarize the budgets of higher education institutions (Table 1) and the budget of NPI, as compared to the national education budget (Table 2). 6/ Participation rates in 1975 were estimated by UNESCO to be 20-25Z in primary education, about 5Z in secondary euacation, while vocational, technical and higher barely existed. In 1985, LPDR educational participation rates, were: primary, 812; secondary, 131; and tertiary, 1.3Z, closer to the regional medians of primary, 83Z; secondary, 262 and tertiary, 4Z in the same year. (Source: World Bank, Asia Education Strategy Papers, December 1987.) - 11 - Table 1: BUDGET ALLOCATIONS TO HIGHER EDUCATION INSTITUTIORS (1987) Z of (million kips) Total School of Medicine 15.8 liz Higher Teacher Training Institute 65.9 462 Higher School of Transport, Post and Cormunications 22.8 16? National Building Institute 8.8 6? Higher School of Electrical Technology and Electronics 10.2 7? National Polytechnic Institute 18.3 13? Total 141.8 /a 100? /a i.e., about 4.9Z of the total education budget (KN 2,891 million). Table 2: EDUCATION BUDGETS AND UNIT COST OF TRAINING AT NPI (Evolution 1984-1987)/a 1984 1985 1986 1987 National budget 8,384 20,806 27,615 30,075 Total national education budget 698 1,825 2,430 2,891 Education as Z of national budget 8.3 8.8 8.8 9.6 NPI budget - 5 14 18 NPI as Z of education - 0.3 0.6 0.6 No. of NPI students - 130 218 314 Expenditure per student (in kips/year) - 38,460 64,000 57,300 /a In millions of kips (data updated as of 1986/87). With an expenditure of KN 18 million (US$47,000) as shown in Table 2 above. NPI's share represents 0.6? of the total education budget, and about 132 of the higher education allocation, as shown in Table 1 above. Whether in relation to the total education budget or to the higher education portion, the NPI share is reasonable when compared with its role in meeting manpower requirements and the expected benefits. - 12 - Shortcomings of the Present Manpower Training System 2.19 Manpower Deficiencies. Deficiencies in the supply of industrial and agricultural manpower are not being satisfied by the present in-country and overseas training programs. Taking a conservative approach to calculating manpower needs,7/ it is estimated that the stock of higher-level technical skilled manpower, primarily for the productive sectors, should increase from 2,000 in 1986 to about 5,550 in 1995. This means that about 3,600 higher level staff will need to be trained during that period, comprising about 900 engineers and 2,700 higher technicians (Annex 1, page 2). With some rationalization and improvement of the technician training programs and facilities already existing in the country, higher technician needs can largely be met. However, the tra.ning of engineers will require new facilities, equipment and staff training in order to maintain and expand existing capacity and primarily upgrade the quality of the programs. The policy of training engineers abroad has been inefficient, with quality and length of the training programs not suitable to national needs (paras. 2.13 and 2.14). In addition, the quality of the national training program will remain weak unless it receives administrative and program development assistance, including the upgrading of the national staff, and provision of better facilities. 2.20 Manpower Planning. In accordance with new government planning procedures, the final decisions on NPI enrollment would be determined by the State Planning Committee. To facilitate that task and in support of the new policy of decentralized decision making, a joint NPI/Industry Council (whose membership would include representatives of all NPI graduate-user ministries and industrial enterprises) will be created. Its principal objective would be to facilitate the exchange of information and to develop cooperative links between NPI and the industrial sector. Such exchanges should enhance the development of more suitable government manpower policies. 2.21 To achieve the above, the Council's main responsibilities would be to advise on: (a) overall engoieering manpower necds and the number of engineers to be trained overseas and in-country, particularly those to be trained within NPI; (b) the distribution of specializations offered at NPI to satisfy manpower needs; and (c) the content of the curriculum. The Council would help the Institute to define and organize: (a) student internships in industrial settings; (b) the senior thesis (a graduation requirement); and (c) joint NPI/Industry applied research projects, which will be undertaken by NPI professors. The Council would also be consulted before new specializations were added to the curriculum and would assist NPI in placing its graduates in industry entry-level jobs. In addition, the Council would provide the Institute with feedback on the qualifications of its graduates and the suitability of their training for industry needs. 2.22 The Council would have the right to present to the MOE recommendations on: (a) the professional qualifications of future engineers; 7/ Based on a higher level technical staff proportion of 2.5Z in 1995, with a ratio of one engineer to three higher tecknicians. - 13 - and (b) the structural and management changes which may eventually be necessary in the context of the Government's policy regarding the training and remuneration of NPI s-aff. After appropriate internal consideration, the recomaiendations would be transmitted by the MOE to the State Plan Committee. During negotiations, agreement was reached on the membership and functions of the NPI/Industry Council and on its establishment by January 1, 1990 (para. 7.1(a)). Government Strategy 2.23 In the education sector, during the First Plan Period (1980-85), the main emphasis of the Government was to expand education participation to a level comparable to that of neighboring countries (para. 2.16). Primary and vocational/technical education received the bulk of government support. Toward the end of the development period, emphasis was also given to secondary education. A large part of the financial burden for primary and secondary expansion was covered by the parents, with limited financial support from the national and provincial administrations. Vocational/technical education development was also primarily supported by governmeat funds. In the preparation of the Second Five-Year Development Plan (1986-95), the MOE reviewed the situation, through a dialogue of the local level, referred to as Education Reform. The draft plan prepared indicates that major education sector goals will include: (a) enlargement of national training opportunities at the higher level, particularly to alleviate the most acute manpower shortages in the productive sectors. This requires setting up a permanent structure for the NPI (paras. 2.5-2.7); (b) improvement of the quality of vocational training by establishing closer links with industry and parastatals through the introduction of apprenticeship and management training programs. This cooperation should improve the utilization of the training centers and assist in restructuring the vocational/technical programs so they can better respond to the training needs; (c) emphasis on the quality rather than quantity of general education. This requires increased funding of learning materials, teacher upgrading and increasing basic education coverage up to grade 4 in the rural areas;81 and (d) revision of the MOE budgetary structure to achieve a more equitable subsectoral distribution of resources and to identify alternative financing sources for the sector. The above sector goals are well formulated, and fit the needs and potential of the country. 2.24 During the last ten years the Government, largely through parental efforts, has been able to achieve enrollment ratios in the primary and secondary subsectors comparable to regional averages, although the quality of education and its output still need to be improved (paras. 2.16-2.17). Also, for basic and secondary subsectors, the Government prefers to use internally 8! At present, primary level attendance is 100? in urban areas, with school offering six years of education. Rural schools reach only 50-602 of gross enrollment and almost 502 of the schools offer only two years of basic education whereas four years are universally recognized as necessary for literacy. - 14 - generated financial sources or grants.9/ Government also indicates that during the last Plan period, over half of the education sector investments were supplied by provincial Government and parental contributions. Government's policy for the education sector is to finance general education on grant terms, thus limiting the scope for Association involvement in primary and secondary general education. Vocational/technical training at levels below university instruction has received assistance from many donors. Coverage is ample, with significant assistance from the Soviet Union. Rationale for Bank Group Involvement 2.25 This would be the first Bank Group education operation in Lao PDR; previously, the Government was reluctant to borrow, even on IDA terms, for investments in the sector. To date, the Government has received little external assistance in higher education, although it is receiving substantial assistance from UNICEF, UNESCO, Swedish International Development Agency and the Eastern Bloc countries in the primary and secondary subsectors. The Government accords very high priority to the expansion and improvement of NPI. It has asked IDA to assist with this project to benefit from its project preparation and implementation capabilities and its ability to mobilize substantial incremental grant assistance for Laotian education development. The project would assist with the alleviation of the most acute manpower shortages at the higher level. It would also provide an opportunity for IDA to expand its knowledge and initiate policy dialogue on basic and general education issues. III. THE PROJECT objectives and Scope 3.1 The proposed project would produce about 850 trained engineers and 2,510 trained higher technicians by 1995 in the basic disciplines required for development. This supply would help reduce shortages of professional manpower in Lao PDR, particularly in the industry, agriculture, and transport sectors. Specifically, the project would: (a) increase the supply of engineers; (b) improve the planning, management and quality of the present engineering training programs; (c) promote coordination of higher technical education programs now provided by various ministries; and (d) initiate studies in the education sector. 3.2 The project would, over a six year period, provide at NPI: (a) general and specialized facilities; (b) equipment; (c) furniture; (d) instructional materials; (e) fellowships; and (f) technical assistance for NPI to teach four specializations: electrical, mechanical, civil and management/economics engineering. The project would replace inadequate existing facilities and would supply required workshops and laboratories without which the engineering specialization cannot operate efficiently. 9/ HOE receives assistance for textbooks, teacher training, school furniture manufacturing and primary classroom construction. - 15 - Inadequate furniture would be replaced and equipment (hardly existing) would be provided (para. 3.4). Instructional materials, now lacking, would be purchased externally and produced locally (para. 3.7). Fellowship training abroad would be provided to upgrade a sufficient number of NPI staff (which now include 32 qualified engineers and 28 graduate teachers) to the required postgraduate level. In addition, pedagogical and technical staff training would be provided at NPI by the technical assistance (para. 3.9). To improve NPI's links with practicing engineers, upgrading and in-service courses would be offered (para. 3.10). To facilitate the training of existing staff and improve NPI's management, technical assistance would be supplied through a link with a Swiss polytechnic where a high percentage of NPI staff would study (para. 3.11). Funds would be included for studies of educational finance, a review of efficiency and quality issues in vocational and technical education, and external efficiency of NPI programs. The project would be administered by MOE and monitored by a joint NPI/Industry Council comprising representatives from central and line ministries and industry (para. 2.20). Each of the above inputs is described in more detail below. Development of NPI Facilities and Equipment 3.3 In order to maximize the use of existing facilities and equipment, and achieve the most economical training methods, it has been recommended that NPI's temporary, site at Sok Paluang in Vientiane would be retained. The presence of four higher technical institutes on the same site would facilitate better coordination of the engineering and higher technician training programs. All services are available at that site, resulting in lower initial and long-term recurrent costs. The administration of the engineer and higher technician training programs would be placed under one coordinating administration.10/ The NPI program would enroll 735 students in courses including a preparatory year, followed by five years of engineering training. The preparatory year would make possible provincial representation in order to satisfy the Government's policy to distribute qualified manpower in the provinces to facilitate development of these areas. Students would be admitted to NPI on the basis of an entrance examination, primarily in mathematics and physics. The best secondary graduates would go directly into the five-year engineering course; weaker students (originating mainly from rural areas) would have access to the preparatory year, while the lowest scoring students would be directed to the higher technician training programs.ll/ It is expected that the combination of good secondary graduates who qualify for direct entry (up to 302 of entrants) and the students brought up to standard through the preparatory year would provide a sufficient number of students for the successful operation of the NPI. 10/ All higher technician training programs are being transferred to the MOE to facilitate coordination and reduce costs. 