Document of The World Bank FOR OFFICIAL USE ONLY Report No. 11403-PAK STAFF APPRAISAL REPORT ISLAMIC REPUBLIC OF PAKISTAN BALOCHISTAN PRIMARY EDUCATION PROGRAM MARCH 10, 1993 Country Department III Population and Human Resources Division South Asia Region This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization. CURRENCY EQUIVALENTS Currency Unit = Rupees (Rs) US$1.00 = Rs 25 (March 1993) FISCAL YEAR (FY) July 1 - June 30 PRINCIPAL ACRONYMS USED ADB = Asian Development Bank BEMIS = Balochistan Education Management Information System BPEP = Balochistan Primary Education Program BPS = Basic Pay Scale BRSP = Balochistan Rural Support Program BTB = Balochistan Textbook Board CY = Calendar Year DCW = Directorate of Civil Works DPE = Directorate of Primary Education DPEO = District Primary Education Officer EEC = European Economic Community GCET = Government College for Elementary Teachers GOB = Government of Balochistan IDA = International Development Association IMDTC = International Materials Development and Training Cell KfW = Kreditanstalt fur Wiederaufbau MFTTP = Mobile Female Teacher Training Program NGO = Non-governmental Organization NORAD = Norwegian Agency for Development NWFP = North-West Frontier Province ODA Overseas Development Administration (United Kingdom) PC-l = Planning Commission Pro-forma Number 1 PEP II = Second Primary Education Project PTAC = Primary Teachers Accelerated Certificate PTC = Primary Teaching Certificate SAP = Social Action Program SOE = Statement of Expenditures SPO/CIDA = Small Projects Office/Canadian International Development Agency UNICEF = United Nations Children's Fund USAID PED = United States Agency for International Development, Primary Education Development Program FOR OMCIAL USE ONLY ISLAMIC REPUBLIC OF PAKISTAN BALOCHISTAN PRIMARY EDUCATION PROGRAM Table of Contents CREDIT AND PROGRAM SUMMARY .i.. . . . . . . . . . . . . . . . . . . . . I. SECTORAL BACKGROUND AND ISSUES ..1 A. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . 1 B. System Characteristics . . . . . . . . . . . . . . . . . . . . 1 C. Sectoral Issues. 2 Access, Equity and Efficiency. 3 Learning Environment. 4 Organization, Planning and Management . . . . . . . . . . . . 6 Beneficiary Participation ... . . . . . . . . . . . . . . . 8 D. Public Expenditure on Primary Education in Balochistan . . . 9 E. Sectoral Lending Strategy and Role of IDA . . . . . . . . . . . 10 F. Experience with Past Lending and Sector Work . . . . . . . . . 11 II. THE PROGRAM . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 A. Program Objectives .14 B. Proglim Strategy .15 C. Program Description .17 Improving Access, Equity and Efficiency . . . . . . . . . . . 17 Improving the Learning Environment . . . . . . . . . . . . . 19 Improving Organizational Framework, Planning and Management . 23 Beneficiary Participation . . . . . . . . . . . . . . . . . . 26 D. Program Management and Implementation . . . . . . . . . . . . 27 Organization and Management .27 Monitoring and Eva]Lkation . . . . . . . . . . . . . . . . . . 29 E. Program Costs and Financing .31 III. IDA FINANCING ..34 A. IDA Financing ny Component and Categories of Expenditure . . . 34 B. Financing Arrangements ..37 C. Procurement ArrangpmeiL.. . . . . . . . . . . . . . . . 38 D. Disbursements . . . .40 E. Accounts and Audits . . . 41 F. Status of Preparation ..42 G. Environmental Impact ..42 IV. PROGRAM BENEFITS AND RISKS .43 V. AGREEMENTS REACHED AND RECOMMENDATIONS . . . . . . . . . . . . . . . 44 This document has a restricted distribution and may be used by recipients only in the performance or their official duties. Its contents may not otherwise be disclosed without World Bank authorization. ANNEXES Annex 1 Primary Education in Balochistan: Summary Information . 46 Annex 2 Schools Providing the Primary Cycl,e . . . . . . . . . . . 47 Annex 3 Table 1 Internal Efficiency of Primary Schools . . . . . . . . . 48 Annex 3 Table 2 Utilization of Classrooms ... . . . . . . . . . . . . . 49 Annex 3 Table 3 Provision of Basic Facilities . . . . . . . . . . . . . . 50 Annex 3 Table 4 Primary Teachers in Balochistan . . . . . . . . . . ... . 51 Annex 4 Balochistan Education Management Information System (BEMIS52 Annex 5 Table 1 Public Expenditure on Education, 1982-83 and 1992-93 . . 56 Annex 5 Table 2 A comparison of Provincial Spending on Primary Education 57 Annex 5 Table 3 Primary Education Recurrent Spending to Recurrent Spending57 Annex 5 Table 4 Recurrent Expenditure on Primary Education Balochistan (1992-93 Budget) . . . . . . . . . . . . . 58 Annex 6 Enrollments Using Existing and New Facilities . . . . . . 59 Annex 7 Table 1 Construction Targets and Number of Posts Required . . . . 60 Annex 7 Table 2 Classroom Construction During Program Period . . . . . . 61 Annex 7 Table 3 Number of Sanctioned Teacher Posts Needed Annually . . . 61 Annex 7 Table 4 Proposed Financing of Incremental Post . . . . . . . . . 61 Annex 7 Table 5 Detailed Costs ....... .. .. .. ... .. .. . 62 Annex 8 School Selection Criteria .... .. . . . . . . . . . . 65 Annex 9 Private Education Foundation and Scholarship Experiment . 68 Annex 10 Balochistan Education Materials Development . . . . . . . 71 Annex 11 Job Description of Key Staff in DPE . . . . . . . . . . . 78 Annex 12 Beneficiary Participation in School Establishment . . . . 85 Annex 13 Table 1 Planning Checklist for Program Implementation . . . . . . 88 Annex 13 Table 2 Key Indicators. . 92 Annex 14 Consultancies . . 94 Annex 15 Procurement Plan .95 Annex 16 Supervision Plan 96 Annex 17 List of Documents Consulted . . . . . . . . . . . . . . . 97 Chart 1 The Learning Environment . 100 Chart 2 Program Administration System . . . . . . . . . . . . . 101 MAPS School Availability per '000 Population (Boys) (IBRD Reference No. 24498) Scnool Availability per '000 Population (Girls) (IBRD Referenue No. 24499) Balochistan Primary Education Program (IBRD Reference No.24497) This report is based on the findings of an appraisaL mission which visited Pakistan in September 1992. It comprised Me. Mae Chu etAN (Mission Leader and Task Manager); Messrs. Efraim Jimenez (Procurement Specialist); Rene Corradine (Architect); Stephen Hoenack (Economist, ConsuLtant); Anthony Read (Book Specialist, ConsuLtant); Alastair Rodd (Educator, ConsuLtant); and AmanuLLah Khan Malik (Disbursement Specialist, RMP). In ddition, Bashir Parvez (Projects Advisor, RMP); Christopher Thomas (Educator, ConsuLtant); and Sarah Tirmazi tUSAID Economist) contributed substantiatly during program preparation. Processing was supervised by Messrs. Paut Isernan (Director, SA3) and Roberto Cuca (Chief, SA3PH). The Peer Reviewers were Mmes/Messrs. JuLian Schweitzer (Chief, LATHR); Richard Cambridge (PrincipaL Economist, SA2PH); and Marlaine Lockheed (PrincipaL Education SocioLogist, PHREE). ISLAMIC REPUBLIC OF PAKISTAN BALOCHISTAN PRIMARY EDUCATION PROGRAM CREDIT AND PROGRAM SUMMARY Borrower: Islamic Republic of Pakistan Beneficiaries: Province of Balochistan Amount: SDR 76.4 million (US$106.0 million equivalent) Terms: Standard, with 35 years maturity Program Description: IDA would provide financing over five years to help implement the long-term Balochistan government primary education program, with special measures to improve girls, education. The objectives are to: (a) improve access, equity and efficiency; (b) improve quality of the learning environment; and (c) improve the organizational framework, planning and management. Beneficiary participation would be instituted as a means to achieve all of the above objectives. Access. eauitv and efficiency would be increased by: (a) establishing new girls' schools which boys are allowed to attend; (b) providing classrooms and facilities to mixed shelterless schools; and (d) introducing a scholarship program for girls in urban slum areas to attend privately-run schools. A new policy would be introduced to permit double-shifts where needs arise. Oualitv of the learning environment would be improved by: (a) establishing an appropriate pre-service and in-service teacher training system geared to the multi-grade school conditions in Balochistan; (b) developing core student-activity books and other instructional materials, suitable for multi-grade teaching and learning. An instructional support system using learning coordinators would be institutionalized. organizational framework. DlanninQ and management would be improved by: (a) establishing a Directorate of Primary Education separate from the secondary school administration at provincial and district levels; (b) establishing a policy monitoring and evaluation unit within the Directorate of Primary Education; and (c) continuing the development of the management information system to facilitate planning and management. To achieve the above objectives, beneficiary participation would be instituted by setting up parents' committees, and involving these committees in school establishment and supervision. The program would finance construction, furniture, equipment and educational materials, specialist services, fellowships, training, ii incremental recurrent cost for additional staff, and operation and maintenance. Benefits: The five-year program is expected to increase primary enrollment by about 380,000, nearly double the participation rate for girls from 15% to 29%, and improve the rate for boys from 49% to 72%. Worldwide research has shown that primary education has very high social returns and that education of girls, in particular, will also lead to reduced fertility -- which is particularly important in light of Pakistan's high population growth rate of 3.2%. Through recruitment and training of local women as teachers, the economic returns of education for girls will become more apparent to rural parents, who would be encouraged to send their girls to school. Information-based decision making in education management and involvement of parents in school establishment process will lead to increased participation rates and enhanced resource mobilization through parents donating services. Increasing the number of hours of active learning by pupils in class as a result of developing a pupil-centered approach will improve performance, and thus students' and teachers' levels of satisfaction with schooling. This in turn should reduce drop-out and repetition rates and increase the efficiency and decrease costs of primary education. Risks: The major risk is that the Government implementation agencies lack capacity to implement the program. This risk is being addressed by a one-year overlap in the resident technical assistance team between the USAID Primary Education Development Program and IDA support, and the Government's agreement to contract similar technical assistance during the five-year program. Another risk is the lack of female teachers to staff the girls' schools. This risk is addressed by a community survey of all 9,000 villages in the province to identify educated girls who are willing to be teachers, then to recruit and train them through a Mobile Teacher Training Program. Continued professional and materials support are provided to these teachers through the Learning Coordinators System. Risks also attach to the development of community involvement. In the past, beneficiaries have not been involved in community decisions about schooling, which were taken by a few traditional community leaders who tended to oppose girls, education. The program would be hindered if they do not relinquish control. This risk is being addressed by establishing school committees which would consist only of parents of children in the school service areas, regardless of their status in the community. The school committees would be involved in determining school sites and monitoring quality. A pilot experiment conducted during program preparation confirmed the viability of beneficiary participation. ISLAMIC REPUBLIC OF PAKISTAN BALOCHISTAN PRIMARY EDUCATION PROGRAM (FY94-FY98) US$ million Financing Plan: IDA Credit 106 GOB Counterpart 14 Ongoing commitments: Government of Balochistan 206 other donors 1/ 4 Balochistan Primary Education Program 330 1/ Includes ADB, USAID, UNICEF, CIDA and the Netherlands. IDA FINANCING US$ Million Local a/ Foreign Total Estimated Cost Improving access, equity and efficiency 57.0 7.8 64.8 Improving learning environment 8.3 7.8 16.1 Improving organizational framework 7.6 9.0 16.6 Beneficiary participation 0.2 0.4 0.6 Total Base Costs 73.1 25.0 98.1 Physical Contingencies 6.9 2.4 9.3 Price Contingencies 4.9 7.7 12.6 Total Costs 84.9 35.1 120.0 a/ Including estimated duties and taxes: $9.0 million Estimated Annual Disbursements IDA FY 1994 1995 1996 1997 1998 1999 Annual 10.1 19.6 21.8 22.9 21.6 10.0 Cumulative 10.1 29.7 51.5 74.4 96.0 106.0 As % of Total 16% 35% 56% 79% 96% 100% ISLAMIC REPUBLIC OF PAKISTAN BALOCMISTAN PRIMARY EDUCATION PROGRAM I. SECTORAL BACKGROUND AND ISSUES A. Introduction 1. Despite substantial economic growth, human resource development in Pakistan has lagged well behind other countries at similar stages of development and income levels. Pakistan's gross participation rate of 50%1 in primary education compares poorly with developing countries of similar or lower GNP per capita. (For example, Nepal at 64%, Laos 111%, Bangladesh 70%, India 98%, China 135%, Nigeria 70%). World Bank Country Economic Memoranda, as well as the Government's Social Action Program and a series of Five-Year Plans since 1955, have identified the low level of human resources development as a major constraint to a qualitative transformation of the Pakistani economy into a dynamic, middle-income country like its East Asian neighbors. Compared to the nation, the province of Balochistan has the lowest gross participation rate in primary education at 34%. The female participation rate of 15% is among the worst in the world. As a result of the low rate of participation in primary education, the base of primary graduates is not sufficient to support any kind of significant expansion at higher levels of education. B. System Characteristics 2. With an average density of about 16 persons per square kilometer, Balochistan encompasses almost half of the land mass of Pakistan but contains only about five percent of the country's 120 million people. The majority (84%) of inhabitants reside in rural areas, in approximately 9,000 settlements. 91% of the schools are outside the urban areas, with the majority (67%) in semi-urban and the rest in rural and far-flung areas.2 3. About 7,500 schools offer the primary cycle, including about 250 private schools. Four types of schools operate in the Province: Mosque schools provide the first four years of the primary cycle (Grades K-3); Primary schools provide the entire primary cycle (Grades K-5); Middle schools provide both primary and middle (Grades 6-8) cycles; and high schools provide primary, middle and secondary (Grades 9-10) cycles. The primary cycle is therefore 1/ Total number of primary school students (K-5) divided by population aged 4-9. This ratio may still be an overestimate because of over-age students in primary schools. 2/ A settlement containing 5,000 or more population is defined as an urban area. A semi-urban area is defined as a settlement within an hour's motor drive of an urban area. A rural area is defined as a settlement more than an hour's drive away from an urban area, but still accessible by road. A far- flung area is defined as a region more than an hour's drive away from an urban area and difficult to access by road. 2 provided by primary, middle, and high schools, and partially provided by mosque schools as well. 4. The primary cycle comprises six grades: from the unrecognized and un-resourced Kachi (kindergarten), through Class 5. Students normally enter Kachi class at age 4, although many enter later. Students in Kachi class range in age from 4 to about 11. There is an equally large range in the age of students ir. each subsequent grade. In general, it is common to find primary schools with students ranging in age from 4 to 12, althcugh some primary grades have students up to 16 years old (Annex 1). 5. Primary sections of middle and high schools which are urban based tend to have much larger enrollments and better facilities than primary and mosque schools. Despite their small numbers, middle and high schools account for 53% of girls' enrollment and 28W of boys' enrollment at the primary level. The majority of the schools in the Province are single-teacher, multi-grade primary and mosque schools with low total enrollments. Annex 2 summarizes these differences. 6. Private provision of education. About 28,000 or 7% of all primary students are enrolled in 250 schools which are privately financed and managed. These numbers do not include an unknown, but probably significant, number of unregistered private schools at the primary level. The registered private schools, representing about 3.3% of the total number of schools in the Province, are far more efficient than provincial government schools. The private schools have an average school size of about 110, and 31% of them have a mixed student population. These schools are actively catering to the demands of high- and middle-income groups. Substantial willingness to pay for quality education is evidenced in these income categories and overall market demand for good quality schools is high.3 There also exists a limited number of low-cost private schools, sometimes operating out of people's homes, catering to lower-income groups. The major constraints to expansion of these low-cost private schools seems to be the amount that parents can pay. Based on an informal survey, it appears that a large number of new schools could be opened in urban slums and medium-sized towns if a significant portion of their operating costs were covered by a combination of the tuition charges and per- student subsidies from the Government. C. Sectoral Issues 7. Issues facing primary education in Balochistan are not different from the rest of Pakistan, only magnified several times and compounded by difficult geographical conditions: lack of access, equity and efficiency; inadequate learning environment; and inadequate organization, planning and management. 3/ This is evidenced by reports from high-cost private school managers who indicated that the number of applicants exceeded the number of available student places by a factor of 5 to 1. 3 I. Access, Equity and Efficiency 8. Insufficient availability is evidenced by the lack of a school of any kind in approximately 3800 villages. In non-urban areas, where over 80% of the population resides, the average school size in the 6,800 existing schools is 41 students. Even if the average school size were doubled through measures to improve access and retention, the number of non-urban schools would still need to be more than doubled over current levels in order to reach the entire 4-9 population. 9. Inefficient utilization of existing facilities is indicated by the fact that over 2000 schools have 20 or fewer students and over 4000 schools have less than 40 students. Most of these schools could enroll more students since population estimates suggest that less than 5% of the settlements have fewer than 50 primary school-aged children. 10. Ineauitv is evidenced by there being 10 times as many boys' schools as girls' schools in primary education. In addition, there is tremendous regional variation in school availability, particularly for girls' schools. While 3814 villages have no schools of any kind, 625 girls' schools concentrate unevenly among 345 villages, and 6574 boys' schools among 5405 villages. The provincial capital of Quetta, for example, has 23% of all girls' schools in the Province, but contains only 9% of the population (498,000). By contrast Turbat, a district of comparable population (495,000), contains only 5% of all girls' schools in the Province. There is variation across districts in the availability of boys' schools also, although the magnitude is not as great. The availability of schools by district is shown in the attached Maps. 11. Inequity as well as inefficiency could be alleviated by having girls and boys within the same village attend the same school, instead of separate girls' and boys' schools. The requirement for segregated schools administered by a segregated administration makes this difficult. A typical village in Balochistan requires only one school to accommodate the number of primary school age children of both sexes. Once a boys' school is opened, numbers of children are too small to justify a second school in the same village for girls. Girls thus do not hive access to school unless their parents are willing to send them unofficially to a boys, School. In fact, as many as a third of the girls in primary education are attending boys' schools, 4 unofficially. A recent survey and interviews with parents demonstrated acceptance of mixed schooling for primary school children and high demand for girls' education, especially if the teacher is female. Establishing mixed schools under the female adrministration is therefore currently an optimal solution to the problem of access, equity as well as efficiency. This can be achieved without a mixed administration which is not culturally acceptable in some places. 4/ The Human Resources irvey funded by USAID's Primary Education Development Program (USAID PED) is : ommunity survey of nearly all 9,000 villages in Balochistan. USAID PED s a ten-year sectoral program in primary education which will be phased out !y 1994 due to withdrawal of USAID from Pakistan. 4 12. A major constraint to this solution is the limited number of educated women in the Province who could become teachers, which is a direct result of lack of girls, schools in the first place. Cultural barriers prevent urban women from relocating to rural areas, and rural women from attending residential teacher training colleges located in town centers. A UNICEF- funded training program is presently being piloted in Balochistan to bring mobile teacher training teams to the villages which have indicated availability of women with at least an 8th grade education who are willing to be teachers. 13. Internal efficiency indicators are presented in Annex 3, Table 1. Within the normal time period of six years, only 9% of students entering Kachi class complete grade 5. Average repetition rates are 28% and 12% for Kachi (Kindergarten) and first grade respectively, 11 for grades 2 to 3, and 6% for grade 5. While repetition rates are similar for girls and boys, dropout rates are consistently higher for girls. The lack of latrines in schools is one cause of higher dropout rates for girls due to cultural requirements for modesty in girls. The overall high rates of wastage are symptomatic of a poor learning environment. Schools are often without any shelter or even a single teacher, and without appropriate instructional materials. The bulk of dropouts among both girls and boys occurs during Kachi class when over 25% of the entering cohort of students is lost during the first year of school. This statistic reflects the historical neglect of Kachi students by curriculum development, instructional materials development, and teacher training initiatives. II. Learning Environment 14. Schools in Balochistan can be characterized as lacking all kinds of essential resources: physical facilities, teachers and instructional materials. Physical Facilities 15. Existing physical facilities in Balochistan's schools are inadequate in terms of the availability of classrooms for individual grades (and space is often wasted by storing broken furniture). only 4* of all schools have one classroom per grade. Annex 3, Table 2 provides a categorization of schools in terms of classroom utilization. Data suggests that 21% schools have under- or unutilized classrooms due to the lack of teachers, while at the same time, 43% of the schools have shelterless classes. In addition, 700 schools or 10% of the total are completely shelterless and have no building of any kind. 16. The provision of necessary facilities such as toilets, water, and electricity is severely inadequate. As Annex 3, Table 3 shows, only a small proportion of primary schools in the Province have toilets (6%), water (18%), electricity (11), or storage space (3%), although middle and high schools are better equipped. Inadequate storage space severely constrains the likelihood that teachers will use additional instructional materials of any kind: books, charts, teaching kits, etc. As Annex 3, Table 3 shows, most primary schools do not even have a single cupboard per grade. 5 17. Repair, upgrading, and routine maintenance of school buildings and facilities are constrained by the lack of budgetary allocation and by the fact that only 50% of all provincial government schools (about 3,600 schools) operate in Government-owned premises. 2,800 schools operate in privately owned buildings over which the government has no control over repair, maintenance or expansion. However, the practice of renting private buildings will be continued under the Balochistan Primary Education Program since it is still a cost-effective means of providing more student places in a short period, particularly in light of constrained capacity to manage school construction. Teachers 18. Approximately 2,300 women and 13,300 men work as primary school teachers in schools administered by the provincial government. The minimum qualification required for primary school teaching is a 10th Grade Matriculation certificate. No pre-service training is available or required. In exceptional circumstances, women who have completed Grade 8 are appointed as primary teachers in localities where more highly qualified women are not available. Currently 72% of all primary school teachers are Matriculation graduates, 22% have higher academic qualifications, and 6% have less than Matriculation qualifications. Between two and five years after initial appointment, the teachers attend a nine-month on-service teacher training program leading to the Primary Teaching Certificate (PTC). Upon completion of PTC training, teachers move into the district teaching cadre at Basic Pay Scale (BPS) 7 and become eligible for annual salary increments, allowances, and accrual of seniority within the cadre. There is no promotion ladder for primary teachers, except that a small number of teachers have moved into BPS 11 on being appointed as Learning Coordinators. 19. Currently only about 50% of all primary teachers in the Province are trained, leaving a backlog of about 8,000 primary school teachers with no training of any kind (Annex 3, Table 4). Even trained primary teachers have little idea of how to cope with the multi-lingual, multi-age, multi-grade teaching situations encountered in 97% of the schools. PTC training is geared towards the ideal situation of each teacher teaching a single grade of 40 students. Because teachers lack classroom management skills in multi-grade schools, most often the lower grades are ignored or put under the charge of an older student. Lack of teacher attention may be another factor contributing to high levels of dropout during the initial years of primary schooling. 20. With support from the United States Agency for International Development's Primary Education Development Program (USAID PED), the province has recently initiated an accelerated three-month "on-service" teacher training program designed to provide PTC-equivalent training to all untrained teachers within a period of two years. By 1994, having brought all primary 5/ The term "on-service training" is used for untrained teachers who are already on the job and require training to obtain a certificate. This term should be distinguished from "in-service" training which is provided for trained teachers to upgrade their teaching skills. 6 teachers up to this minimum level of training, the Province plans to switch over to pre-service training. Instructional Materials 21. It is estimated that most children in single teacher, multi-grade schools are not involved in active learning for more than an hour a day, even when the teacher is present. Appropriate student-centered materials can make up for deficiencies in teachers' subject content knowledge and lack of pedagogical training. 22. Until 1992, the official language of instruction in government primary schools was Urdu, Pashto, Brahvi, or Balochi, depending upon the district. The Government of Balochistan (GOB) provided free textbooks to each rural school in the official language of the district at 1.6 times the cost of producing textbooks in one language only. This policy was decided without a technical assessment with the result that these textbooks were not used at all as teachers could not read the local languages and students do not necessarily speak the same language in which textbooks were available. As a result of a technical analysis taking into account parental opposition to non-Urdu textbooks, international experience in teaching reading in a second language, and the lack of any capacity to provide proper bilingual education, the Balochistan Provincial Assembly has just amended the official language policy to make Urdu the official language of the textbooks. 23. Current official textbooks have poor physical specifications (leading to short book life) and poor physical appearance. They are short on content and are not written specifically for multi-age, multi-grade teaching situations. Textbooks are typically produced without pre-testing or consistent, classroom- based evaluation and revision. There are no teachers' books to accompany students' books, although support materials for Kachi class are currently being financed, developed, and supplied to pilot districts by the USAID PED. 24. Additional materials other than textbooks, such as supplementary readers, teaching kits and learning modules, are not used even when provided free. Main reasons are: inadequate training for teachers in the use of these materials, fear of losing or breaking an item, and the lack of incentives for using them. III. Organization, Planning and Management Organization and Management of Primary Education 25. Historically, all primary, middle and secondary schools have been managed by a single Provincial Directorate of Schools under the Department of Education. Within the Directorate, neither budget nor personnel are earmarked specifically for primary education. This lack of an organizational focus on primary education is further repeatel at division and district level. The lack of attention to primary education is evident in the severe lack of facilities and materials in primary schools as compared to middle and high schools. Even within the same school, primary grades with majority of the 7 student population are displaced into the school yard while middle and higher grades occupy the few available classrooms. 