Document of The World Bank FOR OFFICIAL USE ONLY FILE COPY Report No. 3058 PROJECT PERFORMANCE AUDIT REPORT INDONESIA - SECOND EDUCATION PROJECT (CREDIT 288-IND) June 30, 1980 Operations Evaluation Department 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.  PROJECT PERFORMANCE AUDIT REPORT INDONESIA: SECOND EDUCATION PROJECT (CREDIT 288-IND) Table of Contents Page No. PREFACE (i) PROJECT PERFORMANCE AUDIT BASIC DATA SHEET (ii) HIGHLIGHTS (vi) PROJECT PERFORMANCE AUDIT MEMORANDUM I. Project Background and Summary 1 II. Main Issues 2 1. Project Preparation and Design 2 2. Project Management 3 3. Delays in Project Implementation 3 4. Technical Assistance and Fellowships 3 5. Supervision by IDA 4 III. Educational Impact 4 IV. Conclusions 5 COMMENTS FROM BORROWER 7 ATTACHMENT: PROJECT COMPLETION REPORT 8 1. Introduction 9 2. Project Background 9 Socioeconomic Setting 9 Project Generation 10 Project Description 11 3. Project Implementation 13 Overview 13 Credit Effectiveness 13 Project Management 13 Sites 13 Professional Services 14 Construction and Maintenance 14 Furniture 15 Equipment 15 Technical Assistance 15 Covenants 18 IDA Supervision 18 INDONESIA: SECOND EDUCATION PROJECT (CREDIT 288-IND) Table of Contents (Cont'd) Page No. 4. Project Cost and Financing 19 Project Cost 19 Unit Space Allocation and Capital Cost per Student 19 Disbursements 20 5. Project Operating Outcomes 21 Agency for Agricultural Education and Training 21 Project Agricultural Schools and Training Institutions 22 Project Facilities 28 Recurrent Expenditures 30 Graduates 30 6. Conclusions and Recommendations 32 Overview 32 Project Design 32 Project Implementation 33 Operating Results 34 Recommendations 35 ANNEXES 1 - Agencies and Schools Visited 36 2 - Comparative Implementation Time Schedule Based on Appraisal Agreement and Actual 288-IND 37 3 - Fellowship Program 38 4 - Covenant Requirement 39 5 - Agricultural In-Service Training Centers 41 6 - Candidates and Enrollment in Project - Senior Agricultural Schools 42 7 - Staff Number and Qualifications in Project Institutions (1978) 43 8 - Senior Agricultural Schools: Curricula (Preproject and New) 44 9 - CIAWI Agricultural Institute: Courses, Participants and Use Factor of Facilities (1977/78) 45 CHARTS 1 - Organization Chart of the Agency for Agricultural Education, Training and Extension 46 2 - Disbursement Graph 47 PROJECT PERFORMANCE AUDIT REPORT INDONESIA: SECOND EDUCATION PROJECT (CREDIT 288-IND) PREFACE This is a performance audit of the Second Education Project in Indonesia, for which Credit 288-IND in the sum of US$6.3 million was approved in February, 1972. The project was successfully completed about 15 months later than estimated and the Credit was closed in August, 1978 when an undisbursed balance of US$42,528 was cancelled. The audit report comprises (a) a Project Performance Audit Memorandum (PPAM) prepared by the Operations Evaluation Department (OED) and (b) a Project Completion Report (PCR) dated July 11, 1978 prepared after a field visit by the East Asia and Pacific Regional Office. A two member OED mission visited Indonesia in February, 1978 in connection with a study of Bank/IDA operations in the Education Sector in 17 countries and held discussions with senior officials on the experience with this and five other Indonesian education projects. The views expressed by these officials are fully reflected in the PPAM. The audit is also based on a review of the minutes of the meeting of the Board of Executive Directors at which this proposed credit was considered, the Appraisal Report No. PE-40a of February 16, 1972, the PCR, and the relevant files of the Association. Discussions have also been held with staff currently and formerly associated with the project. As is customary in the preparation of audit reports, copies of the draft audit report were sent to the representatives of the Borrower on April 25, 1980. The Borrower replied on June 5 stating that he had no further comments to make. On the basis of this review OED finds no reason to disagree with the principal findings and conclusions of the PCR. The PPAM therefore provides only brief supplementary comments chiefly on issues raised by the Borrower with the OED mission which were not covered in the PCR.  - ii - PROJECT PERFORMANCE AUDIT BASIC DATA SHEET REPUBLIC OF INDONESIA - SECOND EDUCATION PROJECT (CREDIT 288-IND) KEY PROJECT DATA Appraisal Actual or Estimate Current Estimate Total Project Cost (US$ million) 12.33 21.33 Overrun (%) - 73% Credit Amount (US$ million) 6.3 6.3 Disbursed 6-3 6 26 Cancelled - 0.04 Repaid - - Outstanding as at February 1980 6.3 6.26 Date Physical Components Completed April 30, 1975 December 31, 1977 (in months since Credit signing) (38 months) (70 months) Proportion of Time Overrun (%) 84% Institutional Performance Good Good OTHER PROJECT DATA Original Actual or Plan Revisions Estimated First Mention in Files November 30 1970 Government Application May, 1971 Negotiations January 10, 1972 Board Approval February 29. 1972 Date of Credit Agreement March 9, 1972 Credit Effectiveness June 8 1972 June 7, 1972 Closing Date Dec- 31, 1976 March 30. 