11/ It is important to note that basic and secondary education in Laos takes only 11 years, the inclusion of a preparatory year is an effort to reach a grade 12 equivalency of other countries. The preparatory year for engineering training is thus not adding a year in comparison to engineer programs in other countries. - 16 - 3.4 Some classrooms, science laboratories, a multipurpose facility, storage facilities, a few small workshops, some administrative offices and a few staff houses already exist at NPI. The project would provide more classrooms, laboratories, training and production workshops, a kitchen, a library, additional offices, and sanitary facilities, as well as student boarding and staff housing. A summary of the facilities to be provided is given in Annex 6 and a summary of equipment lists for each specialization is given in Annex 7. Supplementary equipment would also be supplied to permit practical training for both instructors and students outside NPI (para. 3.10). Since some of the equipment supplied is not available elsewhers in the country, NPI will, for a fee, undertake industrial tests, and provide maintenance and repairs for private companies. Funds earned from these activities will be retained and used for the purchase of spare parts, materials and operational costs. These inputs are expected to facilitate the improvement of the quality of the engineer program. Types of Training Programs 3.5 The structure of the NPI programs, options, enrollments and student output is presented in Chart IV. Satisfactory courses and programs have been selected for NPI which are closely related to existing needs and planned activities, primarily in agriculture, transportation, construction, electricity and industrial development. The scope and content of the programs were reviewed and found to fit the planned activities. The programs would devote about 351 of instruction time to practical and 65X to theoretical activities. The program would include each year a five-week practical training session in industry or government parastatals. As shown in the table below, the training program is broad-based with specialization occurring during the last year. Distribution by Instructional Content Type of Teaching (X) Basic General Theo- Prac- Tech- Special- Department retical tical Total Sciences nology ization Total Electrical 70 30 100 43 34 23 100 Mechanical 65 35 100 40 35 25 100 Civil 65 ,5 100 43 34 23 100 Mgn/Economic Eng 70 30 100 43 34 22 100 However, some final harmonization between the course outlines and the institution's operation will still be made during implementation. It is expected that the training programs offered at NPI would thus respond to the country's practical needs. The preparatory year would enroll about 120 - 17 - students, followed by two years of common instruction for about 270 (140 12/ and 130) students. The expected output of the third year (120 students) 13/ would be split into three groups in the fourth year, i.e. electrical, civil and mechanical engineering. During the fourth year of engineer training, the department of industrial eitgineering and management would be added with all students taking some management courses.14/ In the fifth year of engineer training, the students would be divided into seven groups of about 15 each for their final specializations. 3.6 In addition, the project w ald allocate funds for the review or the higher technician programs. The review would be undertaken by a joint national and external team during the first two years of project implementation. Based on that review, staff training programs, repair/supply of equipment and renovation of facilities would be planned. The major goals of the review team would be to prepare a recommended distribution of training programs et the higher technician level. The study would also determine how the training activities of these institutions could permit student transfers between engineering and higher technician levels at the end of the preparatory and third years.15/ The engineering program could thus retain only the best suited students and the best technicians could be transferred into the engineering courses following completion of their program. The latter transfer of students would improve the coordination of the technician and engineering training programs to best meet higher-level training needs. Education Materials and Language of Instruction 3.7 Due to similarity of the Lao and Thai languages, the Lao students and teachers can read Thai. Thus, the project would make immediately available classroom sets of Thai language books for all instructional levels at NPI. Additional reference books would be supplied in Thai, English and French. A series of teaching lessons and student workbooks in Lao have alrcady been prepared for the first four years of training. During the project period, lessons would be developed for the fifth year and the existing lessons revised 12/ Estimating direct entry for about 30 students, with the remainder coming from the preparatory year. 13/ Due to attrition only 120 students of the original 140 remain in school. 14/ Special attention would be given to principles of industrial organization and cost and rate of return analysis. 15/ Also, the Asian Institute of Technology (AIT) in Bangkok, which has staff proficient in Lao, has offered to assist NPI with the review ot prepared lessons, and training of NPI staff at graduate and post- graduate levels, and to provide technical assistance, if need be, to NPI. The Thai and Lao Ministries of Foreign Affairs have given their agreement to the above cooperation. - 18 - using a computer desk-top publishing approach. NPI already has a limited number of computers and has successfully experimented with the process. To permit the above development and the updating of materials, NPI would initially rely heavily on the Thai language books and gradually move to the Lao language books when they are developed. The above activities would be supported by training and necessary supplies listed in Annex 8. With the provision of this training and educational materials, the Lao students would have rapid access to recent engineering books of good quality. Instruction at NPI would be provided in Lao in conformity with the national law. The curriculum would also include the teacbing of English. The teachers and students would be given intensive courses annually followed by weekly reinforcement courses, and all students would receive language training during the academic year. At negotiations, agreement was reached on the inclusion of the English language in NPI training programs (para. 7.1 (b)). Output from Specialized Institutions 3.8 On the basis of a policy that 80? of engineering training will be done in the country, it is expected that by 1995 about 110 engineers and 370 higher technicians will graduate annually from the teaching institutions located at the Sok Paluang campus (para. 2.10). Allowing for a drop-out rate of about 10? at the start of the training phase, later decreasing to about 5Z, total NPI enrollment is expected to reach 735 students, of whom about 615 in the five-year engineer course and 120 in the preparatory year. The present participation of about 15? women at NPI is expected to increase by 1995 (para. 6.5). The specialization breakdown by branch of economic activity in 1994-95, based on recent economic developments, is presented in Annex 9. The mechanical, civil and management;economic engineering programs would respond to urgent training needs related to agriculture and agro-industry where the country now requires an annual output of about 20 graduates respectively. :n addition to the latter, other necessary engineering specializations were identified (mainly chemistry/food production and mining/geology), but these would require an annual output of less than 16 graduates each. This group, though not negligible, is substantially smaller than the specializations offered on the campus (para. 2.11). Therefore, for cost-efficiency purposes, these specializations would continue to be traited outside the country in the immediate future and would be considered for future inclusion within the NPI, if the demand expands. If exports in the mining/geology sector increase during the next five years, the inclusion of a faculty at NPI should be considered by or shortly after 1995. The relatively high enrollment in the industrial ensineering option is due to the management requirements associated with the work of engineers in the productive sectors and the Government. As such engineers generally devote at least as much time to project analysis, management and appraisal as to purely technical tasks, management courses would be taught to all NPI trainees. NPI Staff Development 3.9 The Institute now employs about lOC teachers and administrators, of whom 32 are qualified engineers. Based on an acceptable teacher:student - 19 - ratio of 1:10, a staffing plan indicates that at full operation, NPI would require a total faculty of about 75 teaching staff. However, during the first years of operation when curricula and teaching materials will be adapted to local requirements, a teaching staff of about 95 will be needed, of whom 60 to 65 would be teaching engineers (Annex 10). Of these teachers, about 15 to 20 would be new recruits. The project would include provision for 624 man-months of fellowships with an estimated cost of LS$1,250,000 to upgrade the existing teachers and train the new teachers eventuaUly required. Training abroad would consist primarily of the upgrading of existing engineers to the post- graduate level, primarily at the link polytechnic. Some short courses and institutional visits would be offered to NPI department heads and senior administrators. Fellowship training and upgrading of teaching staff abroad, by specialization, would be not less than 6 and up to 36 months duration. An outline of the NPI personnel training plan, including overseas fellowships and national upgrading programs, is presented in Annex 11. For each training plan, a satisfactory prosram, selection criteria for the trainees, operational and financial details aLd implementation schedules have been prepared. These would be reviewed yearly by IDA and adjusted with the help of project technical assistance. During negotiations, agreement was reached on the number and types of overseas and local training programs, and on the trainee selection criteria to be used (para. 7.1(c)). In-Service Training of Existing Engineers 3.10 The project would provide about US$200,000 in seed money for the initial operation of in-service training courses for practicing engineers.16/ The training, lasting 3 to 5 days, would consist of seminars dealing with specific technical or managerial topics. These courses would initially be taught by technical assistance specialists provided under the project, and later by the national staff. Rotation of teaching staff in industry will be undertaken during project implementation. Engineers trained abroad in many countries lack a background common to Laotian conditions (para. 2.14). The training programs provided by the project would therefore include the devel- opment, printing and distribution to participants of a technical dictionary in Lao (already started) which would enhance the engineering profession within Lao PDR and would facilitate necessary links between practicing engineers and NPI. In additicn to the above training, NPI would hold an annual Engineer Day at the Institute. The day would be used to have students and staff demon- strate work and experiments done during that year. Commercial firms and state enterprises would be invited to demonstrate equipment and new procedures simultaneously. The seed money would also cover some costs of the National Engineer Day and trips to, and communication with, other engineering insti- tutes, with a view to establishing external links and encouraging the transfer of knowledge in the engineering fields. Such links would also allow the organization of practical training sessions needed by both the NPI staff and trainees. In addition. it would facilitate the identification and recruitment 16/ The seed money will provide funds for establishing the courses. A large part of the ongoing operational costs would later be covered through participation fees and participant payment for teaching materials. - 20 - of practicing engineers to teach special courses, topics or modules. Finally, to facilitate the retention of qualified engineer staff at NPI, during negoti- ations the Government provided an assurance that it would review within the framework of its salary adjustments, the compensation of the NPI staff with a view to keeping such compensation as competitive as possible with that of industrial and parastatal engineers. This review would be undertaken at mid- term and end of the project (para. 7.2(a). Technical Assistance 3.11 Due to insufficient NPI staff expertise and experience, technical assistance would be required for both project management and instruction. The project would provide both long and short-term technical assistance, totalling 768 man-months, to assist in improving teaching content and methods, adapta- tion of materials, delivery of in-service programs and administratior. of the NPI. To overcome the slow implementation of technical assistance experienced in previous Bank Group projects, that assistance would be supplied primarily through a university link.17/ Technical assistance needs have been determined on the basis of existing engineering specializations not adequately covered by current NPI staff or vacancies due to staff studying abroad. The main tasks of the technical assistance would be to review existing programs, assist national teachers with the preparation of their lectures and other materials, and ensure appropriate use and integration of equipment into instructional programs. They would conduct upgrading training courses (content and pedagogical) for NPI staff and play a key role in the organization of in- service training programs for existing engineers. Technical assistance terms of reference and tasks are outlined in Annex 12. Technical assistance would also assist the Project Implementation Unit (PIU) director with the management, equipment procurement and implementation of the NPI project. For each specialization, as well as project management, one or two long-term technical assistance specialists would be supplied, while other needs would be supported by short-term specialist visits (from one to four months). These needs would be evaluated and, if necessary, adjusted during annual reviews with IDA. The summary and distribution by specialization and timing of technical assistance are shown in Annex 13. Technical assistance would be provided and utilized on the basis of terms of reference and contracts acceptable to the Association. During negotiations, agreement was reached on the terms of reference and a timetable for consultant services and overseas and local training, and criteria and procedures applicable to staff selection for award of fellowships (para. 7.1(d)). Studies, Sector Work and Evaluation 3.12 The project would provide about US$400,000 for studies and evaluation of programs. The proposed program would: (a) assess higher education programs (particularly technical and vocational) with a view to improving their efficiency and quality, (b) assess the efficiency of secondary education as 17/ The university will train NPI staff, supply technical assistance, assist with review of programs and equipment lists, and offer a collegial link. - 21 - preparation for admission to higher education, (c) include a tracer study on the initial employment and subsequent job changes of NPI graduates, (d) prepare possible future investments in the education sector and human resource development ir. general, (e) review the financing of basic and secondary education, and (f) examine the external efficiency of the NPI program to determine: (i) the technical quality of graduates, in comparison with job market tasks and responsibilities, (ii) the salary levels of graduates and the external efficiency of the pool of