26. In July 1992, GOB agreed to "bifurcate" the existing Directorate of Schools by level, and to establish two separate Directorates for primary (K-5) and secondary (6-10) education. The bifurcation was officially sanctioned in December 1992 before negotiations (para. 87). Under this arrangement, the management of primary education became the responsibility of personnel from the Directorate of Primary Education located at both provincial and district levels. Plans are currently being developed to establish the necessary staff positions, write job descriptions, and design appropriate training procedures for newly appointed personnel. 27. The existing promotion ladder does not reward primary teaching: all administrators, including those for primary schools, must have background in secondary teaching. Supervision is therefore hampered by the lack of skills and competencies on the part of supervisors for academic support and supervision of primary teachers. School supervision is for the most part reduced to the periodic checking on numbers of students and teachers, availability of furniture and equipment, and teacher absenteeism on the days of school visits which are infrequent. The Learning Coordinators, hired under the Second Primary Education Project (PEP II) in about one-third of the province, have been instituted to provide on-the-job instructional support as well as some promotion prospects for primary teachers. 28. Within the Department of Education, the administrative structure is segregated by gender from divisional level downward. Male District Education Officers are responsible for management and supervision of all boys' schools within their respective districts. Because of the small number of girls' schools, female divisional education officers perform the same tasks for girls' schools covering three to five districts within a division. Female administrators are therefore doubly constrained: first, by the vast geographical territory falling under their jurisdiction; and second, by their having to rely (for cultural reasons) on the availability of official transport rather than public transport. 29. There are separate service rules for men and women. Most of the senior staff management positions above the divisional level are not included in the Service Rules (Women's Section), therefore preventing women from being appointed to these positions. In some cases, promotion to certain positions unnecessarily required prior posting in male-only positions6 (one recent example is the position of a computer operator which required prior posting as a clerk, a post reserved exclusively for men due to the necessity of travelling to the banks.) 6/ Certain positions are reserved for men due to cultural reasons (e.g. requiring travel to and conducting business in public places). 8 Educational Policy and Planning 30. Educational policy in Balochistan, as elsewhere in Pakistan, has been largely driven by federal mandates which neither take account of the particular demographic, geographic and cultural conditions of the province nor are backed up by adequate evaluation, experimentation, or resources. Marked variations among district and poor educational indicators testify to the absence of policies tailored to local needs. 31. The historical non-availability of timely and accurate data about the educational system results in the lack of real planning. Policy decisions have traditionally been guided primarily by precedent and political pressures. Prior to 1990, planning activities for Balochistan's school system were the responsibility of the Planning Cell within the Provincial Directorate of Schools. Basic information about the school system, collected and compiled manually by personnel from the Directorate of Schools, was inaccurate ana took two years to compile. Data collection was based on predefined formats which did not recognize the reality of mixed schools, hence girls enrolled in boys' schools - currently amounting to about one third of total female enrollment - were simply not counted, or were counted as boys. 32. Since 1990, a computerized Balochistan Educational Management Information System (BEMIS) was established to introduce data-based and demand- driven planning and management systems (Annex 4). One example is the selection of sites for new or additional construction, which is now guided by the production of lists of school sites meeting specific enrollment-related criteria. Similar procedures are being designed to guide the selection of schools requiring new teaching positions. IV. Beneficiary Participation 33. The Government has not yet been able to fully utilize an existing system of community support which is historically rooted in the extended family system, which still dominates today's life. Several support agencies are currently working in Balochistan to establish community groups to improve health, water, income generation, and education. These include BRSP/Germany, SPO/CIDA, PED/AID, and the Dutch-Pakistani Organization. UNICEF acts as an umbrella organization by building capacity and facilitating coordination of these and other NGOs in Balochistan. The community groups established by these organizations form a potentially strong basis for launching beneficiary participation activities in education. 34. During program preparation, a small pilot experiment was launched to test responsiveness ane methodologies for beneficiary participation in education. The experiment was successful in mobilizing parents' committees to conduct self-assessments for the establishment of schools, identify local female teachers, arrange transr rt, provide land for schools, increase girls' attendance, and improve teacher attend'.ice and motivation. The results of the pilot experiment generated enthusiastic support from District Education Officers, and considerable interest am-ag other communities in the area. While the initial results of the pilot experiment were very encouraging, 9 extension workers pointed out that long-term support is necessary to solidify the role of the parents' committees. D. Public Expenditure on Primary Education in Balochistan 35. Pakistan spends less than 3% of the GDP on education, compared with an average of more than 4% in other South Asian countries, and 5% for developing countries as a whole. Similarly in Balochistan, the education sector was neglected up to the 1980s, as shown by the low levels of spendirg on education (Annex 5: Table 1). However, between FY84 and FY92, the education budget grew 12% annually in real terms, outpacing the growth of total provincial public expenditures (11%). When compared to other provinces, however, Balochistan's expenditures on education are still less than that of NWFP and Punjab. 36. Primary education snendinq. Most of the growth in education has been in primary education, which has increased at a compound rate of 17% annually in real terms for the past eight years. Primary education as a percent of the total education spending increased from about 33% in FY86 to over 50% in FY91. Over the same period, the two most populous provinces, Punjab and Sindh, have consistently dedicated about 50* of total education spending to primary education (Annex 5: Table 2). 37. Development spendinQ. Between FY84 and FY92, development spending in primary education grew at a compound rate of 17% annually in real terms, at the expense of other levels of education. This was particularly pronounced in the first four years of the Seventh Plan period (FY89-92), when primary education benefitted from a 32% annual compound growth rate in real terms, while secondary and other sectors actually declined at similar rates (Annex 5: Table 1). 38. Recurrent spendinQ. While development expenditures in the total education budget grew at an annual compound rate of 6% in real terms between FY84 and FY92, recurrent expenditure grew at 13%, most of which was devoted to primary education (54% of the recurrent education budget). Recurrent expenditures on primary education as a ratio of recurrent expenditure in other sectors over the period 1985-91 is shown in Annex 5, Table 3. Between 1985-86 and 1990-91, recurrent expenditures on primary education grew in real terms at a compound rate of 25%, compared with 13% for all educational expenditures, and 6% for total provincial expenditures combined. As a consequence, expenditures on the education sector increased to 20% of the total provincial recurrent budget. 39. While the GOB gave increased priority to primary education, it continued to spend a large proportion of unit costs on salaries and allowances, neglecting non-salary items that have significant impact on student achievement, such as textbooks and other educational materials. As Annex 5, Table 4 shows, 96.5% of the 1992-93 recurrent budget was spent on salaries and allowances, while only 1.3% was spent on furniture and school supplies and 10 0.3% was spent on textbooks and publications'. The high level of unit costs shown in this table is due in part to the under- utilization of primary schools in rural areas, where the student:teacher ratio is extremely low. E. Sectoral Lending Strategy and Role of IDA 40. IDA strateqv. IDA's lending strategy to Pakistan in education for the past 20 years has shifted from an emphasis on higher and technical education to primary education; and from provision of isolated project inputs scattered throughout the country to province-based sectoral programs. This shift in strategy can be seen in four phases: (1) meeting manpower needs through vocational and higher education projects was the focus of the early 70s. These projects provided small amounts of inputs to a limited number of project institutions scattered throughout the country; (2) realizing that primary education has the highest rate of social return, IDA supported two experimental primary education projects in the late 70s in a limited number of districts in all provinces. The impact was limited to the projects' duration and the project areas; (3) province-based primary education projects began with the FY85 Third Primary Education Project, which devoted substantial resources to one province to bring about institutional change; and (4) a province-based sectoral program strategy was adopted in FY90 through the Sindh Primary Education Development Program, which emphasized institution building as well policy reforms. Building on successful experiences with provincial operations, IDA strategy is moving towards complete coverage of a sub-sector in one province at a time, integrating inputs from other donors and the Government to ensure coherence of the program and improved implementation. Furthermore, beneficiary participation leading to long-term sustainability is emphasized. This strategy forms the basis for IDA support to the Government's Social Action Program (para 42, 43) in the education sector. 41. Government strateQy. The Government of Pakistan's Five-Year Plans since 1955 have placed universal primary education as a priority. However, this policy is far from being met as it has not been backed up by adequate financial and political commitment, nor was the institutional framework adequate to implement it. Since the mid-80s, the Government attracted substantial resources to primary education from donors. Major programs of quality improvement and expansion in primary education, with emphasis on girls, are being financed by IDA and other donors in Punjab and Sindh. USAID has been providing budgetary support for primary education sector development programs in NWFP and Balochistan. ADB, UNICEF, ODA, NORAD, Netherlands, and KfW are also supporting improvements in quality or coverage in primary education. However, all donor-supported operations have been experiencing implementation problems and disbursement lags. 7/ This under-represents the amount spent on textbooks. These percentages are derived from recurrent budget estimates; however, under the Balochistan Government's budgeting system, some financing for textbooks is considered a development cost which still amounts to only 31 rupees per student, and would not be included under recurrent. II 42. In 1991, the Government of Pakistan, recognizing that its social indicators are among the worst in the world, began drafting a Social Action Program (SAP) with the purpose of greatly improving the provision of basic services in education, family planning, health, and water and sanitation. The SAP is a framework for action to improve the planning, programming, budgeting and implementation of all ongoing and new programs and projects in the social sectors. The SAP represents a renewed commitment by both the Government and the donors in partnership to focus attention and resources on removing the critical political, policy, institutional and financial constraints to improving effectiveness of social services. It is intended to remove endemic and systemic constraints in implementation of ongoing and planned social sector programs and projects and expand the absorptive capacity of the Government. 43. Rationale for IDA assistance. IDA has a policy of promoting universal primary education worldwide and has substantial accumulated experience in this sector. Through its continued policy dialogue with Pakistan emphasizing the need for enhanced social services delivery, the Government of Pakistan has requested IDA support for its Social Action Program. To assist in this effort, donors including the Bank, have established a Multi-Donor Support Unit in the Resident Mission in Pakistan to provide technical assistance to the Government of Pakistan and provincial governments to prepare the SAP and assist with implementation of ongoing and planned programs. To further the goal of the SAP in education, IDA is committed to a pipeline of provincial education development programs based on the absorptive capacity of the respective provinces. 44. The proposed Balochistan Primary Education Program (BPEP) constitutes the education component of the SAP in the province of Balochistan. IDA financing of BPEP would dove-tail with the phasing-out of the USAID PED and completion of PEP II; BPEP fully integrates the inputs of all the other donors active in the province (USAID, ADB, UNICEF, Netherlands, CIDA, PAK- German) into a coherent program that covers the entire primary education sector. As a result of close cooperation between IDA and USAID, the current USAID PED has tested or implemented on a pilot basis new ideas which emerged during the program preparation phase, for example, the beneficiary participation experiment. Furthermore, most of the start-up activities for the BPEP have also begun under PED to avert implementation delays. Key policy reforms introduced in the BPEP will be reinforced by conditionalities included in a Public Sector Adjustment Loan (PSAL) under preparation and a possible Social Action Program Project, which would address cross-sectoral issues. F. Experience with Past Lending and Sector Work 45. Findings from Bank research in primary education and a series of sector reports in education in Pakistan contributed to the design of program components. Lessons-from past projects and programs, funded by IDA as well as other donors, have been derefully incorporated into the preparation and design of the present program. These lessons are outlined below: 46. One Drovince Drolect. Past projects involving a Federal Coordinating Unit and more than one province, such as PEP II, have resulted in serious 12 implementation delays because: (a) the province is legislatively and financially responsible for primary and secondary education, and therefore, the federal unit only introduced bureaucratic hurdles to implementation; (b) uniform solutions cannot be applied across provinces as wide variations exist among them, e.g. there is a shortage of teachers in Balochistan while in Punjab there is an oversupply; and (c) the different absorptive capacities of the provinces meant that a project could not proceed at an even pace. In PEP II, a one-year lag was observed between provinces. The SAP, including the BPEP, are provincial-based programs. 47. Technical assistance. Long-term resident technical assistance has been crucial to the success of the USAID PED. On the other hand, TA funds for short-term consultants provided under PEP II remain largely unutilized. This is because the PEP II did not have long-term resident TA consultants under grant support from bilateral donors to help in the identification, recruitment, management and orientation of the short-term consultants. The impact of short-term consultants has been minimal since much of their time was spent in orientation and understanding the problems. In Sindh PEDP, the ODA components which have a resident TA consultant, advanced at a much faster pace than the rest of the program which was without such input. The proposed program will benefit from a one-year overlap between the phasing out of the USAID TA team and the start of the proposed program. Furthermore, GOB has agreed to maintain an adequate level of technical assistance under the new program and has already begun the procurement process for technical assistance services according to IDA Guidelines. One major task of the technical advisors is to train and transfer technology and responsibilities to local staff and consultants over time. 48. Annual Reviews. Annual reviews have become a tool for successful planning under the USAID PED. The annual review sets realistic targets for the following year based on implementation records of the past year. In other projects, rigid adherence to PC-1 targets decided upon at project appraisal have become a major constraint to implementation. The PC-1 targets are often outdated and do not reflect the changing realities or needs which may arise over time. For example, although Annual Review is also incorporated in Sindh PEDP, this has not yet become a useful planning tool since the provincial administration, in the absence of technical assistance to its planning unit, has not yet internalized the process. The Annual Review in Sindh PEDP has tended to be a reiteration of the PC-1 targets. 49. Program Manaaement. Experience under several projects has shown that project management structures established outside the normal administrative hierarchy of Provincial Departments of Education fail to institutionalize project gains into the regular system. The short-term benefits attained through temporary structures by way of partial circumvention of normal bureaucratic hurdles eventually turn into a long-term loss in terms of lasting impact. The Project Implementation Units of the PEP II were phased out during project preparation so that successful inputs from PEP II could be incorporated into the regular system. Institution building is a cornerstone of the proposed program, including the separation of the Directorate of Primary Education (DPE) from secondary school administration. The program would be managed by the DPE along with all activities in primary education. 13 SO. Donor Coordination. The growing donors, interest in assisting the primary education sub-sector, particularly in the area of educational materials development, has produced a confusing multiplicity of parallel materials with competing claims for recognition, besides creating inefficiencies in the use of scarce resources. Furthermore, the limited government absorptive capacity means that implementation of one project is often at the expense of another unless well coordinated beforehand. Planned donor coordination took place during program preparation by inviting the USAID program manager to be part of all the missions beginning with identification. Integration of donor inputs is built into program design, for example, learning modules developed under PEP II are incorporated into the teacher training programs under USAID PED and the UNICEF mobile teacher training program is also carried out under PED. The sequencing and timing of various donor inputs were also planned to ensure coherence of the program. With the establishment of the Directorate of Primary Education, all activities in primary education will be managed by the DPE, which includes a post of Deputy Director of Policy, Planning and Development who is charged with the specific function of donor coordination and integration of inputs. 51. Learning Modules and Learning CoordinatorE. Learning modules and learning coordinators were introduced to Pakistan through an IDA-financed First Primary Education Project in the early 80s. Evaluation showed that the presence of Learning Coordinators greatly improved teacher attendance, although they received insufficient training to provide academic support to teachers. More than half of the Learning Modules were judged to be adequate in content and pedagogy, but their effectiveness depends on whether the teachers use them. The overall effectiveness of learning modules and learning coordinators was severely hampered by the perception that these were donor- funded experiments outside the regular system. Under BPEP, permanent posts of Learning Coordinators would be provided in the regular system, and learning modules would be incorporated into Teacher Guides as part of the total learning system, for use in regular training of teachers and supervisors. 52. ADDroval of School Sites. One of the most intractable problems in school construction is the selection and approval of sites. In nearly all past projects, the injection of politics in this process tampered with the agreed criteria for site selection as well as delayed the school construction program by one to two years. In the BPEP, criteria for site selection were agreed during pre-appraisal. The BEMIS system produced a list of school locations based on agreed criteria and GOB selected from this list sites for the first year construction before appraisal. GOB met the condition of negotiations in submitting a list of approved sites for the first year's construction program. In future years, the amount of construction to be undertaken in the following year would be contingent upon approval of sites according to agreed criteria by November of each year. During Annual Review in April, necessary development and recurrent costs associated with construction and subsequent school establishment including sanctioning of teacher posts and provision of materials would be incorporated into GOB's budget documents. 14 II. THE PROGRAM A. Program Objectives 53. The Balochistan Primary Education Program (BPEP), which is the first phase of a long-term government program, has the objectives to: a) improve access, equity and efficiency in primary education, particularly for girls; b) improve the quality of the learning environment for all schools; and c) improve the organizational framework, planning and management of the provincial education system. 54. The BPEP consists of all activities in primary education, including improved operation of the current system as well a gradual expansion of the system during the period of the Eighth Plan (FY94 to FY98). The degree of system expansion is based on a detailed appraisal of the maximum capacity each year, particularly in terms of two major constraining factors: numbers of female teachers that could be recruited and trained8, and construction management capacity9. This appraisal examined performance in past years, in particular 1992, when combined donor financing from IDA's PEP II and USAID PED tripled the actual development spending of the prior year. GOB's own financing for recurrent and development combined has been increasing at an average growth rate of 17% in real terms for the past eight years since FY84. Special measures are built into the program to remove implementation constraints and expand the absorptive capacity of the government agencies. 55. The BPEP includes both development and recurrent costs and financing by the Balochistan Government, IDA, ADB, USAID, UNICEF, CIDA and the Netherlands. The BPEP integrates all ongoing and planned activities under various donors and the GOB in a coherent and synchronized manner. 56. During the BPEP time frame of five years (FY94 to FY98), the program expects to increase enrollment by about 380,000 students, including the increase in enrollments through establishing new schools and from the increased utilization of existing schools, a direct result of improved learning environment for all existing schools. This would lead to a doubling of the participation rate for girls, up from 15% at the beginning of the program period to about 29% and an increase from 49% to 72% for boys (Annex 6). This assumes that population will continue to grow at 3.2%, a factor 8/ In the entire province, there are only about 2,500 girls outside of Quetta with the minimum teacher qualification, i.e. at least a 10th grade qualification. 9/ In the past years, the GOB has been constructing about 300-500 classrooms per year. With the support of a private construction management firm and increased funding from IDA and USAID in 1991-92, the GOB constructed about 1000 uncompleted classrooms. The target for 1993-94 had been reduced to about 800 classrooms to allow for completion of works already started. A gradual increase in capacity is planned. 15 which greatly inhibits the participation rates from increasing at a faster rate than the current projection. B. Program Strategy 57. The BPEP constitutes the primary education component of the Social Action Program in Balochistan. Within the SAP framework, strategies outlined below are adopted in the BPEP to meet the objectives of primary education in Balochistan. Agreements were reached during Negotiations that the GOB will provide an official letter setting forth the province's primary education sector policy, strategy and priorities. The strategy includes: Ak. Establishing girls' mixed schools to improve access, equity and efficiency; and giving priority to mixed and shelterless schools in school construction program. B. Institutionalizing a site selection process based on demonstrated needs as shown in School Census data or community beneficiary requests. C. Increasing female teacher supply through (a) identification of all educated women in the province willing to teach through the Human Resources Survey, then recruitment and training of these women through mobile teacher training teams and provision of continuous support to those appointed as teachers through the Learning Coordinators network and school parents committees; and (b) lowering the entry age and qualifications requirements for rural female teachers, where necessary. D. Introducing a learning system geared to the special multi-grade and multi-lingual environment in Balochistan based on student-centered core texts and supplementary materials. The system would be reinforced by regular supply of such materials to all schools, and training of all teachers through annual in-service workshops and continuous on-the-job training by Learning Coordinators. E. Institutionalizing a beneficiary participation process by according top priority in school construction and teacher appointments to communities that have met the minimum requirements for schools and established parents committees. A certain number of teacher posts would be set aside at the beginning of each year to meet the needs of the community requests, as they arise. F. Encouraging private schools to provide student places to disadvantaged population through a scholarship program targeted to girls of low-income families. G. Institutionalizing a needs-based and demand-driven system of planning and management in the Directorate of Primary Education which would include a strengthened Management Information System and a revised system of performance review and job descriptions for all levels of administrators in the system. 16 H. Restructuring the public expenditure program in primary education, towards items needed to carry out the above strategy. 58. GOB, with donors assistance, prepared a 5-year illustrative program including a detailed calculation of the development and recurrent cost needs of all existing, new and planned schools in the province including teacher and materials costs, Operation and Management etc. All program components, except for the girls scholarship experiment, are ongoing or have been piloted during the past year, mainly under USAID PED funding. Demonstrated performance in the past year and planned measures to improve capacity formed the basis of the first year BPEP work program, which has been agreed upon. Based on the five-year illustrative program, specific targets and costs for the second and subsequent years would be detailed in Annual Operational Plans. The draft Annual Operational Plan would be prepared by the Directorate of Primary Education, cleared by the Steering Committee on primary education (para. 99), and submitted to IDA by April 30 of each year. This Plan would be agreed between the GOB and IDA during Annual Reviews (para. 104). All other donors active in the province in the primary education sector would be invited to participate in the Annual Reviews. The following principles would be followed in the evaluation of the Annual Operational Plans: A. The Operational Plan should include all activities in primary education, including all domestic and external funding sources. All program components should be fully consistent and synchronized in a coherent manner including sequencing and timing of and various activities. B. Performance targets for each component should be based on demonstrated achievements in the past year and planned measures to improve capacity. C. The Operational Plan should include a detailed calculation of development and recurrent cost needs of all existing, new and planned schools, taking into account that non-salary recurrent costs for instructional supplies should be not less than Rs. 50 per student (para. 81). 59. At Annual Reviews, provincial budgets documents (for both development and recurrent) would be checked to ensure that the GOB has fully allocated the required financing to carry out the agreed Annual Operational Plan. Agreements were reached during Negotiations that the GOB will (a) submit to IDA by April 30, a draft Annual Operational Plan for the following fiscal year, (b) review annually with IDA, not later than June 15 in each fiscal year, program implementation for the fiscal year and agree on the Operational Plan for the following fiscal year, and (c) ensure that adequate development and recurrent budgetary allocations will be made, both from domestic and external sources, to carry out the agreed Operational Plan. 17 C. Program Description I. Improving Access, Equity and Efficiency (Estimated Cost: US$111.8 million; IDA financing: US$70.8) 60. The main focus of this component is to improve access, equity and efficiency in primary education by: a) provision of buildings, equipment and facilities in existing and new schools, particularly those with a female teacher and a mixed student population; b) encourage private sector provision of student places through a per-student scholarship scheme targeted at low- income girls. School Buildinca, Eciuipment and Facilities. 