1978 August 21, 1978 Borrower Republic of Indonesia Executing Agency The Ministry of Agriculture Fiscal Year of Borrower April 1 - March 31 Follow-on Project Names Third Education Fourth Education Teacher Training Loan/Credit Number Cr. 387-IND Ln. 1237-IND Ln. 1433-IND Loan/Credit Amount (US$ m1n.) 13.5 37.0 1910 Dates of Loan/Credit Agreements June 1, 1973 April 15 1976 June 6, 1977 Follow-on Project Names Non-Formal Second Agricultural (Cont'd.) Education Polytechnic Training Loan/Credit Number Ln- 1486-INID CrF 869-IND Ln. 1692-IND Loan/Credit Amount (US$ in.) 15.0 49,H 42,0 Dates of Loan/Credit Sept. 14, 1977 Dec. 29, 1978 May 7, 1979 Agreements  - iii - PROJECT PERFORMANCE AUDIT BASIC DATA SHEET (Cont'd) REPUBLIC OF INDONESIA - SECOND EDUCATION PROJECT (CREDIT 288-IND) MISSION DATA No. of No of No. of Date of Mission Sent by Month/Year Weeks Persons Man-weeks Report Reconnaissance I IDA Jan. 1969 1 1 1 1/28/69 Reconnaissance II IDA/UNESCO May 1969 2 2 4 6/25/69 Preparation UNESCO Nov/Dec 1969 3.5 3 11 12/13/69 Identification I IDA/FAO Oct/Nov 1970 4 6 24 5/26/71. Identification II FAO Jan/Feb 1971 4 1 4 5/4/71 Pre-Appraisal IDA/FAO May 1971 1 2 2 Prep/Appraisal IDA/FAO Jun/July 1971 4 7 24 2/16/72 Total 70 Supervision 1 IDA May 1972 2 1 (a,)* 1 7/12/72/1 Supervision 2 IDA Jan. 1973 5 2 (a,b) 2.5 2/2/73 1 Supervision 3 IDA July/Aug. 2.5 1 (b) 1 8/29/73/1 1973 Supervision 4 IDA Nov/Dec 1973 6 1 (b) 1 1/4/74/1 Supervision 5 IDA May/June 1974 2 1 (a) 2 7/5/74 Supervision 6 IDA Sept. 1974 1 2 (b.d) 1 9/24/74/1 Supervision 7 IDA Jan. 1975 1 1 (a) 1 2/14/75 Supervision 8 IDA March 1975 1 1 (d) 1 4/25/75 Supervision 9 IDA Jun/July 1975 1 1 (b) 1 7/7/75/1 Supervision 10 IDA Aug. 1975 1 1 (a) 0.5 10/20/75 Supervision 11 IDA May 1976 1 2 (a,b) 1.5 6/23/76/1 Supervision 12 IDA Oct/Nov. 76 4.5 2 (a) 1 12/28/76/1 Supervision 13 IDA Feb. 1977 2 1 (b) 1 3/10/77 Supervision 14 IDA Sept. 1977 2 1 (d) 2 11/1/77 Total 17.5 Completion IDA Aug/Sept 1978 3.5 2 (d,d) 6 7/11/78/1 /1 Missions combined with other duties. Time allocation for this activity prorated. * a = architect b = general educator- c = economist d = agricultural educator  - iv - PROJECT PERFORMANCE AUDIT BASIC DATA SHEET (Cont'd) REPUBLIC OF INDONESIA - SECOND EDUCATION PROJECT (CREDIT 288-IND) CURRENCY EXCHANGE RATES Name of Currency (Abbreviation) Rupiah (Rp) Exchange Rates, June 1971 US$1 = Rp 415 June 1972 US$1 = Rp 382 June 1973 US$1 = Rp 344 June 1974 US$1 = Rp 414 June 1975 US$1 = Rp 415 June 1976 US$1 = Rp 415 December 1977 ALLOCATION OF CREDIT PROCEEDS (US$) Original Actual Category Allocation Disbursement (July 19.1978) 1. Equipment 1,700,000 2)087)099.59 2. Furniture 100 000 -- 3. Civil Works 2,350 000 3.002.526-77 4. Consultants Services 140M000 292,531.05 5. Technical Assistance 810 000 . 875,314.63 6. Unallocated 1,200,000 -- Total Disbursed 6.257,472.04 Cancelled (Aug. 21, 1978) 42,527.96 Total 6.300 000 6,300 000.00  - v - PROJECT PERFORMANCE AUDIT BASIC DATA SHEET (Cont'd) REPUBLIC OF INDONESIA - SECOND EDUCATION PROJECT (CREDIT 288-IND) DISBURSEMENT SCHEDULE (US$ thousands) Appraisal Actual Actual Estimate Estimate FY/Semester Disbursement (Feb. 16, 72) (%) 1973 I -- II -- 120 -- 1974 I 100 290 34 II 300 970 31 1975 I 400 2,170 18 II 600 4,170 14 1976 I 700 5,500 13 II 2,600 6,030 43 1977 I 3,700 6,300 59 II 5,700 -- 90 1978 I 5,900 97 II 6,258 1/ -- 99 UNIT COSTS 2! Item Appraisal Estimate Actual Cinagara SPP Area per student place (sq m) 12.4 12.4 Cost per sq m (US$) 54 198 Cost per stuent (US$) 664 2,436 Samarinda FTC Area per student place (sq m) 14.9 14.9 Cost per sq m (US$) 68 254 Cost per student (US$) 1,013 3,778 1/ On August 21, 1978 the Credit was closed, and the unutilized balance of US$42,427.96 was cancelled. 2/ Taken from PCR para. 4.03.  - vi - PROJECT PERFORMANCE AUDIT REPORT INDONESIA: SECOND EDUCATION PROJECT (CREDIT 288-IND) Highlights Under the Credit Agreement for the Second Education Project in Indonesia, signed on March 9, 1972, the Association provided a credit of US$6.3 million to assist the Government to strengthen pre-service and in- service training programs for middle level agricultural workers and staff and to create a strong central agency to administer and coordinate agricultural education and training. The project, therefore, provided for (a) construc- tion, furniture and equipment for new and existing agricultural senior secondary schools and forestry training centers; (b) furniture, equipment and experts' services and fellotships to help establish the Agency for Agricul- tural Education and Training (AAETE) and train staff for the project schools; and (c) funds for project administration. The project has been completed and the credit has been disbursed with the exception of the sum of US$43,000 which was cancelled. The project, which was on the whole well conceived, has been suc- cessfully implemented and is already proving worthwhile. Enrollment targets and qualitative improvements envisaged for the project schools have been achieved (paras. 5.08, 5.09, 5.12, 5.42); the AAETE has been established and has already had a beneficial impact on agricultural education and training (PCR paras. 5.01-5.07, 6.12). There were initial start-up delays and, because of the impact of unexpectedly high inflation rates, a cost overrun of 73% was experienced, principally in regard to civil works (PCR paras. 4.01, 4.02). Other points of special interest are: (i) the need for more advanced project preparation to be under- taken before approval as the Bank Group now requires (PPAM para. 4); (ii) the overprovision of technical assistance expert man-years and full utilization of fellowship man-years (PPAM paras. 7-8; PCR paras. 3.12-3.19); and (iii) shortage of staff housing and of boarding facilities for girls (PPAM para. 4; PCR para 5.29).  PROJECT PERFORMANCE AUDIT MEMORANDUM INDONESIA: SECOND EDUCATION PROJECT (CREDIT 288-IND) I. PROJECT BACKGROUND AND SUMMARY 1. A Bank Group reconnaissance mission of January, 1969 and a joint Bank-Unesco reconnaissance mission of January, 1970 identified possible project items in technical and agricultural education in Indonesia. An appraisal mission of February/March, 1970, however, found the agricultural education items insufficiently prepared and these were deferred for consi- deration under a subsequent project. The technical education items consti- tuted the First Education Project (Credit 219-IND). In connection with the agricultural education items a Bank/FAO survey mission visited Indonesia in October/November, 1970 and in February, 1971. After pre-appraisal in May, 1971, the proposed project was appraised by a Bank Group/FAO mission in June/July, 1971 and negotiated in January, 1972; the Credit was approved in February and signed in March, 1972. 