graduates; and (iii) the perception the labor market has of NPI graduates by engineering specialization over time. Finally, during the fourth year of project implementation, an engineer evaluation team would review the content and quality of the programs to ensure their international level and relevance to national needs (Annex 14). Status of Project Preparation 3.13 As a result of four joint IDA, UNESCO and Swiss Development Cooperation (SDC) missions, five UNESCO consultancies, the presence of a UNESCO Chief Technical Advisor in Vientiane for three years, and long-term services of another four consultants, each for almost one year, project preparation is at an advanced stage. The site where NPI is operating is located in the capital, Vientiane, and its size is suitable for the present and future expansion needs as it can accommoda.te up to 5,500 students. The architectural master plan (initial sketch plan), prepared by a UNESCO consultant architect, was found suitable. Preparation of facility designs by a Swiss architectural firm is scheduled to start shortly using Project Preparation Facility (PPF) funds (para. 4.5). Preliminary furniture and equipment lists have been prepared and tenders are expected to be called during the first year of project implementation. The curriculum is ready (para. 3.5) and teacher guides and student lessons for four out of five years of engineering training have been completed. Linkages with a Swiss polytechnic would be established (starting May 1989), and the final revision of the present curriculvm would be done during project implementation by the consultants and NPI staff. Draft national, overseas and in-service training and fellowship programs have been prepared and are ready for implementati-n. Staff recruitment and training plans have been prepared and the director and staff of the Project Implementation Unit (para. 5.2) were identified by the time of negotiations. Satisfactory preliminary terms of reference for the technical assistance program and course outlines for the in-service training programs have been completed (para. 3.11). IV. PROJECTED COSTS AND FINANCING PLAN Cost Summary 4.1 The total cost of the project at Juily 1988 prices is estimated at US$18.7 million equivalent including a foreign exchange component of US$15.3 million (821). A breakdown of local and foreign costs by category of expenditure is given in Table 3 below. A summary of project costs by component is given in Annex 15 and project costs by year and category of - 22 - expenditure are listed in Annex 16. Customs duties and taxes on building materials are estimated at US$0.5 million equivalent, representing about 142 of the total civil works component or 2.72 of the project costs. Equipment and teaching materials imported under the project would be exempt from duties and taxes. Cofinancing and Aid Coordination with Donor Agencies 4.2 In order to minimize borrowing costs for education investment, the Government requested grant cofinancing for the NPI project. The SDC has agreed to provide US$13 million equivalent for technical assistance, fellowships, in-service training, equipment, educational materials and studies that are part of the project. The Association would administer the SDC funds in accordance with IDA procedures and would provide project monitoring and supervision, under the terms of the framework cofinancing agreement between the Government of Switzerland and the Association, dated April 9, 1987. The fulfillment of all conditions precedent to the effectiveness of the Swiss Contribution Agreement would be a condition of effectiveness of the Development Credit Agreement. In addition to the financing required for the proposed project, the Government of France is expected to provide supplementary bilateral funding up to US$4.0 million equivalent in grant assistance that would support technical assistance, fellowships and educational materials. While the IDA/SDC program would ensure successful implementation of the self-sufficient core of training, French assistance would enhance the quality and relevance of training through professional application programs mainly in laboratories and workshops. Basis of Cost Estimates 4.3 Estimated costs are based on recent tender prices given by the Ministry of Construction and quotations from local and foreign construction firms active in Lao PDR. Estimated equipment costs are based on master lists prepared by the UNESCO chief technical advisor, subject specialists who visited Lao PDR, and a UNESCO procurement specialist. Equipment costs are based on international prices and costs ..n neighboring countries, adjusted to import conditions in Lao PDR (mainly for transportation and installation). Furniture has been costed on the basis of a UNICEF furniture project operatirg within the country and recent purchases made by construction firms. Technical assistance and training fellowship costs have been estimated on the basis of 1988 consultant and fellowships costs in UNDP projects under implementation in Lao PDR. The unit capital costs and areas of the project buildings are in line with 1983/84 Bank medians for comparable facilities (Annex 17). The foreign exchange component of US$15.3 million has been calculated on the basis of the following estimated foreign exchange percentages (excluding taxes and duties): civil works at 702; furniture, 302; equipment, 10O2; teaching materials, 95Z; technical assistance and professional services, 10OZ; and paper printing materials, 952. Table 3: PROJECT COSTS BY CATEGORY OF EXPENDITURE Local Foreign Total Local Foreign Total X Foreign Z Total ---------(KN million) -------- ----- (US$ million) ------ exchange base costs Investment costs: Civil works 363.9 849.0 1,212.9 0.8 1.9 2.7 70 16 Furniture 80.0 34.3 114.3 0.2 0.1 0.3 30 2 Equipment - 1,957.5 1,957.5 - 4.4 4.4 100 26 Technical assistance/fellowships - 2,880.7 2,880.7 - 6.4 6.4 100 39 Professional services - 161.5 161.5 - 0.3 0.3 100 2 Evaluation/in-service training 72.0 108.0 180.0 0.2 0.2 0.4 60 2 Total Investment Costs 515.9 5,991.0 6,506.9 1.2 13.3 14.5 92 87 Recurrent costs: Salaries 208.1 - 208.1 0.4 - 0.4 - 3 Travel 54.0 - 54.0 0.1 - 0.1 - 1 Consumable materials 25.6 230.9 256.5 0.1 0.5 0.6 90 3 Services 18.0 - 18.0 0.1 - 0.1 - 0 Maintenance 14.2 33.1 47.3 - 0.1 0.1 70 1 Transport - 36.0 36.0 - 0.1 0.1 100 0 Scholarships 286.0 - 286,0 0.6 - 0.6 - 4 Administration 52.2 - 52.2 0.1 - 0.1 - 1 Total Recurrent Costs 658.1 300.0 958.1 1.4 0.7 2.1 31 13 Total Baseline Costs 1,174.0 6,291.0 7,465.0 2.6 14.0 16.6 84 100 Physical contingencies 40.4 200.7 241.1 0.1 0.4 0.5 83 3 Price contingencies 322.3 410.0 732.3 0.7 0.9 1.6 56 10 Total Project Costs 1,536.7 6,901.7 8,438.4 3.4 15.3 18.7 82 113 - 24 - Contingency Allowances 4.4 Estimated project costs include physical contingencies (US$0.46 million) estimated at 32 of the base cost of all project components (10Z of base costs for civil works and 5% for furniture, equipment, paper, printing materials and professional services and OZ for technical assistance). Price contingencies (US$1.40 million), equivalent to 10 of the base cost plus physical contingencies, were calculated in accordance with the implementation schedule and the following expected average annual price increases for domestic inflation: 75Z in 1988, 55? in 1989, 20Z *in 1990 and 5? from 1991 onward; and for foreign costs: 3? in 1988, 1989 and 1990, and 42 from 1991 onward. Financing Plan 4.5 The total project cost of US$18.7 million equivalent would be financed as follows: (a) a proposed IDA credit of US$3.5 million equivalent would cover 19Z of total project cost, net of taxes; (b) SDC would provide cofinancing of SwF20.8 million (US$13.0 million equivalent) corresponding to 71? of total project cost, net of taxes; and (c) the Government would finance the remaining costs of US$2.2 million equivalent (10Z of total net cost), as well as all tax, estimated at US$0.5 million equivalent. Total external financing would cover 90? of total project costs, net of taxes. To avoid implementation delays, provision has been made for the use of PPF funds amounting to US$200,000 for the preparation of architectural designs and master plan, for the employment of a consultant firm to prepare equipment specifications, and for the establishment of the technical assistance team. Funds made available by IDA through the PPF would be repaid by SDC at the date of effectiveness on behalf of the Borrower. - 25 - Table 4: FINANCING PLAN (US$ million) Category Government IDA SDC Total Construction 2.5 0.2 2.7 Professional services -- -- 0.3 0.3 Furniture -- 0.3 -- 0.3 Technical Assistance/Fellowships -- -- 6.4 6.4 Equipment -- __ 34 3.4 Paper, Educational Materials 0.2 -- 0.8 1.0 Evaluation/Studies -- -- 0.4 0.4 Operational Budget 2.0 a/ __ -- 2.0 PIU -- -- 0.1 0.1 Total Base Cost 2.2 2.8 11.6 16.6 Contingencies - 0.7 1.4 2.1 Total 2.2 3.5 13.0 18.7 a/ Includes staff salaries and students' local scholarships. Recurrent Costs 4.6 The estimated annual recurrent cost of the proposed project when the institute is operating at full capacity in 1995 is expected to reach KN 212 million (at 1989 prices). By 1995, it is estimated that the average cost per student would double in constant terms. Of the total budget allocation earmarked for NPI in 1987, staff wages and student scholarships represent 78Z. Annex 18 shows the progressive transfer of the NPI budget from the project to the Government and the percentage of local and foreign exchange costs which the Government would have to assume each year in order to meet NPI operating costs at project completion. In 1995, it is estimated that the Government could finance about two thirds of the operating costs of NPI from its own funds. The remainder would be funded by fees to be charged to regular students, as well as to individuals enrolled in private evening and weekend courses (computer courses), and from fees charged for services (industrial testing, maintenance and repairs). Provision for staff salaries, operations, and maintenance would be realistic and adequate. If the education budget grows at 5Z p.a., the estimated GDP growth rate, the NPI budget would represent a reasonable 4.8Z of the total. During negotiations, the Government provided an assurance that it would gradually assume the incremental recurrent costs of operating NPI in accordance with a schedule agreed with the Association so as to reach about two thirds of these costs by June 30, 1995 and thereafter (para. 7.2(b)). - 26 - V. PROJECT MANAGEMENT AND IMPLEMENTATION Administration of NPI 5.1 The Institute would be administered by the MOE and monitored by a joint NPI/Industry Council, with functions similar to those of a university board of trustees (para. 2.22). The Council would oversee project imple- mentation and undertake annual reviews of manpower and training needs. This would ensure that the Institute would respond to the training needs of the country. The project would provide technical assistance for the management of NPI, namely a chief technical advisor, a contract with an architectural/ engineering firm, and accounting specialists (Annex 13). The proposed structure for NPI administration and project implementation is shown in Chart V. For the duration of the project, a full-time project director would be assigned to the implementation unit. The project director would be a member of the executive committee together with the NPI director and two vice- directors, to guarantee that inputs such as curriculum, equipment, training programs and facilities supplied under the project would satisfy the overall institutional needs of NPI. Implementation 5.2 A Project Implementation Unit (PIU) would be established at NPI and would include technical and administrative divisiona. The technical division would be staffed by the architectural/engineering firm and the administrative division by a procurement specialist, an accountant and an administrative officer responsible for personnel and transport. This technical assistance would be provided to strengthen NPI's implementation capacity. The candidates selected for the above positions would be recruited under terms and conditions acceptable to the Association. Procurement 5.3 Civil works contracts estimated at about US$3.5 million, including contingencies, would be awarded on the basis of International Competitive Bidding (ICB) in accordance with IDA guidelines. Equipment and educational materials, estimated at US$4.8 million, including contingencies, would be procured as follows: (a) heavy equipment, estimated at a total of US$1.1 million, would be grouped into packages related to the four major engi- neering specializations, and would be procured under ICB in accordance with IDA guidelines; and (b) light equipment, computer and office supplies, paper, books and other instructional materials, estimated at a total of US$3.7 million, would be grouped into packages not exceeding US$50,000 in value, due to the diversified nature of the items, and would be procured through international shopping, based on comparison of three to five price quotations obtained from various foreign or local suppliers, to ensure compet- itive quotes. Workshop supplies, electronic components, tools and related spare parts estimated to cost $5,000 equivalent or less per contract, up to an aggregate amount not to exceed the equivalent of $360,000, may be procured through direct contracting with the suppliers or manufacturers thereof under procedures acceptable to IDA. Some of the equipment, about US$0.6 million, - 27 - would be designated for the higher technician train'ng programs and the existing in-service training program. Furniture estimated at US$400,000, with contingencies, would be procured on the basis of competitive bidding advertised locally. Foreign firms would be allowed to participate in accordance with local procedures acceptable to IDA. All contracts for civil works, equipment, furniture, books and educational materials above US$50,000 and all contracts for consultants and fellowships would be subject to prior IDA review. Civil works, equipment and furniture contracts under US$50,000, would not be subject to prior IDA review. Equipment and furniture contracts below US$50,000 would be subject to post-award review. In the comparison of bids for the supply of goods under ICB, local manufacturers would be extended a margin of preference of 15Z of c.i.f. costs of competing imports, or the actual customs duties, whichever is lower. For civil works under ICB domestic contractors would be extended a margin of preference of 7.5Z in the comparison of their bids with those of nondomestic contractors. Specialists and architectural/engineering consultants would be selected in accordance with Bank Group guidelines on the use of consultants. All remaining contracts would be procured according to local regulations. Table 5 provides a breakdown of expenditures by procurement category. Table 5: PROJECT EXPENDITURES BY PROCUREMENT CATEGORY (US$ million) Total cost including Category of Expenditure ICB LCB Other contingencies Civil Works 3.1 0.4 - 3.5 (3.1) (3.1) Furniture _ 0.4 - 0.4 - (0.4) (0.4) Equipment 1.1 - 2.5 3.6 Paper/Educational Materials - - 1.2 1.2 Technical Assistance/Fellowships - - 6.8 6.8 Professional Services - - 0.4 0.4 Evaluation/Studies - - 0.1 0.4 Salaries - - 0.5 0.5 Operational Budget - - 1.7 1.7 Project Administration/PIU 0.1 - 0.1 0.2 Total 4.3 0.8 13.6 18.7 (3.1) (0.4) - (3.5) Note: Figures in parentheses are the amounts financed by IDA. - 28 - Disbursement 5.4 The proposed Credit of US$3.5 million and the Swiss co-financing grant of SwF20.8 million (US$13.0 million equivalent) would be disbursed over a period of six years. Disbursements would be made on the basis of: (a) 100? of the cost of civil works; (b) 100? of all costs relating to maintenance and production facilities; (c) 10O? of the c.i.f. cost of imported equipment, furniture, books and instructional materials; 10O? of the ex-factory cost of locally manufactured equipment, furniture and materials; and 802 of the cost of imported equipment, furniture and materials procured locally; (d) 100? of the cost of specialist and professional services or fellowships; (e) lOOZ of the cost of evaluation and studies; and (f) 42Z of the project operating costs. The IDA funds would be disbursed for civil works and furniture, the SDC funds for the other categories. 