61. In five years, the total program would provide facilities for about 5200 classrooms, in both new and existing schools. IDA would finance about 63t of the classrooms, GOB contribution would be about 35% and ADB about 3% (Annex 7, Tables 1&2). IDA support would include: (a) construction and furnishing for about 720 new girls schools which boys may attend; (b) construction for about 2,500 classrooms in 780 existing shelterless schools with mixed student population (includes schools in rented facilities, schools without any buildings, schools needing replacement and additional classrooms). These new and rehabilitated schools will include multi-grade facilities, built in accordance with one of the approved prototype primary school building designs prepared for the program. Before negotiations, GOB prepared a prototype drawing of a multi-grade school building, which was satisfactory to IDA. All schools would be provided with: (a) appropriate furniture, (b) a latrine block, and (c) storage for books and materials. The new girls' schools would also receive a boundary wall. Maintenance would be budgeted at 6% of the capital costs annually. 62. School heads do not have authority to dispose of broken furniture so that this furniture takes up much of the classroom space, resulting in students being displaced to the school yard for instruction. GOB will, by December 31, 1993, formulate rules to permit heads of schools to dispose of broken and damaged furniture. 63. GOB has undertaken to base school location planning and building decisions, regardless of funding sources, on needs and/or demonstrated demand, as shown in the yearly school census conducted by BEMIS and/or community requests (para. 96). IDA would disburse against schools built on sites selected according to priority order shown in Annex 8. These criteria would, in priority order, favor girls schools with a female teacher and community participation, then mixed schools with a female teacher, mixed schools with male teacher and finally male shelterless schools. During Annual Reviews, these criteria would be reviewed jointly by GOB and IDA to determine if any amendment is necessary, based on the latest School Census. Before negotiations, GOB had formally approved the list of sites for the first year of school construction, which met the -agreed priority criteria: at negotiations it agreed to carry out the first year's construction at the approved sites. For subsequent years, agreements were reached during negotiations that the GOB would submit the list of school sites for IDA 18 financing according to agreed priority criteria no later than November 15 of each year, beginning November, 1993. 64. A policy measure will be introduced to allow for double shifts when needs arise. Demonstration of needs may be determined by urban locations where enrollment dictates the need for double shifts to increase student places and in rural areas where -the community demands segregated schools such that the same building would be used in different shifts for girls and boys. Agreements were reached during Negotiations that the GOB will introduce double shifts where needed. Pilot Experiment on Girls Scholarships for Private Schools. 65. This experiment has the objective of supporting the development of the low-tuition charging private education sector in poor semi-urban areas, thus expanding the number of children the Government can educate with a limited capacity (Annex 9). Initially, the experiment would be targeted to a small number of disadvantaged girls which will enable the currently minimal core of educated women to be expanded. 66. The experiment will provide monthly scholarships to a selected cohort of girls living in Divisional or District headquarter towns. These scholarships can only be used at private schools meeting eligibility criteria: GOB will use criteria for the selection of students and schools which it has established and which IDA has approved (Annex 9). The scholarships will be paid by GOB directly to the schools based on the number of enrolled scholarship students as verified by the District Education Officer. This scholarship covers enrolment fees, tuition, books and educational materials. Scholarship students must enroll in Kachi (kindergarten) or grade 1 and will receive the scholarship for six years. The scholarship will not be paid for repeated grades (Annex 9). 67. Under the program, 600 girls will receive scholarships in the first year and 600 in the second year. This could be expanded to 2,400 girls annually by the end of the program, if the experiment is considered worthwhile by Mid-Term Review. IDA would also finance program administration, and an evaluation in the first and third years of the program. 68. The program will initially be overseen by the Deputy Director Administration (Schools) with support from a full-time local private education advisor and one support staff. This administrative arrangement will be maintained until such time as the program is incorporated into the operational mechanism of a possible Balochistan Education Foundation. 69. A possible Balochistan Education Foundation is under discussion to provide developmental support and recurrent resources to disadvantaged private education institutions. Although there is a draft legal document for the formation of this Foundation, there has been little discussion concerning the rules and regulations that would govern its operation, nor of mechanisms for targeting assistance or review processes. Technical Assistance (12 staff months) would be provided under IDA financing to assist in this effort. 19 II. Improving the Learning Environment (Estimated Cost: US$35.3 million; IDA financing: US$17.6 million) 70. Physical facilities, teachers, materials and community support are the four major resources required to improve the total learning environment for primary children in all Balochistan schools (Chart 1). The following components focus on provision of quality teachers and materials resources for all existing, new and planned schools, which are expected to reach about 9,000 by the end of the program period. Teacher Resources 71. Teacher quality and supply will be strengthened by: (a) on-service trainingl through an accelerated teacher training program; (b) pre-service training through the Government Colleges for Elementary Teachers (GCET) and through a culturally-acceptable Mobile Teacher Training Program to rural females; and (c) in-service training of trained teachers to upgrade skills in multi-grade teaching and support for Learning Coordinators (LCs). The three types of training would be offered in three different venues for various target populations: Type of training GCET Field-Based On-the-job On-service (not Existing Existing likely to be untrained untrained needed after teachers up to teachers 1994) 1994 Pre-service All new male and Most new female willing female teachers; those teachers from who cannot attend 1994-95 onwards GCETs. In-service Annual workshops Monthly visits to all trained by LCs to all teachers, LCs, teachers in DEOs and SDEOs their schools 72. On-Service Training. The program will provide continued support to the "Accelerated Teacher Training Program" also called the PTAC or "Crash 10/ This term "on-service training" is used for untrained teachers who are already on the job and require training to obtain a certificate. This term should be distinguished from "in-service training" which is provided for trained teachers who need to upgrade their teaching skills. 20 program,"1 begun under USAID PED. This three-month on-service program is being implemented by the Bureau of Curriculum and Extension. The program will certify 8,000 untrained teachers currently employed in the system in four cycles training 2,000 teachers each. The first cycle started in June 1992 and the last will start in January 1994. A formative evaluation of the accelerated training program is planned at the end of each cycle. Results will be used to improve the content and implementation of following cycles. Teachers will be trained by teams of "master trainers" -- chosen from a cadre of supervisors, learning coordinators, and secondary teachers who have had primary teaching experience. 73. The PTAC, conducted in a mixed-gender environment, focuses on practical teaching in primary content areas which follow the national curriculum. Emphasis is also placed on school organization, classroom management, and child development and counseling. The PTAC is designed to give all teachers a common base of knowledge which can be extended through further in-service training. This teacher training is specifically designed to address teachinig problems in rural, multi-grade schools. Multi-grade teaching approaches to be emphasized include lesson preparation; student centered teaching/learning; peer tutoring; instructional grouping; library management; materials preservation; creation of a positive learning environment; and student assessment and feedback. Upon successful completion of the PTAC, teachers will be appointed by the GOB as certified teachers. 74. If successful, this program will eliminate the backlog of untrained teachers by 1995 and permit the GCETs to focus on their mandate of pre-service teacher training. 75. Pre-service Teacher TraininQ. The Program will support the Bureau of Curriculum and Extension in converting the province's eleven GCETs from on- service to pre-service training for primary teachers. Only new recruits will be admitted to GCETs beginning 1995. In consultation with the National Curriculum Bureau, the syllabus of the GCETs will be redesigned to better suit the needs of pre-service training. An introduction to the teaching profession and what a teacher does will be provided to trainees through directed observation, practicums, video-taped examples, etc. The GCET staff will be assisted in this conversion by an intensive staff development program. While the teaching of content areas cannot and should not be ignored, they cannot be allowed to overshadow subjects focusing on instruction. Subjects such as: multi-grade instruction, second-language teaching techniques, child development, the use of supplementary materials, constructing and using teacher made aides using local materials, developing and using appropriate activities, etc. are an important part of any teacher training curriculum. The syllabus of the GCETs will be continually updated during the life of the program as new primary school materials and texts become available. Also, GCETs will be provided with libraries, instructional materials and equipment centers to introduce teachers to what is available and enable teachers to make 11/ PTAC: Primary Teachers Accelerated Certificate is equivalent to a Primary Teachers Certificate (PTC) in Balochistan but is not recognized in other provinces. 21 use of them. Both IDA and the ADB Teacher Training Project will finance these inputs. 76. GCETs currently have a capacity of about 1,200 student places. This is more than sufficient to meet primary school needs for the BPEP period. 77. Mobile Female Teacher TraininQ Procram (MFTTP). The Additional Directorate of Primary Education is currently experimenting with a mobile female teacher training program, funded by UNICEF. It is designed to create a pool of potential female teachers in rural and remote areas. In these areas, young women with an 8th grade pass or better are unable or unwilling to participate in the regular residential pre-service training programs due to cultural reasons. Under MFTTP, mobile training teams conduct training in high school premises in village centers to which girls from surrounding areas are transported daily. The present program is only for two months and does not meet the requirements for a teaching certificate. Beginning in 1993, the program will be expanded to three-months (it will parallel the "Crash" course) and will offer the PTC equivalency program so the candidates may obtain a certificate. The MFTTP will train about 200 females per year up to 1994. This would enable the candidates to be appointed as a teacher at the Basic Pay Scale (BPS) upon successful completion of the program. Upon improving her 8th grade qualification to matriculation, a teacher would be eligible to be promoted to a regular BPS 7 teacher position without further training. A "Matriculation Girls Project" funded by the Netherlands will provide tutoring to these 8th grade girls to enable them to sit for the Matriculation examination as individual candidates. 78. From 1995 onward, with the re-orientation of the GCET curriculum to pre-service training, the curriculum of the PTAC will be revised accordingly to maintain equivalency. The majority of female pre-service trainees will be trained under the mobile MFTTP which is only open to female candidates. The mobile pre-service program will train annually about 500 prospective female teachers -- 125 every quarter, 5 groups each of 25 trainees. They will be posted to girls' schools. The MFTTP will be held in districts which have formed beneficiary participation groups (para. 95) on a priority basis. MFTTP will be supported by an information campaign which promotes female education in general and encourages people to identify potential female candidates. Under the MFTTP, the entry qualification has been relaxed to 8th grade graduation, however, the entry age to the teaching profession is between 18 to 28. It is therefore necessary to relax the age limitation to allow rural women with an 8th grade education to be appointed to a teaching position. Furthermore, there may be women older than 28 with appropriate qualifications who are willing to enter the work force. Before negotiations, the GOB had relaxed entry qualification for rural female teachers, to a minimum of an 8th grade pass, and the entry age range to 14 to 40, in cases where better qualified women are not available. 79. In-service training. At the conclusion of the On-service Programs (para. 71), the program will support in-service training for all learning coordinators and all primary teachers in the use of the new instructional materials in the multi-grade context. Orientation workshops will also be provided for the 24 District Education Officers, 48 Sub-District Education 22 Officers and 72 Assistant Sub-District Education Officers. Bureau of Curriculum staff will be master trainers and will train the 595 Learning Coordinators (LCs) for 3 weeks in 1994. Based on feedback from a recent assessment of the Learning Coordinators, part of their training will focus on classroom supervision. This will include systematic classroom observation, how to help teachers learn and implement new teaching methods in multi-grade teaching, and provide academic support for teachers. Beginning in 1995, the LCs will be trained annually for one week in the use of the multi-grade textbooks and support materials under development. The LCs will in turn train about 18,00012 teachers under their respective jurisdictions in one-week workshops. Learning coordinators will be trained to conduct frequent on-site visits to systematically observe classrooms and provide instructional support. Every mon.h, one-half of a school day will be set aside for LCs to meet with their teachers in groups to exchange problems and solutions. The Learning Coordinators will report to the ASDEOs who will submit training plans to the SDEOs who will in turn submit consolidated plans to the Bureau of Curriculum which will have the responsibility to supervise the entire in-service training program. The training materials for these in-service workshops will be developed in conjunction with the newly created Instructional Materials Cell in the Bureau of Curriculum. 80. Male Learning Coordinators will be provided with motorcycles and groups of female Learning Coordinators with vans and jeeps. The transport deficiencies of Sub-District and Assistant Sub-District Education Officers will also be met. IDA would also finance part of the maintenance costs of the vehicles. 78 staff months of international technical assistance will be provided for all of the teacher training components. Material Resources 81. Improved instructional materials will be achieved through the provision of: (a) multi-grade student-centered core texts; (b) supplementary readers; (c) teacher's guides revised to suit the multi-grade condition; and (d) improved distribution system (Annex 10). All materials will be screened to avoid gender bias and materials development efforts will pay particular attention to enhance the self-image of girls. These components build on the experience and lessons of the ongoing primary education programs (including PEP II and USAID PED). 77 staff months of international technical assistance will be provided for these sub-components. Budgetary allocation for non- salary recurrent costs, specifically instructional supplies, would be increased to Rs. 50 per student per year from the current Rs. 21.7 per student. This would be included in the recurrent cost calculation for the Annual Operational Plan (para. 58). 82. Student-centered core texts. To allow students of different grade levels in the same classroom to engage in "concurrent" activities, a new series of student core texts based on the principles of a pupil-centered approach to encourage independent learning will be developed and introduced 12/ There are currently 14,493 teachers on post. It is anticipated that by the end of the five-year Program there will be about 18,000 teachers. 23 into the classrooms (Annex 10). The program will support technical assistance and training to the Instructional Materials Development and Training Cell (IMDTC) responsive to the Curriculum Bureau to evaluate and field test new manuscripts for the multi-grade situation in Balochistan. The program will provide technical assistance, training and equipment to the Balochistan Textbook Board (BTB) and staff to prepare manuscript specifications, and evaluate and procure textbooks from commercial publishers. In addition, the prcgram will support improved premises, equipment and vehicles for the Textbook Board. The active involvement of private commercial publishers and printers in Pakistan in the development of new books will be continued and improved in the program. 83. Supplementary Materials. Critical to successful multi-grade learning environment is the availability of a range of reading materials for students. The Textbook Board in liaison with the IMDTC and the Curriculum Bureau will be responsible for purchasing suitable supplementary readers for every primary school classroom in Balochistan. This will provide much needed support for reading and will provide the basis for a research-, activity- and enquiry- based approach to learning which is essential if the independent learning strategy required by single-teacher, multi-grade classes is to be developed. 84. Teachers' Guides. The Instructional Materials Development and Training Cell will evaluate the learning modules produced under PEP II and will incorporate them into teachers' guides for use in a multi-grade teaching environment. The text of the teachers' guides will be prepared by the BTB and the IMDTC in association with the Curriculum Bureau. 85. Distribution System. GOB recognizes that the distribution system for books and printed materials needs to be re-structured to make it more reliable and cost efficient. This is particularly necessary since a significant increase in the number of books is planned to be introduced into Balochistan primary classrooms. In the first year of BPEP, a study will be conducted to evaluate the existing distribution system. Based on the recommendation of this study, funds will be provided for transportation, storage upgrading, improvement in the packaging of books and better inventory control and management. This will be tied into improvements in school statistics information provided by BEMIS and an upgrading of school storage capacity and conservation practices. III. Improving Organizational Framework, Planning and Management. (Estimated Cost: US$184.3 million; IDA financing: US$17.1 million) 86. This component is designed to address the Province's need to establish a needs-driven and data-based system of policy development, planning, management and administration, and monitoring. This will be accomplished through: (a) restructuring the Department of Education to form a separate Directorate of Primary Education (DPE), and recruiting and maintaining the necessary administrative and teaching staff to meet the needs of the system; (b) establishing a policy, research and evaluation function within the DPE; and (c) strengthening the management information system. Funds will also be provided for studies necessary for future program development. 24 StrengtheninQ the Directorate of Primary Education 87. In order to strengthen the management and administration of primary education, GOB bifurcated the Directorate of Schools Education into a separate Directorate of Primary Education and a Directorate of Secondary Education. Before negotiations, the GOB had formally established the Directorate of Primary Education with full power and key staff to execute its responsibilities. The Directorate of Primary Education (DPE) at the provincial level has four functional sections (Chart 2): (a) Policy, Planning and Development; (b) Accounts; (c) Administration; and (d) BEMIS. Each section is headed by a Deputy Director and is responsible for all related areas of work. To manage the schools in two different climatic zones, 13 two Regional Additional Directors are to be placed in the field to assist the Director of Primary Education. These higher level positions have not been open to female candidates. By December 31, 1993, the GOB will amend the Service Rules (School Branch) (Women's Section), to include senior administrative positions at Basic Pay Scale 16 and above. Below the provincial level, District Primary Education Officers (DPEOs) and Sub-District Officers have the main responsibilities for administrative supervision of primary schools. There will be one male DPEO per district and one female DPEO per two districts (due to the much smaller number of female schools). Each DPEO will be assisted by a Sub-District primary Education Officer. The learning coordinator system in seven districts of PEP II (para. 27) will be expanded to cover all 24 districts in Balochistan. Learning Coordinators will be appointed on the basis of 1:15 for boys schools and 1:1014 for girls schools. The positions of existing Mosque schools' supervisors and other categories of supervisors will be merged with the formation of the LCs as planned by GOB. Additional teachers will be hired on the basis of one teacher per classroom. 88. A management-needs analysis study will be carried out to help the Directorate become operational. On the basis of this study, IDA will finance management training services. Management training will be contracted out by the Directorate of Primary Education on a regular basis according to needs to country-based NGOs or management training institute of acceptable standing. 89. To assist in improving and monitoring staff performance and identify training needs, sample job descriptions of key education managers and supervisors have been developed (see Annex 11). The program will provide local technical assistance to develop annual performance instruments, based on final job descriptions. A new performance evaluation system will be developed during the program period and training will be provided to all levels of 13/ Differing climatic conditions in the province resulted in a policy decision to develop a summer zone and winter zone. The school year in the Summer Zone is from January to October and in the Winter Zone from March to December. 14/ These ratios are derived from experience under PEP II. Since very few girls schools exist in the province, the female learning coordinators have to travel further and cover fewer schools in the same time frame. 25 supervisory staff to carry out performance evaluation. Performance evaluation will reward improved teacher and student attendance, full utilization of available instructional materials and encourage community beneficiary participation. 74 staff months of international technical assistance and 360 staff months of local consultancies will be provided under this component. Strengthening the Management Information System 90. The program will emphasize continued development of the BEMIS (Annex 4) within the Directorate of Primary Education. BEMIS will collect and analyze information needed to: (a) prepare the semi-annual school census; (b) provide personnel and financial management information (including information to process reimbursement vouchers for school construction to accelerate disbursement); and (c) expand and update the human resource survey. Information will flow to the central BEMIS office from branches at: (a) the central level in the offices of the Secretary, Director of Primary Education and Director of Secondary Education; (b) Division Education Offices; and (c) District Education Offices. Each branch will be equipped with computers and trained personnel. The use of BEMIS data will be incorporated into the training of District level officers. BEMIS also collects core data for NEMIS, the National Education Management Information System. IDA would finance 48 staff months of international technical assistance, as well as equipment maintenance and supply. 91. Current service rules require promotions from within the Government. However, there is a dearth of computer personnel within the Department of Education who are qualified for positions in BEMIS. It is therefore necessary to fill technical positions externally from the open market. These include: the Deputy and Assistant Directors of BEMIS, Technical Assistants North and South, Systems Analysts, Computer and Assistant Computer Operators, the Assistant Director Research, Professional Assistant Research, Data Processors and Computer Operators. Agreements were reached during Negotiations that by December 31, 1993, the GOB will amend the service rules to allow for external recruitment of all technical positions related to the Management Information System, as cannot be filled through promotion for lack of required qualification. Policy Monitoring and Evaluation 92. A Policy Monitoring and Evaluation Unit under the Deputy Director for Policy Planning and Development will be established to analyze and interpret data collected by BEMIS and producing related policy studies and recommendations. The Unit will evaluate program outcomes, in both quantitative and qualitative terms. Qualitative evaluation will include assessment of educational achievement on a sampling basis in the initial years, leading to a feasible province-wide system of education assessment. Full development of this unit will allow applied policy research to be carried out with regard to the relative effectiveness of the various types of schools in Balochistan, including Mosque schools, the efficacy of mixed schooling, the feasibility of mixed administration, promotion and repetition, girls' education, mother tongue, availability and access to schools, service rules, and community participation. This research will also be used in preparing 26 future programs. 20 staff months of international technical assistance and 120 staff months of local consultancies will be provided to carry out the above activities. 93. To fill the policy vacuum with regard to provincial primary education, GOB will establish a Policy Review Board on Primary Education, chaired by the Chief Minister of Balochistan, having as members the Planning and Development Minister, Education Minister, Finance Minister, Finance Secretary and the Education Secretary. The Director of Primary Education would serve as Board Secretary. The Board would meet on ad hoc basis whenever a major policy issue's arises. Before meetings, the Directorate of Primary Education would prepare a technical assessment of issues for Board review and decision. IV. Beneficiary Participation (Estimated Cost: US$0.9 million; IDA financing: US$0.5 million) 94. The program will gradually institutionalize beneficiary participation to help accomplish its objectives: improving access, efficiency and equity, improving the learning environment and improving organizational framework, planning and management. 95. To promote beneficiary participation through an expansion of the pilot experiment now in progress, UNICEF, CIDA and possibly other donors and Pakistani charity foundations will finance community workers in selected districts to work with parents. The DPE will contract services of a few consultants to form a Coordination Unit to assist the DPE to institutionalize the beneficiary participation process within the Department of Education. 96. The Coordinating Unit will: (a) expand the pilot experiment on beneficiary participation by initiating community work in new districts, then handing the work over to local NGOs; (b) facilitate the processing of requests by communities for school construction, teacher appointment, and materials supply; (c) coordinate an existing network of NGOs"6 in the province for activities in education through mappinJg of activities and initiatives, and information exchange; and (d) provide training to the network of NGOs with regard to education issues and methods of organizing beneficiary groups. It will work closely with district education offices to provide training and support for participatory activities, and with the DPE Deputy Director for Administration who is designated as the liaison with community beneficiary groups. Based on the pilot experiment, it is anticipated that 50-100 beneficiary groups per year will be established during the first three years, then between 150 to 200 beneficiary groups per year will be established during the period 1996-2000. Results from the pilot experiment currently underway IS/ An example of a major policy issue is the local language textbook policy which was recently reversed by the Provincial Assembly (see para 22). 16/ Most of the existing NGOs are actively involved in community development, but not specifically education. Donors actively supporting these NGOs are UNICEF, Pak-German BRSP and Canadian CIDA. 27 and methods of beneficiary participation are shown in Annex 12. 36 staff months of consultancies are planned for this component. 