2. The project was aimed at improving the agricultural training services - addressing the administration of agricultural education and training and upgrading middle level training programs. The project, as agreed, provided for: (a) constructing, furnishing and equipping two agricultural senior secondary schools (SPMA) - 240 places each - and a forestry training center - 80 places; (b) rehabilitating, expanding, equipping and furnishing 12 exis- ting SPMAs - 2,520 places, 13 existing agricultural in-service training centers - 710 places - and one agricultural institute - 120 places; (c) additional equipment for a forestry technician training center - 150 places; (d) equipment and furniture for the Agency for Agricultural Education and Training (AAETE) and funds for project adminis- tration; and (e) about 24 man-years of specialists services and 28 man-years of fellowship training to assist the Agency for Agricultural Education and Training and the administration of project schools. 3. With minor adjustments in the financing and number of man-months of technical assistance expert services and fellowships and the substitution of -2- one Forestry Technician Training Center for another (PCR, para. 5.08), the project has been completed. The Credit was closed in August, 1978, some 20 months later than originally scheduled when a balance of US$42,528 was cancelled. The total cost of the project was 73% above the appraisal estimates principally because of the impact of delays in implementation which compounded the unexpectedly high inflation rates which affected construction costs. II. MAIN ISSUES 1. Project Preparation and Design 4. One of the strongest points of the design of this project was its attention to the establishment and permanent strengthening of AAETE. Never- theless, in retrospect, there are a few points on which the design might have been improved. The Second Education Project did not draw upon one of the valuable initiatives of the First Education Project, namely the establishment of tracer studies to follow up the graduates of schools and centers. Despite the additional time correctly taken for better project preparation (para. 1), in the Borrower's view more attention was needed to the adequate surveying of sites and existing institutions included in the project - the deficiencies in information about the precise condition of these buildings and about the suitability of sites surfaced during implementation and proved to be costly and time consuming. More advanced preparation prior to credit approval, as the Bank Group requires nowadays in education projects, would have been helpful in this case. As the Borrower also pointed out to the OED mission, the insufficiency of the dormitory provision for girls in the agricultural senior secondary schools has necessitated the use of staff houses for these girls, who constituted an unexpectedly high percentage (20%) of enrollment; for the agricultural in-service training centers, which were located in rural districts, only three instead of five houses were provided for teaching staff and none for administrative staff - an underprovision that has posed opera- ting inconveniences for these centers.-Y The Second Agricultural Training Project (Loan 1692-IND, approved April 24, 1979) includes provision for the necessary additional houses and dormitories at the Second Education Project institutions to meet 100% of the needs. I/ With regard to residential facilities (dormitories and staff housing) the Regional Office explains that the Bank Group practice at the time of appraisal was to provide such facilities for about 60% of teachers and students in order to economize on facilities and that this practice has changed since then because of difficulties experienced in finding accommodation for the remainder of staff and students in rural areas. -3- 2. Project Management 5. The project was generally well implemented by a project unit established within the AAETE. This unit, however, was not organically a part of the AAETE. Persons were assigned to the functions of the unit but lacked pensionable positions - a difficulty which has tended to be characteristic of several of the earlier education project units. However, the role of the unit has acquired some degree of permanence as it has been assigned responsi- bility for another project (Loan 1169-IND of 1975 - Agricultural Research and Extension). As constituted, the unit lacked an agricultural educator and this deficiency explains some of its difficulties in coordinating equipment procurement. 3. Delays in Project Implementation 6. The PCR deals at length with costs and disbursements (paras. 4.01-4.05) and with the various delays in the implementation of this project which all contributed to the cost overrun, such as the inexperience of the project unit with IDA proc'edures (para. 3.03), as well as delays in site acquisition (para. 3.04), negotiating a contract with an architectural firm (paras. 3.05-3.07) and procuring instructional equipment (para. 3.11). The Borrower also emphasized to the OED mission that some delays arose because (a) the firm of consultants - a foreign one - often had to refer matters to the head office, (b) the earlier designs prepared by this firm following its own initiative had to be brought into line with the Government's standards, and (c) of discussions over the award of multi-year as opposed to annual construction contracts (see also PCR, para. 3.08). On the whole, the Bor- rower's view was that the scheduling of implementation was too tight - a view which appears to be valid given the state of project preparation and the fact that the delays occurred within each individual operation or phase. 4. Technical Assistance and Fellowships 7. As the PCR notes, the Borrower's view was that the provision in the project for expert services was excessive; and that short-term experts would have been preferable (paras. 