5.5 Disbursements against all contracts below US$50,000 and operating costs would be based on SOE's. Documentation supporting the SOEs would be retained by the PIU and made available for review by IDA supervision missions. All other expenditures would be fully documer.ted. To the extent possible, withdrawal applications would be aggregated in amounts of US$50,000 or more, prior to submission to IDA for reimbursement. The estimated disbursement schedule given in Annex 19 has taken into consideration IDA's disbursement experience in the Asia Region where the usual project disbursement period ie nine years. However, since this is a small and relatively simnle project at an advanced stage of preparation, disbursements are expected to be completed within six years. Furthermore, the NPI is already operating in temporary facilities, it would have recruited most of its staff by the time of project effectiveness, its study programs have been prepared, and preparation of architectural designs is expected to be at an advanced state by Credit effectiveness (Annex 20). To allow sufficient time for submission of final withdrawal applications following the scheduled completion date of June 30, 1995, the Closing Date would be June 30, 1996. Special Account 5.6 In order to ensure that funds for the project would be made available when needed, two Special Accounts operated by the PIU would be established in the Banque pour le Commerce Exterieur Lao in Vientiane. Each account represents an estimated average of four months of IDA- and SDC-financed expenditures, respectively. The IDA Account would be maintained in US dollars, with an authorized allocation of US$200,000. Funds from this account would be withdrawn in proportion to the percentages financed under the Credit. The SDC account would have an authorized allocation of SwFl,100,000. - 29 - Accounting, Auditing, and Reporting 5.7 The PIU would prepare and maintain project accounts in accordance with sound accounting practices. Project accounts would be prepared annually and withdrawal applications would be supported by full documentation, except for expenditures on salaries and other recurrent expenditure, and disburse- ments against all contracts below US$50,000 which would be reimbursed against Statements of Expenditure (SOE) certified by the Project Director. 5.8 The PIU would prepare a progress review report on the basis of key indicators for project implementation (Annex 21), to be sent to IDA for comments every six months starting in March 1990. 5.9 There are no indtpendent auditing firms operating in the Lao PDR The project would be subject to the normal government audit carried out by the Committee of Control and Audit, which was established in 1985 with the status of a ministry. The PIU would submit to the Association the Committee's annual audit report covering (a) project accounts, (b) the Special Account and (c) Statements of Expenditure. The report would be submitted within nine months of the end of each fiscal year. The Special Account and SOEs would be audited separately from PIU accounts. Such an audit would contain a separate opinion as to whether the disbursements made on the basis of SOEs were used for the purposes for which they were intended under the project. Within six months of the Credit Closing Date, the MOE/PIU would submit to the Association a Project Completion Report covering all project components. The report would evaluate the execution, initial operation, cost and benefits of the project, as well as the performance of the Government, the Association and the Swiss Development Cooperation. It would also include lessons learned during project implementation. During negotiations, agreement was also reached on project implementation review reports to be prepared by the Government and sent to the Association for comments by March 31 and September 30 of each year, commencing in 1990 (para. 7.1(e)). VI. BENEFITS AND RISKS Benefits 6.1 The main benefits would be: (a) an improved supply of qualified engineers from NPI, reaching an output of about 110 engineers p.a. by 1995, ensuring a sufficient supply of direly needed higher level specialists and managers in the major sectors of the national economy; (b) lower cost of national engineer training and a shorter training period since one to two years of language training abroad would not be required; (c) improved management and upgraded teachers at NPI; (d) improved coordination of multitiered technical training with courses more relevant to specific national training needs; (e) increased control of the placement and retention of graduates in the positions for which they have been trained; (f) improved standardization and relevance of engineer training programs, resulting in - 30 - better staff integration within the work place, and (g) improved links between NPI and the industrial sector and government parastatals. The presence of nationally trained engineers and the homogeneous approach to technical and managerial issues are likely to improve the efficiency of the state and private organizations. Risks 6.2 There are three major risks: First, there is a risk that implemen- tation delays might occur due to MOE's inexperience with IDA procedures. Therefore, project design has been kept as simple as possible, and NPI and MOE staff (about 50 of whom are already experienced in general project administra- tion) would be trained under the project's substantial technical assistance component to strengthen the implementation capabilities, in particular, of MOE. Second, based on past experience, it might be time-consuming to obtain government approval for implementation of the technical assistance and fellowship components of the project. To reduce this risk, a link with a Swiss polytechnic, which would be responsible for the coordination of both short- and long-term technical assistance and the organization of overseas fellowships, would be established. Third, if the prevailing financial crisis continues, budgetary allocations to the higher education subsector might be constrained. However, it should be noted that in the preliminary Second Five- Year Development Plan, the Government accords high priority to the expansion &' national higher education training opportunities. Also, the Plan intends to maximize the use of resources allocated to the education sector, while finding alternative sources of financing (para. 2.23). In addition, at negotiations, the Government provided an assurance that sufficient funds for the project would be available in a timely manner, including an increasing share of the incremental recurrent costs (para. 4.6). Environment and Health Aspects 6.3 No adverse environment or health effects are expected to result from this project. In fact, improved training of staff in thE agriculture and industrial sectors should lead to a better technical knowledge base and, as a result, more concern for the environment and improved ways to implement projects in this respect. Female Participation 6.4 Based on 1984/85 MOE statistics, the participation rates of females in education are: primary 49Z; lower secondary, 45Z; senior secondary and vocational, 37? and higher education about 20?. Participation of women at NPI is already 15? and effort would be made to increase that number during project implementation. Government has agreed to compile statistics on women's participation during project implementation. - 31 - VII. AGREEMENTS REACHED AND RECOMMENDATION 7.1 During negotiations, agreement was reached with the Government on: (a) membership and functions of the NPI/Industry Council and on its establishment by January 1, 1990 (para. 2.22); (b) the inclusion of the English language in NPI trairing programs (para. 3.7); (c) the number and types of overseas and local training programs, and the trainee selection criteria to be used (para. 3.9); and (d) the terms of reference and a timetable for consultant services and overseas and local training, and criteria and procedures applicable to staff selection for award of fellowships (para 3.11). (e) project implementation review reports to be prepared by the Govarnment and sent to the Association for comments by March 31 and September 30 of each year, commencing in 1990 (para. 5.9). 7.2 During negotiations, the Government provided assurances that it would: (a) review within the framework of its salary adjustments the compensation of the NPI staff with a view to keeping such compensation as competitive as possible with that of industrial and parastatal engineers. This review would be undertaken at mid-term and end of the project (para. 3.10); and (b) gradually assume the incremental recurrent costs of operating NPI in accordance with a schedule agreed with the Association so as to reach about two thirds of these costs by June 30, 1995 and thereafter (para. 4.6). 7.3 A special condition of effectiveness is that all conditions precedent to the effectiveness of the Swiss Contribution Agreement have been fulfilled (para. 4.2). 7.4 Subject to the above conditions and agreements, the proposed project would constitute a suitable basis for an IDA credit of SDR 2.7 million (US$3.5 million equivalent) to the Lao People's Democratic Republic, on standard IDA terms with 40 years maturity. - 32 - ANNEX 1 Page 1 of 2 LAO PDR NATIONAL POLYTECHNIC INSTITUTE PROJECT Evolution of Employment b§ Branch of Activity. 1986-2000 1986 1990 1996 2000 Formal Formal Formal Formal Branch Total sector Totn; sector Total sector Total sector A. In Thousands Agriculture 1,364.1 11.0 1,646.0 20.0 1,762.2 81.0 2,008.9 46.0 Industry La 27.2 26.2 37.8 85.6 62.0 60.0 73.4 68.1 Construction 10.2 3.2 15.6 4.4 22.6 6.8 31.8 10.3 Transport 10.2 6.6 1656 9.8 22.6 14.7 28.7 20.1 Comme rce 89.2 8.6 48.9 4.9 68.7 7.0 73.0 11.0 Public services, etc. 264.1 78.8 298.4 98.9 341.1 112.8 839.8 184.8 Total 1,704.1 128.2 1,996.7 168.6 2,259.2 222.1 2,608.9 2899. B. In Percentages Agriculture 80.0 8.6 79.0 11.9 78.0 14.0 77.0 15.6 Industry /a 1.6 19.7 1.9 21.1 2.8 22.4 2.7 2386 Construction 0.8 2.0 0.8 2.8 1.0 8.1 1.2 8.6 Transport 0.6 6.0 0.8 6.8 1.0 6.6 1.1 6.9 Commercto 2.8 2.7 2.6 2.9 2.8 8.2 2.8 3.8 Public service, etc. 14.9 81.6 16.0 66.7 15.1 50.7 16.2 46.6 Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 La Industry Includes artisans, manufacturing, mining and utilities. Source: State Plan Committee and World Bank Education Mission. ANNEX I - 33 - Page 2 of 2 LAO PDR NATIONAL POLYTECHNIC INSTITUTE PROJECT Data for Calculating Demand for Higher Level Technical Manpower 1986 1990 1995 2000 Total modern sector employment 128,200 168,600 222,100 289,300 Target X higher level technical manpower 1.6 2.0 2.5 3.0 Total demand for higher level technical manpower 2,000 3,370 S,SS0 8,680 Total demand for each 5-year period 1,370 3,370 3,130 Ratio engineers/technicians 1:3 1:3 1:3 1:3 Total demand engineers 345 550 780 Total demand higher technicians 1,025 1,630 2,350 - 34 - ANNEX 2 Page 1 of 3 LAO PDR NATIONAL POLYTECHNIC INSTITUTE PROJECT The Education Sector 1. General education in Lao PDR comprises one year of pre-school, five years of primary education (grades 1-5), three years of lower secondary (grades 6-9), and three years of senior secondary (grades 9-11). The education system grew rapidly between 1975 and 1980, expanding at about 10? p.a., with the result that primary and secondary enrollments grew by 5O0 at the primary level and about 26? in the other subsectors. Between 1980 and 1985 overall growth slowed to about 8? p.a. Only the preschool and higher education subsectors maintained high growth rates. This rapid expansion of the education system resulted in 1985 enrollment ratios of 812 at the primary, 13Z at the secondary and 1.31 at the higher level. The primary ratio is about average for the Asia and Pacific Region (83Z), while the secondary and higher ratios are low for the Region (26? and 4?, respectively). Enrollment growth realized from 1975 to 1985 is summarized in the table on the following page. 2. The primary pupil:teacher ratio of 27s1 is about average for the Region, while the secondary ratio of 15:1 is lower. During the last decade the necessary qualitative inputs were lacking, with the result that only 18Z of primary students finished five years of education. Schools built largely with parental and provincial funding have been constructed in almost every community but in most rural areas these schools offer only two years of education. As a result, while primary level attendance is almost 100? in the urban areas, with schools offering 6 years of education, rural schools reach only about 50-60? of gross enrollment since almost 50? of the schools offer only two years of basic education whereas 4 years are recognized as necessary for achieving literacy. Equitable distribution of basic education and quality at all levels require more attention. 3. The education system offers a variety of training opportunities at the semi-skilled, skilled and professional levels. In 1985, training for semi-skilled workers was offered by ten ministries enrolling about 1,200 students in agriculture, mechanics, electricitj, construction, telecommuni- cations and forestry. For skilled workers,training opportunities were provided to 2,300 students in 14 schools under the Ministries of Education, Agriculture, Public Works and Industry. The rapid increase in the number of vocational/technical training programs at the secondary level has led to high unit costs and poor coordination, resulting in many unsuitably trained graduates. All the institutions at that level appear to experience serious shortages of qualified staff, as well of materials and equipment necessary to effectively train the students. There is, thus, an urgent need to rationalize the number and types of training programs offered at the vocational level. There also appears to have been very little systematic evaluation of the typas of technical skills and levels of training required for the development of the country. Until recently, insufficient attention has been directed to the coordination of the supply and demand of skilled manpower. The Government is aware that the system of technical education (both under and outside its ANNEX 2 - 35 - Page 2 of 3 control) requires rationalization, but has not yet decided which measures it would take to restructure the system. During 1987 the Government placed the administration of the new vocational school built by the Soviet Union under the MOE and the transfer of higher technician training institutions, except agriculture, to the MOE has been prepared. 