97. GOB has agreed that the responsibility for implementing the beneficiary participation activities should lie with NGOs outside of government. However, the process of beneficiary participation is being institutionalized within the Department of Education. GOB will provide school buildings, teacher posts, teacher training and materials made available by the program, on a priority basis, to communities which meet minimum requirements for schools and have organized beneficiary groups (para. 63). The Department of Education would reserve a number of unassigned teacher posts at the beginning of the fiscal year for community beneficiary schools that may be established during the year. Community workers would assist responsive communities to form a parents committee consisting solely of parents of children in the school service area. The parents committee would be responsible for providing temporary shelter and recruiting and supporting a teacher who would be teaching on a voluntary basis for at least two months. During this period, assessment would be made of the teacher's competencies and commitment to teaching. A teacher which passes the assessment would be eligible for the mobile teacher training program and his/her school would be sanctioned with a teaching post. Within three years after the school establishment, the Department of Education would provide a permanent building for the school. Parents would continue to participate in the management of the schools following school establishment, particularly the monitoring of teacher and student attendance and school maintenance. Under the pilot experiment, 22 schools were established in a period of four months enrolling about 1000 girls, with an average enrollments twice that of regular government schools. During this period there was nearly full attendance of both students and volunteer teachers which is unusual in regular schools. One finding of the pilot experiment is that continued support by community workers or District Education Officers is necessary to maintain the momentum. UNICEF is considering providing small amounts of grants funds to communities during this start-up period in order to attract more communities to establish community beneficiary schools. D. Program Management and Implementation Organization and Management 98. Proaram Management. The program would be implemented by the line departments of the new Directorate of Primary Education (DPE) and by existing line agencies of the Balochistan Education Department. An organizational chart showing the program management arrangements and implementation procedures for each sub-component are described in Chart 2. 99. Proaram Coordination. Uncoordinated actions under vertical line departments and autonomous agencies in previous IDA financed projects led to delays, inefficient use of resources and lapses in quality of outputs (para. 50). Hence, the director of DPE would be responsible for full coordination of all program-related activities within the Department of Education; facilitate resource flows to the implementing agencies, and to the appropriate extent consolidate the procurement of goods and services in consideration of 28 efficiency and economy of scale. The DPE would also serve as the clearing-house for issues requiring the decision of top management of the Balochistan Education Department and external agencies including IDA. To ensure coordination outside of the Department of Education among different government departments and agencies which have an impact on primary education, the existing Steering Committee on the PED program, under the chairmanship of Additional Chief Secretary for Planning and Development will be continued. The Committee Members include: Additional Chief Secretary (Chair), Secretaries of Finance, Education and P&D (Implementation); Director of Primary Education; Director, Bureau of Curriculum and Extension Center; and Secretary, Textbook Board. This Committee will have the responsibility of reviewing all schemes and projects in the primary education sub-sector, regardless of funding sources. 100. Implementation Resnonsibilities. On a daily program operational basis DPE would be responsible for: (a) monitoring program costs and program accounts; (b) processing disbursement applications and keeping track of disburo3ments of loan funds; (c) procurement of equipment and software packages and administration of suppliers and technical assistance contracts; (d) placement and tracking of local staff receiving training abroad; (e) monitoring procurement of civil works undertaken by the DCW and Architectural and Engineering consultants; and (f) preparation of consolidated periodic reports (and arranging for audits of accounts) on program implementation progress. The principal implementing agencies and their respective program sub-component would be: (a) the Directorate of Civil Works (DCW) in charge of school building, equipment and facilities (para. 61); (b) the Bureau of Curriculum and Extension (BCE) in charge of teacher training programs (para. 70 et seq.) -- BCE is also responsible for the Balochistan component of the Teacher Training Project funded by ADB; (c) the Balochistan Textbook Board (BTB) in charge of books and instructional materials (para. 81); (d) the Directorate of Primary Education (DPE) in charge of strengthening the institutional framework, including the provincial directorates program, the education management information system, planning, research and evaluation (para. 86), as well as of mobilization of private sector resources -- the private school pilot experiment and beneficiary participation (para. 95). A Planning Checklist for Program Implementation, indicating responsible agencies for each task, is shown in Annex 13, Table 1. Key indicators for attainment of program targets are shown in Annex 13, Table 2. 101. Institutional Development. Past lessons include the critical importance of long-term resident technical assistance to ensure successful program implementation and institution building (para. 47). One major task of the TA team is to train local staff and consultants to enable them to take over and carry out most of the tasks on their own. The BPEP benefits from a one-year overlap with the USAID technical assistance team, and the GOB has agreed to continue with a similar type of technical assistance under BPEP with IDA financing. Quantities and phasing of technical assistance consultancies by program component during the BPEP period is shown in Annex 14. Before negotiations, the GOB had finalized, to the satisfaction of IDA, the terms of reference, letter of invitation and conditions of contract for the technical assistance services. Submission to IDA evaluation and recommendation reports in respect of the consultants to be employed for the provision of technical 29 assistance is a condition of Credit Iffectiveness. Job descriptions for key positions in the newly established Directorate of Primary Education have been prepared (Annex 11). All staff will receive job descriptions and job induction training. Their perfcrmance skills would be further reinforced through needs-based management training. Each unit of operation within and subordinate to the Directorate of Primary Education, as well as the complementary line agencies, will be enabled to prepare annual work programs to synchronize and coordinate physical and qualitative inputs into the program. The built-in monitoring and evaluation capacity of the Directorate will assist in making needed adjustments and ensuring the achievement of performance objectives. An institutionalized mechanism of progress reporting will be used as a management tool throughout the implementation phase. The practice of using local village contractors to carry out school construction will be continued. However, to improve the quality of construction, larger packages of 3 to 5 sites will be grouped together, to the extent possible, during tendering, to attract better qualified contractors. 102. Construction manaaement. Delayed site selection, inefficient tendering processes, restrictive ceilings placed on unit construction costs, inadequate supervision, inappropriate school designs and limited construction management capacity of the Directorate of Civil Works (DCW) were the major reasons for the unsatisfactory progress on building components under previous projects. The program addresses these problems by: (a) reinforcing the provision of a bi-annually updated data base through BEMIS to assist in school location decisions (para. 63, 90); (b) mandating the submission of the list of selected school sites by mid-year review and approval of school sites by the end of December every year to facilitate the construction progress in the following financial year (para. 63); (c) encouraging the development of alternative school designs in consonance with the requirements of multi-grade teaching (para. 61); (d) strengthening engineering supervisory services through the engagement of an external engineering/architectural firm from the private sector; and (e) augmenting the capacity of the DCW and the use of appropriate procurement procedures as described below (para. 118 and Annex 15). All these measures are designed to assist in improving implementation of the civil works component of the program and have received full agreement from the implementing agencies. Before negotiations, the GOB had finalized, to IDA's satisfaction (a) terms of reference, invitation letter, and conditions of contract for a consultant firm of engineers/architects; and (b) standard bidding documents for civil works and goods. Monitoring and Evaluation 103. Reporting. The program has one PC-1 for the five-year program period. Before negotiations, the PC-1 had been cleared by the Provincial Development Working Party and the Central Development Working Party. Approval of the PC-1 by the Executive Committe- of the Federal Government's National Economic Council is a condition of Credit Effectiveness. This PC-1 provides a flexible but clear plan for implementation. Within the general plan, an Annual Operational Plan would be prepared by the DPE, reviewed by the Steering Committee, and submitted to IDA by March 15 of each year for the following fiscal year. This Annual Operational Plan would review progress achieved in the past year, and based on demonstrated capacity, specify targets and 30 activities to be undertaken the next fiscal year to meet overall program goals and objectives. It would provide a detailed calculation of its development and recurrent cost needs, including of all existing, planned and new schools. Beginning in Fiscal Year 1994, the DPE would prepare a Mid-Year Status Report by November 15 of each fiscal year describing: (a) current activities and implementation status for each component; and (b) financial status. Within six months of the Credit Closing Date, MOE would prepare and forward to IDA its inputs for the Program Completion Report which would summarize program performance and evaluate the program's successes and problems. GOB will: beginning with fiscal year 1994, prepare a Mid-Year Status Report by November 15 of each fiscal year, including financial and physical progress; and submit a Program Completion Report to IDA within six months of the Closing Date. 104. Annual Reviews. Annual reviews of program performance would be carried out jointly GOB and IDA before June 15 every year beginning in fiscal year 1994 in order to determine implementation progress and ways to improve program operations. The annual reviews would ensure consistency of activities for each component and sub-component with agreements reached at appraisal, review performance of the implementing groups and institutions, assess emerging needs for adjustments to program parameters,-reach agreement on specific activities and targets for the following year, and financial resources required to carry out the Operational Plan. 105. Mid-term Review. A Mid-term Review would replace the third Annual Review and focus on in-depth assessment of the policy framework for sectoral improvements. The review would: (a) allow opportunity to effect changes in policy which may be desirable based upon experience during the initial period, and effect mid-course adjustments, if necessary, in overall program targets and implementation procedures; and (b) identify a possible follow-up operation to ensure continuity of the program after the completion of the current operation. Agreuments wcrd reached during Negotiations that the GOB will, in consultation with IDA, and in accordance with terms of refe:ence and methodology satisfactory to IDA, undertake and complete by June 15, 1996 a Mid-term Review of the Program and carry out the recommendations of such review. 31 E. Program Costs and Financing 106. A breakdown of program costs by component by financing sources is shown in Table II.1. These costs are Bank estimated of all ongoing and planned commitments in primary education in Balochistan. Table II.1 Estimated Program Costs and Financing by Component (US$ million) TOTAL; |GOB IDA NUSAID ADS UICEF CIDA Nether = I _________ JUSAID LADS CIDA ~~Lands Inproving access, IIZ 40.4 70.8 0.5 equity and efficiency _ _ _ _ _ __ rImproving the 33 13.0 17.6 0.4 0.1 1.3 Learning envi rornment _________ : l Improving 184 166.2 17.1 1.0 organizational framework 1/ _I . Beneficiary 1 0.5 0.1 0.1 0.1 0.1 participation _ Total 330 219.6 106.0 1.5 0.6 1.4 0.1 0.1 1/ Including recurrent operational costs of the current primary education system. 107. The total program is estimated to cost about US$330 million equivalent for five years, US$151 million for development and US$179 million for recurrent expenditures (Table II.2). Of the recurrent costs, about 4.0% would be d'evot -d to operation and maintenance and classroom materials. IDA would finance 70t of the development costs. Of this 70t, approximately half would support traditional recurrent cost activities that, under the Government budgeting system, are considered development costs. This recurrent component financed by IDA includes specific quality improvement items which are crucial to the success of education development in the province. Table II.2: Total Projected Cost for BPEP (FY93 Rupees Million) BSase FY94-98 FY93 FY94 FY95 FY96 FY97 FY98 Rupees US S Totah Recurrent Expenditure 749.8 808.0 846.6 892.5 939.5 985.8 4481.3 179 Total tDevetopmnt Expenditure 530.1 618.0 695.4 749.9 798.1 902.2 3763.5 151 Total Expeniditure 1279.9 1427.4 1544.1 1645.4 1739.7 1888.3 8244.8 330 Porcent recurrent: 58.6X 56.7X 55.0X 54.4X 54.1X 52.2X 54.4X 54.4X Percent increase per year: 11.5X 8.2X 6.6X 5.7X 8.5X Compound growth rate 1994-98. 7.2X 108. The total program would represent an average annual increase of 7.2t in real terms which is well within the historical growth for primary education of an average rate in real terms of 17t since 1983 (Annex 5, Table 1). The total development spending for this program is 46t of the program cost, of which GOB 32 would finance $40 million (26% of total development expenditure) (Tables II.2 & II.3). Table II.3: Projected Development Costs for BPEP (FY93 Rupees Millions) Base FY94-98 Percent of FY93* FY94 FY95 FY96 FY97 FY98 Rupees US S totaL GOB 167.8 169.7 172.1 192.6 218.3 257.4 1010.0 40.4 26.82 IDA 170.0 402.5 490.0 545.0 572.5 637.5 2647.5 105.9 70.32 USAID 178.5 25.0 12.0 0.0 0.0 0.0 37.0 1.5 1.02 Asian Development Bank 6.5 6.5 6.5 2.0 0.0 0.0 15.0 0.6 0.82 UNICEF 7.0 7.0 7.0 7.0 7.0 7.0 35.0 1.4 0.9X CIDA 0.3 0.3 0.3 0.3 0.3 0.3 1.5 0.1 0.12 The NetherLands 0.0 0.5 1.0 1.0 0.0 0.0 2.5 0.1 0.1X TOTAL 530.1 618.0 695.4 749.9 798.1 902.2 3763.5 150.5 1002 Budget Growth Rate (percent) 16.62 12.5% 7.82 6.4X 13.0X Compound growth rate 1994-98: 9.92 * Figures for FY93 are allocations, not actuaLs. 109. To implement the above program, the recurrent budget17 would need to increase on average at 5.1% annually in real terms (a total of US$179 million) (Table II.4). The overall revenue picture for the total provincial Government budget is projected to grow at about 8% based on the expected overall GNP growth rate of 6.5% and the expected revenues increases. Given the revenue picture for the province as a whole, and if the province maintains the share of primary education at 11i of the total budget as in the past year, the province will have no difficulty in financing this program. GOB's financing pattern for primary education, however, will have to be restructured to emphasize items which are necessary for improved enrollment, retention and achievement, i.e. instructional materials, teacher training, stationery and supplies. GOB will also have to ensure that sufficient posts will be created for the newly established Directorate of Primary Education and that sufficient teacher posts are made available annually to meet the anticipated demand from the construction program. The estimated number of posts required is shown in Annex 7, Table 3. To assist GOB to meet the cost implication of these incremental posts, IDA will finance the salaries of a decreasing number of those posts on development budget during the program period. To ensure sustainability and permanent strengthening of the sector, agreemaents were reached during Negotiations that the GOB will transfer the incremental teacher and administrative posts to GOB's current budget in a phased manner beginning with fiscal year 1995, so that by the end of program period all such positions are sanctioned under the recurrent budget for permanent posts. A suggested phasing of the transfer of posts is shown in Annex 7, Table 4. 17/ The recurrent cost calculation is based on the needs of every existing, new or planned school in the province. Major assumptions behind recurrent cost calculation are that every classroom has to have a teacher, every student a set of textbooks, every school a minimum set of supplementary materials, Operational and Management support and instructional supplies, and that all untrained teachers woull become certified and in-service training would be provided arnually to all existing and new teachers through the Learning Coordinators network. 33 Table II.4: Projected Recurrent Costs (FY93 Rupees million) FY94-98 FY93 FY94 FY95 FY96 FY97 FY98 Rupees US S Teacher salaries (existing) 692.7 721.5 732.9 767.2 802.9 841.8 3866.4 154.7 Salaries, new posts 28.8 11.4 34.3 35.7 38.9 40.0 160.3 6.4 Learning Coordinator Salaries 8.8 22.0 22.0 26.4 28.6 28.6 127.6 5.1 Teacher Training--Preservice 4.3 4.0 4.9 5.1 5.2 23.1 0.9 Teacher Training--inservicel8 17.5 18.6 19.7 21.0 22.4 99.1 4.0 Stationery/Instruct. Supplies 10.8 23.3 26.3 29.6 32.1 34.3 145.5 5.8 O&M 8.7 9.3 10.5 11.8 12.8 13.7 58.2 2.3 Total 749.8 809.4 848.7 895.5 941.6 986.2 4481.3 179.3 Budget Growth Rate (percent) 8.0% 4.9% 5.5% 5.2% 4.7% Compound growth rate 1994-98: 5.1% 18/ Does not include on-service training which is fully budgeted on development side, since there will be no more untrained teachers by 1995. 34 III. IDA FINANCING A. IDA Financing by Component and Categories of Expenditure 110. Based on the indicative program for five years, annual program costs would be agreed at Annual Reviews (para. 104). The proposed IDA credit of US$106 million would finance any item in the BPEP not already committed by other donors or the Government, and considered critical to achieve the program objectives. The only items that would not be financed by IDA are salaries of existing staff (already covered by the Government) and building of new boys' schools, which are attended by boys only, allowed under Government's own financing. A preliminary base case estimate of the items which IDA could finance has been made. Based on this indicative estimate, the proposed IDA credit would finance items having a total cost of US$120 million, including Government financing of taxes, duties and counterpart funds for these items. A summary of the indicative estimate by component is shown in Table III.1 and by category of expenditures is shown in Table III.2. With the IDA contribution, the total BPEP program would be fully financed by the donors and the Government. Table III.1: SUMMARY OF THE IDA FINANCING BY COMPONENT % of % ----- Rupee Million ---- ---- US$ Million ---- Base Foreign Local Foreign Total Local Foreign Total Costs Exchanqe IMPROVING ACCESS. EOUITY AND EFFICIENCY Girls Scholarship Program 11.5 23.7 35.2 0.5 0.9 1.4 1% 67% School Construction and Repair 1,413.6 171.8 1,585.5 56.5 6.9 63.4 65% 11% Sub-Total 1,425.2 195.5 1,620.7 57.0 7.8 64.8 66S 12% IMPROVING THE LEARNING ENVIRONMENT Teacher Training 98.8 44.0 142.8 4.0 1.8 5.7 6% 31% Instructional Material Development 109.9 150.7 260.7 4.4 6.0 10.4 llt 58% Sub-Total 208.7 194.8 403.5 8.3 7.8 16.1 16% 48% IMPROVING ORGANIZATIONAL FRAMEWORK Strengthening the Primary ED. Dire 154.0 165.3 319.3 6.2 6.6 12.8 13% 52% Education Management Information S 20.2 34.5 54.7 0.8 1.4 2.2 2% 63% Planning, Research and Evaluation 6.2 13.6 19.7 0.2 0.5 0.8 1% 69% Policy Studies and Project Prepn 9.4 11.4 20.8 0.4 0.5 0.8 1% 55% Sub-Total 189.7 224.8 414.5 7.6 9.0 16.6 17t 54% BENEFICIARY PARTICIPATION Beneficiary Participation 3.9 9.9 13.8 0.2 0.4 0.6 1% 72% Sub-Total 3.9 9.9 13.8 0.2 0.4 0.6 1t 72% Total Base Costs: 1,827.5 624.9 2,452.4 73.1 25.0 98.1 100% 25% Physical Contingencies: 171.5 60.3 231.8 6.9 2.4 9.3 9% 26% Price Contingencies: 123.0 192.4 315.5 4.9 7.7 12.6 13% 61% TOTAL PROJECT COSTS 2,122.0 877.6 2,999.7 84.9 35.1 120.0 122% 29% NOTE: Numbers may not add up due to rounding Estimated duties and taxes (US$million): $9.0 8.1% of net project cost Price contingencies as t Base+Physical cont: 11.8% 35 Table III.2: SUMMARY OF IDA FINANCING BY CATEGORY OF EXPENDITURE % of % ----- Rupee Million ---- ---- US$ Million ---- Base Foreign Local Foreign Total Local Foreign Total Costs Exchange A. TECHNICAL ASSISTANCE COSTS Consultants (International) 18.6 99.0 117.6 0.7 4.0 4.7 5% 80% _- - - - - - - - - - - - - - - - - - - - - - - _-_-__ _-__ _ _ - Sub-Total Technical Assistance: 18.6 99.0 117.6 0.7 4.0 4.7 5% 80% B. TRAINING + STUDIES Fellowships (Foreign) 0.0 50.4 50.4 0.0 2.0 2.0 2% 100% Training (Local) 92.3 82.5 174.7 3.7 3.3 7.0 7% 47% Consultants (Local) 70.9 25.8 96.8 2.8 1.0 3.9 4% 27% Studies and Project Preparation 11.6 10.3 22.0 0.5 0.4 0.9 1% 47% Sub-Total Technical Assistance: 174.9 169.0 343.9 7.0 6.8 13.8 14% 49% C. EQUIPMENT. INSTRUCTIONAL MATERIALS AND VEHICLES Equipment 4.8 19.2 23.9 0.2 0.8 1.0 1% 80% Instructional Materials 55.4 129.4 184.8 2.2 5.2 7.4 8% 70% Vehicles 12.6 25.2 37.8 0.5 1.0 1.5 2% 67% Sub-Total Eqpt, Spares & Vehicles: 72.8 173.7 246.5 2.9 6.9 9.9 10% 70% D. BUILDING FACILITIES Building Construction 1,051.6 165.9 1,217.5 42.1 6.6 48.7 50% 14% Furniture 154.4 8.1 162.5 6.2 0.3 6.5 7% 5% Building Facilities: Sub-tot 1,205.9 174.0 1,380.0 48.2 7.0 55.2 56% 13% E. INCREMENTAL RECURRENT COSTS Incremental Salaries 1/ 118.2 0.0 118.2 4.7 0.0 4.7 5% 0o Building and Vehicle Maintenance 237.1 9.2 246.3 9.5 0.4 9.9 10% 4% Incr. Rec Costs: Sub-total 355.3 9.2 364.5 14.2 0.4 14.6 15% 3% Total Base Costs: 1,827.5 624.9 2,452.4 73.1 25.0 98.1 100% 25% Physical Contingencies: 171.5 60.3 231.8 6.9 2.4 9.3 9% 26% Price Contingencies: 123.0 192.4 315.5 4.9 7.7 12.6 13% 61% TOTAL COSTS 2,122.0 877.6 2,999.7 84.9 35.1 120.0 122% 29% .-r m;. l.-; nt r= rre ';B ..... ........ ....... ......... ----.-. .--....... -. ......... ...... 1/ Does not include incremental posts under the GOB's permanent recurrent budget. NOTE: Numbers may not add up due to rounding Estimated duties and taxes (US$million): $9.0 8.1% of net project cost Price contingencies as % Base+Physical cont: 11.8% 111. Basis of Cost Estimates. Base Costs were estimated as follows: (a) construction and furniture for additional classrooms are derived from recently awarded contracts under the PEP II (Credit 1621-PAK) and the PED; school construction and furniture for the new schools are derived from the proposed classroom designed to accommodate the curriculum and teaching materials necessary for multi-grade instruction; (b) unit costs for consultants, fellowships and training are derived from comparable Technical Assistance in PEP II and PED and include housing, relocation costs, salaries, subsistence and overheads; (c) equipment, textbook and software costs are based upon 36 recent contracts and quotations from suppliers of books, school equipment and software; (d) salaries and allowances of local staff are based on current Government rates. Base cost estimates reflect prices at the time of negotiations. 112. Costs iper Student. Construction costs per student place for additional and multi-grade classroom are estimated at US$195 and US$260 respectively. Furniture costs are US$20 and US$31 respectively. 9 113. Customs Duties and Taxes. The IDA financed-items include an estimated US$9.0 million equivalent for customs duties and taxes on civil works, locally procured equipment, furniture and services. This cost will be financed by GOB. 114. Contingency Allowances. IDA-financed items include a contingency for unforeseen physical additions (US$9.3 million) equal to 10 percent of the base cost of all these items. Annual rates of foreign price increases have been estimated at 3.9 percent in FY 1992-1993 and 3.8 percent thereafter. Local price increases have been estimated at 8.0 percent for FY 1992-1993, and 6.0 percent thereafter. Because of the significant differential between the estimated annual foreign and local price increases, the overall price increases for the IDA-financed items have been calculated on the basis of the estimated foreign price escalation rates. This approach is justifiable on the expectation that the policy of adjusting the Rupee exchange rate to reflect the inflation differential between Pakistan and its trading partners will continue. 115. Foreign Exchange Component. The foreign exchange component was estimated as follows: (a) civil works -- 14 percent; (b) books and materials - - 70 percent; (c) equipment -- 80 percent; (d) vehicles -- 67 percent; (e) technical assistance -- 80 percent; (f) fellowships -- 100 percent; (g) incremental recurrent costs for school maintenance and local staff remuneration -- 0 percent; and (h) building and vehicle maintenance -- 4 percent. The resulting foreign exchange component including contingencies is estimated at US$35.0 million, or about 29t of total program cost. 116. Recurrent Costs. It is not possible to isolate recurrent costs generated solely by the IDA financed items as all components of the total program are fully integrated. The total program recurrent costs is about US$179 million equivalent luring the five-year program period, of which about US$28 million is incremental recurrent costs. On an annual basis, the FY98 incremental costs are equivalent to 6% of GOB's FY93 recurrent expenditures and is well below the 17% real term growth rate recorded between FY84-FY92. GOB has agreed on an annual 8 per cent increase (real terms) on the primary education recurrent budget. This rate of increase would be sufficient to 19/ These cost figures are quite different because: (i) area per student place for traditional additional classroom and multi-grade classroom is 1.4 and 1.7 SM respectively; (ii) multigrade classroom costs include costs for latrine block and boundary wall; and (iii) multigrade classroom furniture includes more items (lockers, tables and counters). 37 cover the incremental recurrent costs generated by the total program and is considered sustainable. During Annual Review, GOB would provide documentary evidence that adequate recurrent funds for maintenance and operation of existing facilities and newly instituted programs have been met, and in the semi-annual status report that adequate recurrent costs have been allocated in the budgetary documents. B. Financing Arrangements 117. The proposed IDA Credit of US$106.0 million would finance 100 percent of the foreign exchange requirements and 83 percent of local cost of these items. GOB would provide the counterpart funds including taxes, duties on these items (US$14.2 million) or 17 percent of local costs (including all taxes and duties amounting to US$9.0 million). To avoid disbursement delays, GOB will deposit GOB's counterpart funds for the IDA-financed items into the accounts of the implementing agencies on a quarterly basis. IDA financing by disbursement category would be in accordance with Table III.3. below. Table III.3: IDA FINANCING BY CATEGORY OF EXPENDITURE (Including Contingencies in US$ Million) IDA Government % of Total of Balochistan Cost Category of Expenditure Amount % Amount a/ % Amount t TECHNICAL ASSISTANCE 4.5 80t 1.1 20t 5.7 5t International Consultants 4.5 80% 1.1 20% 5.7 5t TRAINING 16.3 99% 0.2 it 16.5 14t Local Training * 8.4 99% 0.1 1% 8.5 7t Fellowships/Study Tours 2.4 100t 0.0 0% 2.4 2% Local Consultants 4.5 98% 0.1 2% 4.6 4t Policy Studies and Project Prep 1.0 98% 0.0 2% 1.0 1t EQUIPMENT and INSTRUCT. MATERIALS 9.2 77% 2.7 23t 11.9 10% Equipment 0.9 80% 0.2 20% 1.1 1t Vehicles 1.0 60% 0.7 40% 1.7 1% Instructional Materials 7.2 80% 1.8 20% 9.0 8% BUILDING FACILITIES 64.6 94% 3.4 6t 68.2 57t Buildings/Works 56.8 94t 3.2 6% 60.1 50% Furniture 7.8 97t 0.2 3% 8.1 7% INCREMENTAL RECURRENT COSTS 11.4 65% 6.2 35% 17.6 15% Incremental Salaries 1/ 5.2 100% 0.0 0% 5.2 4% Building and Vehicle Maintenance 6.2 50% 6.2 50% 12.5 10% TOTAL FINANCING 106.0 88% 14.0 12% 120.0 100% NOTE: Numbers may not add up due to rounding a/ Including taxes and duties estimated at: $9.0 million * Covers cost of workshops that are 100% financed and local trainers that are 98t financed 1/ Not including permanent incremental posts on GOB's recurrent budget 38 C. Procurement Arrangements Amounts and Methods of Procurement'/ (US$ Millions) Category of Expenditure ICB LCB SHOPPING OTHER TOTAL Buildings/Works 60.1 60.1 (56.8] [56.8] Furniture 8.1 8.1 [7.8] [7.8] Equipment 1.2 1.2 [0.9] [0.9] Vehicles 1.6 0.1 1.7 [1. 0] [0.0] [1. 0] Paper, Textbooks & Training Materials 3.2 4.7 1.1 9.0 [3.2) [3.1] [0.9] [7.2] Fellowships/Study Tours 2.4 2.4 [2.4] [2.4] Consultancy Services 10.3 10.3 [9.0] [9.0] Local Training 8.5 8.5 (8.4] [8.4] Policy Studies and Project Preparation 1.0 1.0 [1.0] [1.0] Incremental Salaries 2/ 5.2 5.2 [5.2] [5.2) Building and Vehicle Maintenance 12.5 12.5 [6.2] [6.2] Total Financing Requirements 4.8 73.0 2.4 39.8 120.0 Total IDA Credit [4.2] [67.7] [1.9] [32.2) [106.0] 1/ Including contingencies. 2/ Does not include incremental posts under GOB's recurrent budget for permanent posts. NOTE: IDA Credit in Brackets. 