3.12-3.15). The project provided 24 man-years of expert services; 18 man-years were actually used and, of these, 7.5 man- years were financed by the Government of the Netherlands. The Borrower turned to the Netherlands for this assistance after protracted negotiations with UNESCO appeared to be producing no result. The Borrower felt FAO was useful in understanding the needs and in selecting capable persons; however, there were difficulties of exercising control over the FAO experts as noted in the PCR (para. 3.16). The Borrower also experienced difficulty in identifying the meaning of the somewhat vague term "modern science" which was to be the responsibility of an expert; eventually, such an expert was not recruited. The Borrower also observed that the expertise of the expert recruited for educational planning was more at the school level than at the national level. Problems such as these might have been clarified if detailed terms of reference had been prepared in advance. The Borrower's request to utilize local experts was not accepted by IDA. However, the use of local experts has been accepted by the Bank Group in subsequent education projects. 8. With regard to fellowships, there was an overall increase in the man-months utilized over the man-months originally included in the project (PCR, para. 3.17). Bilateral sources financed a portion of these fellowships. For some ten of the fellows who went to one university in Texas a special course was arranged at the university because of the language problem; these fellows felt that the training was useful. Directors of schools or centers went principally to countries in the region - Japan, Philippines, Korea, Taiwan and New Zealand - as well as to France on short observation tours. The principals interviewed by the OED mission considered these to be very useful. Teaching staff on the other hand undertook study tours. 5. Supervision by IDA 9. The Borrower expressed to the OED mission appreciation of the strong support given by the Resident Mission and Association in helping to familiarize the project unit with IDA procedures. However, the complaint was reiterated (as in the case of the First Education Project) that more decision making by the Resident Mission would have been preferred, especially on modifications needed in the project and it was felt that stronger assis- tance in equipment procurement would have been valuable. It would also have been useful for more frequent visiting to have been undertaken over the critical start-up period March 1972-January 1973. III. EDUCATIONAL IMPACT 10. The PCR notes (paras. 5.01-5.07) the success of the AAETE as an institution for the coordination and promotion of agricultural education and training as well as the improvements needed for further strengthening. The success of this unit and its importance to the schools are highly appre- ciated by the Borrower. 11. The PCR notes the achievement in the project agricultural secondary schools of enrollment targets (paras. 5.08, 5.09), reduced drop out and repetition rates (para. 5.12) and examination pass rates which are better - 5 - than the national average (para. 5.42). The PCR expresses the view that the improvements in curricula are providing the flexibility needed for career choices (paras. 5.42, 6.08-6.10) but that some review is needed of the curricula of the FTCs where the starting level of the students may be inap- propriately low (para. 5.11). A more thorough evaluation of these schools and in-service centers would need to be undertaken at a later stage. 12. Some immediate benefits were evident during the visit of the OED mission. Agricultural senior secondary project schools (SPMAs) were pro- viding their students the expected greater involvement in experimental work in the laboratories as well as field practice made possible by the improved physical plant and were also making these facilities available to the weaker neighborhood private SPMAs. The OED mission was informed that not all students of the SPMA visited by the mission were able to afford the boarding fee and consequently boarded in the town; some of them, however, were assisted by the wealthier parents of other children. (See also PCR para. 5.09.) IV. CONCLUSIONS 13. The Second Education Project in Indonesia was fundamentally well conceived, despite relatively minor deficiencies in project design and preparation which resulted in some delay during implementation, and success- fully implemented although with delays whose impact upon costs has been exaggerated by the unexpectedly high rate of inflation during project imple- mentation. The project has helped to create a useful administrative unit for agricultural education and training and has assisted in building up project management expertise (PCR paras. 5.01-5.07, 6.12) and has been reinforced by several subsequent projects.1. The project schools are well on the way to achieving their goals of quantitative expansion and qualitative improvement and have begun to provide graduates who appear to be appreciated by their employers (PCR paras. 6.08-6.10). The under-utilization of the project provision for technical assistance experts and full-utilization of the provision for fellowships (PPAM paras. 7-8; PCR paras. 3.12-3.19) reflect typical experience with education projects. 14. Experience with this project shows the importance of: (a) building up the Borrower's administrative services as a basis for educational development as was done in this project (PPAM paras. 4, 11; PCR paras. 5.01-5.07); 1! Second Agricultural Training Project (Loan 1692-IND), Agricultural Research and Extension Projects (Loans 1179-IND and 1267-IND). -6- (b) advanced project preparation prior to credit approval (PPAM para. 4); (c) supervising a project intensively during the early phase of implementation (PPAM para. 9); (d) elaborating the terms of reference of technical assistance experts in advance of project approval and ensuring close Bank Group/Borrower discussion of these (PPAM para. 7); (e) ensuring that experts supplied under projects clearly under- stand their responsibility to the Borrower (PCR paras. 