4. Over the period 1980-85, expenditure for education has been among the most rapidly growing categories of national expenditure, increasing at a rate of 62Z p.a., while during the same period, the total government budget increased by 43? p.a. Education expenditure has averaged 8? of total govern- ment expenditure and, in 1982-85, averaged 4.4? of GDP, which is relatively significant. During this period, the total. MCE budget grew at an average annual rate of 41?, with recurrent and deveilopment expenditures increasing at approximately the same rates, 41? and 39?, respectively. Thus, expenditure for education has been among the most rapidly increasing categories of budgetary expenditure. These data compare favorably with education expenditures in the Asia and Pacific Region and indicate the strong commitment the Government is giving to increasing access to education at all levels. 5. Government has realized that quantative inputs alone are not sufficient to improve the education system. Consequently, the Second Plan is emphasizing more equitable distribution of basic education and increased supply of textbooks at the primary and secondary levels, along with t:X training of teachers. The Government also plans to rationalize training programs at the vocational/technical level and to increase training opportunities at the higher level. LAO PDR IATION3AL POLYTECHNIC INSTITUTE PaOJECT lyolotion of Enrollments and Enrollment Ratioe, 1975, 1980, 1985/86 /a 1975 1980 19P5/86 - 2 ot X of A Aarage S of S Average total Enroll- I fmle total annual 2nroll- I female total annual Enroll- X femle tmber earoll- meat enroll- Umber enroll- growth wet eLtoll- Number enroll- growth sent enroll- enrolled "at ratio met erolled ment mlmcc 1975 ratio mnt enrolled mnt slace 1980 ratlo ment tb ?re_-ecbol 1.100 0.3 - 45.9 8,s5o 0.9 37.0 2.0 49.0 26,000 4.0 37.0 4.1 49.0 Priary 317,200 91.2 67.S 41.7 479,300 84.9 8.6 89.S 45.0 566,600 81.0 3.4 110.0 48.0 Lower secoadry 26,700 7.6 10.8 n.e. 64,000 11.3 19.1 26.4 38.8 73,200 10.0 2.7 16.0 40.0 Upper secondary 2,800 0.8 1.4 n.e. 14,900 2.6 39.5 6.1 37.1 23,890 3.0 9.9 7.0 30.0 Migber educatlon 1,250/b n.. n.S. n-. Z,800 0.2 n.e. 0.4 n.a. 9,420 1.0 46.0 1.3 2.0 Total 347400 564.900 10.1 699.010 4.1 us. - mot .ueiLble. Ento In tble table are taken from UUISC, 3Dp Lso: aguieee d'un Coopprtlon lntir latioo ule por le D6veloppement de 'EducatIon et des Ressources l Pr. 3,4.7. bMission Estimetes. MX M r m 0 - 37- _ANNEX 3 Page I of 2 LAO PDR NATIONAL POLYTECHNIC INSTITUTE PR)JECT Estimate of Erployment of Engineers and Hipher Technicians For the Formal Sector (1986-20'530 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 Engineers/Ingenieurs Initial stock Stock initial 500 527 557 583 648 747 848 922 1,029 1,133 1,245 1,359 1,465 1,593 1,708 - annual attrition - departs annuels (13) (13) (14) (15) (16) (19) (21) (23) (26) (28) (31) (34) (37) (40) (43) +External graduates +Diplomees exter. 40 40 40 40 40 40 40 4C 40 25 25 25 25 25 25 +NPI graduates +Diplomees NPI - - - 40 75 80 55 9( 90 115 125 125 130 130 130 Final stock p.a. Stock final annuel 530 557 583 648 747 848 922 1,02'I 1,133 1,245 1,359 1,465 1,593 1,708 1,820 Of which are newly trained engineers 40 40 40 80 115 120 95 13) 130 140 150 150 155 155 155 315 615 765 *850 - output during project period* Higher Technicians Techniciens Superieurs initial stock Stock initial 1,500 1,762 2,018 2,268 2,511 2,748 2,980 3,205 3,445 3,659 3,918 4,240 4,604 5,029 5,498 -annual attrition -departs annuels 38 (44) (50) (57) (63) (68) (75) (80) (86) (91) (98) (106) (115) (126) (137) (2.5%) +Exi ernal graduates +Diplomees exter 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 +National graduates +Diplomees campus 280 280 280 280 280 280 280 300 300 350 400 450 520 575 600 Final stock p.a. Stock final p.a. 1,762 2,018 2,268 2,511 2,/48 2,980 3,205 3,445 3,659 3,918 4,240 4,604 5,029 5,498 5,981 Of which are newly trained technicians 300 300 300 300 300 300 300 320 320 370 420 470 540 595 620 1,500 1,jO 2,645 *2,510 - output during proje:t period* Stock higher level Stock cadres 2,292 3,495 5,163 7,801 superieurs Formal employment - 38 - ANNEX 3 Page 2 of 2 Assumptions Made 1. Initial stock based on 1986 census Engineers: 500 Higher Technicians: 1,500 2. Graduates of NPI from 1989 (first promotion) to 1992 done according to forecasted output of presently enrolled students. 3. Graduates of NPI from 1993 to 1995 with a slight increase in output due to improved facilities and staffing resulting from the project. 4. Graduates of NPI frm 1996 to 1997, according to capacity of first phase institution. 5. Graduates of NPI from 1998 to 2000 with stable growth until second phase occurs (including geology and chemical engineers). 6. Engineers trained abroad: 1987-1994 according to ongoing fellowships 1995-2000 reduction of growth to 80% national and 20% training abroad 7. Numbers of Higher technicians trained nationally: 1987-1994 according to existing capacity 1995-2000 output increase according to a ratio of + 3 higher technicians to 1 engineer 8. Higher technicians trained abroad: 1987-2000 according to existing fellowships LAO PDR NATIONAL POLYTECNNIC INSTITUTE PROJECT Percent Dltribution of SpecializatLon Needs by EconooLc Sector and Type of Engineering Chemistry Electron- No. of Necha- and agric. Geology and Ic/elec- speciall- Clvil nical mroductlines tricity Economics Total Sector zatlons NO. z No . No. h No. N No. S Agriculture 28 14 4 32 9 32 9 - - 4 1 18 5 100 ladustry/mines and public utilitLes 41 7 3 10 4 12 5 29 12 29 12 13 5 100 Constructlon 6 64 4 11 1 - - 8 -1 9 1 8 - 100 Transport 10 30 3 30 3 - - 10 1 20 2 10 1 100 Coeierce 7 - - - - - - - - - - iOO 7 100 PubiLc ad*lnistra- tloo and othors 43 16 7 15 7 7 3 7 3 15 6 40 17 100 Total 135 21 24 17/a 16/b 22 35 /a In this table, the cumulative projected demand for chemdcal engineers falls close to a need of 20 engineers p.a. The latter was the determination by which the mission decided If a faculty should be established. Since the demand for chemical englieers is largely based on future prospects and the group involves many different types of speciali- zatlons, It was determined that the groups would be too small and too costly to establish natlonal training. /b This group lncludes many types of engineers' speclalization needs estimated at 5 for geology, 4 for mining and 7 for petroleum and others, thus making the needs too low and too costly to justify, at thiLs stage, a faculty. Soorce: Estlates by November 1987 World bank mission. CCNPAIATIYE EDUCATION INDICATORS Page I of 2 SE"TS9ER 27,198 2 : s~~~~~~~ ~~~CENTRAL : 2 * S ~~~~~~~~~~~ ~ ~ ~~~GOVERNMENT I * : : s~~~~~~~~~~~~~~EXPENITD)URE sERUCATIOEi z:COMPLETION: tlICURRENY :0ON EDUCATION sEECURRENT tAD4ULT :RATE FOR : :4MIT COST :PROGRESSION: * . ~~~~~~~~:CIE PER: :AS PERCENT -EXPENDITURES :LITERACY:PRIMARY:PRIMARY :PRIMARY sPRIARY :RATE FROA :SECONRARY:SECONOARY:HIGHER :BASE: POP. :CAPITA :PERCENT GNP:TOTAL CENTRAL:ALLOCATED TO~::ATE :ENROLL.zSCHOOL. tSTUDENTS:EI9CATION tPRIMARV TO :ENROLL. :STUDENTS :ENROLL.: * ~~~~~:YEAR2NILLS.S(USS) :DEVOYED TO :GOVERNMENT :PRI SEC HI :(5) :RATIO :CYCLE -PER :88 PERCENT:SECONDARY :RATIO :PER :RATIO t ~~~:(979):(1979) EDUCATION sEXPENDITURE 2 8) (976) :(K) (2) :TEACHIa :6WjCAPITA: (8) (I) :TEACHER CE DEVELOPED COUJNTRIES AUSTRALIA - 8 14 6b 8,870 6.38 14.6 -- -- -- -- 103' 100) 21 --- 99 73 13 20.90 CANADA 81 23.76 9,6506 7.72 18.5a1 30'? 346? 23"? 996 106' 100 21 19.9"? 100 922 18 22.60% GErMANT F.R. 79 61.2 12,200 4.6 9.9O -- __ _ qb 89' 100' -- --- 100' 94' --- 12.10' NETHERLANDS 79 14.0 10,490 7.9 5.1 20 35 25 996? 96 95 la 15.3 9982 13 12.40 NiEW ZEALAND 0 3:2b 6,081b 5.5' 13.4 37 31 28 996 100 100 24 11.6 100 82 15 25.802. SWEDEN 79 8.3 12,250 9.0 18.2 31 10 10 996 99 100 18' 19.9 100 79' 10'> 36.50'8' EASTERN AFRICA BOTSW-ANA 83 10bD 9206 6.0 22.0 41 34 22 40 100 77 32 10.0 40 20 21 1.80 BURUNDI 81 4.2 235 2.86' 19.0 43 28 27 25 29' 35 37 20.2 12 3x 17 1.00 cORIOROs 84 0.4b6 341 3.8' 28.0 49 29 22 49 76 40 39 --- .5 36 28 0.60 DJIBOUJTI 84 0.4 480 3.0 11.9 73 26 ... 10 42 66 40 67.0 40 10 19 0.60 ETHIOPIA 85 43.0 110 3.6P' 9.5 55 28 17 39 3? 30' 63 19.3 93' 14 44 0.50 KENYA 82 i7.4b 4206 S. 's' 20.1b 65 16 11 4g6 113 58 36 14.4 35 18 26 -- LESOTHO 82 1.4b 4356 5.5 16.9 38 32 26 53b 1162 41 48 9.6 46 21 711 1.30 MADAGASCAR 77 8.5 330 4.0' 24.0 53 28 19 50 9462 33 556 8.0 38 14 23 3.10b1 MALAWI 81 6.16 2306l 3.5 11.4 38 14 25 256 62 23 65 5.8 12 4 21 0.40 MAURITIUS 83 1.06 i,i706 4.3 14.0 46 36 7 80b 93 72 23 13.0 100 s0 22 1.00 RWANDA 83 5.96 270b 3.6 27.4 71 16 13 37b 65 30 40 16.0 9 5 16 0.40 SEYCHELLES 79 0.6 1,770 5.9 22.4' 34' 33' 10l-oa- 25 --- --- --- SCUALIA 81 4.5 280 1.5 10.5 506 44b 66 Sob 226 806 296 9.0b 0 2 22 1.00 SUDAN 80 19.2b 3806 3.0 -- 66 39 ... 12 5ja2 68 34 1.4 44 16 16 .. SWAZILAND 83 (.7lb 9406 3.gob 20.4 31 34 15 656 93 50 33 11.0 98 29 18 3.00 TANZANIA 80 18.5 260 5.9 17.7 47 10 16 796 936 87 43 11.0 196 3 20' 0.30 UGANDA 86 15.2b 2206 1.6 12.n 18 11 28 52 166 42 34 1.56 31 196 72 0.60b1 ZAIRE 81 29.86 2106 7.7 26.4 - - 10 546 76 25 31., 21.0 40 18 28 2.00 ZAMBIA 80 576b 56b 4.5P) 11.1 48 23 22 446 95 80 48 12.9 19 16 22 1.50 Z IMBABWE 81 7.76 7006 5.1 19.5 62 32 6 446 90 53 39 20.0 85 1s 23 0.50 WESTERN AFRICA BENIN 79 3.46 3206 6.5' 35.0 43 21 S 1lL 42 30 46 14.0 3o 11 43 1.001 BURKINA 83 6.5 2106 2.1' 21.7 43 29 28 9 16 25 S? 24.3 16 3 e4 0.03 CAMEROON 84 10.0 8106 3.1P' -- 33 38 28t 20 89 456 50 --- --- 23 28 2.70 C.A.R. 86 2.66 2606 3.N'ay 24.7'aY 49 16 24 -- 79 45 658Y i8 --- 18 67 1.40')' CHAD 87 5.2 179 2.6 6.9 58? 14? 3' - 44 39 60 5.5 35 ?a 37 0.80' CONGO 78 1.5 670 9.0")' 27.7'Y) --… … … …- - --- - 56by -- 30 -- 4361 4.00a)' EQUAT. GUINEA 85 0.36 2706 2.8 1.8 47 24 ... 70 1s 10 80 5.2 40 25 17'Y) -- GABON 77 0.6 3,420 3.7by 8.41 -- - 4461 -- --- --- 1961 2.80'ay GAMBIA 77 0.6 220 3.3"w 6.56 46 25' 6' 106 4061 90' 2261 44.7' 40 1262)' 17 -- GHANA 76 11.3 400 4.0)y 15.56 --- - -- 7162)' -- 27b --1- 3662)y 21 -- GUINEA 79 5.3 290)' 4.6aP -- 25' 28' 28' 20 34 16 38 20.0')' 85 16 29 7.00' GLINEA BISSAU 86 0.96 1706 -- 9.6 46 12 -- 15() 38 10 26 2.0 --- --- 16 IVO'Y COAST 83 936b 720 7.3 42.8 51 40 9 35a)' 72 79 37 29.0 49 22xz 30 1.88 LIBERIA 80 1.9 520 4.6 19.6 43 23 24 30 52 32 35 20.0 76 22 20 p.90 M4ALI 81 7.06 190 4.2' 21.7' 38 21 1 1 10 20 60C 44 15.7 66 1 11 0.90')' MAJItITANIA 86 1.76 4106 5.0 22.4 32 40 25 17 55 35 50 30.0 84 16 23 4.80 NIGER 84 5.2 300 2.8 2'.0 40 25 20 14 2! 20 36 41.0 3? 6 28 0.50 NIGERIA 83 93.66 786b 7.4Y' 16.0 - 13 36 93 70 36 19.5 47 23 30 2.00 SENEGAL 84 6.4 380 5.06 24.0 46b 356 196 28 12 59 46 26.0 19' 16' 24 2.20' SIERRA LEONE 77 3.4 250 4.06 16.06 - --- 156 37x --- 35 25.0b 84 152 22 0.606)' TOGO 78 2.4 400 6.5Qw 26.5Q 30' 28' 21' 18 74 40 5461 38.0 52 32b21 486 1.60b)' LATIN AMERICA AND THE CARIBBEAN ARGENTINA 78 27.3 2,210 2.7 10.9 43'1 31' 18' 93b' 99 32 17 -- S? 31 8 23.00 BAHAMAS 79 0.2 2,770 5.7 19.1 36 36 1 936 99 97 24 --- 97 75 19 -- BARBADOS 78 0.2 2,680 8.5s'Y 22.1' 43' 31' 16' 996 500)' 99' 27Y 19.9' 99' 78)' 20)' -- BOLIVIA 80 5.4 550 4.1'ay 30.5' -… … …- -- 63 74)' -- 20Y --- --- 15)' -- 12.60)' ORAZIL 79 116.5 1,770 3.8 6.2 51 -- 14 76 73')' - 3hY 4 5b 61' 15'' 14')' 12.62b CHILE 76 10.9 1,890 3.261y 13.06…- - -- -- il86>' y 346)Y- 5562)' 206)' 11.906)' COLOMBIA 80 26.76 1,1806 3.3 25.0 35 20 20 81b 78 36 32 6.6 -- 47 20 10.02')' COSTA RICA 80 2.26 1,810b 8.4 31.1 40 27 33 90 93 77 33 3.3 77 40 27 14.00 CUBA 78 9.8 --- 8.0 ¶1.0 - -- 96 11262)' 98 186)' -- 98 7162)' 15 19.026)' DO9INICAN REP. 80 5.3 1,030 2.9 13.0 39 21 22 686 80 31 59 3.2 94 30 33 16.00 ECUADOR 80 8.46 1,110 6.0)' 36.7 45 31 16 81 105 -- 36 12.6 86 47 16 29.00 EL SALVADOR 77 4.4 640 3.4by' 23.16)' 64 8 27 62 8262)' 32 39 - 41 26621 276)' 7906)' GUATEMALA 78 6.8 1,010 1.7") 12.66b . -- 4962 -- -- 69by - 5 6 1562)' I9by 5.50)' GUYANA 76 0.8 630 8.16)' 13*56)-'- -- -- g99b2) -- 326) --'- 5962)' -- 3.00b1 HAITI 80 5.06 230 3.4w 7.9')y 65 9 6 236 50 20 41 19.0 62' 4a 27 0.80 HONDURAS 78 3.6 520 3.5b)' 14.36)' 62' 15' 19' 60 896')' 30' 4161 12.8' 68' 212)' 19 8.001 JIMAICA 80 2.1 1,110 6.5 13.7 37 43 20 90 98 98 40 2.3 95 81 22 8.00 MEXICO 80 65.5 1,9800 4.7 17.0' 46 39 11, 92 98 53 44 9.5 86 56 17 1 0. 3o NICARAGUA 78 2.66 6106 3.06' 14.06 906 - o 8562. 24 31b 6 -- 246b 306 - PANAMA 78 1.86 1,550b 5.5bwy' 21.86y 42' 13' 13 826 q5by -- 256' 11.6 85' 506)' 276)' 20.40b)' PARAGUrY 79 3.0 1,140 1.4' 14.2 42 17 20 84 83 32 28 3.1)r 76 22 12 0.70 PERU 80 16.6 1,000 '.6 14.3 53 i 5 19 80 83 56 39 9.8 89 39 22 14.40)' TRINIDAD S TOB. 77 1.1 3,910 4.8by 8.86, 48 32 20 95 98 91 30 10.5? '.9 62 24 -- URUGUAY 78 2.9 2,500 2.5 9.46 -- ---- 9 iosb' - 24b - - 6462 - 17.80'a' VENEZUELA 78 14.4 3,440 5.11 i8.96 - --- 82 1o6bx Zs2 -- 3862 17 21.101 Pa$e 2 of 2 CWAA8ATIV1 EMJPTI1U IEICATURS u"9maia 2r, INS I 2 * a : i~~~~~~~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~~ChOTRAt I * : : 2 I8B~~~~~~~~~~~tlPEWInTU aERUCATIEM 2 I :CUMPLETIENi: IRBCAUUmI I * I ~~~~~~~~~~~~~~~:U1 EDUCATION REiSREW!E 1*001. Ł 3*I PUl I sUiTl COST :PROGRESSION: * . * sEW ~~~~IGPER plt3A PERCENT :IIPEUITEDSB tL1TERACIIPEIMARIYPEIPAIT 19833A3? siMEABt I3AT1 FPBS :SECOEEAETIYSECWILAA3Y:IIGNRE *:RASE: POP. ;CAPITA :PERCRRT OWP:TOTAI. CERMt3A:ALLOCATOS 13:*11AT IEULLt$LaIO I8TUPIWT3:ENUCATIO IPRIMAIT TO :EIStL. :STUDENTS :ESlOR.L.: * YEAR2MILLS.ZCUSS) :SEVOTES TO :GOVERSEMT spat SEC RI : It) &2A110 iCICLE :983 2A1 PIRCRMT:SRC8MART3 :RATIC0 :PER :6ATt10 * ,1~~~~~~t1979):(979) z EDUCATION :EtPtSITUNE Ct() a (1976) Ct ) I (B) TITACAU aEIP/CAPITA: Ct) : C) :TEACHEA (1I * : : ~~~~~~(1)1t(2)1 1 3) 1 (4) I (31 t2(6) aC7?) (8) 2 (9) I (ID) a 0iI) : (12): (13): (14): EAST ASIA AND THE PACIFIC CHINA 561¶6U.$- 20$b 3.1 7.1 33 46 1 7$?6 96 63 23 3.0 67 34 13 4.80 IRSOkEEIA 8I 130.5b 520 2.1 9.3 713 24 6 320 98 61 S7 11.0 24 27 26 3.70 KOREA 32 39.3b 1.63$b ? 7.N 20.3 34 34 31 96 99 9 43 16.0 37 72 22 6.00 LASS 85 3.7 160 4.49 7.0 68 29 3 47' SI 18 27 --- 40"y 13 1s 1.30o MALAYSIA 86 1610 1,366 6.7 16.3 Ne 40 22 7b 98 9 22 16.0 87 72 22 4.00 PAPUA N.C3. 83 5.0' 320 5.4 19. 40 1F 22 - 60 73' 31* 13.0 35 1363 27' 1.00 PAILIPPIRIS N9 OI. 3 69$P 2.1' 14.0 64 3aA -- 730 34 65 31 7.1 89 35 36 21.00 SINGAPORE 30 2.4 4,420 2.7 6.7 39 AG 16 33 92 32 31 3.3 96 Ss 22 3.00 SQOLIUNISL. 32 o.tb 640 6.6Pv 19.0b 41 34 20 s¶ ?8 so 27 ¶0.3 40 20 Is 2.50 YHAILAIED 32 49.1$ (lb Q6D 3.4 20.3 s9 14 10 86b 101 68 21 9.3A 44 46 la 4.00 VANUAATU 06 0.16 - 3.3 23.3 61 27 4 13 11$ 60 24 31.0 23 20 16 2.00 SouiTh ASIA BANGLADESH 36 10310 160 10.4 2$ 63 43 48 7.3 13 21 26 4.90a0 BHUTAN s0 1.2 8so 3.6 11.0 … 10 12 --- --- --- --- --- INdDIA 77 659.6 210 2.9' 9.9fl - - - - -- 36 79' - 41 --- --- 28' L- .30 NEPAL 32 iS.