39 118. Explanation about the various procurement methods are enumerated below: (a) Civil Works. The estimated cost of the construction component is about US$ 60.1 million equivalent including contingencies. The civil works are small and not suitable for ICB. The works are scattered in twenty-four districts of the Province and would be carried out through LCB in packages of works of at least three to five sites depending upon their distance from each other. The planning and designing of the building and facilities for the Directorate of Primary Education (DPE) and for the Balochistan Textbook Board (BTB) would be carried out by an architectural and engineering firm. DCW will carry out the procurement of these works through LCB procedures acceptable to IDA (see Annex 15). (b) Furniture. An amount of US$ 8.1 million equivalent including contingencies has been allocated for the school furniture of about 4,000 classrooms. The furniture would be procured by the Directorate of Primary Education (see Annex 15). Tenders from pre-qualified manufacturers would be invited in packages to suit the agreed annual construction program using LCB procedures acceptable to IDA. (c) EQuipment. Replacement of computer equipment over a period of five years in packages averaging about US$ 200,000 for the BEMIS, computer scftware, journals, training materials and audio-visual materials in an amount not exceeding US$ 1.2 million will be procured through International Shopping. (d) Vehicles. The estimated cost for vehicles is US$ 1.7 million equivalent. Motor vehicles and motorcycles would be procured through Local Shopping (LS) in two separate packages below $50,000 in an aggregate amount not exceeding $100,000, and ICB for packages above $200,000 (see Annex 15). (e) Paper. The total estimated cost for the paper for textbooks is approximately US$ 3.2 million equivalent. The paper would be procured by the Balochistan Textbook Board (BTB) in annual lots through ICB according to IDA's guidelines (see Annex 15). (f) Publication and distribution of textbooks. The total estimated cost allocated for publication of textbooks is US$ 2.3 million equivalent. An amount not exceeding US$ 1.3 million equivalent has been allocated for the packaging and distribution of textbooks and other training material. Since the textbooks are printed in annual lots over a four year period, in packages of less than US$ 600,000 equivalent, and are in a local language this procurement is unlikely to attract foreign suppliers. The Balochistan Textbook Board would invite bids through LCB procedures acceptable to IDA. (g) TraininQ materials. An amount not exceeding US$ 1.1 million equivalent including contingencies has been allocated for the 40 procurement of equipment and materials for the development, design, production and storage of training materials through LCB procedures acceptable to IDA. Sundry items, e.g. audiovisual material, videotape recorders, typewriters, office supplies, not exceeding US$ 10,000 in each contract and US$ 1.1 million equivalent aggregated could be purchased through Local Shopping on the basis of three quotations from independent suppliers. (h) Consultancv Services. There are two consultancy services required in the Program: (a) Architectural and Engineering firm (US$ 2.2 million equivalent) to assist in the construction management and supervision of works. The selection procedure for hiring the architectural and engineering firm would be in accordance with IDA Guidelines, and (b) Technical Assistance. The Directorate of Primary Education would hire the services of consultants following IDA Guidelines to provide technical assistance in an estimated amount of US$ 8,1 million equivalent. 119. Procurement Reviews. Bidding documents for all civil works contracts exceeding US$200,000 equivalent in value and first three contracts in each year for amounts below US$200,000 would be subject to prior review by IDA before Invitation to Bidders. The rest of the contracts for Civil works would be subject to selective ex-post review by IDA. Vehicles and paper to be procured through ICB would be subject to prior review by IDA before the bidders are invited for bidding. Consultancy services, both for construction management and supervision of civil works and the technical assistance, would be reviewed ex-ante by IDA. Other contracts for procurement of goods and services would be subject to selective post-review by IDA. D. Disbursements 120. The proposed credit is expected to be disbursed over a period of six years (June 1993 - July 1999). The current regional sectoral disbursement profile is nine years for traditional projects, but the present program is a time-slice of a long-term program. Expenditures over a five-year period are .jased on the phasing and programming of program activities in line with GOB's sector development plan. The disbursement period is spread over six years to include time required for processing IDA reimbursements. Disbursements, net of taxes and duties, would be made as follows: A. l00 percent of expenditure for civil works; B. for equipment, furniture, textbooks and textbook printinag, training materials and software: l00 percene of foreign expenditures; 100 percent of the ex-factory cost of locally manufactured items; and 80 percent for items procured locally; C. for vehicles: 100 percent of foreign expenditures; 100 percent of the ex-factory cost of locally manufactured vehicles; and 60 percent for vehicles procured locally; 41 D. 100 percent of expenditures for services of specialists and local consultants, fellowships, training (in-country and abroad), preparation of studies and research, and program development costs (curriculum, textbook manuscripts); 20 E. 100 percent for salaries of incremental staff; and F. 50 percent for building and vehicle maintenance. 121. Full documentation would be req.ired for all consultant services, fellowships, training, textbook paper, textbooks, vehicles and all other contracts for goods and works above $100,000 equivalent. Disbursements for goods and works less than $100,000 and incremental salaries and operating costs would be made on the basis of itemized SOEs. The documentation for SOE expenditures would be retained by the implementing agency and made available for review by IDA supervision missions. A Special Account would be established at the National Bank of Pakistan to facilitate payment of eligible small expenditures. This Account would be maintained in US Dollars with an authorized allocation of $6.0 million. The Account would be used for both local and foreign expenditures of less than $600,000 equivalent under all categories. All expenditures above $600,000 equivalent could be submitted directly to IDA for payment without using funds from the Special Account. Applications for replenishment of the Special Account should be submitted to IDA on a monthly basis or whenever the Account balance falls below 50%, whichever occurs first. E. Accounts and Audits 122. Separate accounts would be maintained by the DPE for all itemis financed by IDA. These accounts, including the Special Account, would be audited in accordance with the IDA "Guidelines for Financial Reporting and Auditing of Projects Financed by the World Bank" (July 1992). IDA would be provided, within nine months of the end of each fiscal year of the Government, an audit report of such scope and detail as IDA reasonably request, including a separate opinion on disbursements against certified SOEs. The separate opinion should mention whether the SOEs submitted during the fiscal year, together with the procedures and internal controls involved in their preparation, can be relied upon to support the related withdrawal applications. GOB will appoint independent auditors acceptable to IDA in a timely manner to undertake annual audits and to prepare audit reports of the IDA Project Accounts, Special Account and Statements of Expenditures; and provide to IDA within nine months of the end of each fiscal year certified copies of the audited accounts, together with the auditor's report and opinion thereon, and a certified copy of the auditors report and opinion on SOEs. 20/ Incremental staff on the development budget only. The Government will transfer an increasing number of these posts to the recurrent budget for permanent posts each year. A suggested phasing is shown in Annex 7, Table 4, subject to joint decisions between GOB and IDA at Annual Reviews. 42 F. Status of Preparation 123. At appraisal, substantial program preparation and start-up activities have been accomplished, which should reduce implementation delays. These included: (a) identification of school sites for the first year of school construction according to agreed criteria; (b) preparation of terms of reference and a short list of technical assistance firms; and (c) preparation of standard bidding documents for civil work contracts. Approval of the PC-1 by the ECNEC and submission of evaluation and recommendation reports in respect of the consultants to be employed for the provision of technical assistance are conditions of Credit Effectiveness. The program for supervision by IDA is shown in Annex 16. G. Environmental Impact 124. The environmental impact of the proposed program is expected to be neutral (screening category C). The program would improve the sanitary environment of about 1,200 existing schools, which lack basic sanitary facilities and provide such facilities for all new construction. Construction supervisors and architects would be required to ensure that buildings and other works under the program are constructed in such a way as to minimize any harmful environmental impact: for example, to avoid erosion, by proper design of drainage, to avoid contamination of the water table by sanitary facilities, and to minimize possible harmful effects of emissions associated with the baking of bricks in wood fired kilns and other unavoidable environmental disruptions associated with the construction of a large number of small schools. 43 IV. PROGRAM BENEFITS AND RISKS A. Expected Benefits 125. The five-year program is expected to increase primary enrollment by about 330,000, nearly double the participation rate for girls from 15% to 29%, and improve the rate for boys from 49% to 70%. Worldwide research has shown that primary education has very high social returns and that education of girls, in particular, will also lead to reduced fertility -- which is particularly important in light of Pakistan's high population growth rate of 3.2%. Through recruitment and training of local women as teachers, the economic returns of education for girls will become more apparent to rural parents, who would be encouraged to send their girls to school. Information-based decision making in education management and involvement of parents in school establishment process will lead to increased participation rates and enhanced resource mobilization through parents donating services. Increasing the number of hours of active learning by pupils in class as a result of developing a pupil-centered approach will improve performance, and thus students' and teachers' levels of satisfaction with schooling. This in turn should reduce drop-out and repetition rates ard increase the efficiency and decrease costs of primary education. B. Program Risks and Actions to Minimize them 126. The major risk is that the Government implementation agencies lack capacity to implement the program. This risk is being addressed by a one-year overlap in the resident technical assistance team between the USAID Primary Education Development Program and IDA support, and the Government's agreement to contract similar technical assistance during the five-year program. Another risk is the lack of female teachers to staff the girls'-schools. This risk is addressed by a community survey of all 9,000 villages in the province to identify educated girls who are willing to be teachers, then to recruit and train them through a Mobile Teacher Training Program. Continued professional and materials support are provided to these teachers through the Learning Coordinators System. Risks also attach to the development of community involvement. In the past, beneficiaries have not been involved in community decisions about schooling, which were taken by a few traditional community leaders who tended to oppose girls' education. The program would be hindered if they do not relinquish control. This risk is being addressed by establishing school committees which would consist only of parents of children in the school service areas, regardless of their status in the community. The school committees would be involved in determining school sites and monitoring quality. A pilot experiment conducted during program preparation confirmed the viability of beneficiary participation. 44 V. AGREEMENTS REACHED AND RECOMMENDATIONS 127. Agreements were reached during Negotiations that GOB will: A. provide an official letter setting forth the Province's primary education sector policy, strategy and priorities by June 30, 1993 (para. 57); B. (a) submit to IDA by April 30, a draft Annual Operational Plan for the following fiscal year, (b) review annually with IDA, not later than June 15 in each fiscal year, program implementation for the fiscal year and agree on the Operational Plan for the following fiscal year and (c) ensure that adequate development and recurrent budgetary allocations will be made, both from domestic and external sources, to carry out the agreed Operational Plan (para. 59); C. base school location planning and building decisions, regardless of funding sources, on needs and/or demonstrated demand, as shown in the yearly school census conducted by BEMIS and/or community requests (para. 63); D. submit the fully approved list of school sites for IDA financing according to agreed priority criteria no later than November 15 of each year, beginning November 1993. During the first year of project implementation, carry out school construction in sites already approved (para. 63); E. introduce double shifts where needed (para. 64); F. follow procedures and criteria acceptable to IDA for selection of students to receive project scholarships for poor girls to attend private schools, and for the choice of schools (para. 66); G. by December 31, 1993, amend the Service Rules (School Branch) (Women's Section) to include senior administrative positions at Basic Pay Scale 16 and above (para. 87); H. in consultation with IDA, and in accordance with terms of reference and methodology satisfactory to IDA, undertake and complete by June 15, 1996 a Mid-term Review of the Program and carry out the recornmendations of such review (para. 105); I. transfer the incremental teacher and administrative posts to Government's recurrent budget in a phased manner beginning with fiscal year 1995, so that by the end of program period all such positions are sanctioned under the recurrent budget for permanent posts (para. 109). 45 128. The Government agreed to meet the following special conditions by Credit Effectiveness: A. submission to IDA of evaluation and recommendation reports for the consultants to be employed for the provision of technical assistance (para. 101); B. approval of the PC-1 by the Executive Committee of the Federal National Economic Council (para. 103). 129. Subject to the above conditions, the project provides a suitable basis for an IDA Credit of SDR 76.4 million equivalent to the Government of the Islamic Republic of Pakistan. 46 Annex 1 BALOCHISTAN PRIMARY EDUCATION PROGRAM Primary Education in Balochistan: Summary Information Girls Boys Total Population: 566,230 627,071 1,193,300 (Age 4-9) Primary Enrollment: 82,848 323,569 406,417 Gross Participation rate: 14.6' 51.6% 34.1t Primary school students by age and grade: 1/ AGE ----------------------- GRADE ------------------- TOTAL k p 2 3 4 5| …_ _ I __ __---------------_ _-_-__ _ __ _ I …__-__ 41 11521 0 0 0 0 0 111521 5 I 55150 6500 0 0 0 0 61650 6 41127 25779 4620 0 0 0 71526 7 20427 21696 17927 4538 0 0 f 64588 8 9188 12215 17519 14862 3755 0 57539 9 I 3787 5304 10619 12907 10642 2996 I 46255 10 I 2106 2863 5760 9377 10106 7649 37861 11 1489 1291 2696 4916 7229 7223 ( 24844 12 j 0 862 1312 2709 4614 5946 I 15443 13 I 0 0 754 1174 2353 3693 7974 14 0 0 0 613 1026 1970 I 3609 151 0 0 0 0 524 865 1389 16_ 0 0 0 0 0 314 314 TOTAL | 144795 76510 61207 51096 40249 30656 1404513 1/ Note: Numbers do not add up to total due to missing data. Source: BEMIS School Census, 1990 47 Annex 2 BALOCHISTAN PRIMARY EDUCATION PROGRAM Schools providing the Primary Cycle. Selected characteristics by school gender and level. (Provincial Government schools only) School Gender No. ot Total Total | Total Average Average | Average & Level Schools Primary Primary Primary Students/ Studenta/ a Students I R Enroll. Teachers | Clasarms School Teacher | Classrm soya ' Mosque (K-31 2,316 79,769 3,481 2,179 34 23 37 35t 25t 26% 211 Primary (X-5) 3,549 147,983 6,172 5,236 42 24 28 54% 46t 46% s1% Middle (K-81 501 52,503 2,367 1,587 105 22 33 8t 16t 18t 16t High (K-la) 208 38,075 1,481 1,188 183 26 32 3% 12t II% 12t Total 6,574 318,330 13,501 10,190 48 24 31 lOOt 100% 100l 100% lOOt Girls' Mosque (K-3) 13 534 13 12 41 41 45 2% it it it Primary (K-5) 495 28,091 1,133 826 57 25 34 79t 4 7% 49t 6It% Middle (K-8) 70 12,328 549 262 176 22 47 lit 21t 24%t 19_ l High (K-10) 47 18,907 617 258 402 31 73 t8 32t 27t 19% Total 625 59,860 2,312 1, 358 96 26 44 100% 100% 100l 10 oOt 48 Annex 3 Table 1 BALOCHISTAN PRIMARY EDUCATION PROGRAM Internal Efficiency of Primary Schools Average Average Average Repetition Dropout Promotion Rate. Rate Rate Grade Girl Boy Girl Boy Girl Boy Kachi 25 30 27 25 48 45 Grade 1 10 13 24 15 66 72 Grade 2 11 11 21 12 68 77 Grade 3 11 10 21 18 63 71 Grade 4 10 11 20 17 70 72 Grade 5 5 7 Note: Based on single-year data self-reported by the schools Source: BEMIS School Census, 1990 49 Table 2 BALOCHISTAN PRIMARY EDUCATION PROGRAM Utilization of Classrooms (Provincial Government schools only) No. of schools with: One classroom per teacher 2619 (36%) More than one classroom per teacher 1488 (21%) (classrooms probably under-utilized) Less than one classroom per teacher 3092 (43%) (some classes probably shelterless) Total schools: 7199 (lC0) Source: BEMIS School Census, 1990 50 Annex 3 Table 3 BALOCHISTAN PRIMARY EDUCATION PROGRAM Provision of Basic Facilities (Provincial Government schools only) = = onqu Primary Middle Nigh } Total No. of Prov. Govt. Schools: 2329 4044 j 571 255 7199 r__________________________________________________ _ 1100% 100l o jloot 100% 10o 100% Prov. Govt. schools whih hhave a. Government building 621 1864 455 209 3149 27% 46% o80r 82% 44% b. Sufficient classrooma 1/ 836 1321 94 45 2298 36t 33t 16% low 32% c. Additional rooms 2/ 46 102 93 84 325 2t 3% 16% 33t St d. Toilet 61 238 71 85 455 3% 6% 12% 33% 6t e. Hater 407 729 174 151 1461 17% lt8 30% 59% 20t f. Electricity 232 465 129 124 950 10% IIt 23% 49t 13t g. Storage 3/ 54 122 44 71 291 2% 3% at 28% 4i 1/ On average, no more than 40 students per classroom 2/ On or more of: Laboratory, Principal's room, Office, Staff romn, Drawing room, Other room 3/ A store room OR at least one closet per grade Source: BUlIS School Census, 1991 51 Annex 3 Table 4 BALOCHISTAN PRIMARY EDUCATION PROGRAM Primary Teachers in Balochistan (Provincial Government schools only) Girls' Schools Boys' Schools l ~~~~~~In Quetta Outside Quetta Total In Quetta Outside Quetta Total Total Primary 25,246 42% 34,614 58% 59,860 100% 39,175 12% 279,155 88% 318,330 100% Enrollment Total Teachers 878 52% 1,402 48% 2,280 100% 1,145 17% 12,136 83% 13,501 100% Trained: 664 532 1,196 569 5,581 6,420 (76%) (38%) _ (52%) (50%) _ (48%) (48%) Untrained: 214 870 1,084 576 6,286 6,861 (24%) (62%) (48%) (50%) (52%) (52%) Source: BEMIS School Census, 1991 52 Annex 4 BALOCHISTAN PRIMARY EDUCATION PROGRAM Balochistan Education Management Information System (BEMIS) 1. BackQround: The Balochistan Education Management Information System (BEMIS) was established to improve the inadequate education data collection and reporting procedures of the Department of Education. It was included as one of the management components of the USAID supported Primary Education Development Program, in coordination with the UNDP sponsored National Education Management Information System (NEMIS) in June 1990. It was then agreed that USAID and UNDP would provide the required hardware, software, and technical assistance to operationalize the system province-wide, while the Government of Balochistan through the Department of Education would provide necessary office support, staff and facilities. 2. Objectives: Four general objectives guided the implementation of BEMIS: A. Providing the Department of Education with an EMIS capable of collecting and processing education data. The BEMIS will compile lists of all registered schools under categories of administration, gender, level of school, etc. It will use individual schools as the unit of analysis within a relational database structure, and report on several hundred items in the categories of enrollment, school administration, condition of buildings, teachers, and facilities. B. Building the capacity of the Department of Education to sustain and further develop the information system with local resources and government staff. C. Establishing EMIS capabilities in several key locations at the provincial level, and at each divisional and district headquarter in Balochistan. To date 7 of 48 BEMIS computer cells have been established and 8 more are in advanced stages of implementation. D. Designing and implementing a Financial Management Information System, initially for the Director of Primary Education, but capable of expansion up to the secretariat levels and down to the divisional and district level. 3. The first general objective above has been satisfactorily accomplished. The second is only partly covered: if all foreign funded technical assistance were to be suspended today, BEMIS would probably only survive with limited functions for collecting and reporting raw education statistics, utilizing computer programs and automated procedures. The third objective is behind 53 schedule and the forth objective is still under design and can not continue without strong technical assistance. 4. Present Status: BEMIS has central facilities and a system of six additional operational computer sites and is recognized by the Department of Education as the single authorized government agency for data collection and publication of the Annual Education Statistics Book of the Director of Education, (Schools). Currently the second computerized Annual Education Statistics Book is being completed, and basic education data are now available with a reasonable degree of reliability for the years 1990 and 1991. Procedures have been established for coordinating data collection from over 7500 schools at the beginning and end of every school year, and for the validation and computerization of this data. An end of the school year School Census is scheduled for October. However, the information system is still under development, its operational components are still to be consolidated, further factions related to the utilization of data are still to be established, and therefore the system as a whole is still fragile. 5. System DeveloDment: In addition to regularly reporting basic education statistics to support administration, policy and decision-making within the DOE, BEMIS requires sustained technical and financial support to develop local capabilities to maintain and expand the system, as well as to translate data into administrative and planning procedures capable of affecting policy design and decision-making processes. System development includes the institutionalization of systematic data collection, production of reliable planning and management information, the strengthening of administrative infrastructure through the establishment of financial and monitoring systems, and the expansion of existing computer sites to include the remaining Provincial level cells as well as Divisional and District Based cells. To build local capabilities for maintenance, expansion, and utilization of the system, a strong permanent training component is required for different level offices. 6. Staff Reauirements and Organizational Structure: The following organizational structure is recommended in the proposal document for the integration of BEMIS and PEP II: Alreadv Sanctioned Post Grade of Posts # of Posts filled Computer Operator 16 10 3 Computer Assistant 11 10 5 Total 23 10 54 The total technical staff for a fully operational BEMIS including the sanctioned posts above are: Post Grade Recommended # of Posts reauired Deputy Director BEMIS 18 2 Asst. Director BEMIS 17 4 System Trainer 17 2 Data Analyst 16 2 Computer Operator 16 41 Data Supervisors 16 2 Accountant 16 1 Assistant Operators 11 41 Assistant 11 8 Clerk 7 4 Driver 4 6 TOTAL 113 7. The proposed staffing include the requirements for the operation of the BEMIS Center plus a Policy, Monitoring and Evaluation (PM&E) section, an Information Resource Center under PM&E and 5 provincial level, 10 divisional level, and 24 district level BEMIS cells. S. Long-Term and Short-Term Consultant Reauirements: Due to the current lack of technical capability in the DOE, long-term and short-term consultancies in the form of foreign and local technical advisors and consultants are required for the BEMIS to continue and to expand. The requirements for long-term consultants are as follows: Two long-term consultants are required on a full time basis for a minimum of 2 or 3 years beyond September 1992 for the development of the Policy, Monitoring, and Evaluation section of BEMIS and the development of the Financial Management Information System requires a long-term Pakistani specialist. 9. In light of the difficulties and delays associated with the appointment of Government personnel to required posts, BEMIS should have the capability and resources to cover the functions of vacant posts with short-term consultants, Pakistani specialists, and locally contracted personnel until permanent staff is sanctioned and appointed. 10. Local Training: Training must be considered a built-in permanent function of BEMIS. To cover this function a permanent training facility with related hardware and peripherals for a minimum of 20 trainees, is required. The minimum equipment requirement for this facility is as follows: 12 386 computer systems with vga monitors 6 LQ printers with data switches 1 data display 1 Overhead projector 1 Networking software and accessories Adequate supply of training materials and photocopy capacity 55 11. The target group for training can be divided by level and type of training. For computer operators and assistants there should be one basic, one intermediate and one advanced computer training course per year. For staff involved in data collection and validation should receive training at each data collection period (twice a year). For staff using data at decision making levels in the DOE there should be one training program in data analyses and utilization per year. 12. Foreign Training: A short term study tour to countries with similarities to Pakistan which have developed successful EMIS's (e.g. Egypt and Jordan) is advisable for senior BEMIS staff (grade 17 and above). It is also recommended that two BEMIS computer operators that have completed a BEMIS advanced training program should be offered short term computer training abroad. 13. Eouipment: In addition to the USAID provided hardware, computer equipment is needed to cover 14 unforeseen sites for the newly created Districts and Female District Education Offices. A center capable of compiling research studies (both from PM&E and elsewhere), computer hardware and software literature as well as technical and specialized publications, is required. A minimum of 6 vehicles is required when BEMIS reaches its full operational stage. 14. Operation and Maintenance: An operations component to cover cost and replacement of consumables (paper, stationery, ribbons, toners, etc.) must be built into the BEMIS. Service and maintenance contracts should be awarded for facilities and equipment. December, 1992 BALOCHISTAN PRIMARY EDUCATION PROGRAM Public Expenditure on Education Between 1982-83 and 1992-93 (Constant 1984-85 million Rupees) ------------------------------------------ SIXTH PLAN ----------------|-------- SEVENTH PLAN ------------------I------------------------------------| 1 1992-93 IRcte of Rate of Rate of Rate of Actual Expenditurcr I Actual Expenditures budget larowth, growth. growth growth 1983-84 1984-85 1985-86 1986-87 1987-88 11988-89 1989-90 1990-91 1991-92 allocationl6th Plan 7th Plan FY89-92 FY84-92 GOBALOCHISTAN PUBLIC EXPENDITURE Development Expenditure 735 1057 1291 1354 1602 | 1743 1724 1801 2430 2567 | 21.51 10.21 11.71 16.111 Recurrent Expenditure 2003 2202 2704 3274 3341 | 3231 3261 3515 3997 4223 | 13.6X 6.9S 7.41 9.011 Total Public Expenditure 2738 3259 3996 4628 4943 J 4974 4985 5318 6427 6791 | 15.91 8.11 8.9S 11.3Z| GOBALOCHISTAN ECZEJITURE ON EDUCATIOE I I Develop mnt (Total) 92 122 172 204 214 | 199 176 194 148 182 | 23.51 -4.95 -9.41 5.11 of which: I Primary Level 25 38 35 22 56 | 40 42 48 92 97 | 21.91 25.21 32.7Z 17.6BS Secondary 28 50 66 31 50 I 76 45 31 34 40 I 15.6S -15.01 -23.86 2.4ZI Others 39 33 71 152 108 | 83 89 115 22 25 I 29.1S -25.61 -35.81 -6.911 I ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~I Recurrent (Total) 277 348 405 535 595 555 590 628 772 1014 | 21.15 16.3Z 11.65 13.7Z| of which: I Primary Level 118 149 162 190 280 | 282 314 319 413 552 | 24.15 18.31 13.61 16.9Z| Secondary 62 73 95 11 115 111 112 137 164 216 | 16.5S 18.25 13.95 12.911 Others 97 127 148 226 201 | 163 163 172 195 247 | 20.05 11.05 6.21 9.1S| …--- ---- ---- ---- ---I…… , I…… I TOTAL EDUCATION 369 470 577 739 809 | 754 766 822 920 1177 | 21.7Z 11.8Z 6.9S 12.1S| …-- - - - -- -- --I-- I TOTAL PRIMARY EDUiCATION 143 187 196 212 336 | 321 357 368 505 649 23.75 19.21 12.01 17.11t - I ~ ~ ~~~ ~ ~~~~~~~~~~~~~~~~~~~~~~I -I o Total Public Exp. On Education as I of Total Publ. Expenditure 13.51 14.4Z 14.45 16.05 16.4ZI 15.25 15.41 15.55 14.31 17.3S1 Development Exp. On Education I I as S of Total Developent Budget 12.51 11.51 13.31 15.11 13.411 11.45 10.25 10.85 6.11 6.3S1 Recurrent Exp. on Education I I as I of Total Recurrent Budget 13.81 15.81 15.01 16.3Z 17.8S1 17.25 18.11 17.95 19.35 24.0%1 Expenditure on Primary Level I I as I of Total Public Ezp. 5.25 5.71 4.95 4.65 6.811 6.5Z 7.25 6.91 7.95 9.6B1 as I of Total Education Budget 38.85 39.85 34.15 28.6Z 41.511 42.61 46.51 44.71 54.95 55.1S| Developmnt Exp. on Primary Educ. I I as S of Total Development Budget 3.45 3.65 2.71 1.65 3.551 2.35 2.51 2.75 3.85 3.8X| as S of Total Dev. Educ. Budget 27.55 31.45 20.25 10.61 26.1S1 19.95 24.0 24.85 62.45 59.9X| as I of Total Primary Educ. Budg 17.71 20.51 17.75 10.21 16.711 12.35 11.95 13.15 18.35 15.0X1 Recurrent Exp. on Primary Educ. I I as I of Total Recurrent Budget 5.91 6.81 6.05 5.81 8.411 8.75 9.65 9.15 10.35 13.1S1 as I of Total Rcc. Educ. Budget 42.65 42.71 40.05 35.51 47.011 50.71 53.31 50.91 53.51 54.4%1 as Z of Total Primary Educ. Budg 82.35 79.5Z 82.35 89.81 83.3S1 87.71 88.11 86.91 81.71 85.0S1 …---------------------------------------------------------------__ --------I…___I---- --------- -------- --------- -------- Deflator 1985 prices 0.96 1.00 1.03 1.08 1.18 1.29 1.37 1.51 1.64 1.73 | ---------------------------------------------------------------------------------------------------------~-~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ F Filanmec: H:\PAX\PA240\BALEDUC.PRN 0 (D X I- If 57 Annex 5 Table 2 BALOCHISTAN PRIMARY EDUCATION PROGRAM A comparison of Provincial Spending on Primary Education Growth BALOCHISTAN 1985-86 1986-87 1987-88 1988-89 1989-90 1990-91 Rate Expenditures on Primary Education (Rs. 1992 Millions) 191 317 428 460 551 508 21.6 Expenditures per student on 1353.9 1184.1 |prirniary educadon EXPENDITURES: PRIMARYPlrOTAIEDUCATION Balochistan 0.33 0.38 0.49 0.50 0.53 0.53 NWFP 0.34 0.31 0.35 0.41 0.44 0.53 Punjab 0.54 0.50 0.45 0.48 0.50 0.52 Sindh 0.46 0.44 0.43 0.47 0.48 EXPENDITURES: PRIMARY EDUCATION/TITALPROVINCIAL BUDGET Balochistan 0.04 0.06 0.08 0.07 0.10 0.10 NWFP 0.09 0.08 0.10 0.10 0.10 0.12 Punjab 0.11 0.10 0.11 0.13 0.13 0.15 Sindh 0.12 0 10 0.09 | 0.11 0.12 Annex 5 Table 3 BALOCHISTAN PRIMARY EDUCATION PROGRAM Ratio of Primary Education Recurrent Spending to Recurrent Spending on: |BALAISTAN 1985-6| 1986-87 1987-88 | 1988-89 | 1989-90 J 1990-91 Total education 0.33 0.38 0.49 0.50 0.53 0.53 Health 0.71 0.80 0.95 1.10 1.20 1.31 Economic services 0.15 0.24 0.33 0.45 0.48 0.47 Other services 0.14 0.18 0.28 0.32 0.36 0.36 1 Infrastructures 0.30 0.47 0.66 1.20 1.05 1.03 Total current expenditrs 1 0.04 1 0.06 0.08 0.10 0.1 58 Aq5 Table 4 BALOCHISTAN PRIMARY EDUCATION PROGRAM Recurrent Expenditures on Primary Education - Balochistan (1992-93 budget). Total MOE Per student Per student % of per student EDUCATION expenditure expenditure expenditure expenditure EXPENDITURES (Rs. million) (Rs.) (US$ Equi.) Salaries and Allowances 692.7 1388.1 55.53 96.5% Furniture & school supplies 9.0 18.1 0.72 1.3% Textbooks and Publications 1.8 3.6 0.15 0.3% Maintenance and Repairs 2.1 4.2 0.17 0.3% Travel, Transportation 1.5 3.1 0,12 0.2% Utilities and communication 5.1 10.2 0.41 0.7% TATS 5.5 11.0 0.44 0.8% Sub-total 717.8 1438.4 57.54 100.0% INDIRECT EDUCATION EXPENDITURES Administration & Overheads n/a n/a n/a Teacher training 60.4 121.0 4.84 Sub-total 60.4 121.0 4.84 TOTAL 778.2 1559.5 62.4 . .. 