3.16, 6.07); and (f) paying close attention to the essential requirements in terms of staff housing and female boarding facilities (PPAM para. 4; PCR para. 5.29). -7- 45798 RATEL JKTtI 248423 WORLD9ANK COMENTS FROM BORROWER JAKARTA - WASHINGTON NO. K.20.0017.0.12.80. ALEXANDERKIRK ACTING DIRECTOR OPERATIONS EVALUATION DEPARTMENT WORLD BANK 1818H STREET WASHINGTON DC NO FURTHER COMMENTS TO DRAFT OF PERFORMANCE AUDIT REPORT ON SECOND EDUCATION PROJECT MINAGRI SENDS 45798 RATEL JKT 050680 - 09.43e 243423 WORLDRANK  -8- ATTACHMENT INDONESIA SECOND EDUCATION PROJECT - CREDIT 288-IND PROJECT COMPLETION REPORT July 11, 1978 Projects Department East Asia and Pacific Regional Office  -9- INDONESIA SECOND EDUCATION PROJECT (Credit 288-IND) INTRODUCTION 1.01 This completion report on the Second Education Project (agricul- tural education and training) was prepared by S.R. Santos (Agricultural Educator and Mission Leader) and T. Ramos-Saco (Agricultural Educator/Con- sultant), who visited Indonesia from March 8-29, 1978 to gather data for this report and simultaneously explore the second project. The mission visited 12 of the 30 project institutions, 10 nonproject institutions and 15 national and provincial agencies of the Ministry of Agriculture (MOA). A list of the people met and places visited is given in Annex 1. 1.02 The mission attempted to evaluate the Second Education Project using three criteria: relevance, effectiveness and efficiency. To the extent possible, project and nonproject schools were compared. This report is based on the following main sources of information: (a) available records, inventories and statistical data within the Bank, central government authorities, the project implementa- tion unit (PIU) and the institutions visited; (b) visits to institutions and interviews with principals and staff; and (c) interviews with officials of national and provincial agencies of the MOA where trainees from project institutions are employed. 2. PROJECT BACKGROUND Socioeconomic Setting 2.01 When the project was being developed, Indonesia was in the early stages of implementing its first Five-Year Development Plan (Repelita I, 1969/70-1973/74). This plan placed major empahsis on the development of the agricultural sector through programs that would rehabilitate infrastructure, and intensify and accelerate production of food crops, primarily rice, which had been in short supply. 2.02 The government strategy to increase farm yields was to strengthen production-oriented research and promote the adoption of research findings on improved production techniques, seed varieties and use of fertilizers through an effective agricultural extension service. However, a major constraint in implemening this strategy was the lack of sufficiently trained technical staff. Only about 30% of MOA's technical staff had sufficient technical training. The majority were graduates of general secondary schools who had neither agricultural background nor training in extension activities. One of the government's priorities in the development plan was thus to improve agricultural technician training. The implementation of the above strategy - 10 - for agricultural development has been pursued by the Government in its Repelita II (1974/75-1978/79) and the improvement of agricultural technician training remained one of its priorities. 2.03 Prior to 1966, the Government had five different agriculture-related ministries dealing with: agriculture (food crops), forestry, animal husbandry, fisheries and plantations - each of which operated its own training institutions. These included agricultural senior secondary schools (SPMAs) with specializa- tions varying according to the bias of the administering agency. Although these schools offered the same basic courses, their training programs were not coor- dinated. This resulted in duplication of effort, underutilization of facilities and teachers, and uneconomically small institutions. Almost all of these schools had inadequate classrooms, laboratories, equipment, and student and staff housing. Most of the staff worked only part-time and few had adequate technical and pedagogic qualifications. Practical training was given little emphasis. 2.04 In 1966, the different agriculture-related ministries were reorgan- ized into a single Ministry of Agriculture, under which five directorates general were created to represent the original ministries. This reorganiza- tion, however, had little effect on the training programs, since the divisions assumed the training functions of the former ministries and continued to administer separate training programs. Teaching facilities and resources remained substandard. 2.05 At that time, there were 96 SPMAs (Grades 10-12) of which 16 were administered by the Central Government, 51 by provincial governments and 29 by the private sector. There were five types of schools specializing in agronomy (86), animal husbandry (4), plantation crops (3), fishery (2) and forestry (1). In addition, the MOA conducted two types of in-service courses: one- to nine-week courses for high level officers in the central and regional offices of the ministry, and one- to four-week courses for field technicians; but as in the agricultural schools, the quality of training was poor. The courses for high level officers were offered at an agricultural training institute that needed extensive renovation and a substantial amount of training equipment. The short courses for technicians operated on an ad hoc basis, often in borrowed premises without equipment. Project Generation 2.06 When the first education project in Indonesia (Credit 219-IND - qualitative improvements in technical secondary education) was originally prepared in 1969, it included components to improve the MOA's agricultural training programs. However, the proposed agricultural training programs at that time were inadequately organized to benefit from project assistance. Furthermore, various agricultural training programs were also being offered by the Ministry of Education and provincial and local government