$b 13$p 1.6 - --_ 19 70 N- o -- - 21 23 3.70' PA%ISTAN 82 87.1b 3to0' 2.0 7.0 N8 20 24 22 10 41 30 5.9 36 21 1s 3.00 EUROPE, MI10SLO EAST AND NORTH APRICA AFGAHANISTAN ,J ---- 1.7 3.7 47 19 13 12 310y 69 330 62 8 az11' 1.00' ALGERIA N9 18.3 1.770 3.3' 12.3 346 269 218 33 33Y 43o 3? 7.0? 55' 29' 26 3 7107 EGYTP 82 433 630' 4.6' 7.9 318 35. 26* 44 75 SO* 348 9.3 33' 43' 19' 17.00 GREECE 76 9.3 4,140 2.0' io.6b 37 26 21 97y - 29 6.2? 7$-inb 270' 17. 8$ IRAN 79 36.9 --- 3.7"y 14.1A7 -so -- 30 101'--- --' 44". 24' 4.90"Y IRAQ N9 12.6 2,710 4.3*y 6.9by… … … … … 1007 --- 23 43"y 298 9.3087 IRELAND 5 3 40 4,480 6.3*7 11R' -- -- a 93 94 29 93- 31 14 11.00 JORDAN 2.1$ 1.42$ 4.99 10.2 19 4 s 13 7 920 33 32 13.1 ---N.9 LEBANON 79 2.3 - - 1366as - - -- - - - 96' 9 --- --- 46' -- ?.W0y MORUCCO 84 21.30 67$P 6.08 22.9 N8 43 19 i3 37e 9 31 S1 -.- 11$ 38 .90f OM4AM 8s 12b 6.490b 3.2 12.7"s - - -… … …SEW? 71" 63' 23' go lia 14' PORTUJGAL ad 10.2b 1.97$P 4.6 11.3 30 26 13 OD) 123 70 18 16.9 68 33 16 3.00 RUANWIA it 22.1 2.100 J.$'y 6.2' - - -- 96 106ob - 230 - 93 3403 230 lo.600' SPAIN 76 37.0 4,920 2.1y 1V By - --- - - --9$'--- bY2$ - --- 67by --- 24.130b SYRIA 78 8.6 1,170 4.4IS 10.3 39 2S 26 Ss 370y so 330 --46 4¶05' ait 12.60 TUNISIA 79 6.4 1.130 7.99 19.0 42 30 13 630 100' so 3$b 12.3 30 30' so 6.DO YUREE'Y 83 67.3 1,230 3.3 16.2 30 32 24 TO0 ¶10 77 31 6.0 33 26 11 0.00 I0614 A.R. 34 9.S0 533$ 7.QP 17.7 so 20 11 218 33 23 31 27.31 to 9 20 T.90 TC¶EN P.6.R. 82 2.09 4200 7.6 9.7 63' 14' 86 S3 41 34 2$ 22.98 46 17 20 2.30 SIENARY FOR DEVELOPING COiUNTRIES: NubO Uf CUoTIrIs: 34 9 70 69 67 S1 92 68 93 65 63 73 91 SS 33 RaYgo: 11.4- (3.7- 123- (8- (3- (8- (12- (11- (17- (1.4- 11.4- 110- (1- (8- (0.03- 10.0) 34.3) 94) 46) 33) 99) 119) 99) 77) 67.0) 67.0) 100) 64) 48)* 29.0) Ouartlels: Uoeer: 1.6 21.7 31 36 22 81 so 3 43 20 20 A? 47 26 11.0 Nedian: 4.0 16.1 43 23 19 53 83 61 35 13 13 63 26 22 3 7 LUoR': 3.0 11.0 N8 21 13 23 60 35 20 9 9 40 14 19 1.3 Odortile Sevi8t.on: 1.3 3.4 6.5 7.3 4.3 20.0 19.0 22.3 7.0 3.6 3.6 23.3 16.3 3.3 5.0 "'an: ~~~ ~~~~4.4 17.0 66 28 18 33 76 39 36 16 16 62 31 23 .9 StandJard DeviatiOn: 1.9 A.' 12 10 7 29 27 24 If ¶3 11 27 23 7 7.4 Rein: ~~~~ ~~~~~ ~~~4.0 16.0 43 28 19 33 33 61 33 13 Is 65 26 22 3.7 69B813): FOOTNOTE$: SATIN UNAVAILABLE A ' ATtm PRI1W TO BASE YEAR S * MINISTRY OP EDUCATION (MRO) ONLY1 RMAGNITUDE NIL OR NEGLIGIOLE N * ATIN MORE RECENT THAN BASF YEAR I * MIOE ARE STATE GOVERI6RRMT ONLY lATIN RLIPST04I0J3L N sCURRENT PRICES W ' PUBLIC EUPENDITUORE ONLY INCLUDES PART-TIME STUDENTS E *NET ENROLLMENT RATIO X ' INCLUDES OVER-AtE STUDENTS P- GROSS1 ENROLLMENT RATIO T * UNESCO SOUROCES SOURCES: Columns 1 ind 2: W1orLd Rant Attam or EducRtion sector field miRsionYs. CUotmn5 3 to 14; World BnkIY Education SRctor minions, 60AnRrawO Sources rd/Ar ttSR UtYARCO StatistcaL Yearbook. …------------ - …--------- -------- ------------- -------- ------…-------------------…---------------… Couparati.i Rducation Sate are useful in theA *Y8Iutiofl of variouB RduAt*ion syttooB Ond anatyli8 of "rIt4iUR RtEignl of educationa8l dRYRIAoSmRVt bRetween .rious countrieR. RowRver, on the basis of thie prRseYt data, crosm -nationat comparison should be approachRd with greatl caution. Data prRaRnted in tAR 800AM table huom beRn coLtRcted largely by R*.k msIsion.R foa goveRrnmeYt SOuCeRs; tAt retsaindei are st*ff Rltimates or data from UAYRsco. Efforts have bfl made lb EtanidA'diOR d.efiritiovns Old, witRin limiER, to CARCk the RCcuIr8C, of EAR dala. NRYArtARIRBB, such oatsaAre still iRwrfect in soRa~,LlorIRycts and tAR Bank in sorking to iRproRA the. progrRssiYaly on 166 occaslon of its operational worN. In the 057 Uf theIR data, teli following qualifications should be keyt in mind: 0)l 'Educ8tion' an defined in the taSIR inCLiOdS ALL aduCation and training, both formal and non-foreaa. (21 "Primary" educ8tion rofars to ROAcation at teA firRl LewaR, and "SRcondary" education roiRrS to alt OdutatiOn At tht slcondarY lenal regardlasR of type (e.g., gR,RrRI, technical, ABriE.tturRE). (3) 'Literacy rate,' (CAL. A) are ofta. obtained from Country CROBuRSs. In smay countries okay are only aPoro,imations and it is doubtfut that aty aviform dafinition of 'literatR" haR bean foltosed conAimtERtly. (4) "PubLiC RloRditure in education" (cots. 4 end 3) referm 10 aLL capital s.d recarrent expendltures Woooted to Rducatist by public and quasi-qublic aBRnCiMA. (3) "Enrollment ration" (COLs. 7, 12 and 141 rater to school year and are 166 percentage of eligiblR Children enrolled full-time in %hR appropriate school, public and privatM by lenal. Tiny are oftRn subjRct to a aide airgin of arror in tAR daveloping countres owing to variatiotis in the accuracy of basic data (I.a., ago-secific population and cnrotlsents). torollment figurea frequently arm higher then the n'soar Of Students actualy in BCAooI. Over-aged Btudents may be includad in theSe figures and Con inflate (h rRtios. - 42 - ANNEX 6 LAO PDR National Polytechnic Institute Project Summary of Areas to be Constructed and Costs Facilities I Area (in m ) lUnit Cost ITotal I Net IWall and I Gross I USS Icost in US$ I Area ICircul. Z1 Area I I (000) A.Academic and Communal I I I I I classrooms 1 325 1 30 1 420 I 250 1 105.0 classrooms (R) 1 1452 1 20 1 1742 I 50 1 87.1 laboratories 1260 I 30 I 1638 I 275 1 450.5 laboratories (R) I 204 I 20 I 244 I 50 I 12.2 workshops I 615 I 20 I 690 I 100 1 69.0 Administration-Central (R) I 325 I 20 I 390 I 50 I 19,5 Administration-Dept. (R) I 600 I 20 I 720 I 50 I 36.0 Communal (R) 1 196 I 20 I 236 1 50 I 11.8 Multipurpose Hall (R) I 450 I -- I 450 1 50 1 22.5 Toilets I 124 I 30 1 162 I 275 1 44.5 Library 1 624 1 30 L 810 250 I 202.5 Sub Total A 1 6175 1 _ 7502 1 1 1060.6 B.Boardina I I I Rooms (280 students) I 1200 I 30 I 1560 I 250 1 390.0 Ancillary Facilities I 430 I 30 I 558 I 250 1 139.8 Dining/Kitchen 340 I 30 442 250 110.5 Sub Total B I 1970 1 ____ I2561 I _____ 640.3 C.Staff Housing I 204 3 2043 1 250 1 510.7 Total A, B & C I 10188 I 12106 1 I 2211.6 - 43 - ANNEX 7 LAO PDR NATIONAL POLYTECHNIC INSTITUTE PROJECT Summary of Equipmont Costs Realiz.cd Estimated under PNUD Estimated cost project total not uss US$ USS Workshop/Laboratory Equipment (spare parts and transport fees Included) Mechanical engineering 1,046,000 126,000 920,000 Electrical engineering 706,000 160,000 666,000 Civil engineering 630,000 - 630,000 Mgm/Economic Eng. (calculation room equipped with computers) 170,000 30,000 140,000 Physics and chemistry labs 120,000 - 120,000 Higher technician programs - - 336,000 Subtotal 2.3965000 306 000 2.700.000 Other Equipment AudiovisuaT- 60,000 - 60,000 Sports 30,000 - 30,000 Subtotal 90.000 - 90.000 Equipme nt for Administration Office equipment 10 typewriters, 7 photocopiers, office outfit, spare parts - 226,000 Vehicles 1 minibus (20), 2 cars, 1 truck 2 vans, 8 mopeds, spare parts - 126,000 Kitt hen and mess equipment - 60,000 Subtotal - 410.000 Books and educational material - - 1,000,000 Total -- 4.200.000 Note: During the appraisal mission, France Indicated Its willingness, under a bilateral agreement, to finance engineering and library books and the possibility of supporting the purchase of equipment. Tho amount of this contribution will be fixed during project lmplementation. - 44 - ANNEX 8 LAO PDR NATIONAL POLYTECHNIC INSTITUTE PROJECT Summarv of Books and Production of Educational Materials (US$) Group A Books Books for preparatory year students (120) $100 per student 12,000 Reference books and basic equipment 13,000 Thai engineering books for 500 students year 1/2,'3 each student 15 books each $20 150,000 Thai engineerinq books for 225 students year 475 each student 25 books each $40 225,000 Library books, 10 books per student 735 x $10 80,000 Total Group A 480.000 Group B Mimeograph and Miscellaneous Production Materials Stencils: 1 032 boxes @ US$4.00 4,128 Paper: 42,516 packages of 500 Pages e US$3.70 157,309 Ink: 500 tubes @ US$3.15 per unit 887,000 Subtotal 162,324 40% added for other production costs (materials, labor, etc.) 64,930 Total GrouP G 227,25 228.000 Group C Book Production Stencils 835 boxes 0 US$4.00 3,410 Paper: 37,680 packages @ US$3.70 139,416 Ink: 377 tubes e USS3.15 per unit 1,180 Subtotal 144,616 40% added for production costs 57,600 Total Group C 201.606 202,000 Group D Supplementary Paper Stock 5% of initial stock 30,000 Total Group D 3 30,00 Group E: Equipment and Supplies Microcomputers a US$5,000 20,000 Paper for microcomputers 150 boxes 0 US$40.00 per box 6,000 Photocopier 6,500 Paper for photocopier 50 boxes per year x 6 years e US$25 per box 7,500 Total Group E 40,000 40.000 GRAND TOTAL 980,000 - 45 - ANNEX 9 LAO PDR NATIONAL POLYTECHNIC INSTITUTE PROJECT Estimate of Employment and Higher-Level Manpower Needs in 1994/95 Higher Higher- Employ- Engineers technicians level staff Branch ment N R T N R T N R T Agriculture 2,400 23 6 29 92 18 110 115 24 139 Industry 1,500 14 4 18 42 12 54 56 16 72 Mines/geology 600 6 2 7 17 5 21 22 6 28 Construction 500 5 1 6 20 3 23 25 4 29 Water/electric 1,000 14 4 18 28 12 40 42 16 58 Transport 1,100 8 2 10 24 6 30 32 8 40 Commerce 400 5 1 7 22 4 27 28 6 34 Government services 3,900 35 10 45 105 30 135 140 40 180 Total 11,400 110 30 140/a 350 90 440/b 460 120 580 N: New needs resulting from growth of activities. R: Needs generated by retirement replacemen5s.. T: Total needs (new and replacement). /a Of which 130 are expected to be met by external and NPI output (Annex 4). Thus, over 901 of the engineer needs will be satisfied by 1994/95. /b Higher technician needs are expected to be met nationally in 1994/95. Notes: (1) Indicates actual estimated growth by economic branch for the period 1990-95. (2) Employment: Growth of employment by economic branch for 1994/95. - 46 - ANNEX 10 LAO POR NATIONAL POLYTECHNIC INSTITUTE PROJECT Staff Recruitment Plan for NPI Number of Degree or Master's Degree holding teachers Existing To recruit Timing of Specializatlon Need In 19N7/08 or dismis recruiting 1968/69 1919/90 1990/91 1991/92 1992/95 Basic Sciences 36 61 -16 To recrult *2 *2 *2 e2 *2 Attrition 10-1X5 -s -7 -0 -3 -2 Existing 45 40 so 36 35 Civil Engineering 20 13 *7 To recrult .5 .6 .5 .C .4 Attrition 205 -3 -a -3 -4 -4 Exieting 15 17 19 20 20 Electric Engineering 10 8 *11 To recruit 46 d * *4 *4 Attrition 201 -2 -a -3 -3 -4 Exlstlng 12 15 1S 19 19 Mach. Engineering 13 3a 0 To recruit .a *a *3 *3 a3 Attrition 201 -a -a -a -a -3 Existing isa 1 13 13 13 USnageont/Economic Engineering 6 2 4 To recruit .3 *3 *3 .2 .2 Attrition 203 -1 -1 -1 -2 -2 Existing 4 6 a a a TOTAL 95 37 .6 To recruit .19 .19 .19 .16 .15 Attrition 203 -17 -1' -16 -15 -1S Existing I 39 91 94 95 95 Note: Anolyxing the ne d of the poet-graduate degree holders, Including attrition, a total of 68 teachers would hev to be recrulted during the period of project Implementation. It Is assumed that every year an attrition of sbout 203 will be experiened. Also, that the number of teachers for besic education Is actually too high en( Is to be reduced by annual MOE reassignments to other Institutions. c 40 --~~~~~~~~~~~~~~~~~~~~~~~~~~~M 1, 8. ii 7~~~~~~~~~~~~~~~~~~ g f ______X_| _,________ f w-dcabo sn I XIwN Level ol Educanion Z JoI a I X3NNV- - 48 - ANNEX 11 Page 2 of 2 LAO PDR NATIONAL POLYTECHNIC INSTITUTE PROJECT Summary and Distribution of Fellowships (Long and Short Term) (staff-months) Specialization 1989/90 1990/91 1991/92 1992/93 1993/94 1994/95 Total Administration 12 12 12 6 6 6 54 Basic science 36 36 36 24 24 24 180 Electrical engineering 18 18 30 36 36 36 174 Mechanical engineering 18 18 24 24 24 24 132 Civil engineering 24 24 30 36 36 36 186 Economic engineering 12 12 12 18 18 18 90 Total /a 120 120 144 144 144 144 816/b /a Based on the training program discussed with NPI staff, only about ten or fewer staff members can be released for external training during the initial two years of the program. /b Estimated cost of fellowships: US$2,000 per man-month. 624 man-months - US$1,250,000 covered by project; 192 man-months = US$380,000 covered by bilater4l funding from France Total: 816 man-months - US$1,630,000. - 49 - AlMEX 12 IAO FM fTTIOlhAL IPOLMCKIIC IhSTITSU PROJECT Term of Reference for Tchinical Assietence Title Profile Activity, first priority Activity, second priority Chief Engineers with mtnagerial Coordinata the teake of all Asistt management of the In- Technceal experience and Technical emperts (CSA). stituts in all mtters con- Advisor Assistance Coordinator. cerning project implemente- Act as liaison officer between tion. experts ond mnagement of the Intitute. Survey the results of this additional training by class- Examine the Institute orgeni- room visits of lecturers. zation chart. Establish proposal for the in- troduction of a function dis- grsa (fixing all staff coape- tencies and responsibilities. Department Engineers with experience In Analyze the level of experi- Survey the results of the fel- heads the fields of pedagogy and ence in pedagogy of each lowships and the reintegration education. teacher. of the teachers after their return. Prepare the course in method- ology for the teaehing staff. Organize this complementary tatining of teachers in close liaison with the menagement of the Institute. Examine the level of technical knowledge of teachers and es- tabli&h proposals for fellow- ships .broad. Professional (a) Engineers with knowledge Examine end complete the edu- Survey the content of the syl- specialists and experience in the spe- cational prograas of all labua by semebter and Depart- cific sector of the con- departments. ment. cerned department and op- tion. Aesist NPI staff In establish- Assure development of teacher ing the detailed course notes guides, course and instruc- of the technical branches for tional notes. the fourth and fifth years. Examine, strengthen and com- Organize complementary in- plete the course notes. house technical upgrading for teachers. Assist the msnagement of NPI ir establishing criteria and methods for tests and qualifi- cation standards. (b) Engineers with practical Examine the program of the Assist in preparation of in- background and experience practical training sessions, dustrial problems for the fi- in vocational education. their organization and execu- nalists (5th year). Prepare tion. related instructional and imp laent ation handbooks. Assist the management of NPI in establishing close links between the Institute and in- dust ry. Organize in-eervice training of engineers. (c) Engineers with experience Examine in detail the estab- Enhance the coordination in the sector of equipment lished lista of equipment. between the Institute and for laboratories. Equip-Pro. Adjust lists of equipment to fit actual programs and needs Survey the completion of in order of priority. equipment lists and their handlitng. Establish proposals concerning storage, maintenance and rules Survey the system of mainte- for use of all equipment and nance (repair, cleaning and define o ff assignments and control) for all equipment. responsibilities. Coordinate purchaes of equip- ment with the PIU. Science/en- Other specialists NPI staff organize basic Prepare instructional, labora- lbineering science end laboratory activi- tory and maintenance hand- alboratory ties. bnoos. assistants Architectual Architectual specialist Prepare architectual plans and Train on-the-job Lao counter- fire MPI master plan. parts. Supervise the c.ivil works activities. EPFL Procurement specialists Prepare specifications for Train on-the-job Lao counter- equipment liats and process parts. order, delivery and installa- tion. Note: Timetable of long- and short-term experts is shown in Annex 11. 