59 Annex 0 BALOCHISTAN PRIMARY EDUCATION PROGRAM Enrollments based on Ulization of EBdfng and New FacUIds 1961-2 TOTAL Ba"line 192-W3 190344 199446 196-06 1990-07 1907-06 INCREAS New FacilIIes -Boys Schools 0 0 0 14866 7908 8713 06 40470 -GIrls Schools 0 0 0 18475 17568 19313 20405 72u20 Total now facilites 0 0 0 30340 25478 28025 29480 113290 Increased Utlizaton - Exlslng FcIlIte -BoysSchools- 10190 0 0 61140 61140 61140 20360 0 203600 -GirleS hools- 1386 0 0 12222 12222 12222 4074 0 40740 Total IU - Exiging Facilies 0 0 73362 73362 73362 24454 0 244540 Incr"sed Utilzaon - New Fciliies -Boys Schools 0 0 0 0 2707 5472 46 16677 -Girls Schools 0 0 0 0 1615 3802 566 10665 Totl IU - New FacilIies 0 0 0 0 4322 6974 14067 27363 Total Boys 336183 338183 309323 475328 547083 661647 500130 200047 Total Girls 90467 90457 102679 130376 161780 168 214702 124246 TOTAL 428640 428640 602002 6704 70683 770316 613633 351093 .. a * - - * - ...........=... . . .. Populadon 4-0 -Boys 690794 713236 7345U 760240 7971 0254 83280 -Girls 6160 637067 68262 67907 70176 723802 746233 Total 1307402 1360293 1394720 1440237 1485757 1532056 1579092 Parficipation rate -Boys 49% 47% 64% 63% 70% 72% 72% -3irbs 16% 14% 16% 19% 23% 20% 29% Total 33% 32% 36% 42% 48% 50% 52% 60 Annex 7 Table 1 BALOCHISTAN PRIMARY EDUCATION PROGRAM Condruoton Tawgb and Number of Podts Required Total CONSTRUCTION 1903404 1694-46 109546- 190967 1097-46 Clasrooms girls boys girls boys girls boys gils boys girls boys girls boys Toal -Construction of New Community Multgrade Shools AnnuaiDevelopmwntPban 0 70 0 6o 0 85 30 s0 40 120 70 415 485 Interatonal Dev. Aeow. 100 0 160 0 10 0 180 0 120 0 720 0 720 Asian Delpment Bank as 65 20 150 0 150 ToWt 165 70 225 60 10 86 210 10 160 120 940 415 1355 -Construction kw bdEsng Shelterless Schools Annual Development Plan 0 40 0 40 0 46 0 50 0 50 0 225 225 Internatonal Dev. Assoc. 40 5 568 U5 125 76 104 60 112 50 439 36e 796 Tota 40 125 58 125 125 121 104 110 112 100 430 881 1020 -Additional Regular Clasrooms Annual Development Plan 0 109 20 101 20 120 20 149 20 189 80 6es 748 Interntonal Dev. Aseo. 75 50 so 50 106 66 140 e6 150 66 660 285 836 Total 76 159 100 151 126 185 160 214 170 244 630 963 1583 -Renovation of Clasrooms Annuai DevlopmontPlan 0 50 20 50 20 50 20 60 20 6o 80 270 360 lnternanaonl Dev. Ao. 38 70 48 00 90 146 90 133 90 133 366 571 927 Tota 38 120 68 140 110 195 110 103 110 193 436 841 1277 -Open new schools (rented building) Annual Devokpment Plan 100 200 100 200 100 200 100 200 100 200 500 1000 1500 Tota 100 200 100 200 100 200 100 200 100 200 500 1000 1500 -Open Now Mosque Schools AnnualDevebopmentPlan 117 117 117 117 117 0 585 585 Total 0 117 0 117 0 117 0 117 0 117 0 585 568 Consluoton/Penovalon per yer -ADP 269 291 340 409 499 230 1578 1808 -IDA 461 571 708 772 710 2065 1212 3277 -ADB a6 e6 20 0 0 150 150 Tot oonulructed 792 927 1126 1181 1209 2445 2790 5236 Total nw schoos, rnted building 300 300 300 300 300 500 1000 1500 TotalMosquoochools 117 117 117 117 117 585 685 TOTAL 1209 1344 154S 1569 1626 2945 4375 7320 Tchwr Poets Required 340 646 425 523 406 57 470 611 430 681 2070 2963 5023 TOTAL an 963 992 1081 1111 S*.SS** l mam ..... wamm* mamma mamma mamma .. ......... m a .. . . 61 Annex 7 Table 2 BALOCHISTAN PRIMARY EDUCATION PROGRAM Distribution of Classroom Construction During Program Period Yer ADP IDA ADB TOTAL ADP IDA ADB 1993-4 269 458 65 792 34.0% 57.8% 8.2% 1994-5 291 571 65 927 31.4% 61.0% 7.0% 1995-6 340 766 20 1126 30.2% 68.0% 1.8% 1996-7 409 772 0 1181 34.6% 66.4% 0.0% 1997-8 499 712 0 1211 41.2% 58.8% 0.0% TOTAL 1808 3279 150 5237 34.5% 62.6% 2.9% Annex 7 Table 3 BALOCHISTAN PRIMARY EDUCATION PROGRAM EstImated Number of Sanctioned Teacher Posts Needed Annuaily (based on constructlon and opening of shelterless schools) Year Female Male Total 1993-4 340 546 886 1994-5 425 528 953 1995-6 405 587 992 1996-7 470 611 1081 1997-8 430 681 1111 TOTAL 2070 2953 5023 Annex 7 Table 4 BALOCHISTAN PRIMARY EDUCATION PROGRAM Proposed Financing of Increnantal Posts IDA GOB Year LC Teachers F LC Teachers 1993-4 200 589 500 317 1994-5 200 500 500 953 1996-6 400 100 1192 199-7 200 50 1200 1997-8 1200 62 iULIC OF WHITM X 7 .LOCNIIT PutmY RUWTIU P6041 - UTAIL C TC TeIe S ~~~~~~~~~~~~~~. ....... .......... ............... ....................... ...... ........ ..... ....... ..... ....... ..... ...... .............. .......... Type Liht tinit/ ----Oistribution of untitie .--- Total Loral FoelvTottl of of Totat sa. .. of Be" Be" Base IrpJt Inrpt Cost Im_rms 1995 194 1995 19 199 "? 199611 999 Irput Costs Costs Costs ........ ..... ................. ...... ..... ..... ..... ..... ..... ..... ..... on 1 STENITKNINT I TNE INfTITTION.AL FrLXM 1.1 Strengthening the Pr1m_ry Education Olrectorate ................................................... L/T Follow */month 6.0 FlLowmhipsp:Sc gE Ado 0 24 48 4U 24 0 0 144 0 864 664 S/T Follow a/month 6.0 Study Tour 0 20 20 20 20 0 0 80 0 40 480 LT Consult Wjsucth 15.0 chief Technlcal Adviser 0 6 12 12 12 6 0 48 106 612 720 T Consult *meonth 1.0 0 r9Mization Deloport 0 3 3 3 3 0 0 I2 32 153 165 ST ConsuLt *Jonth 18.0 n Oqoont rd Trainins 0 4 4 4 2 0 0 14 0 84 84 LT Loe Cones omonth 2.0 Fin nes/AdIiVroc Specl 0 24 24 24 24 24 0 120 0 720 n2 LT Loc Cons *hcnth 1.0 Plonning/Devope nt/Ace 0 36 36 36 36 36 0 180 0 1000 1060 Local Trsin *month 2.0 In-country Followship 0 12 12 12 12 0 0 48 91 5 96 LT Loc Cons m/ onth 2.0 NL Cen truction Irl1 rU 0 12 12 12 12 12 0 60 120 0 120 Equilpmnt S Spred 300.0 Offie Eopt OX 1001 On OS 01 Os OX 100X 60 240 300 Equip 01 % Sproed 30.0 Equipcant 06K O0 1001 1001 1001 1001 1001 OX 01 128 23 150 VehicLes unit 16.0 VehicLes: 4 iAeelc 0 14 0 0 0 0 0 14 75 149 224 Veh OIX unanl 1.6 Vehlel* OM 0 14 0 0 0 0 0 OX 19 3 22 Vehicles unit 1.6 Vehicle: Motorcycles 0 10 150 0 0 0 0 300 160 320 480 Furniture packae 5.0 Furniture: 22 new DOs 0 12 10 0 0 0 0 22 105 6 110 Sof twre S pro d 100 Boolk/m_ ta. OS 25S 251 2SX 251 OX OX 1001 30 70 100 saltries anual 65.2 Incr Sal:Office DirPrld 0.0 1.0 0.0 0.0 0.0 0.0 0 1 65 0 65 Satlries *nuel 355.2 Iner Sal:Dlf(mele/ftm) 0.0 0.5 0.5 0.0 0.0 0.0 0 1 35S 0 355 Sataries mmiit 1.2 SLeries Teachers 0.0 769 O56 405 470 430.0 0 010 3492 0 3492 Saeries r/year 1.6 Incr Sal/Loornin Coordi 0 20 200 0 0 a A 400 640 0 640 slaeries n/year 2.2 SatLriee/AOEO e 0 60 20 0 0 0 0 oO 176 0 176 1.2 Edication Nanoemnt Inforeation Syctes ..... ...... ...................... ................................ S/T F.llow *S enth 6.0 Study Tour MIS 0 4 0 4 0 0 0 a 0 48 4 Local Train n/month 1.0 LL Staff Trainer 0 24 24 24 12 6 0 90 0 540 s5o LIT Fellow o/month 6.0 Fellowship Pkc Info l-t 0 6 12 6 0 0 0 24 0 144 14 LT Conrult *emonth 15.0 T e icatl dvier 0 12 6 0 0 0 0 16 41 230 270 Local Train r/month 2.0 NL Staff Trainer 0 12 12 12 12 12 0 60 18 765 763 ST Conrult a/month 18.0 Stm Analyst 0 6 6 0 0 0 0 12 32 153 16S ST Consult /month 180 0s_tm prforf 0 3 3 0 3 0 0 9 24 115 139 ST Consult r/onth 10.0 Co pter _ ppino 0 1 2 3 3 0 0 9 24 115 139 Local Train nJmmnth 1.0 Staff trelnmr:NIS 0 12 12 12 12 12 0 60 57 3 60 Equfpcant packaeo 150.0 Computer hard/aoftware 0 1 1 1 1 0 0 4 120 480 600 Equip ON nnuAl 15.0 Equipeent 0N 0 1 2 3 4 4 0 ox 179 32 210 Vehicles unit 16.0 Vehicle 0 2 2 0 0 0 0 4 21 43 64 Equip 01K na nl 1.6 Vehiclo OIN 0 2 4 4 4 4 0 O 24 4 29 Oper/Recurr wnum 60.0 Incr _ Non-sal oper cost 0.0 1 1 1 1 1.0 0 OX 265 1S 300 Vehicles unit 24.0 Van FloeDe 0 13 13 0 0 0 0 26 206 416 624 Equip ONK anual 2.4 VYn FleaDts 6 A 0 13 26 26 26 26 01 239 42 281 1.3 Pltnrwng, teserch wn Evaluation ...... ................. ...................................... S/T FelLow r/month 6.O Study Tour 0 0 0 0 0 0 0 0 0 0 0 L/T Fetlou a/month 6.0 NU Mmu Pion nino (1) 0 12 12 0 o O a 24 a I" U I L/T Fellow /month 6.0 NS Educ Tt/lwmirt (1) 0 12 12 0 0 0 0 24 0 14 14 LT LLo Ca elmonth 2.0 IL Locel Conultent 0 0 6 6 4 4 0 20 6 255 261 Vehicles unit 8.0 Vehicle OCDu 0 2 0 0 0 0 0 2 5 11 16 EquipON anmiul 0.8 VehileI K O 0 2 2 2 2 2 0 01 7 1 6 Vehicles unit 1.6 Notorbike-WC 0 12 12 0 0 0 0 24 13 26 38 Equlp ON annul 0.2 VehicleO I 0 12 24 24 24 24 0 s 11S 3 17 LT LocConsa /month 2.0 NL local Eduation ptst 0 0 0 0 0 0 0 0 0 0 0 Lowal Con /month 2.0 ttudies/Surveya 0 24 24 24 24 24 0 120 20 0 2.0 1.4 Policy Studios n Project Preparation ,................................................... Local Con r/mcnth 1.0 Studles/Survoys 0 36 36 36 36 36 0 160 10 0 160 Software % Spprd 150.0 Software/reforene * tt OX 251 251 25% 25X 0a 0 100X 45 105 150 OermlopmentX Spread 500.0 Prein_sat mnt Study (P9F n O 10X 201 20X 301 0 100X 150 350 500 ....................................................................................................................... Component cukr-totol 75SK W99 16579 63 11. IWWWIN6 AMU8 AM EWJITY 2.1 GIrLs Scholarship Pragre LT Lac Caon Wnmanth 2.0 Scholarship Adinistrati 0 ¶ 12 12 12 12 0 60 120 0 120 STConsult ainmmth 13.0 Prlwete letor Speclst 0 3 3 3 2 I 0 12 32 153 185 LT Lao Cona/moWnth 1.0 SclooLarship Aclnistrati 0 12 12 12 12 12 0 60 9 765 774 Davvilopmint Spread 40.0 Evaluation FosaIdtIovVSc 01 201 101 301 301 102 0 1001 12 28 40 Incentive. pupfLlyr 0.048 Fea stdits:vcuch*rs 0 600 600 1200 1200 2400 0 6000 286 0 216 2.2 School Construction Progres Furmiture unlt 1.20 Fumniture Nultigrade Cie 0 225 303 361 344 234 0 1515 1727 91 1818 Furniture unilt 2.51 Furniture Regular Ctasar 0 233 268 405 428 428 0 1762 4196 221 4419 Buildings unit 20.9 Sheltriess:Pgrade ctsrm 0 125 143 201 164 164 0 795 14123 2492 16616 Bu Ild 06K wrLu.L 1.45 School ftech mintenane 0 125 267 468 632 795 0 0X13315 0 3315 Building. unit 8.0 SheLtertess Regular cLur 0 106 136 235 223 223 0 927 6304 1112 7416 Build 01K usualI 0.1 SchooL facit mintwnmce 0 106 246 461 704 927 0 01 296 0 296 BuiLdings uniit 2.0 SheLtrle*s:Lstrin* unfts 0 100 100 100 100 100 0 500 850 150 1000 Build 06K amust 0.0 FaciLities mlntwnmic 0 100 200 200 200 100 0 01 24 0 24 BuiLdings unilt 20.9 New Schools: Cinoty Mgra 0 100 160 160 180 120 0 720 12791 2257 15048 BuiLd 06K anwuAl 1.5 School facit mintwumic 0 100 260 420 600 720 0 01 3045 0 3045 BuiLdings unit 2.0 Mew Coty:Lstrine wilts 0 100 160 160 180 120 0 720 1224 216 1440 BuiLd 01K srnjal 0.0 Facilities mintuwice 0 100 260 420 600 720 0 01 63 0 63 Buildings unit 8.0 AdditioraL Classrooms 0 125 130 170 205 205 0 835 6346 334 6680 BuiLd O6K rvua L 0.1 Faciitites maintewitce 0 12 255 425 630 835 0 01 272 0 272 Local cons % spread 1968.0 ALE: desflnlconst smi 01 201 201 201 201 201 0 1001 1968 0 1968 Comporant sub-total 57007 7820 64827 1I1. TEACHER TRAINING IMPROVEMENT AND INSTRUCTIONAL MATERIALS Nss3.3u====.usn.s=. =s=.=us...........nas.sn 3.1 Teacher Training UIT Fellow almonth 6.0 Study Tour: NgradsInstr 0 a 0 0 0 0 0 8a 0 48 48 LT Consult a/month 15.0 Tchr Training Adeiwio 0 6 12 12 12 6 0 48 108 612 720 ST Consult Wa/mnth 18.0 ir.ervicellsutigradin Trai 0 2 4 4 4 2 0 16 43 204 247 LT Cronult rn/onth 15.O Tchr Trg Couw"eDevelpmt 0 0 0 0 0 0 0 0 0 0 0 ST Consult rnmonth 18.O Tchr Trg Cow"s.Devslpot 0 2 4 4 4 0 0 14 38 179 216 Local Train rn/onth 0.50 in-country Tmilng Skills 0 100 100 100 100 100 0 500 238 13 250 Inst. Hot package 10.O Library materials 0 6 5 0 0 0 0 11 33 77 110 Inst. Nat package 10.0 AV materials 0 11 0 0 0 0 0 11 33 77 110 Locat Trafnmift 0.04 Inservice Tchr Trg 0 14500 15300 16300 1830 0 0 6440 2447 129 2576 Software I Spread 400.0 Trg Notts: Irdeav Prog 01 251 251 251 251 01 0 1001 120 280 400 Local Trainusilt 0.30 Learning Coordinators/Of 0 300 300 0 0 0 0 600 171 9 180 ST Consult rn/month 18.0OTchr Training Evel.Desig 0 0 0 0 0 0 0 0 0 0 0 Local Train /mionth 0.07 Nobile/Famlse Tchr Trg 0 0 1500 1500 1500 700 0 5200 356 19 374 Software % Spread 30.0OTrg Natls:NobilseProg 01 01 O 0% 01 0 01 0 01 9 21 30 Local Train rvual 10. Seminarslc/earenf e0 1 1 1 1 1 0 5 48 3 50 Vehicles unilt 16.0OVehicles 0 0 0 2 0 0 0 2 II1 21 32 Eq.iip OAK arwmal 1.6 Vehicle OBK 0 0 0 2 2 2 0 OX a8 1 10 Equfipmnt package 15.0Ooffice equipmet 0 0 0 0 0 0 0 0 0 0 0 Equfp OlK wualt 1.5 Equlpom.ntO6K 0 0 0 0 0 0 0 01X 0 0 0 Oper/Recumrt arrAlt 12.0 lnorm non-saL oper coat 0.0 0 0 0 0 0.0 0 0.0 a0 0 0 LoccTrain teachers 0.07 Teacher TrgJCraeh Prog 0 4000 0 0 0 0 0 4000 266 14 280 Software % Spread 80.0 Training MateriaLs 01 1001 01 01 01 01 0 1001 24 56 80 3.2 Instructioral matorisls Developmnt Textbooks % Spread 0.0 Textbooks: Kachhi 01 191 20% 201 201 211 0 1001 0 0 0 Textbooks % Sprea 3657.4 Textbooks: Grades 1-5 01 61 11% 221 231 371 0 1001 1097 2560 3657 Furniture pwacka 20.0 FurnitursiBTB/S1I)TC 1 0 0 0 0 0 1 19 1 20 Buildings % Spread 100.0 IR.furbishing:BTBIBINTOC 01 01 01 01 01 01 0 01 85 15 100 Equipaunt package 22.5 Equipaant:BTB/BIISTC 0 1 0 0 0 0 0 1I 5 16 23 EquipO0lK minrIe 2.3 Equipont 06 0 1 1 1 1 1 0 0 110 2 11 Vehicles wilt 16.0 Vsiictes;ITB/3INITC 0 2 0 0 0 0 0 2 11 21 32 Veh OIK wvAmI 1.6 Vehicle O6K 0 2 2 2 2 2 0 01 14 2 16 LTCanm It W/m,nth 15.O Tetbook Developmaint 0 6 12 12 12 6 0 48 106 612 720 ST Cornul t Wmonth 18.0 Textbook PubtfshirngJPrao 0 4 4 4 4 4 0 20 54 255 309 ST Conoutt rn/month 18.0 Teting &Evaluntion 0 0 2 2 0 0 0 4 11 51 62 LIT Fellow Wimonth 6.0 Productn/desipi MA 0 6 12 6 0 0 0 24 0 14 144" ST Consult /mon th 1U.O Distribution Sytm 0esi 0 2 0 0 0 0 0 2 0 12 12 S/T Fellow a/month 6.0 Study tow 0 0 0 0 0 0 0 0 0 0 0 Textbooks package 5.0 Suipttextbook collectn 0 1.0 0.0 0 0 0 0 1 2 4 5 Bultdings I Sprea 400.0 BTB BuiLding 01 1001 01 01 01 01 0 1001 340 60 400 Builtd Ol amwAl 6.OFactilitiesmaIntsnanc* 0 1 1 1 1 1 0 01 27 0 27 64 ST Consult m/month 18.0 Suppla_ntory Material S 0 1.0 1 1 0 0 0 3 8 30 46 ST Com ult /ionth 18.0 TA support 0 0 0 0 0 0 0 0 0 0 0 Equ1ipont package 5.0 WProc.s equipmt 0 1 0 0 0 0 0 1 1 4 5 EquipOIK w*u l 0.5 Equipmnt 0ON 0 1 1 1 1 1 0 01 2 0 3 DvetlopmntX Sprad 50.0 Authorship 0 201 20X 20X 201 201 0 1001 15 35 50 Supp Mats. X Spread 2000.0 Supplementary Readers 0 201 201 20X 201 201 0 1 600 1400 2000 Oper/R curr *nuol 50.0 Distribution costs 0 1 1 1 1 0.5 0 4.5 214 11 225 Tch. Guide. packag 750.0 Supply Teachdrrs Guide. 0 0 1 0 0 0.0 0 1 225 525 750 Oper/RecurrX Spreod 1500.0 Distribution costs 01 01 01 331 331 331 0 1001 1275 225 1500 uitd 04l X Sprad 22.5 Warehouse 0 l 0 0 01 01 01 eX 0 01 0 0 0 Local Cons X Spread 120.0 AlE dign/const spn 01 01 01 01 01 0 0 OX 120 0 120 Equipa.nt X Spred 30.0 Equ.ipmant: District Ware 01 1001 01 01 01 01 0 1001 6 24 30 EqJpp 01N 1 Spread 3.0 Warehouse qifp 0N 01 1001 1001 1001 1001 1001 0 01 13 2 15 Furniture packag 0.02 Storag lockers for achools 4400 4400 0 0 0 0 8600 125 7 132 Oper/R curr *nnal 0.002 Furn distribution costs 0 4400 4400 0 0 0 0 8800 13 1 13 Component sub-total 8349 7791 16140 IV. EKEFICIARY PARTICIPATION 4.1 Beneficiary Participation Developo nt ST Consult rnmonth 18.0 B*nefciary Particip/Edic 0 12 8 6 4 0 0 30 81 383 464 Local Cons 55Ffed 500.0 Contract to Bn. Part Un 0.01 40.01 30.01 20.01 10.01 0 0 1 75 13 8 ST Consult */month 18.0 Progr wvaluation 0 0 0 0 0 0 0 0 0 0 0 Local Train m/onth 0.2 Community Dv workshopc 0 0 0 0 0 0 0 0 0 0 0 S/T Fellow m/month 6.0 Study tour: Snf Partic 0 0 0 0 0 0 0 0 0 0 0 Vehicles wiit 8.0 Vehiclos 0 0 0 0 0 0 0 0 0 0 0 Equfp OIN *nntul 0.8 Vehiclec O& 0 0 0 0 0 0 0 0X 0 0 0 Equipaent packag 10.0 Office quipasnt 0 0 0.0 0 0 0 0 0 0 0 0 Equip 0N *nnu lI 1.0 Equipment OIK 0 0 0 0 0 0 0 01 0 0 0 Softuwre packae 2.0 Reference/AV m*terials 0 0 0.0 0 0 0 0 0 0 0 0 Local Core u/month 1.0 Comeanity DOv Workers 0 0 0 0 0 0 0 0 0 0 0 Salaries u/month 0.26 NO: Incr tech staff 0 0 0 0 0 0 0 0 0 0 0 Salaries J/month 0.12 0 0 0 0 0 0 0 0 0 0 0 0 Slaries u/month 0.12 01V: Incr upport staff 0 0 0 0 0 0 0 0 0 0 0 Oper/Rlcurr *nnau l 1.2 Incra _on-sal oper cost 0 0 0 0 0 0 0 0 0 0 0 Oper/Recurr */year 3.2 Com _worker:p dim 0 0 0 0 0 0 0 0 0 0 0 Coponant sub-total 156 395 551 TOTAL PROGRAM COST 73101 24997 98096 65 ANNEX S BALOCHISTAN PRIMARY EDUCATION PROGRAM School Selection Criteria The sites for schools to be provided and/or rehabilitated under the IDA financing would be selected in accordance with the criteria below. Bach year, the GOB would select the sqhool sites according to the following priority order, sites according to the first priority must be exhausted before moving to second priority, and so forth. PRIORITY 1: (a) New Girls' Schools (about 700 schools, each with one 40-capacity multigrade classroom). Each school site would also be provided furniture, storage for books and materials, a latrine block with 2 cubicles, water facility, and boundary wall. The school sites that satisfy this criteria would be places where all the following requirements are met: (i) the community has affirmed its commitment to support girls' education, (ii) the community has provided a site for the school, (iii) there are at least 15 school-age girls (boys are encourage to attend but not included in the 15), and (iv) a teacher is readily available for the new school. (b) Existing "Shelterless" Girls' Schools and Classes (780 classrooms). About 168 existing "shelterless" girls schools which do not now have their own appropriate facilities would be included in this group. These schools would be provided the appropriate number and combination of multigrade and single-grade classrooms (to accommodate the projected female student population for the year 2000), classroom furniture, mini-library, water facility, latrine block and boundary wall.The qualifying schools would meet all the following criteria: (i) have at least 25 students enrolled, (ii) a school site acquired for the new buildings, and (iii) a teacher(s) in place. PRIORITY 2: Existing Girls' Schools with Inadecuate/DilaDidated Facilities (835 classrooms). About 96 existing dilapidated girls' schools with at least 25 girls and a teacher in place are expected to 66 meet this criteria. The inadequate physical facilities would be replaced/rehabilitated as needed. Furthermore, additional classrooms (the appropriate combination of multigrade and single- grade types) to accommodate the projected female school enrollment by the year 2000 would be provided, together with a complete complement of furniture, mini-library, latrine block, water facility and boundary walls. PRIORITY 3: "Shelterless" Boys Schools with Girls Enrolled (1,620 classrooms). The schools that meet this criteria (about 400 sites) would have a present enrollment of at least 50 students and includes girls. In addition, selection would be based on merit considerations, including among others, community commitment, teacher availability, and the availability of a school site. The selected schools would be provided the appropriate number and combination (multigrade and single-grade) of classrooms (to accommodate the projected enrollment of boys and girls in the catchment area up to the year 2000), furniture, mini-library, water facility, latrine block and boundary walls. The schools forming this group are expected to benefit twice as many boys as girls in the process. PRIORITY 4: "Shelterless" Boys Schools. By the start of the fourth year of the project, should the annual in-depth evaluation of the program indicate that there would be freed Credit funds under the project resulting from efficient implementation and utilization of resources, shelterless boys schools would be attended to. The schools meeting this criteria should have at least 50 students enrolled. Selection would be based on merit considerations, including among others, community commitment and the availability of a school site. The selected schools would be provided the appropriate number and combination (multigrade and single-grade) of classrooms, furniture, mini-library, water facility, latrine block and boundary walls. Shelterless boys schools. initially classified as Prigrity 4. may move up to Priority 3 provided these schools accommodate girls also. 4. Selection Process: The Directorate of Primary Education (DPE) will be responsible for the selection process. In establishing new schools, the Human Resources Survey would be the source of the initial list of receptive communities where new girls' schools are to be provided. These communities would appoint a school committee which would be involved in all stages of school planning and establishment. The beneficiary communities would be responsible for (a) identifying potential female teachers for recruitment, (b) guaranteeing a minimum of 15 girls for initial enrollment, and (c) guaranteeing a site for the new school. If 67 a female teacher with a minimum of grade 8 pass qualification cannot be found, a male teacher (including retired teachers) acceptable to the community could be hired on a temporary basis until a suitable female teacher is recruited. In "non-receptive" communities identified under the Human Resources Survey, a demand generation program would be initiated by the DPE through existing community development programs such as the BSRP, CIDA and UNICEF programs. If the demand generation program is successful in these non-receptive communities, some localities could move into the category of "receptive" communities and become qualified for inclusion among the places to be provided new girls' schools in accordance with the selection criteria described above. Identification of the other schools (shelterless and dilapidated girls schools, and shelterless mixed and boys schools) will also proceed in accordance with the selection criteria described above. Eligible school sites should be identified by DPE well in advance of the start of construction such that the complete requirements in each site and the corresponding set of building plans, specifications and bill of quantities are completed prior to inviting tenders. 68 Annex 9 BALOCHISTAN PRIMARY EDUCATION PROGRAM Private Education Foundation and Scholarship Experiment Private Education Foundation The objectives of the Foundation are to provide developmental support and recurrent resources to disadvantaged private education institutions. The structure of the Foundation as it currently stands is outlined under the legal document currently passing through the Balochistan legislative process. However, rules and regulations need to be developed for the Foundation to ensure that the resources are directed toward the established objectives. These regulations should outline such issues as the conditions under which development funds will be granted to private institutions; the conditions under which resources will be provided to support existing private institutions on a recurrent basis; the operational rules of the Foundation; and the structure of the management and administration of Foundation. IDA would finance technical assistance to support this effort. Scholarship Experiment The objective of this program is to support the development of the low- tuition charging private education sector in Divisional and District headquarters with the goal of providing quality education to a small number of disadvantaged children. These children will feed into the currently established Government model middle and high schools. The second advantage of this program will the provision of education at a lower unit cost than within comparable Government schools, thus expanding the number of children the Government can educate with a limited investment. The program will provide a scholarship for six years of primary education to eligible applicants to attend a low-fee charging private primary school. These scholarships will be paid to the schools on the basis of reported enrollment and attendance data as recorded by the representative DEO. A scholarship will not be given for a repeated year. All students who begin the scholarship will receive financing until completion of primary cycle. Only students entering at Kachi and Grade 1 can receive the scholarship. Criteria for School Eligibility. A number of criteria must be established to determine what type of school might be eligible to advertise for students under this program. Scholarships will be initially issued only to schools within Divisional headquarters and at a later date to schools in district Headquarters. The following criteria were established for school eligibility for participation: (i) the school must be located outside of the Quetta Municipal Corporation boundaries and within the Municipal boundaries of Divisional and District Headquarters; (ii) school must meet minimum standards of facilities, instructional materials and teacher qualifications so as to be recognized as a society by the Industries Department and a school by the Education Department; 69 (iii) the school must employ at least one female teacher; (iv) the school must have at least two rooms; (v) the school may not charge more than 150 Rupees a month tuition fee. Monthly fees for extracurricular materials, uniforms etc, must not exceed 50 Rupees; (vi) the school will be responsible for the costs of uniforms, instructional materials and other incidental costs of scholarship students. Each school will receive a monthly cheque from Education Department for the amount equivalent to the number of enrolled scholarship students multiplied by the scholarship of 150 Rupees per month. This cheque will be deposited in a local Bank to an account established by the schools. Deposit of check will be recommended by the DEO or SDEO after they have verified enrollments. Criteria for Children eligible for scholarship. Only a limited number of scholarships will be available in each Division and District. Therefore only a few of the many eligible candidates will receive the scholarship. A decision must be reached to determine the choice of children to receive the scholarship. Children will be chosen by a committee comprising of the following: the DEO or SDEO; School Principal; Chairman of the District Council; and Chairman or member of the Town Committee. This Committee, along with the eligible schools, are responsible for ensuring that there is widespread knowledge of the experiment. Decisions must be based on the following criteria: (i) targeting families with an estimated income of up to 3,000 Rupees per month; (ii) only girls will be eligible for scholarships. If a vacancy should arise due to drop-out or migration, it will be filled from the pool of girls. Administration of the Scholarship Experiment. The position of Deputy Director Administration (Schools) will be responsible for the oversight of the experiment, supported by a full-time local private education advisor and one support staff. This will be maintained until such time as the experiment is incorporated into the operational mechanism of the Private Education Foundation. Implementation Schedule The experiment would be established as a pilot with funding for six years of operation to enable one cycle of students to complete primary education. Year 1: Advertisements would be placed in the papers of three Divisional Headquarters asking for school applications. Schools will be chosen by the program administrators and DBO of the respective Divisions (Quetta [Pishin], Sibi and Turbat). 200 scholarships will be available in each Division (600 in total). Year 2: At the end of year one IDA will finance a formative evaluation of the program and if considered appropriate expanded to the other three Divisional HQ with equal number of scholarships in each (600). 70 Year 3: During program mid term review, the expansion of the program will be assessed to determine if the experiment should be continued. The scholarships could be increased to 400 in each Division. Year 4: After further evaluation program may be extended to District level. 