bodies, but the number, level, location, size and conditions of training were unknown. The proposed agricultural training components were therefore deleted from the first education project. A mission under the IBRD/FAO Cooperative Programme was requested to conduct an extensive study of the administration, structure and programs of middle level agricultural training in Indonesia and recommend measures to improve its efficiency. - 11 - 2.07 The study was started by the FAQ mission in October/November 1970 and field work was completed in January/February 1971. The mission found that the deficiencies in middle level training were so wide and complex that it was impractical to attempt to remedy all of them at once. The mission's report, submitted in April 1971, proposed a two-phased strategy for upgrading MOA staff and of agricultural training in Indonesia. The first phase was to concentrate on improving selected training institutions to meet the country's most urgent in-service training and additional middle level manpower needs, largely for food crops extension agents and technicians. The second phase was to improve another group of selected training institutions focussing on provincial institutions in the outer islands and including marine fishery training which was not included in the first phase, the scope of which would depend upon manpower demands. In May 1971, an IDA/FAO mission discussed the report with the Government and agreements were reached on project items for the first phase that would be considered for IDA financing. In June 1971, a mission composed of Bank staff and FAQ consultants visited Indonesia to help prepare and appraise the project. The project was negotiated January 10, 1972 and approved by the Board on January 28, 1972. The Credit was signed on March 8, 1972 and became effective on schedule three months later. Project Description 2.08 The objectives of the project were to: (a) strengthen pre-service and in-service training programs for middle level agricultural workers; and (b) create a strong central agency to administer and supervise all MOA agricultural education and training programs. 2.09 The project components consisted of construction or rehabilitation and/or equipping and furnishing of the following institutions: - 12 - No. of No. of Estimated Type of institution/Item Grade institutions places cost (US$ million) Agricultural Senior Secondary School (SPMA) /a 10-12 14 3,000 5.17 Forestry Training Center (FTC) L. 13 2 230 0.48 In-Service Training Center (ISTC) - 13 710 2.00 Agricultural Training Institute (ATI) - 1 120 0.21 Agency for Agricultural Education and Training (AAET) and Project Implementation Unit (PIU) - 1 - 0.24 Technical assistance 1 - 1.02 Professional services for Project Implementation Unit - 0.66 Contingencies 2.55 Total 12.33 /a The name of the senior secondary agricultural schools (SPMAs) has now been changed to Agricultural Development Schools (SPPs). /b One new FTC (80 places) and equipment only for one existing FTC (150 places). /c Consists of 24 man-years of specialist services and 28 man-years of fellowships. Of the total estimated cost, US$6.3 million was to be financed through the credit. 2.10 The project was to: (a) introduce a multipurpose curriculum with a practical bias at the project SPMAs to include courses in agronomy, animal husbandry and inland fishery; this would enable graduates to work in any branch of agriculture and to serve as extension agents in the mixed farming operations commonly found in Indonesia; (b) assist in improving the forestry technicians' curriculum; (c) raise the qualifications of existing middle and high level staff throughout the M0A (including its agriculture teachers); and (d) integrate administration and management of all training programs of the MOA under one agency. - 13 - 3. PROJECT IMPLEMENTATION Overview 3.01 The project was completed on March 30, 1978, 15 months later than the original Closing Date of December 31, 1976, with a cost overrun of US$9 mil- lion or 73% more than the estimated total cost at appraisal. This outcome was mainly due to the late appointment of the consultant architects, coupled with unexpectedly high price increases due to inflation during the implementa- tion of the project, and to changed locations for some project facilities, which required additional site development works. Actual implementation took about 5-1/2 years, or 31% longer than the originally projected four years. The estimated and actual implementation schedules are shown in Annex 2. Credit Effectiveness 3.02 Conditions of effectiveness were the establishment of the PIU, the appointment of a project architect and the official issuance of the Presiden- tial Decree (para. 5.01) needed to establish the Agency for Agricultural Education and Training (AAET)./1 The Credit became effective on schedule on June 8, 1972. Project Management 3.03 The AAETE, as an agency of the MOA, established the required Project Implementation Unit (PIU). Throughout implementation the PIU was staffed with a full-time project director and a project architect and was assisted by a procurement officer and an accountant, in accordance with the Credit Agreement. Because of the late appointment of the consultant archi- tects (para. 3.05) and the inexperience of the PIU with IDA procedures and procurement, project implementation was slow at first. Further delays were experienced due to changes in some project sites, differences of opinion between IDA and the PIU on bid evaluation criteria, and government restrictions (later lifted for this project) on awarding multiyear civil works contracts. However, after these problems had been solved and as the PIU gained experience, project implementation progressed relatively well. The quality of civil works, procurement and the attainment of educational objectives were, in general, satisfactory. Sites 3.04 At appraisal, all sites had been selected as required and moves had been made to secure user rights to land and buildings in