50- ANNEX 13 Page 1 of 2 LAO PDR NATIONAL POLYTECHNIC INSTITUTE PROJECT Summary and Distribution of Technical Assistance Number of Man-Months and Experts 1989/90 1990/91 1991/92 1992/93 1993/94 1994/95 Total Specialization Administration 12 12 12 12 12 12 72 Electrical engineering 24 36 36 36 24 - 156 Mechanical engineering 24 36 36 36 24 - 156 Civil engineering 36 60 60 60 48 - 264 Economics and management 12 12 12 12 12 - 60 Basic sciences 24 24 - - - - 48 English language 24 24 24 12 12 - 96 Maintenance and production center 12 12 - - - - 24 Total Man-Months 168 216 180 168 132 12 876/a SummarY Number of long-term experts /b 10 14 11 11 8 1 55 Number of short-term experts 4 4 4 3 3 - 18 Total Number of Experts 14 18 15 14 11 1 73 Potential Sources Switzerland 7 7 4 4 4 1 27 France 1 5 5 3 - 19 Australia 2 2 2 1 1 1 8 USSR 4 4 4 4 3 - 19 /a The estimated unit cost of technical assistance (as of February 1989) is USS10,000 per staff-month, i.e. US$120,000 per staff-year. Technical Assistance Contributions (in US$) Swiss-cofinanced CTA and counterparts to Lao Heads of departments 3,240,000 Bilateral funding by France (5 engineering specialists) 2,280,000 Bilateral funding by Australia (English language teachers) 960,000 Bilateral funding by USSR (engineering specialists) 2,280,000 Total US$8,760,000 /b The first experts are expected to arrive about April 1989. A higher number of short-term experts may therefore be recruited during 1989/90. - 51 - ANNEX 13 Page 2 of 2 LAO PDR NATIONAL POLYTECHNIC INSTITUTE PROJECT Summsar and Distribution of Technical Assistance Timetable Total 1989/90 1990/91 1191/92 1992/93 1993/94 1994/95 man-months CTA Administration S S S S S S 72 Departments Electrical engineering S S S S S - 60 U U U U U - 60 F F F _ - 36 Mechanical engineering S S S S S - 60 U U U U U - 60 _ _F F F - 36 Civil engineering S S S S - 60 U U U U U - 60 U U U U - - 48 - F F F F - 48 - F F F F - 48 Economics & mgmt. F F F F F - 60 Basic sciences S S - - - - 24 S S - - - - 24 English A A A A A - 60 A A A - - - 36 Workshop S S - - - - 24 Total Man-Months 876 Total No. of Experts 14/a 18 15 14 11 1 73 Sources Switzerland (S) 7 7 4 4 4 1 27 France (F) 1 5 5 5 3 - 19 Australia (A) 2 2 2 1 1 _ 8 USSR (U) 4 4 4 4 3 - 19 /a To cover identified education needs, particularly during the first three years. about 10-14 long-term specialists will be required during the academic year (not considering the language teachers). Other man-months will be covered by short-term experts. - 52 - ANNEX 14 Page 1 of 2 LAO PDR NATIONAL POLYTECHNIC INSTITUTE Sector Studies and Evaluation Activities 1. In order to gain perspective on the education sector and to develop a deeper understanding of its structure and operation, the project will include studies analyzing diverse aspects of the functioning of the education sector. The first aspect tied directly to the objectives of the project, relates to the study programs of the higher technician training institutes. The principal objectives of the study will be to evaluate the type, adequacy, and level of the instructional programs, as well as the condition of the existing facilities. In addition, the study will also examine the demand for teacher training, as well as the relationship between the demand and supply of higher technicians. 2. A second aspect relates to the internal efficiency of the higher education institutions. A team of experts will visit all of the institutions in order to determine if they are responding to the country's training needs. This team will evaluate the training capacity of the institutions, including their facilities, equipment, teaching resources, and teacher qualifications. Taking into consideration the new changes in the development policies of the country, and basing itself on recent economic and sector reports, this study will verify if the study programs offered by these institutions correspond well with the economic needs of the country. This study will include a mid- project evaluation of the training programs of the NPI. The project would be visited by a group of experts and administrators experienced in the operation of engineering schools. This evaluations will permit the Institute to identify problems and to find solutions to them before the completion of the project. 3. The third aspect relates to the efficiency of secondary education as preparation for admission to higher education and particularly its impact on the Preparatory Year program providing access to higher education. 4. Given its recent establishment, the OI will need to know where its graduates are working and how their performance is evaluated by employers and the general labor market. Toward this end, the Institute will undertake two activities which will permit it to follow its graduates and to aessess the quality of its curriculum. At the beginning of the project, the Institute will initiate a graduate tracer study which will continue for the duration of the project. Secondly, in approximately 1994, the Institute will undertake a study of the external efficiency of its curriculum to evaluate the technical and professional quality of its graduates and the range of salaries they earn. 5. The fifth aspect relates to education financing. Since the portion of the national budget of Laos devoted to education has grown rapidly during the past five years, it has become important to examine its allocation among the various subsectors. It is equally important to determine the efficiency with which these funds are employed. Toward these ends, this study will identify all financing sources for primary and secondary education, examine - 53 - ANNEX 14 Page 2 of 2 the budgetary allocation process at the national and provincial levels, assess the benefits resulting from these investments, and will recommend means of improving the efficiency and the impact of education financing. Insofar as feasible, the study will identify possible new sources of financing. 6. The total estimated cost of these studies will be approximately US$300,000. An additional allocation of US$100,000 will finance other studies, to be gradually defined during project implementation, which will support further analyses (e.g. the issue of equipment depreciation financing) and the preparation of possible future investments in the education sector and human resource development in general. LAOS POLYTECHNIC PROJECT PROJECT COST SUNIARY Project Costs by Component (KIPS '000) (USS '000) Z Total -- --------…- Z Foreign Base Local Foreign Total Local Foreign Total Exchange Costs A. POLYTECHNIC INSTITUTE 1. ACADEMIC AND COIEUNAL 793,755.0 2,094,174.0 29887,929.0 1,763.9 4t653.7 69417.6 73 39 2. STUDENT BOARDING 122.906.3 314,381.3 437,287.5 273.1 698.6 971.8 72 6 3. STAFF HOUSING 119,475.0 279,225.0 39B,700,0 265.5 620.5 886.0 70 5 4. SITE KEUELOPNENT 23,625.0 65,925.0 99,550.0 52,5 146.5 199.0 74 1 5. TECHNICAL ASSISTANCE I FELLOUSHIPS - 2,980,720.0 2,880,720.0 - 6,401.6 6.401.6 100 39 6. 8KOKC PRINTIN6 I ANINISTRATIVE EGUIPHENT - 5069250.0 506,250.0 - 1,125.0 1,125.0 100 7 -n 7. EUILUATION / IN - SERVICE TRAININ6 72.000.0 108.000.0 180,000.0 160.0 240.0 400.0 60 2 X_ 8. PROJECT NANWAENENT OFFICE 42,255.0 42,345.0 84,600.0 93.9 94.1 189.0 50 1 1 Sub-Total POLYTECHNIC INSTITUTE 1,174,016.3 6,291,020.3 79465,036.5 2,608.9 13,98O.0 16,589,0 84 100 otal BASELINE COSTS 1,174,016.3 6,291,020.3 7,465,036.5 2,608.9 13,980.0 16,589.0 84 1tO Phwsical Continsencies 40,387,7 2009648.0 241,035.8 89.8 445.9 535.6 83 3 Price Contingencies 322,285.8 409,998.1 732,283,9 716.2 911.1 1,627.3 56 10 otal PROJECT COSTS 1,536,689.7 6,901,666.4 8,438,356.1 3,414.9 15,337.0 18,751.9 82 113 -bruari= _-_===-=========== --- -3=19 -===9== 12:13 = _ _ == = = === = ebnuars 3.9 1989 12:013x LIXOS POLYTECHNIC PROJECT Suimmary Accounts; by Year Project Costs by Year and Category of Expenditure Totals Includinq 6ontinsenries Totals Includint Continncies (KIPS 0001 (uS$ '0001 89 90 91 92 93 94 95 Total 89 90 91 92 93 Y4 95 Total 1. IIP[STIINT COSTS A. CIVIL IfRBlS 2.562.2 27M14.2 683p525.3 535p668.6 92733.6 - - 1,592,684.0 5.7 618.2 1w518.9 1,190.4 206.1 - - 3,539.3 S. FURNITURE 1,013.3 - B0.463.9 94,204.? - - - 165t6BI.4 2.3 - 178.9 187.1 - - - 368.2 C. EQUIPMENT 1919607.6 3220492.6 1,049,147.6 619,972.0 - - - 2,182P119.9 425.8 716.7 2P331.4 1.375.3 - - - 4,849.2 P. TECHWICAL ASSISTANCE/FELLOIISNPS 7149337.7 730,450.1 4B98597.5 505,724.2 520Y912.9 101,999.S - 3,0612911.9 1587.4 1623.2 1095.9 1.123.8 1,157.4 226.7 - 6,904.2 E. PPROFESSIONA. SERVICES 668227.5 78,126.1 19.856.8 l9p5lB.2 - - - 193,328.6 148.5 173.6 41.9 43.4 - - - 407.4 F. EVALULATON/I#-SERVICF TRAININ6 94,005.0 1034152.2 - - - - - 197,157.2 209.9 229.2 - - - - - 438.1 Total INUSTlENT COSTS I,070.353.3 1.512,415.2 293205P81.2 10763P987.3 613,546.5 o1999.5 - 7,382p882.9 2378.6 3P360.9 5,156.8 39920.0 1363.4 226.7 16,406.4 11. RECWREiNT COSTS La A. SALARIES 16,v91.0 33.624.0 34.128.4 37,297.5 38t416.4 39r568.9 19,223.8 219,169.9 37.6 74.7 75.8 82.9 85.4 87.9 42.7 487.0 @ B. TRAWL 5,400.0 B,704.8 9,635.4 8990.2 9.170.0 9.307.1 5Y975.1 56,2B2.4 12.0 19.3 19.6 20.0 20.4 20.7 13.1 125.1 1 C. COUSIMALE NIATERIALS 25,823.1 42,!56.4 43,298.0 44.672.6 46.295.4 474983.0 30,806.9 291,035.3 57.4 93.7 96.2 99.3 102.9 106.6 68.5 624.5 P. SERVICES 2.043.0 4,023.4 4,498.8 4,723.8 4.960.0 5.208.0 3P384.4 29,841.3 4.5 8.9 10.0 10.5 11.0 11.6 7.5 64.1 E. NAINTEIIANC E 4.725.0 79577.0 7,611.3 7,651.9 7.699.1 70735.1 4rB49.7 479849.1 10.5 16.9 16.9 17.0 17.1 17.2 10.9 106.3 F. TRASRT 4-950.0 5.760.0 59760.0 5,760.0 5,760.0 5.760.0 2,250.0 36,000.0 11.0 12.8 12.8 12.8 12.8 12.8 5.0 80.0 6. SCIlAtRSHIPS 17,334.0 40.446.0 43,995.0 51,345.2 59,107.4 60t880.6 29t557.0 302.655.? 38.5 89.9 97.7 114.1 131.3 135.3 65.7 672.6 H. AWMIINSTRATTON 5.924.J 11,667.7 139046.7 139699.0 14.383.9 15,103.1 9,814.7 93,639.9 13.2 25.9 29.0 30.4 32.0 33.6 21.8 185.9 Total REClRRENT CPS75 83.110.8 153,959.3 161.163.5 174,140.? 185,792.2 1919545.8 1059761.5 1-055,473.3 184.7 342.1 358.1 397.0 412.9 425.7 235.0 2w345.5 Total PROJFCT COSTS 1.153,464.1 1.666,374.5 2,481,744.7 1,93B,127.4 799.338.6 293,545.3 105,761.5 8,438,356.1 2,563.3 3,703.1 59515.0 4,306.9 1,776.3 652.3 235.0 18,751.9 Feb,ar.s 3, IM 11:53 z Zt LAO Pbt NATIONAL POLYTECHNIC INSTITUTE PROJECT Unit Capital Costs and Areas for the National Polytechnic lustitute Gross area per student place or housing unit Estimated cost per student place or holaiig tnit /a Medlan FYBI-83 Median total cos- This projects This project FYT1-83 projects Project ites project East Wi Bankwide Building Furniture Equipment Total Last Asia Mamak-wide ____(- - ------- - (USS mil*tulo) NPI Acadenic and communal 10.2 14.7 13.5 1,600 160 4,350 6,110/b 11335 7,860/d1 U' Boarding 9.2 16.0 9.6 2,400 240 220 2,860 4,279/c 3,919 Staff housing 60.0 128.0 86.0 8,200 - - 8,200 26,S70/c 31,224 /a Unit costs exclude contingency allowances and professional fees. lb Based on 3,782 n2 renovation and 3,720 *2 of new area. Oc Exciuding furniture costs. /d Based on 10 p.a. Increase of 1981-83 median costs, the 1988 costs would be: Academic and communal 12,654 B4jarding 61370 z Stall I ousi g 50,745 x The projected Lao PDR costs are lower, particularly for the housing and boarding because local-type construction will be used. - 57 - ANNEX 18 LAO PDR NATIONAL POLYTECHNIC INSTITUTE PROJECT NPI Recurrent Expeditures Transfer of Foreign Exchange and KIP Recurrent Expenditures of NPI from the Project to the Governament of Lao PDR ($1000) Expenditure Category 1989 1990 1991 1992 1993 1994 1995 Total recurrent budget 1) 185 340 360 390 410 430 470 Total foreign exchange component recurrent budget 2) 84 150 160 218 240 256 280 Foreign exchange component, paid by gov't 3) 0 17 32 46 58 74 104 Kip component, paid by gov t 4) 101 190 200 172 172 174 190 Total paid by gov't 5) 101 207 232 218 230 248 294 % recurrent budget, paid by gov't 6) 55 61 64 56 56 58 63 (3+4)/l % foreign exchange component of recurrent budget paid by gov't 7) 0 11 20 21 24 29 37 3/2 - 58 - ANNEX 19 LAO PDR NATIONAL POLYTECHNIC INSTITUTE PROJECT Estimated Schedule of Disbursements Disbursements (IDA) Regional education IDA FY Amount/semester Cumulative projects & disburse- & semester (USS mln) Amount (US$ mln) % ment profile /a 1990 Dec. 31, 1989 1.2 1.2 6 0.4 June 30, 1990 1.4 2.6 14 0.7 1991 Dec. 31, 1990 1.7 4.3 23 1.4 June 30, 1991 2.0 6.3 34 2.4 1992 Dec. 31, 1991 2.1 8.4 45 3.7 June 30, 1992 3.4 11.8 63 5.2 1993 Dec. 31, 1992 2.6 14.4 77 17.3 June 30, 1993 1.7 16.1 86 9.2 1994 Dec. 31, 1993 1.0 17.1 91 13.1 June 30, 1994 0.8 17.9 96 14.6 1995 Dec. 31, 1994 0.4 18.3 97 15.9 June 30, 1995 0.2 18.5 98 16.6 1996 Dec. 31, 1995 0.1 18.6 99 17.0 June 30, 1996 0.1 18.7 100 17.6 1997 Dec. 31, 1996 - - - 17.9 June 30, 1997 - - 18.3 1998 Dec. 31, 1997 - - 18.5 June 30, 1998 - - 18.7 /a The regional education profile is based on historical data for 32 projects and represents the initial 6 years of an average disbursement period of 9 years. ANNEX 20 t~ ~~~j ii I 11g| ssaa 800~~~~~~~~~~~~~~~~~~~ITN JO i! ANO rI N I~ ~~~~~~~~ -lS -r - - ii -i t-- -- -- ----i--- L2-- - 1111 ;II I---------t:-----------t- ii --- * - Ct ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ - ---- I ~~~~~10 LAO PDR RATIORAL POLYTICHNIC INSTITUTE PROJECT Key Indicators for Project Implementation Component Objectives Present situation Period Target Approach/methods Status progress Civil works Project provide NPI with necessary Academic facilities particularly the Recruitment archi- Give NPI adequate Improve, renovate Reviewed at *aI stages academic and housing facilities. labs and workshops are nonqxist- tectural/engineer firm facilities to run engi- existing facilities and by supervision team and Employ professional service for ent. No architectual/engineer firm x989. Plane/design neer program in four build new ones as assisted by T.A. activity exists in Laos. 1989/90. Construction specializations required. 1990-1993 Equipment procurement Provide NUP with necessary equipment All key equipment lacking 1989 hire specialist have NPI properly Employ equip-pro to Reviewed at all stages for academic, administrative. edu- equip-pro/XLD, 1989-90 equipped and staff aseist with process, by supervision team and cational development and inservice prepare specifica- trained in use and main- Lao staff to be asso- assisted by T.A. activities. tions. 1990-order tenance of equipment ciated for learning equipment. 