71 Annex 10 Page 1 of 7 BALOCHISTAN PRIMARY EDUCATION PROGRAM Balochistan Education Materials Development Introduction School characteristics determine the most effective form of instructional material to be used in primary schools. In Balochistan the following problems exist at the school level: a. A majority of schools are single teacher, multi-grade environments, requiring special teacher management techniques and specially developed instructional materials. b. The active involvement of pupils in learning is often very restricted. While the single teacher is occupied with one class the remainder of the pupils are inactive. Thus pupil efficiency in the classroom is low. c. There is a considerable age spread in primary schools, which creates problems of achieving satisfactory interest levels for all pupils. d. There is considerable linguistic diversity. At least three provincial languages are used in addition to Urdu. This leads to communication problems between teachers and pupils and increases the cost of book provision. e. A large number of primary school teachers are untrained. They are short on content knowledge, pedagogical background and organization and managemenc skills. f. Effective textbook life in the classroom is short. Estimates suggest that most textbooks are in very poor condition within 3 to 6 months of issue. Many pupils have to repurchase books more than once during a school year. Equally, many poorer pupils have to do without textbooks altogether when they have been destroyed or lost. The problem is a function of harsh classroom environments and poor physical production specifications of the books. Given these conditions, the most appropriate intervention is the development of a new generation of specially written and designed pupil centered core textbooks which will replace the existing textbooks. These are conceived to be independent learning guides directing the pupils to activities and supplementary materials without the constant assistance and intervention from the teacher. It is also proposed that the textbooks should have upgraded physical production standards to ensure greater durability in the classroom. There are four areas to be addressed by the program: (a) the content and design of the pupil centered instructional materials; (b) the development of limited but carefully selected supplementary reading materials collections to support pupil centered learning and increase access to reading; (c) the 72 Annex 10 Page 2 of 7 training of teachers in the use and management of the new materials and the management of a new approach to teaching and classroom organization; and (d) the logistics and costs of the production, distribution, usage and storage of (a) and (b). Core Text Development The Balochistan Textbook Board (BTB) is responsible for the development, production and publication of all textbooks for Grades 1 - 12. The textbooks are written by teams of authors contracted by BTB, approved by the Curriculum wing in Islamabad and specified by the BTB. Individual books are then contracted out to the 31 commercial publishers who are currently registered with the BTB for this purpose. Books are either delivered to DEOs or sold through retail booksellers. The BTB calculates that 80W of the books are supplied free. BTB has a staff allocation of 6 subject specialists (editors) to handle a projected list of 140 titles. Of these 6 editors only 4 are currently in post. The BTB is thus understaffed. The BTB staff also lack some professional skills and this is reflected in the BTB's request for training and technical assistance for a wide range of publishing skills. The BTB has difficulty in finding good writers for many of the local languages and has no specialist language staff for editorial purposes. The BTB has no experience in the development and writing of materials for multigrade instruction. The development of new, pupil centered texts does not involve the creation of a new curriculum or the development of new content requirements. It does require the presentation of the existing curriculum and content in a style which will encourage a far greater level of pupil responsibility and involvement in learning. The Primary Education Curriculum Reform Program (PECRP) has already developed new content approaches. The new textbooks should build on this resource of content reform and should now add the element of process reform. The new textbooks will be developed by teams of writers selected by the BTB working in close association with the Instructional Materials Development and Training Cell (IMDTC) and with the staff of the Curriculum Bureau. There will be intensive micro testing and formative evaluation during the writing and development process based on prototype units. The schedule for introduction of the new pupil centered texts is based on an initial year (1993) of training, preparation, research and development during which agreed scope and sequence and methodological and pedagogical approaches will be determined. This will be followed by a year (1994) of manuscript writing and development involving the design, lay-out and production of prototypes for testing and evaluation. In 1995 teachers will be trained in the use of the new books and the new methods and a pilot study carried out in a limited number of schools.It is currently envisaged that the first of the new core, pupil centered texts will be fully introduced on a province wide basis in 1996. The exact timetable however will depend upon detailed schedules to be finalized after the initial year of research and development. 73 Annex 1 0 Page 3 of 7 Program support. To meet the need for multigrade materials, it is expected that, at a minimum, 45 new core texts must be developed. The particular skills needed to develop pupil centered texts designed for independent learning are not available in Balochistan and the following is proposed to sensitize curriculum, writing and publishing personnel to the approaches to this kind of book: i) A 5 person study tour to the Escuela Nueva program in Colombia (estimated cost $25,000) ii) The establishment of a sample copy library of pupil centered, independent learning materials from all over the world (estimated cost $5,000) iii) A one year exercise to scope and sequence the existing curriculum from Kachi to grade 5 to guide the writing work needed to produce a new generation of materials (financed from existing PED program) iv) the development of small, sample units of material which can be used in the crash teacher training programs to demonstrate the use of independent learning techniques (financed from existing PED program) There is also a need to re-examine the grade 5 leaving test to assess its impact on the development of student centered learning techniques. This should also be undertaken by the existing PED program. Supplementarv Readers Collections. Supplementary readers are essential to the pupil-centered study process. Because no such readers currently exist in Balochistan schools the following areas need to be addressed: (a) topics and titles need to be identified that meet both the interests of Balochistan children and the requirements of the curriculum; (b) sources for the readers need to be clearly identified, including the use of reprints, translations and adaptations, as well as origination of titles; (c) production standards that allow durability, and presentation standards that stimulate children's interest must be agreed; (d) the targeting and sequencing of material supply must be agreed; (e) the provision of sufficient readers to create variety and a regular source of new reading material is essential; and (f) the usage and management of the materials collection by students and teachers must be addressed. Program support. The program will support: (a) four studies to (i) identify topics and target grade levels; (ii) survey existing Urdu titles & create a reading copy collection for assessment; (iii) establish presentation and production standards; and (iv) develop a school management system and handbook ($48,000). These studies will be incorporated into an overall component design ($12,000). 74 Annex 10 Page 4 of 7 (b) consultants in design, production and distribution ($365,000) (c) procurement and distribution costs of the supplementary materials ($2.0 million) Teacher SuDDort Learning modules for teacher upgrading and support have been developed from the IDA PEP II project. While evaluation reports of these materials appear to be good they are still in need of detailed revision. The program will not revise and resupply the existing learning modules but will incorporate the best of the learning modules into the new core textbooks and into specially developed teachers' guides to accompany the new textbooks. Sample lesson plans are currently being developed under the PED. These provide organizational and management support for teachers and will be a basis for much of the new core text development. Teacher training support (including the development and provision of teacher training materials)for the new textbooks will be developed under the existing PED and the forthcoming ADB teacher training project will need to coordinate with these activities. Program support. The program will support: a) The provision of free sets of teachers guides to each school to support the new texts ($200,000) Production. Distribution and StoraQe Organization and Management. At present a number of different organizations are involved in materials development and production for primary schools in Balochistan. These are: (a) the BTB which produces core textbooks for grades 1-12; (b) the Balochistan Curriculum Bureau which produces teacher training materials; and (c) the PED project (USAID) which has produced new pupils materials in 1992 for the Kachi grade. The PED has also proposed the establishment of a new Balochistan Instructional Materials Development and Training Cell (IMDTC). Proposed program structure. Under the program proposal the following roles would be established for the materials development program: BTB:. a) Determination of the schedule of textbook development and publication. b) Establishment of writing teams. c) Editing and.preparation of manuscripts. d) Procurement of publishing services. e) Procurement of supplementary readers. f) Distribution a) Training in writing and development methodology. 75 Annex 10 Page 5 of 7 b) Assistance in design and lay-out. c) Formative evaluation. d) Assessment and Criteria Reference Testing. e) Production of prototypes for assessment. f) Research, evaluation and recommendations for supplementary readers. Bureau of Curriculum: a) Establish requirements for teachers' guides. b) Establish requirements for teacher training materials. c) Implementation of all new instructional materials into schools. d) Liaison with BTB, IMDTC and the new Directorate of Primary Education on the development of new core texts and teachers guides. Proposed program support. To enable the respective organizations to fulfill their allotted functions, the program will support: (a) Production costs for the provision of pupil- centered study guides from 1993-1998($3.61 million) (b) New building to house the BTB (estimated $800,00, to be shared among IDA financing (50%), provincial government (25%) and the Textbook Board (25%)) (c) furniture (40,000), desk top publishing facilities and computer hardware ($75,000), and computer maintenance costs ($5,500 p.a.). (d) Technical assistance and training costs Distribution - current conditions. Distribution of books is reported to be inefficient with books delivered late and in poor condition. There is insufficient warehousing at the district, sub-divisional and central level. The poor packaging of books causes damage in transit from printers to central warehouse and from central warehouse to DEOs, SDEOs and schools. Inadequate warehouse management also contributes to loss and damage. Under the current system, printers deliver books direct to the DE (Schools) as part of their contract cost. DEOs collect from DE (Schools) using commercial transport with a budget provided by government for this purpose and SDEOs collect stock from DEO stores using their own vehicles. Finally, teachers collect from SDEOs when they come to collect their salary. The program will support: (a) a survey of the distribution system ($20,000). Dependant on the results of this survey the program would be prepared to fund the following:- (b) support to DEO and/or SDEO storage as recommended by the distribution survey ($1,300,000). The warehouse system development and training will be undertaken by the proposed distribution consultant. Packaging requirements will be explicitly included in publisher contracts. 76 Annex 10 Page 6 of 7 Storage in schools. Schools in Balochistan lack adequate storage for the preservation of classroom resources. Furthermore, a number of interventions are likely to increase the need for storage capacity: (a) a policy to keep basic texts for grades 1 and 2 and Kachi in schools overnight; (b) the use of supplementary readers on a regular basis in schools; (c) the increase in supply of learning modules, lesson timetables and lesson plans and a new and revised teaching aids kit. Classroom storage may be provided by built-in storage units or steel lockers already used ir some schools. The larger type of locker is 6 x 4 x 1.5 feet and holds up to six shelves. A school of 50 children will require approx 8 running feet of shelving for supplementary readers and a further 4 running feet for core textbook supplies (i.e. 3 shelves). This should leave 3 shelves for other classroom based supplies. Provisions are made in new multigrade classroom building design to accommodate storage for classroom sets of textbooks, supplementary readers and teacher support materials. The program will provide: (a) about 8,800 storage units at a unit cost of $150 ($1,320,000) and the cost of their distribution ($66,000) LanguaQe Policy A multi-lingual policy has serious cost-implications for all elements of this component. Currently, costs are estimated for the provision of books in all subjects and grades in one language. If the materials have to be made available in 3 or 4 different language editions rather than in just one language the total quantity of materials required by the system in terms of numbers of copies printed and provided should not be affected greatly. However the unit costs of each individual language edition will increase substantially. However writing, editing, typesetting, film and plate costs would be significantly increased. At this stage the multiplication factor for all production costs is estimated at 1.6. Costs will also be indirectly raised through other educational issues (teacher training, teacher mobility, teacher confidence, the introduction of Urdu as a second language, etc.). Sustainability and Cost Reduction. Cost of textbooks, teachers guides and supplementary reader provision is a major concern of government which is anxious that overall per capita costs of materials provision should not rise significantly (by more than 10 to 15% on a real cost basis) as a result of the program. It is inevitable that during the program period there will be an increase in costs as new materials and new methodologies are developed, assessed and refined. At the same time the program will constantly review cost reduction possibilities with the objective of stabilizing per capita costs at not more than 15% above current costs on a real cost basis. Strategies to be reviewed, tested and assessed on a pilot basis during the program period may include: a) Extending book life in the classroom and thus achieving cost amortisation over more than one year (this will require an increase in physical production specifications because existing 77 Page 7 of 7 effective book life is probably no more than 3 to 6 months with existing specifications). b) Reducing raw materials costs by ICB for paper or by achieving duty free supply of paper. c) Reverting to a monolingual language of instruction policy. d) The development of reduced levels of subsidy for commercially sold books. e) The introduction of modest levels of cost recovery via the possibility of heavily subsidized loan fees for parents for textbook and supplementary readers. Benefits. The classroom efficiency of the current system is low. A majority of pupils are actively engaged in learning for probably no longer than an hour a day in rural, single teacher, multigrade schools at present. The development of a new learning process based on pupil centered learning and the development of textbooks and teaching methodologies to support this would aim to significantly increase the number of hours of active learning of each pupil. This in turn will lead to higher levels of performance, greater pupil and parent satisfaction with schooling and reduced drop out and repetition rates. The overall efficiency of the system should improve and per capita costs of education should decrease. Impact Evaluation. The program will support an annual impact evaluation to determine increases in academic achievement (based on reading levels and mathematical skills), reading frequency, active learning hours, attendance, enrollments, drop outs and repetition rates etc so that the effectiveness of the investment in instructional materials can be assessed and monitored. The results of the impact evaluation should be used to determine future policy and investments prior to the termination of the program ($100,000). 78 Annex 11 Page 1 of 7 BALOCHISTAN PRIMARY EDUCATION PROGRAM JOB DESCRIPTIONS Director of Primary Education (DPE) 1.0 Academic Leadership 1.1 Identifying major issues and constraints of primary education in the province. 1.2 Reviewing existing policies of primary education development and proposing new policy options with reference to identified problems. 1.3 Inspiring and leading the process of qualitative changes in primary education through innovative approaches and pilot models. 1.4 Planning and overseeing continuing professional development of managers of primary education at different levels and other key staff. 1.5 Monitoring national and international initiatives in the field of primary education. 1.6 Monitoring, disseminating and rewarding outstanding performance by primary education staff. 1.7 Coordinating, supporting and servicing difference providers of primary education (public, private, municipal, local, NGO). 1.8 Catalyzing informed support from public representatives in development policies and practices. 1.9 Organizing provincial/regional seminars/workshops on current issues of primary education. 2.0 Planning and Development 2.1 Catalyzing and overseeing the development of a provincial data base of primary statistics and the concomitant school maps. 2.2 Establishing achievable long-, medium- and short-term goals and priorities of new investments as well as sustainability of existing physical infrastructure. 2.3 Establishing school location criteria and overseeing their enforcement. 2.4 Identifying and addressing the needs for quality inputs along with physical ones. 2.5 Overseeing and guiding the preparation of annual development plans, monitoring their implementation and making mid-term adjustments, where indicated. 2.6 Identifying implementation constraints and providing guidance/assistance in removing them. 2.7 Arranging and distributing ADP and non-ADP resources. 2.8 Coordinating donor inputs in primary education development. 2.9 Catalyzing planned community involvement in the affairs of primary schools. 2.10 Commissioning special studies on aspects of primary education development. 79 Annex 11 Page 2 of 7 3.0 Organization 3.1 Overseeing the organization of the Directorate of Primary Education in line with identified functional areas and providing staff support at all levels. 3.2 Catalyzing the development of individual annual work programs for key managers and other staff. 3.3 Establishing smooth channels of two-way vertical as well as horizontal communication between various sections/units/offices. 3.4 Widely and repeatedly disseminating individual job descriptions, establishing performance criteria, monitoring staff performance and enforcing accountability. 4.0 Coordination and Communication 4.1 Establishing formal and informal communication links with Curriculum Bureau, Textbook Board, Directorates of Secondary Education, Federal Curriculum and Primary Education Wings and Directorate of Civil Works. 4.2 Preparing and disseminating annual status reports of achievement towards predetermined goals and priorities. 4.3 Communicating with Health, Population and Public Health Engineering Department on the implementation of Social Action Program. 4.4 Preparing Progress Reports on donor-assisted projects. 5.0 Supervision 5.1 Supervising the work of Regional Additional Directors, DPEOs and SDPEOs. 5.2 Inspecting at least 25W sub-ordinate offices annually. 5.3 Inspecting at least 5' of primary schools annually. 5.4 Introducing and enforcing among field supervisors new supervisory parameters directed towards academic support and problem-solving, rather than fault finding alone. 5.5 Inspecting the efficacy of new school construction and school maintenance practices. 6.0 Administration 6.1 Selecting, recruiting, promoting, and deploying district and sub- district managers of primary education including DPEOs/SDPEOs. 6.2 Recommending the appointment of Regional Additional Directors. 6.3 Writing tbe annual performance reports of Additional Directors/Deputy Directors/DPEOs. 6.4 Laying down and overseeing de-centralized and flexible procedures for teacher recruitment and deployment. 6.5 Participating in all high level meetings on issues of primary education. 80 Annex 11 Page 3 of 7 7.0 Financial Management 7.1 Overseeing the preparation of annual budgets and budget distribution. 7.2 Overseeing the proper maintenance of accounts and financial statements. 7.3 Having annual audit reports prepared, and submitted to concerned quarters, as well as following up on the removal of financial irregularities. 7.4 Ensuring adequate budget allocation for non-salary expenditures and repairs and maintenance funds for primary schools. 7.5 Catalyzing additional resources mobilization for primary school development through non-government and private sources and local bodies. 81 Annex ll Page 4 of 7 JOB DESCRIPTIONS Regional Additional Director of Primary Education (RADPE) Broad Responsibilities To be responsible for the regional development and management of primary education, under the overall guidance of DPE. 1.0 Planning and Development 1.1 Developing a regional data base for educational statistics and indicators and servicing/supporting the provincial data base. 1.2 Translating provincial goals, priorities and targets into regional/district development schemes and projects. 1.3 Overseeing the enforcement of established criteria for school location planning. 1.4 Coordinating and overseeing implementation of approved schemes and projects. 1.5 Assisting DPE in the development of new policy initiatives towards improved participation and narrowing of regional/gender gaps in balanced development. 1.6 Catalyzing community support in primary education development, with focus on demand generation, reduction of pupil attrition and additional resource mobilization. 1.7 Collating teacher development needs from the supervision reports of field supervisors. 1.8 Liaising with Curricula Bureau/Institutional Materials Development Cell/Teacher Resource Centres in teacher/materials development work. 2.0 Supervision 2.1 Guiding and overseeing the development of individual annual work programs for DPEOs/SDPEOs. 2.2 Developing and enforcing measurable performance criteria for DPEOs/SDPEOs towards improvement of educational indicators. 2.3 Touring districts and sub-districts to supervise/inspect education offices at least once annually. 2.4 Inspecting at least l01 of primary schools annually, with focus on academic support to teachers and schools. 2.5 Inspecting at least 40% of schools under construction. 2.6 Supporting the development of primary schooling in the private sector. 3.0 Administration 3.1 Recommending posting/transfers of DPEOs. 3.2 Deploying/transferring SDPEOs within own region and recommending such staffing changes on provincial basis. 3.3 Writing annual performance reports of DPEOs and countersigning the reports of SDPEOs. 3.4 Participating in meetings. 82 Annex 11 Page 5 of 7 3.5 Ensuring smooth information flow through established channels. 3.6 Recommending rewards to staff/teachers for outstanding performance. 3.7 Liaising with Divisional Directors of Secondary Education on issues of common interest, particularly staffing. 3.8 Monitoring/servicing budgetary allocations to districts. 3.9 Overseeing proper utilization of invebtments and recurrent budgets. 83 Annex 11 Page 6 of 7 JOB DESCRIPTIONS District Primary Education Officers (DPEOs) (M&F) 1.0 Planning and Development 1.1 Catalyzing the emergence of a district-specific focus on issues and needs of primary education development in individual districts. 1.2 Developing and continually updating a district data base of educational statistics including enrollment/participation/ progression/drop-out rates, teacher availability and teacher profiles, physical infrastructure, demographic indicators and trends, pupil achievement indicators, inventories of community support and initiatives and investment and recurrent budget figures. 1.3 Advising RADPE/DPE on district-specific imbalances among educational indicators and needs and suggesting priorities of disaggregated actions. 1.4 Developing district development schemes and projects within overall priorities and targets indicated by DPE/RADPE and with due regard to striking a balance between expansion and consolidation needs. 1.5 Providing priority attention to shelterless and damaged/physically inadequate schools. 1.6 Evaluating the potential of mosque/community/home schools in consultation with community leaders and incorporating them in individual schemes and projects. 1.7 Monitoring and reporting implementation status of schemes and projects and identifying and removing implementation constraints. 1.8 Mobilizing private sector/local government institutions in primary education development effort. 1.9 Identifying teacher/educational materials development needs and assisting RADPE in developing regional profiles of deficiencies and needs. 1.10 Involving public representatives and communities in informed planning decisions. 2.0 Administration 2.1 Preparing district and sub-district annual work programs in consultation with SDPEOs and under the guidance of RADPE. 2.2 Recommending postings/transfers of SDPEOs. 2.3 Recruiting/promoting/deploying/transferring ASDPEOs/Learning Coordinators. 2.4 In collaboration with SDPEOs recruiting/deploying/transferring primary school teachers. 2.5 Writing the annual performance reports of ASDPEOs and countersigning those of Learning Coordinators. 2.6 Recommending rewards for outstanding performance for 84 Annex 11 Page 7 of 7 SDPEOs/ASDPEOs and deciding such cases for LCs and teachers. 2.7 Participating in district/divisional/provincial meetings. 2.8 Preparing/distributing and overseeing the utilization of investment/recurrent budgets. 2.9 Procuring school furniture and educational materials. 3.0 Supervision/Academic Support 3.1 Inspecting sub-divisional education offices annually and issuing detailed reports with suggestions for improvements. 3.2 Supervising SDPEOs/ASDPEOs/LCs in their inspection/academic support functions. 3.3 Inspecting at least 20% of primary schools annually. 3.4 Holding scholarship examinations. 3.5 Allowing flexible timetables for rural schools. 3.6 Ensuring adequate supplies of educational materials in schools. 3.7 In consultation with field supervisors, arranging classroom support to teachers. 3.8 Liaising with Curriculum Bureau/Instructional Materials Development Cell/Teachers Resource Centres in teacher/materials development work. 3.9 Monitoring school construction/maintenance work and conducting periodic field visits. 3.10 Writing off broken school furniture and arranging replacements. 3.11 Overseeing the use of learning modules in the classroom situation 85 Annex 12 BALOCHISTAN PRIMARY EDUCATION PROGRAM Beneficiary Participation in School Establishent A Beneficiary participation experiment began during program preparation under funding from USAID PED. This annex summarizes the process developed under the pilot program in which communities established community beneficiary groups and participate in school establishment and monitoring of the quality of education of their children. Coordination Unit: One finding of the experiment was the need for a Community Coordination Unit consisting of community workers to serve as liaison between beneficiary groups and the Department of Education. This Unit has the following objectives: a) identify and mobilize communities interested in educating their children (especially girls); b) provide advice to these communities to enable them in turn to support and inform the education department as to the need for schools and materials; c) identify or create and then strengthen the involvement of local NGOs in the process of promoting primary education; d) and coordinate donor support to create the environment for education development by focusing donors on existing local NGOs. Beneficiary Participation Process: The Community Coordination Unit achieved these goals by developing the following methodology to establish a school. A potential female rural teacher is identified through a combination of Human Resource Surveys, applications from DRO office, recommendations of Government representatives and officials, and direct requests from individuals and communities and NGOs. The identified potential teacher is interviewed to ascertain her interest in teaching and community involvement and is then tested. Agreement is reached with the teacher that she will: a) open a school on a trial basis for two to three months to measure the success of the school; and b) commence community motivation and training. A village school committee is then formed after community meetings and extensive discussions. Committee members are elected by 75% of parents in the village in presence of DEO and field workers. All committee members must have their own children in the school. No member of the Committee can serve on other village groups. No two brothers or people belonging to the same compound can be selected in the committee. This school committee, on behalf of the village, agrees on responsibilities regarding the support for the school. The school is then started on a trial basis until the teacher undertakes the Mobile Female Teacher Training Program which is held during the following times: 15 December - 15 February or 15 June - 15 August. If at any time, the visiting field worker finds no teacher in the school, or an unacceptably low enrollment rate during the trial period, the teachers name is withdrawn from the application for MFTTP until such time as the village can reconfirm its commitment to the process. On commencement of MFTTP, the School Committee formally requests an appointment post and school sanctioning from the DEO. The teacher receives her letter of appointment on graduation from the MFTTP. The School Committee is provided with support from the Community Coordination Unit in overall monitoring and management of the school to ensure enrollment is maintained or increased. Final site selection for the school construction 86 is recommended by the school committee, after the school has functioned successfully for at least one year. Functions of the Coordination Unit: The unit's role in this process is as follows: to train communities to effectively communicate with the Education Department and GOB; to identify, train, support and monitor community workers from NGOs, donor agencies and Government field-level officers (ADEO and SDEO and DEO) involved in community mobilization; to coordinate between the Government, donor agencies and the school committees; to develop monitoring indicators for the program; docum,ent and publish the experience. Based on this assumed role, the unit should be developed as an autonomous unit that would be recognized and supported by the Government but not controlled by conventional procedures. To ensure effective communication and coordination, it should be located within the Director of Primary Education at the Provincial level. Recommendations For Establishing Girls' Schools: In support of the process of community mobilization, and to ensure that girls schools will be established, a Government working group developed the following recommendations for long-term policy changes: a) relaxation of lower age for recruitment to 14 years and upper age to 40 years, subject to non-availability of qualified female teachers in the particular village; b) relaxation of qualification from Matriculation to Middle Pass subject to non-availability of Matriculates in the particular village. Middle Pass female teachers must Matriculate within 3 years. After three years, a notice indicating failure to pass the Matriculation examination will be served to the teacher concerned which will lead after one year to termination of employment; c) the new Primary Schools and posts will be sanctioned and established in the villages which are processed through the Community Coordination Unit by the relevant DEO according to the follcwing priorities i) in new girls schools ii) in the classrooms added to existing shelterless girl's primary schools iii) community involvement in poorly functioning existing girl's schools iv) mixed (Mosque Schools) v) boys' primary schools; d) the government should seek to apply the same process for boys' schools that is tested by the unit for girls' schools; e) temporary buildings free of rent and cost for opening of new Girl's Primary Schools shall be provided by the Village School Committee until a building is recommended by the Unit and approved by the Government; g) mobile female teacher training program for these girl's schools should continue and be legalized and be pre-requisite for appointment as Middle Pass teachers; h) community participation may also be included in the ADB Girl's Community School Project. This Project will also need community workers trained by the Unit. 87 i) special awards for village school committees/ schools/ teachers/ students/ outstanding administrators from Education Department (at District and Divisional level) should be established. j) a male teacher can be appointed in villages where female teachers are not available based on the recommendation and approval of the School Committees. k) re-orientation of the exicting opportunities and financial resources to promote female education should be organized for the Divisional Education Officers (Female). 