anticipation of the start of construction around September 1973. However, four sites were later found to be inadequate in terms of accessibility, soil and climate quality, availability of water and land area. The Credit Agreement required 80 ha of farm land for each project SPP, which was difficult for the Govern- ment to meet, particularly on Java. At the Government's request, IDA agreed /1 This agency became the Agency for Agricultural Education, Training and Extension (AAETE) in accordance with Presidential Decree No. 45, dated August 26, 1974. - 14 - to reduce the requirement to 50 ha on January 30, 1974. Even with this reduction the PIU still had difficulty in acquiring suitable land; the acquisition of alternative sites delayed project implementation by about a year. In retrospect, the. requirement of a 50 ha farm for an SPP with an enrollment of 240 students seems excessive, particularly if the SPP is located in a densely populated region such as Java where intensive agricul- ture is practiced; for these SPPs, 30 ha of farm land could be considered sufficient for practical training needs. Professional Services 3.05 The selection and appointment of consultant architects took 13 months, 7 months longer than the appraisal estimate. This was the result of prolonged fee negotiations with the selected architectural consulting firm (de Weger International), whose initial fee quotation (US$1.4 million) was 112%' more than the project allocation for professional services (US$0.66 million). The low appraisal estimate was apparently due to the intent at appraisal to utilize the Ministry of Public Works and local consulting firms instead of a foreign firm. However, a foreign firm, de Weger International, was selected by the Government's Selection Committee from 12 interested architects' firms. 3.06 The final agreement reached was at a fee of US$0.70 million equiva- lent for preparation of site surveys, sketch plans, tender documents and bid evaluation for furniture and equipment. The PIU signed separate contracts for site supervision, renovation and additional site development with two Indonesian firms (Team Four and PRW) associated with de Weger International at a cost of US$0.56 million equivalent. The total cost of architectural services, therefore, amounted to US$1.26 million equivalent (73% more than the appraisal estimate). This amount is about US$0.14 million less than the initial fee quotation of the consultant architects. However, the delay in project implementation while fee negotiation was taking place with the consul- tant architects caused a construction cost overrun of about US$0.9 million, thus increasing project costs by about US$0.75 million. This additional cost would have been avoided if agreement on the fees for the consultant architects had been reached more quickly. This points out the need to weigh savings in one area against the cost increases implicit in delays. 3.07 Due to the delay in appointing the consultant architects, prepara- tion of site surveys, site and sketch plans and tender documents took 15 months, 5 months longer than the appraisal estimate. The firm took about a month to mobilize staff and offices, five months to prepare site surveys and schematic (standardized) designs, four months for site and sketch plans, and five months for tender documents. Five more months elapsed before tendering started due to site changes and additional budget requirements. Thus there were accumulated delays of 10 months, which, together with an annual inflation rate of 15%-30%, caused cost increases of about 40%. Standard sketch plans were, on the whole, satisfactory although space organization and allocations of certain teaching facilities could have been improved (para. 5.29). Construction and Maintenance 3.08 International competitive bidding was conducted for all civil works; all contracts were won by 13 local contractors, two of which were affiliated - 15 - with foreign contractors (one Japanese and one Korean). Tendering was carried out in two phases, the first consisting of seven bid packages and the second of eight packages. Award of contracts under the first phase was delayed by about five months due to: (a) a difference of opinion between IDA, the PIU and the Evaluation Committee on bid evaluation criteria: the PIU and the Evaluation Committee recommended award to the second and third lowest bidders because they considered the lowest bids unreasonable (at 10% below the official estimate), but the Association felt that award should go to the lowest bidders since all bidders were prequalified; (b) a PIU belief that Presidential Decree (No. 7, 1975) precluded the award of multi-year contracts (i.e., those covering more than one financial year). The PIU and the Evaluation Committee finally agreed to award the contracts to the lowest bidders and permission was obtained from the Ministry of Finance and Bappenas to award multi-year contracts under the project. 3.09 The cost of civil works amounted to about US$14.6 million, exceeding the appraisal estimate (excluding contingencies) by about 163% (para. 4.01). Generally, the quality of civil works is satisfactory and all project institu- tions are being properly maintained. Furniture 3.10 At the Government's request, funds allocated for furniture were transferred to the equipment allocation to meet an anticipated increase in equipment costs, and all furniture was then purchased with government funds. In general the quality of furniture provided was satisfactory. Equipment 3.11 The master equipment list was prepared by the PIU with assistance from a Colombo Plan expert provided under bilateral aid. Completion of the master lists, procurement and delivery took about 15 months longer than the appraisal estimate due to the late arrival of the Colombo Plan expert. Because of delays in execution of civil works, the PIU felt that it was unnecessary to procure equipment according to the appraisal schedule, since procurement ahead of civil works completion would