1991-92 process delivery installations and training Structure of academic Adapt academic plan to local needs Basic education plans exist for each Start review by first Adapt the semester edu- Analyze yearly the To be reviewed twice a programs while retaining a sufficient level of the four specializations. The experts in 1989. Fourth cation plans to the results of tests to year and discussed of international content syllabus for all branches exist, but year of project have an needs of modern tech- assess level of between T.A. and heads their degree of detail varies from international review nical training. Elim- students. Divide the of departments. Review department to department team visit NPI mnate all unrelated syllabus of each branch by an exterrnl group of activities in senestrial steps engineer specialists during the fourth year Managemnt Rstablish a carefully coordinated Classrooms are not used effi- 1988/89 to 1994 Improve the effective Nominate one teacher who To be examined con- timetable to maximize the rate of ciently. Management of NPI should use of facilities to is responsible for the tinually by NPI admin- use of classrooms. Equip class- be strengthened reach 75-80Z usage. establishment for an istration and annually o rooms. laboratories and workshops in Assist develop a main- overall timetable. by the review mission order to improve efficiency of the tenance program to do Employ maintenance staff lectures activities such as repaint blackboards periodically. Improve the lighting by changing lights Upgradiag of teaching All technical branches of the 5th Of 100 existing teachers only about Start ufter arrival Examine 85 teachers Organize upgrading To be examined annually ataff year program should be taught by 32 are qualified engineers. Most of first team of experts pedagogical and content courses in technology by the review missions postgraduate degreeholders. At teachers have no experience in meth- Sept. 1989 level. Define the needs content and pedagogy verifying the numbers least half of the teachers for all odology and pedagogy. All staff for additional training and types of courses other items should be postgraduate need training. Also, it is diffi- in each case. Organize offered degreeholders. All teaching staff cult to recruit qualified teaching the corresponding should receive lnstruction in the staff due to low salaries courses for groups of 20 fields of methodology and pedagogy teachers every year and additional technical upgrading for about 65 teachers Fellowships Candidates will be selected on the Selection of candidates needs to be First selection during Every year about ten Done by nanagement of To be controlled by a basis of an exadination and as a based on NPI needs and knowledge of 1989 and then done candidates will be the institute in coop- meeting of the fellow- priority in areas where no qualified candidates annually until 1994 selected as per plan. eration with th' tech- ship board twice teachers exist. Link with an The collaboration with nical assistan.. yearly. Special review institute will be established higher education (Create special fellow- after return of cand- institutions have to be ship board among mrnage- idates by review finalized during 1989 ment staff.) Contact ts-tons. Revised by Institute of Lausanne suptrvision rissions will assist selection of other higher education Inst itutes ,, I Cowonent Objectives Present situation Period Targe. Approach/mthods Status progres In service training A close collaboration between NPI A system of in-service training is Start 1990 and occur Ttice yearly NPI viil By advertiping In local Plans and content for and industry is to be estabilshed. nonexistent today, The only and annually organize seminars ana papers and on radio rep- the seminars and Engineers active In Industry should still very loose link of NPI with lectures in each of the resentatlves from Enneer Days' are to be given the occasion to update Industry ti through the practical technical special- industry would be be re7ltwed annually by periodically their knowledge. stages of students izationa. In addition. invited to particlpate NUPI adminatration and National "Engineer Day" would be once a year NFP will In seminars and annual the revlew ad,slon organized annually hold an "Engitneer Dy'" "Engineer Day'. Con- to demonstra't- .he mreral flirse are given a t-.& level of edu- the occasion to damon- cation and improve links strate new equipment and with the Industrial devices and present ne sector concepts Technical assistance The technical assistance under the Two TA of UNESCO and five TA USSR Start recruitment first The SDC designates a Recruitment of T.A. Will A meting witb delegates project wili assist and enatle the are mainly working out course notes experts Oct/Nov 88. leading institute for be baed on a general of leading lnstitute snagement of NPl: for technical subjects and equipment Full team operational the recruiting of the frame term of reference wili be held Aug 1988. Ilsts May/June 1989 number of long and short prepared by the A field visit of tbes - to upgrade the training staff end term experts. This appraisal mlssion. delegates is plaed for replace key staff studying abroad institute would work in Recruitent for the Sept/Oct 1988 close collaborationm with first team of Swiss anld - to update the *ea-s.c program France. Australia and French experts will other potential start during 1988 - to plan the new c, -truction with suppliers of T.A. the purchase of new equipment and their future maintenance - to establish all necessar rules and regulations for effective running of the NPI Supply of engineers In To provide Laos with Adequate Engineers are trained overseas In 1989-95 To meet 80So of demand Estimate of manpower Annual estimte and four basic disciplines menpoer In basic engineering diwerse programs in several for engineers by 1995 needs by NPI/industry review by supervision disciplines through a national countries Counecl. In conjunction mislon training program with review by HOE and State Plan Committee NPI/lndustry Council (1) To link NPF with user Planning nd placement done at 1989-95 Cooperative lInks. Plans to be established Annual review by ministries and industry. centralized level by SPC enrollment and placement at end-f each academic supervision mission plans to be derided year for following (2) Effect engineer mnpower jointly by NPI and academic year planning with HOE and SPC. Council members with review by MOE and SKC (3) To faciLitate placemnt of NPI interno and graduates Recurrent budget Increase percent of NPt budget for COL covers only salaries and 1989-95 63Z of total recurrent Annual targets for GOL Annual review by Instructional and laboratory scholarships, no academic oper- budget and 37Z of coverage of total and supervision miesion materials, gasoline a*d mintenance ational costs recurrent foreign foreign exchange to be cover-.d by COL exchange costs to be coponent of recurrent covered by project budget are set out in completion Annex 17 of SAR - 62 - ANNEX 22 Page 1 of 2 LAO PDR NATIONAL POLYTECHNIC INSTITUTE Selected Documents and Data Available in the Project File A. Selected Reports and Studies Related to the Sector A.1 Asian Development Bank, Economic Survey on Lao People's Democratic Republic (Manila, June 1984). A.1 Tarasov, Vadim, "Esquisse d'Une Estimation de Besoin du Pays en Cadres de la Formation Superieure Technique a 1'Occasion de la Creation de l'Institut National Polytechnique," (Viantiane, Mai 1985). A.3 UNESCO, Republique Democratique Populaire Lao, Esquisse d'Une Cooperation Internationale pour le Developpement de 1'Education et des Ressources Humaines (Paris, Mars 1985). B. Selected Reports and Studies Related to the Project B.1 "Aide Memoire et Annexes" (Vientiane: Mission conjointe Banque mondiale/UNESCO, fevrier 1986). B.2 "Aide Memoire" (Vientiane: Mission conjointe Banque mondiale/Direction au developpement Suisse, juillet 1988) B.3 'Joint World Bank/UNESCO/Swiss Cooperation Mission to Laos--Preparation of the National Polytechnique Institute (INP): Back-to-Office Report" (Paris: December 1987). B.4 Institut National Polytechnique, "Creation du Departement Genie Electrique de l'Institut National Polytechnique a Vientiene" (Vientiane, Novembre 1985). B.5 Institut National Polytechnique, "Creation du Departement Mecanique de l'Institute National Polytechnique" (Vientiane, Novembre 1985). B.6 Institut National Polytechnique, "Dossier comme Proposition pour le Developpement du Departement Genie Civil" (Vientiane, Octobre 1985). B.7 Institut National Polytechnique, "Planification de l'Enseignement au Departement Mines" (Vientiane, Novembre 1985). B.8 Institut National Polytechnique, "Planning of Education in Geology" (Vientiane, November 1985). B.10 UNDP, "Creation d'un Institut National Polytechnique a Vientiane" (Vientiane, March 1984). - 63 - ANNEX 22 Page 2 of 2 B.11 UNDP, "Rapport d'Activite sur le Projet" (Vientiane, August 1985). B.12 UNDP, "Creation d'un Institut Polytechnique National a Vientiane- -Revision de Projet* (Vientiane, 1985). B.13 UNDP, "Extension et Renforcement de l'Institut National Polytechnique, Phase IIw (Vientiane, 1986). B.14 UNDP, "Creation d'un Institut Polytechnique National a Vientiane"(Vientiane, 1985). C. Selected Reports and Studies; Related to National Development C.1 Directorate for Swiss Development Cooperation, "La Cooperation Suisse, doit-elle s'engager au Laos1 (Berne, October 7, 1987). C.2 Directorate for Swiss Development Cooperation, "Foreign Economic Trends Report--Lao Peoples' Democratic Republic" (January 1988). C.3 Directorate for Swiss Development Cooperation, "Foreign Economic Trends Report--Lao Peoples' Democratic Republic" (January 1988). C.4 Khan, Azizur R. and Lee, Eddy, Employment and Development in Laos: Some Problems and Policies, (Bangkok: ILO, July 1980). C.5 Lao PDR, Rapport sur la Situation Economigue et Sociale: Strategie de Developpement et Besoins d'Assistance (1985-990), Vols. I & II, (Vientiane, Novembre 1985). C.6 United Nations Fund for Population Activities, Popu) ion of Lao PDR (01-03-198), (Vientiane, 1986). -64 - CHART I LAO PDR National Polytechnic Institute Project STRUCTURE DU SYSTEME de I'EDUCATION (1986) Structure of the Educotion System (1986) Universite Rnr 3inrnrnn Universiiy M6decine Pharmacle. Genle Fil i i2 i i F31 i i 4-iProfessionnsl Formation professeurs? Professional supehnleurs Techniclen supdrieurs sup6rieur Deuxlime cycle i 2 3 High level Senior Secondary S6condalre technicion general Technique in 2 3 Techniclen Speciallsatlons EcoMe normale Middle level Ecole normale ~~~~~~techniclan Travaux pubics I23 Agriculure - Premier cycle i 2 Junior secondary Premler cycle in F2 3n L Travall9eur qualifl Artisanat Artisanat Skilled worker Agrlculture Qualificacions in Instituteur Prlmalre n~r r Primary PrFmore n Sans-qualification Alphab~tesatlon W W , IPiUnskilled worker Formatilon des adultes Literacy, Adul training Annee d'tude 1 2 3 4 5 6 7 8 910 II 12 4314 15 16 17 Grade I | I | I I | I I i I 11 IA - Age 7 8 9 10 112 13 14 15 16 17 18 19 20 21 22 23 Primaire - Secondoire 1 Sup6rleur " (1) Formction en t1l6communlcatlons et en 6lectronique se fait en trols ans apr6s la llhme ann6e d'6tude. et en quatre ans en archtecture. World Bank-30930:2 - 65 - CHART II LAO PDR National Polytechnic Institute Prolect Mlnistere de I'Education Organigramme Ministry of Education Organization Chart 4 l'~seignemConselt urr Conle1e Min s nr ainistre s Matlstre d de I \ / 9 _/ ~~~~~~~~~~~~~~~~~~~~~I' Ed ucation| D6portement de partement des sport Dpartementd I 1_lein s ei gn emrne nt 9 s up6erile ur h tch niquue 117 _ d u p escdolire et protessilonnal personnei 2 D'epadrement de D§p mE;n de la i8D6porement 1 'enselgnement 10_ formation et cdes recy- 18_ planiflcatlon de general clages des maltres et des finances D6portement de Dpartemen, des spoS D6partement des 3 l'alphob6tis. et 11 de l'6ducation physique 19 offaires educ. des adultes et artistique administratives instltut Cie lDeux instuts. 6colr Cimee 4 recherche 12 techniques et 20 d'etudes en 6ducation professiotnelles et de contr6le n Enrepriso ENS et kle Cabinet 5 l i'Editlon d 13 de formation 21 du \ manuels scolaires / des mciltres | Mlnistere Ecole d'enseigne- Ecole de forration des Entreprlse 6 ment complement 14 maitres d'educatilon 22 producti,n des pour adultes physique et artisitique mat6riets scolaires 2 coles d5ens, E ; Entreprise 7 second. general 15 cl e eto 23 du 2eme cycle de l'educat1on Is Ecole dl'enseign, Eole de perfection- 8 sec gbn6r. 2e cycle 16 nement des maltres 24 prpEcole 4 pour les bonzes d education polittque pr6pufoire(4) (1) en favour des 6lbves qul poursuivront ieurs 6tudes b l6tranger. | porement ;Insfitufon World Oank-30930:1 LAO PEOPLES DEMOCRAFIC REPUBIuC NATIONAL POLYlECHNIC INSTMIE PROJECT PpxioSoobll Educion Pynwdd (by Grade Le) 1986/87 -6 70 16W: 12AW1 124W 2AD 27AW.¶ 12 ..W 95W A s 147W I 13a 13 211˘˘ t 9 OODl l°°° \ 9 t~~~~~~~~~~~8211 (AD 1219W 14.1W 6 27]m 4 i21.COD S 40 im 3A 27%34 2720 ( / 213000 543A00 AG 561.9 2 66. SmlIS 2 ' IV= L 7116, 1 i . .. l I . I . . I , . . . . . . . . . MALE , A at e polab9 360To"l a wt GE* n EM Ted"ln T4f *ftw &W* - 219 LAO PDR NAJIONAL POLYTECHNIC INSTITUTE PROJECT INSTITUT NATIONAL POLYTECHNIQUE STRUCTURE, EFFECTIF, ET DIPLOMES DE INP STUCTURE, ENROLLMENT, AND OUT OF NPI Entrcnce Exornnaton Annual Output In: Examen Preparatory Yeor Basic Science Applied Sciences SpecIalIzations Nombre annuel de d'enteie Annee Preparatolre Sciences de base Sciences Appliqu6es Sp6ciqlisattons diplomes en: Department Departement Low tension 15 Courant foilbe High tension Couront fort Building 04 l I Z Batiment cmi r , ; _ _ _ cmI CMi _ Structural L4Ponts et chouse Industrlal Enghweer _ Icat 18IEconomis Idus trIl 10 p~~~~~~nclustrIal Economisf - ngenquo econmse ETrwIt 120 140 130 120 115 110 Total: 735 ebcts AttifiWon Depencrdii About 4% p~a. World Bank-30951:2 - 68 - CHPT v LAO POR NAlONAL POLYECHNIC INSlIUTE PROJECT Exeouton du Pmet.INP Proect AdmlnWhrtnNPI / /S | ~~~~~~~~~~~~~~~ NPI INP {}1 IOAlN/r P r o c t I m P * m n t 0 h n U n N - 1 - /~ ~ ~ C * Iw INPill n d u whoa a Brudu ProWfDotu _ I . ._. xvlgm _ i ee | Ahtow T uaWm Dv*. DopoMW AldnftWaW S I ~ ~ ~ ~C. Jof WnWAtA& hchl ~~SpwW du Mcgch 1l (6)UmHmdofRI IFW*cmd#%Nbo toCPO mdau 04 .a0 .do C mam M1 'd ,b' d,og nMpMeW do fs (6) A=&M-afte (6) to dW dw PODQWM dft LWO do W OM QWvW* do o leN=o Pi4b 4pWa (6)niaHealdcprfilSluedSbb lstes$Ob0 Z t SPsegsdsijmb ps rJeew0Sp;˘n tank--- MM MAP SECTION Ic4 1060 n I ,222\ CHINA N 222 - p u 't I 't~~~ '--- flbAIEAlio ( ) _ ~ r .Pho ) PgE Sl h Li k ~~G 'I' 1/4N6~~SAL Y6 BURMA t tn W.lu Sen9 . Uang Nan T. / T,^ -LUANVG NASa r 4 k ' . . r; ~-+> " Doss,,, Soy Sc N.. rT /- 0' W ttM -r ~stlslJm KhJn 2 V A._0 _ _ _ _ U o9100 4 P SAY 0'I a E Ho f Th Aft*1 a* }~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~~~~~~~~~~~~~~~~~~- Sbbor. kd,h, FG- < Jhun )v~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~I me os,ovwm off Doetri HO s)s' -' -~ names t a- 2e0 gtene~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~o ro tama PAwsb /ATIONAL P OLYTECHNIC I NSTITUT E PROJECT no- evw d so e - of5 50,s w f I1' 6 A I NtE , 186 NATIONAL POLYTECHNICV INTTT PROJECT>~:. ,I S _ (NPI) ShVANVtHFrUAN 160 E NFl SITE ~~~~ ~IETNA EXISTING GRAVEL OR LATERITE ROADS \ \Sra St …---ROADS UNDER CONSTRUCTION OR BEING UPGRADED n f °eK 3 ZS<52 RIVERS THAILAND sh50g,SO0 ,' . PROVINCE BOUNDARIES ru . H X glab>tVEN1< ) ,%r' . - Pakotai } . H Si- y 0, 50 510 15,00 P/ - vk i?J D 40 MILEP S. DEMOCRATIC KAMPUCHEA I C . PBLo Cp6 1 sm02j 040 -I