88 Annex 13 Table 1 BALOCHISTAN PRIMARY EDUCATION PROGRAM PLANNING CHECKLIST FOR PROGRAM IMPLEMENTATION Symbols for Participants GOBED: Government Balochistan Secretary Education Department DPE-PM: Director Primary Education/Project Management BEMIS: Balochistan Educational Management Information System DCW: Director of Civil Works BTB: Balochistan Textbook Board BCE: Bureau of Curriculum and Extension IDA: International Development Agency GOBSI: Government of Balochistan, Secretary of Implementation GOBSF: Government of Balochistan, Secretary Finance A&E: Private Architectural and Engineering Firm TAT: Technical Assistance Team / Consultants IMDTC: Instructional Materials Development & Testing Cell DESCRIPTION OF ITEMS PRIME ASSISTANCE ADVICE t CLEARANCE RESPONSIBILITY I - GENERAL CO-ORDINATION AND ADMINISTRATION 1.01 Preparation operation/admin. guides DPE-PM BEMIS,DCW,BTB,BCE,IDA, GOBED, GOBSI GOBSF, A&E, TAT 1.02 In-service/fellowship admin training DPE-PM BEMIS,DCW,BTB,BCE,IDA, GOBSI ____ ____ ___ ____ ___ ____ ___ ____ ____ ___ ____ __ ____ ___ ____ ___ A SE, TAT 1.03 Preparation of regular progress reports (physical DPE-PM BEMIS,DCW,BT3,BCB,IDA, GOBED, GOBSI and financial) GOBSF,A&E,TAT 1.04 Preparation of annual plan DPE-PM BEMIS,DCW,BTB,BCE,IDA, GOBED, GOBSI ______ _____ _____ ______ _____ _____ _____ ______ _____ _____ _____ ASE, TAT 1.05 Technical assistance program DPE-PM 3EMIS,DCW,BTB,BCB,IDA, GOBSI 1.06 Fellowships program DPE-PM BEMIS,DCW,BTB,BCE,IDA, GOBED ____ ____ ____ ____ TAT_ _ _ _ _ _ _ _ _ _ _ 1.07 Preparation SNP/EDP one year budget DPE-PM BEMIS,DCW,BTB,BCE,IDA, GOBBD, GOBSI, ________ _______ A&E,TAT GOBSF 1.08 Monitoring program management DPE-PM BEMIS,DCW,BTB,BCE,IDA, A&E, TAT 1.09 Monitoring financial/physical operat. DPE-PM BEMIS,DCW,BTB,BCE,IDA, GOBED, GOBSI, _________________ A&E,TAT GOBSF II - CONSTRUCTION 2.01 School mapping (annual up-dated) DPB-PM BEMIS TAT 2.02 Site approval including site engineering survey GOBED DPE-PM TAT 2.03 Standard school design and adjustment of standard AEB DCW DPE-PM, IDA, GOBSI to take into account site characteristics identified in the engineering survey 2.04 Work program for new and additional classrooms A&E DPE-PM DCW, IDA including bidding documents 2.05 Work program for rehabilitation primary schools A&E DCW DPE PM, IDA including bidding documents & drawings 2.06 Architectural brief for the Primary Education DPE-PM DCW A&B, TAT Directorate Building (PEOB) 2.07 Architectural brief for the BTB building DPI-PM DCW, BTB A&Z, TAT 2.08 Architectural design for the PBDB A&E DPE-PM GOBED, GOBSI, TAT 89 2.09 Architectural design for the BTB building A&I DP-PM GODED, IDA, GOBSI, TAT 2.10 Construction procurement program including ABE DCW GOBDE, IDA, TAT preparation of bid documents for construction of Schools 2.11 Construction procurement program including A&B DPB-PM GOBED, IDA, GOBSI, preparation of bid documents for construction of P3DB TAT 2.12 Construction procurement program including A&B DPB-PM GOBED, DCW, BTB, preparation of bid documents for construction of the IDA, GOBSI, TAT BTB building 2 .13 Furniture and equipment DPB-PM GOBSI GOBED, IDA, GOBSF procurement program including preparation of bid documents for primarv schools 2.14 Furniture and equipment DPB-PM COBSI GOBED, IDA, GOBSF procurement program including preparation of bid documents for the P3DB 2.15 Furniture and equipment procuremnt program DP3-PM GOBSI, BTB GOBED, IDA, GOBSF including preparation of bid documents for the BTB building 2.16 Bid invitations in accordance with the A&B DCX DPE-PM procurement programs for construction of primary schools 2.17 Evaluation and award of bids for primary school A&B DCW DPE-PM, GOBSI construction _ 2.18 Preparation of contracts for signature of primary ABE DCM GOBED, DP0-PM, schools construction GOBSI, GOBSP 2.19 Site supervision program for primary school DCW DPB-PM, A&B, TAT construction (single school contracts) 2.20 Site supervision program for primary school A&B DCII DPE-PM, TAT construction (package contracts) 2.21 Conduct of final inspection and issue of final DCI A&B DPE-PM, TAT certificates for primary school construction (single school contracts) 2.22 Conduct of final inspection and issue of final ASB DClt DPE-PM, TAT certificates for primary school construction (package contracts) 2.23 Administration procedures including methods of DPU-PM DCW GOBSI, GOBSP, TAT payment, financial accounts and claim procedure for school construction 2.24 Bid invitation in accordance with the procuremnt DPI-PM GOBSI, GOBSF program for furniture and equipment for primary schools 2.25 Evaluation and award of bids for furniture and DP3-PM COBSI GOBSF equipment for primary schools 2.26 Preparation of contracts for signature of primary ABE DCl GOBDD, DPE-PM, schools furniture and equipment GOBSI, GOBS? 2.27 Administration procedures including methods of DPB-PM COBSI GOBS? payment, financial accounts and claim procedure for furniture and equipment 2.26 Bid invitation in accordance with the procuremnt ABE DCW DPB-PM, TAT program for construction of the P3DB 2.29 Evaluation and award of bids for the PID building A&B G0-BED, DPB-PM, DCW, TAT GOBSI, COBS? 2.30 Preparation of contract for signature for the ABB DP3-PM GOBED, GOBSI, construction of the P3D building GOBS?, TAT 2.31 Site supervision program for the construction of ABE DP0-PM, DCM, TAT the P3D building 2.32 Conduct of final inspection and issue of final ABS DP0-PM, DCW, TAT certificates for the PHD building 2.33 Administration procedures including methods of DPI-PM GOBSI, GOBSP, A&B, payment, financial accounts and claim proe dure for TAT the P D building 2.34 Bid invitation in accordance with the procuremnt DPI-PM COBSI, GOBSF progrm for furniture & equipment for the P3DB 2.35 Evaluation and award of bids for furniture DPP-PM COBSI GOBS? equipment for the P3DB 2 36 Preparation of contracts for signature for the AUB DC"I GOB DE DPI-PM, |urniture B equipment tor the P3D building GCOBSSI COBS? 90 2.37 Administration procedures including methods of DPI-PH GOBSI GOBSF payment, financial aconsand claima procedure for furniture & equipme&nttonr t:he P DB 2.38 Bid invitation in accordance with the procuremnt AtB DCW DPI-PH, STB, IDA, I program for construction oft he BTB building TAT 2.39 Evaluation and award of bids for construction the ASS GODBD, DPI-PH, DCW, BTEB TAT BTB building GOBSI! GOBSF 2.40 Preparation of contract for signature for the ASS DPI-PM GO-BED, DCW, BTB, construction of the BTB building GOBSI, GOBSF, TAT 2.41 Site supervision program for the construction of A&B DPB-PM, DCl, BTB, the BTE building TAT 2.42 Conduct of final inspection nd issue of final AtS DCW DPI-PF, BTB, TAT certificates for the BTB building 2.43 Administration procedures including methods of DPB-PM DCW BTB, GOBSI, GOBSP, payment, financial accounts and claim procedure for ASS, TAT the STE building 2.44 Bid invitation in accordance with the procuremnt DPI-PM BTB, GOBSI, GOBSF program for furniture & equipment for the BTE building 2.45 Evaluation and award of bids for furniture & DPI-PM GOBSI GOBSP equipment for the BTBS 2.46 Preparation of contracts for signature for the A&B DCW GOBD, DPB-PM, furniture & equipment for the STE building BTE, GOBSI, GOBSF 2.47 Administration procedures for Zurniture & DPI-PH GOBSI STB, GOBSF equipment for the STB building III- TSXTBOOKS AND INSTRUCTIONAL MATBRIALS 3.01 Establish INDTC DPI-PH BTB, BCB 3.02 Complete pilot testing of new materials IMDTC DPB-PH BCB 3 .03 Scope and sequence for new materials IMDTC BTB, BCH DPI-PH 3.04 Establish training plan for BTB BTB DPI-PH, IMDTC 3.05 Establish training plan for BCE BCB DPI-PM, IMDTC 3.06 Undertake distribution study DPB-PH, IMDTC BCB 3 .07 Prepare Kachi materials to CRC teage IMHDC BCH DPI-PH 3.08 Conduct writing workshops IMDTC DPI-PM BTE, BCR 3 .09 Conduct design and layOUt workshow IMDTC DPI-PM BTB, BCE 3.10 Prepare set one of new materials IMDTC BTE, BCB DPI-PH 3.11 Conduct formative evaluation of set one IMDTC BTB, BCE DPI-PH 3.12 Implement plan for distribution BTE IMDTC 3.13 Prepare CRC for set one materials IMDTC BTB, BCE DPI-PH 3.14 Conduct CRT workshops IMDTC BCB DPN-PM 3.15 Prepar set two of new materials BTB, IMDTC BCH DPI-PM 3.16 Conduct formative evaluation of set two IMDTC BTE, BCB DPI-PM 3.17 Conduct research for suppl. raders IlDTC BTB, BCH DPI-PH 3.18 Introduce set one matls. to teachers BCB IMDTC DPI-PM 3.19 Implement set one matle. in schools BTE BCE DPI-PM, INDTC 3.20 Prepare CRC for set two materials IMDTC BTB, BCB DPI-PM 3.21 Prepare set three and four materials BTB, IMDTC BCE DPI-PH 3.22 Conduct formative evaluation of sets 3l4 IMTC BTE, BCE DPI-PM 3.23 Introduce set two matls. to teachers BTB BCB, IMDTC DPI-PH 3.24 Implemnt set two matls. in schools BTB, IMDTC BCH DPI-PH 3.2Prepare CRC for sets 3 _ 4 materials IDTC WTm, BC DPI-PH 91 3.26 Prepare set S of new materia materials BTB BCE DPE-PH, IMDTC 3.27 Conduct formative evaluation of met S IMDTC BTB, BCE DPE-PM 3.28 Introduce sets 3 & 4 to BCB IMDTC DPB-PM 3.29 Implement sets 3 & 4 in schools BTB BCE, IMDTC DPB-PM 3.30 Prepare CRC for set S materials IMDTC BTB, BCB DPB-PM 3.31 Introduce set 5 matls. to teachers BCB IMDTC DPB-PM 3.32 Implement set 5 matis. in schools BTB BCH, IMDTC DPB-PM 92 Annex 13 Table 2 Page 1 BALOCHISTAN PRIMARY EDUCATION PROGRAM Key Indicators Achievement SAR Current Last Current Estimate Estimate Supervision Supervision of 100 v for 100% Number (mm/vv) (mm/wL) Attainment Attainment INPUTS Construction Commun. Schools (720 classrooms) 03/98 Girls Schools Boys Schools Exist. Schools (2,500 classrooms) 03/98 Girls Schools Boys Schools PED Building (one unit) 06/95 BTB Building (one unit) 12/95 Furniture & EquiDment Commun. Schools (720 classrooms) 03/98 Exist. Schools (2,500 classrooms) 03/98 PED Building (one unit) 12/95 BTB Building (one unit) 06/96 Teachers Training Accelera. Program (8,000 persons) 12/94 Inservice Program(18,000 persons) 12/97 Mobile Program (1,900 persons) 12/97 Instructional Materials Core Text Development (45 units) 12/95 Core Text Distribut. (xxx units) 12/97 Suppl. Texts Studies (4 units) 12/95 Suppl. Text Distrib. (xxx units) 12/97 Teacher Guides (xxx units) 12/95 Distribution Survey (one unit) 12/96 Storage Lockers (8,800 units) 12/96 Impact Evaluation (one unit) 03/98 Institution Improvement Management Strengthening 12/93 Management Training 12/94 Private Education Foundation Feasibility study (One unit) 12/93 Scholarship Program(20,000 units) 03/97 93 Annex 13 Table 2 PaQe 2 BALOCHISTAN PRIMARY EDUCATION PROGRAM Key Indicators OUTSCOHS Baseline Target 1999 Enrollment increase Girls 0 93, 100 Boys 0 243,400 lEnrollment Rates Girls 15% 25% Boys 49% 70% Average Dropout Rates Girls 22% 101 Boys 17t 10% Average Repetition Rates Girls 14% 0% Boys 16% 0% No. of children in grade 5 Girls 5256 25.000 Boys 26B75 70.000 Student Achievement Reading Girls Boys TBD TBD Arithmetic Girls Boys 94 Annex 14 SLOC1TAN PRIMARY EDUCATION PROGRAM CON84ULTANCIES In Ru mUon Type Unit Un Distributon of Quantties Total Locl Feign Totl Of of Total Sees__________ ./Un m m Uni Inu ToatBob 4kwoQ. of 1S Be 1 Unit hiput Cost (Ru) Rumwts 1993 194 1996 196 1S@7 1996 1999 Input Costs Costs Coss I STRENGTHENlNQ THE INSTITUTIONAL FRAEWO 1.1 Strengthening the Prlmary Educstln Dicator ForIgn Consunnnto LTConsul mn/month 376,0 ChiefTeohnicAdv&er 0 6 12 12 12 6 0 48 2.7 163 18.0 ST Consult mrnmonth 410.0 Orgnitzaln Developmwnt 3 3 3 3 0 0 0 12 0.8 3. 4.6 STConsut mn/month 460.0 Manupment ndTraining 2 4 4 4 0 0 0 14 0.0 2.1 2.1 Locl Consultants LTLocCons rn/month 50.0 FhnJadm h rProc.speola6ts 12 24 24 24 24 12 0 120 0.0 18.0 16.0 LT LxaCon nVmonih 260 Pian./DgvAMothng Ast 16 36 36 36 36 16 0 180 0.0 27.0 27.0 LTLacCons m/month 60.0 HLLConetructbnEngle r 6 12 12 12 12 6 0 so 3.0 0.0 3.0 1.2 Educatlon Manaement Information Sntem Foreign Consultant LTConsult rn/month 375.0 T.ohnb oAdvlar 6 12 0 0 0 0 18 18 1.0 6.7 6.8 ST Consult n/month 460.0 6aeAna et a 6 0 0 0 0 12 12 0.8 3.8 4.6 ST Consult mn/month 460.0 Symmo Per_ormance 0 3 3 0 0 0 9 9 0.6 2.9 3.6 STConsult m/month 480.0 Computer Mapping 1 2 3 3 0 0 9 9 0.6 Z9 3.6 1.3 Planning, Resarch end EvauaIon Loca Consultants LT Loc Cons nmonmth 60.0 HLL Loc Consulant 0 0 6 6 4 4 0 20 0.0 6.4 6.6 Lool Cons rn/month 60.0 StudiSurneys 0 24 24 24 24 24 0 120 0.0 0.0 6.o 1.4 POlIc Studlo and Proeot Propwaton Local Consultants LT Lo Cons rnmonth 25.0 SbtodiseSunr 18 3e 36 36 38 18 0 180 4.6 0.0 4.6 !1 IMPROVING ACCESS AND EQUITY 2.1 irts Scholarhlp Prosram Foreign Consultants ST Consult /monmth 480.0 Priweta Sfetor Spelt 3 3 3 2 1 0 0 12 0.8 3.6 4.6 Lool Consultants LT Loc Con rnmonmth 26.0 Scholarhip Adminatrtn e 12 12 12 12 a 0 6o 0.2 19.1 19.3 LT Loa Cons m/nmonth 60.0 choiship AdminIstan 6 12 12 12 12 a 0 60 3.0 0.0 3.0 Hl TCHR TRNGt IMPROVEMENT AND iNTRUCTIONAL MATERIAL8 3.1 TeaoherTralning Foreign Consulwtnts LTConsult mn/month 378.0 TeaowrTrainingAdvsr 0 8 12 12 12 6 0 48 2.7 16.3 16.0 ST Consult rn/month 480.0 hnarsile/Multlgrade Training 0 2 4 4 4 2 0 16 1.1 5.1 62 ST Conautt rn/month 460.0 Tohr Trg Coure oDs Pmn 0 2 4 4 4 0 0 16 0.9 4.6 6.4 IV BBENEFICARY PARTICIPATION 4.1 Bonoflclary Partlopatlon Dblopment STConsult mr/month 410.0 enflcryPa lp.MEduc 6 12 8 6 4 0 0 36 24.1 11.6 13.9 Loo ICons %Sprd 12600.0 ContraottoBon. PortUnlU 40% 20% 20% 10% 10% 0% 0% 1 1.9 0.3 2.2 95 Annex 15 BALOCHISTAN PRIMARY EDUCATION PROGRAM Procurement Aspects 1. The civil works of the Program will be packaged for bidding in packages of at least three to five sites depending upon distance from each other. The lowest responsive bid will be reviewed including post-qualification of the contractor. The minimum requirements for the post-qualification of the Contractor should be advertised with the Notice of Invitation of Tender. The minimum requirements are as follows: (a) the contractor should be in the building construction business for at least three years; (b) be financially sound, minimum total yearly turnover of Rp. 1,000,000; (c) the contractor should have minimum plant and equipment as follows: mixer of at least one bag of cement, vibrator, scaffolding and form-work for at least 1,000 square feet; and one vehicle; and (d) the contractor should employ a foreman with building construction experience for execution and control of the quality of work under each contract. 2. These contracts will be awarded through local competitive bidding with standard bidding documents approved by IDA. The Government of Balochistan should instruct P&D Department to provide updated premium rates on the Schedule of Rates for each District annually. Premium rates would be as many as necessary within each District depending upon the location and accessibility of the concern areas. 3. DCW should not reject all bids solely because the lowest evaluated bid was above the official premium for the District or area. However, in case of substantial increase in the bidder's premium, DCW should refer the case to the Additional Chief Secretary (Development), Government of Balochistan, for review and relaxation of upper ceiling of official premium. 4. The furniture for the schools should be procured through competitive bidding procedures at the District level following procedures acceptable to IDA. Technical advice should be obtained for certifying the quality of the furniture procured, before final payment. 5. Vehicles and motorcycles shall be procured through international competitive bidding (ICB) using the Bank's Sample Bidding Document for Goods. Few vehicles for the start-up activities of the Program for an amount not exceeding US$ 100,000 would be procured by local shopping. If ICB procedures are not followed, the resources allocated for this procurement should be canceled and the Government of Balochistan will pay for the vehicles and motorcycles with their own resources. 6. The paper for the textbooks should be procured by the Balochistan Text Book Board (BTBB) in annual lots through international competitive bidding (ICB). BTBB will prepare standard bidding documents following the Bank's Sample Bidding Documents for Textbooks and Instructional Material. If ICB procedures are not followed, the resources allocated for this procurement in the Credit Agreement should be canceled and the Government of Balochistan will pay for the paper with their own resources. 96 Annex 16 BALOCHISTAN PRIMARY EDUCATION PROGRAM Supervision Plan 1. The program will require intensive IDA supervision, particularly in the first two years of operation, to assist Government of Balochistan with implementation of several policy oriented components tightly linked to the institutional arrangements and program management. In the first year of implementation, specialists in procurement, disbursement and construction management are needed in particular, to familiarize Government staff with IDA procedures. These specialists would need to visit the province on a monthly basis from the Resident Mission for the first year of implementation until procedures acceptable to IDA are well established in Government's regular management, accounting and financial systems. Such intensive supervision would alleviate much of the implementation problems that have been encountered in past IDA operations. 2. Annual operational plans will be prepared for the program, to be agreed between the Government and IDA during annual reviews. In addition, there would be a mid-year review to assess physical and financial progress. For these reviews, supervision missions would include headquarters staff supported by RMP staff. These missions should consist of a General Educator and an Implementation Specialist at a minimum, joined by various specialists in procurement, textbooks development, beneficiary assessment, private schooling as necessary from time to time. 3. Supervision requirements are estimated at 18 staff weeks for the first year and 15 staff weeks thereafter. 97 Annex 17 List of Documents Consulted 1. Potential for Use of Distance Education, memo, undated 2. Staff Development Proposal, Bureau of Curriculum and Extension, 01 September 1991 3. A Study of School Facilities, Teacher Characteristics, Class Resources and Teaching Practices as Related to Access, Retention and Dropout of Children in Kachi Classes of Quetta, Sibi and Loralai Districts of Balochistan, December 1991, by Ijaz Ahmad and A.S. Mujahid 4. An Evaluation of the Allama Iqbal Open University Carried Out on Behalf of the Government of Pakistan, February 1989 5. Draft Conclusions from the Seminar on Innovative Approaches to Teacher Education, memo, August 1991 6. Issue Papers, Project Bridges: (a) Teacher Gender and Student Achievement in Pakistan; (b) Improving the Quality versus Increasing the Quantity of Schooling; (c) Influences on Academic Achievement in Pakistan: Students, Teachers and Classrooms; Good Schools and Poor Schools in Pakistan; (d) Teachers and Teaching Practices in Pakistan; (e) Teacher Certification: Value Added or Money Wasted?; (f) School Organization: Administration, Management or Leadership?; (g) Teaching Practices to Increase Student Achievement: Evidence from Pakistan 7. Improving Primary School Teaching: An Evaluation of the Field-Based Teacher Development Program in the Northern Areas of Pakistan, undated, by Udo Bude 8. New Primary Teachers Orientation Course, Alma Iqbal Open University, undated 9. Education Conference Balochistan Working Papers, July 1988 10. Curriculum and Syllabi for Primary Teaching Certificate and Certificate in Teaching, 1983, Ministry of Education (Curriculum Wing) 11. Primary Teacher Training: A Proposal for "Crash Program", memo, 10 September 1991, by Jim Hughes and Mr. Anwar 12. Formative Evaluation of Learning Coordinator and Plans for Future Status and Pay Scale, memo, undated 13. Report Regarding Bureau of Curriculum and Extension Center Balochistan, memo, undated 14. UNICEF Thrust in Primary Education in Balochistan, memo, undated 15. Addendum to Project Plan of Action Human Resource Survey and Mobile Female Teachers Training Unit, memo, undated 16. Review, Evaluation and Plan for Expansion of Learning Modules, memo, undated 17. Statement of Review, Evaluation and Plan for Expansion of Teaching Kits, memo, undated 18. Study on the Distribution of Textbooks in the P/Schools of the Province, memo, undated 19. Review, Evaluation and Plan for Expansion of Learning Modules Summary Report, memo, undated 20. Organizational Study of the Textbook Board, 31 October 1990, by Mohammad Akbar and James Hughes 98 21. Primary Education Development Program for Balochistan (USAID) PC-I, September 1989, Government of Balochistan Education Department 22. Social Action Plan Education, January 1992, Government of Balochistan Planning and Development Department 23. Annual Program Review Meeting GoB-UNICEF, January 1992 24. List Showing Names of Textbooks Published for 1992, memo, undated 25. Report to UNICEF for Project Review Meeting, 05 May 1992, by Janet Robb 26. A Study of the Causes of Dropout at Kachi Stage and Measures to Attract the Children Back to School, 1991, by Ijaz Ahmed and A.S. Mujahid 27. Report Regarding the Study About the Schools with Enrolment up-to 1-20 L 1-40, January 1992, by Mobeen Shah 28. Balochistan Education Management Information System (BEMIS), memo, undated, provides background and equipment specifications 29. BEMIS Benchmarks and Activity Plan April 1992 to June 1993, memo, undated 30. Qualifications of BEMIS Required Staff, memo, undated 31. Information Contained in the Balochistan Province Educational Statistics Book, memo, 15 October 1989 32. Some BEMIS Problems that Require Attention, memo, 03 February 1993, by Jorge Valdes 33. BEMIS Problems: Discussion Paper, memo, February 1993, by Jorge Valdes 34. BEMIS Status Report, January, April 1992, by Mohammad Sarfraz Khan and Jorge Valdes 35. BEMIS Staff Requirements When Province-wide System is Operational, memo, undated 36. The Balochistan Education Management Information System, draft descriptive article, December 1991, by Jorge Valdes 37. Summary of Additional Computer Equipment (Hardware and Software) Requirements for Support of Primary Education Development Program Activities (AED/PED) Balochistan, memo, 22 August 1991, by Fahim Akbar 38. Balochistan Education Management System (BEMIS), descriptive memo, undated 39. Summary of Points Which Were Agreed Upon by the Bifurcation and Reorganization Committee on April 27, 1992, memo, undated 40. Decentralized Management of Primary Education in Balochistan, March 1991, by Nek Buzdar 41. Pakistan Primary Education Development (PED) Program Assistance Approval Document, June 1989, Department of State Agency for International Development Bank Policy Papers PHREE (1990). Primary Education: A World Bank Policy Paper. World Bank Population and Human Resources Department, Education and Employment Division Policy Paper PHREE (1988). Education in Sub-Saharan Africa: Policies for Adiustment. Revitalization and Expansion. World Bank Population and Human Resources Department, Education and Employment Division Policy Paper Herz, Barbara, K. Subbarao, Masooma Habib and Laura Raney (1992). Letting Girls Learn: Promising Approaches in Primary and Secondary Education. World Bank Discussion Papers No. 133. 99 PRE Working Paper Series Verspoor, Adriaan (1991). Lending for Learning: Twentv Years of World Bank Support for Basic Education. PRE Working Paper Series No. 686 Bellew, Rosemary and Elizabeth King (1991). Promoting Girl's and Women's Education: Lessons from the Past. PRE Working Paper Series No. 715 EDT Discussion paper Searle, Barbara (1985). General Operating Review of Textbooks. Education and Training Series Discussion paper No. 1, World bank; Washington D.C. PHREE Background Paper Series Fullan, Michael (1989). Implementing Educational Change: What We Know. PHREE Background Paper Series No. 89/18 Paxman, B., Tony Read and Carmelle Denning (1989). Analysis of Research on Textbook Availability and Ouality in Developing Countries. PHREE Background Paper Series No. 89/20 Verspoor, Adriaan (1990). Accelerated Educational Development. PHREE Background Paper Series No. 90/25 Fredriksen, Birger (1990). Increasing Foreign Aid for Primary Education: The Challenge for Donors. PHREE Background Paper Series No. 90/30 Verspoor, Adriaan and Kin Bing Wu (1990). Textbooks and Educational Development. PHREE Background Paper Series No. 90/31 King, Elizabeth and M. Anne Hill (Eds) (1991). Women's Education in Developinq Countries: Barriers. Benefits and Policy. PHREE Background Paper Series No. 91/40 World Bank Discussion Papers Verspoor, Adriaan (1989). Pathways to Change: Improving the Oualitv of Education in Developing Countries. World Bank Discussion Paper No. 53 Other Publications PHREE (1990). The Dividends of Learning: World Bank Support for Education. World Bank Population and Human Resources Department, Education and Employment Division Policy Paper Lockheed, Marlaine E., Adriaan M. Verspoor and associates (1991). Improving Primary Education in Developing Countries. New York, NY: Oxford University Press. 100 THE LEARNING ENVIRONMENT Chart 1 Haterial Resources Woki h Supplementary | |Activity Corner p Comnt Readers Library from N C Teaching Aid Kit Y O S g Sh,oolParent Scoo C U Committee B tldings A N Guide Pupits Toward L T | _ Community Skills ~~~~~Core Pui qpen&_ E R Available to Schools ~~~~Centre Txts Funtue U E C E R~~~~~~~~~~~~~~~~~~~~~~~ S c R I I - C Community Support Learning ModuLes to Timetables and E for Teacher Upgrade Subject and Lesson Plans to S Pedagogic Skitts Upgrade O and N _ ~~~~~~~~~~~~~Skills |TEACHER REltRE TEACHER ~~~~~~~~~~Learning TRAINING Coordinator Support SALOCNISTAM EDUCATION DEPARTENT - POGRAN ADNIVISTRATION SYSTEM Chart 2 YECRETMR OF EDUCATIONl Textbook A.Dir D PUty Dir |Deputy Drr Deputy Dir Deputy Dir Add Dir Board | |South |Da/Fe 1 Ed Png Aee/Ad | |EMIS North Currlwrcu- At Dir Ast Dir | |A r t at Dhr tlDir hrat Dir sat Dir IAt et Dir P |ln IrUB in [ [ < l II II |FieLds Training Operation dnmtruetlon | inistration Dlrector |DE o Edctionxr Infor_ tion |ASDEO Information SDEO specate{tis pels InformatIon ASDEO Infor_mtion ASDEO Learning Learninm ng Sp.gerntng Coorndtnao ICoordC i tor ME Line of Authority - - - - - - - - - Program Coordination A/ Lialon officer for school conatruction, furniture wd equpn nt b Lieleon officwr for teacher training nd structural m_terial cl Lliaion officer for private formation nd cholarship program MAP SECTION IBRO 24497 62- N - I ~~~~~~UZREKISIAN J To7;. ,-TAJ I KISTAN5 1 TAJIKISTAN TURKMENISTAN ^ ~~~~~~~~~~~~~~~~~~~~~~r AFGHANISTAN r, I { NO~~~~~~~~~~~~~~~RTH-WEST t I w ~~~~~~~~~ ~ ~~FRONlE is PAKISTAN PROVI BALOCHISTAN PRIMARY EDUCATION PROGRAM - t _ PeDGR^^^et>scE - - ag D,~~~~~~~~~~~~D." JAMMU A 7 NATICNAL ROADS KASHM RALWAYS * PROINCE CAPITALS * NATONAL CAPITAL - PROVICNC11CLINE)ARIES INTERAATONAL AIUNDARIES j X poKandaher ts - [ P U oKBndoho -~~~~~~~~~~~~~~~~~~~A& al. Kh Chorr _~~~~~~~~~~~~~~~~0 Itauln ISLAMIC IRAN > 1 - l * | l 4/ { O~~~~~~~~~~~~~~~~~~ 20 40 60 E0 100 Ai| E I ibi\a wnhoh SRI M LES A ] . . 9 . : 5 l l | R SINDH Kil~~~~~~~~~~~~~~~~~~EEBR 1992> (o ) O din ._ Rrbnn of DECEMBER 1992 0m f ( 63' 3- ^ _ N. W F P ox P A K I S T A N < BALOCHISTAN PRIMARY EDUCATION PROGRAM AVAILABILITY OF BOYS SCHOOLS BY DISTRICT BOYS SCHOOLS PER ZHOB IS / 1 O00 POPULATICN - D ISTRICT BOUNDARIES J , OF IRAN TOH1.04DIVISION BOUNDARIES |DP I S H I NS- / ~~~~~1.05 TO 1.38 PROVINCE BOUNDARIES 7 / 1.39TO 1.53 ~~~~~~~~INTERNATIONAL BOUNDARIES LORALAI g ~~~~~~~~1.54 TO 2.63SlBI __ _APA N I G T RNKOHL + / ~~~~~~~~~~~~~KALAT |)- 5 -- / ~~~~~~~~~~~~~~~~~~~~~~~~~KACHI DERA 21 29 ,9'HI C29 H p AA)2 I S L A M I C |B A L O C H I S T A N r erm _ REP U BL I C )- O F I R A N > -nz K H U Z D A R TOKMCE. BTA9 7I ' f T - S .. J . 2E. 5 A . 'A ,8 5,'A4 P S;HUZD R T-K LCtETER.J >,T1 : . PANJGUR ' f . z - t TURBAT Ar / t _ t ~~~~~~~~ ~ ~ ~ ~~~~~~~~~~ASBELA REP1 J\ W 0 20 40 603 Bo 100 rP f MILES _<0 9I 4r -TURBAT ;_,< , LA S B E LA / IRP st 6 INDA |v w A RABI1A N S EA dr2l >||tX