have created storage problems. Consequently most of the equipment was delivered to the project institutions only around March 1978. Technical Assistance 3.12 Expert Services. The project allocated 24 man-years of expert services. During implementation, 18 man-years of services were provided, of which 10.5 man-years were financed through the project under a "Funds in Trust" arrangement with FAO; the rest (7.5 man-years) was financed through Dutch bilateral aid without cost to the project as follows: - 16 - Proposed at appraisal Implementation No. of Length of No. of Length of experts service experts service Area of specialization (months) (months) Agricultural education planning 1 36 1 24 Modern science 1 36 - - Agricultural technology 1 36 1 24 Farm management 1 36 1 24 School management and organization 1 36 1 30 Teacher training in: - Agricultural technology and farm management 1 36 1 27/a - Modern science 1 36 1 31/a Forestry/education 1 36 1 24/a Total 8 288 ja Financed under Dutch bilateral aid. 3.13 Most of the experts completed their services by December 1976, 11 months beyond the completion schedule proposed at appraisal; the only exception was the expert in agricultural e(acation planning who made intermittent visits and completed his services 13 months later. Earlier recruitment of these experts could not have improved the effectiveness of their services because of the 15-month delay in overall project implementa- tion, but the services of the agricultural technology experts in particular could have been more meaningful if civil works and equipment procurement had not been delayed. As it was, these experts did not have adequate farm equipment to demonstrate improved farming techniques effectively. 3.14 Shortening the length of service of the experts did not limit their effectiveness. Staff of the AAETE think the amount of experts' services provided in the project was excessive. Separate provisions were made for agricultural technology/farm management experts and teacher training experts in the same fields, whereas one expert in each field could have provided the required technical and pedagogic expertise. As indicated in the above table, the length of service of nearly all the FAO experts was reduced to 24 months, but staff of the AAETE still feels there could have been further reductions. There appears to have been inadequate consultation with the Government in advance on the scope of expert services. - 17 - 3.15 All but one of the experts gave satisfactory assistance in developing and improving the education and training programs under the project. The experts developed manuals and/or courses of study in farm mechanics, crop production, farm management, school farm utilization, school administration, and organization and manpower planning. In addition, they conducted workshops, seminars and demonstrations for agricultural teachers. The visits of the agricultural education planning expert were much appreciated by the AAETE, who perceived short-term, periodic visits by experts to be more effective than long-term assignments. The expert who stayed for short periods seemed to have a strong motivation for achieving something on each visit. 3.16 The PIU and AAETE found they had some difficulty in exerting authority over these experts who considered themselves responsible to FAO; this agency had recruited them and prepared their terms of reference. Also, no member of the PIU staff was responsible for coordinating the activities of the experts. The FAO agreement with the Government that the consultants would be responsible to the AAETE seems to have been ignored by the consultants. These problems should have been discussed with the first Bank supervision mission after these problems were experienced in order that remedial measures could have been taken. 3.17 Fellowships. The fellowships program at appraisal compared to actual implementation is shown below (details of the program are given in Annex 3): Planned Actual No. of No. of Purpose fellows man-months fellows man-months (a) For AAETE staff to be trained as counterparts to technical assistance experts 96 11 144 (b) For teaching staff of project institutions to train in: organization and adminis- tration; modern science teaching; and agricultural technology and farm management 240 78 225 Total 336 89 369 3.18 Only 152 man-months (63 fellows) were fully financed by project funds and 72 man-months (12 fellows) by Dutch bilateral aid. One hundred and forty-four man-months of stipends (11 fellows) were financed by USAID and the plane fare of one fellow by the United Kingdom. 3.19 In general, the fellowship program was carried out satisfactorily. Fellowship recipients found the training useful for their teaching and/or administrative responsibilities and all of them have resumed their former duties either at the AAETE or project institutions. The AAETE staff who were - 18 - trained to be counterparts of the technical experts, however, had a chance to work with these experts before their training abroad because they completed their studies only after the experts had left. Working with the experts after their training would have allowed the experts to supervise as the counterparts took over their functions. Covenants 3.20 All covenants provided for in the Credit Agreement have been ful- filled (Annex 4). IDA Supervision 3.21 Fifteen IDA progress review missions visited Indonesia during 1972-77 at an average interval of 4-1/2 months, but with a range of 1-9 months. Five review missions were carried out exclusively for this project while the others were in conjuction with review of other education projects in Indonesia, or while IDA staff performed other project-related activities. Six missions were carried out by an educator and seven by an architect; only two were carried out by an educator and an architect together. The interval between review missions by an educator ranged from 7 to 11 months or an average of about 8 months, while by an architect the figures were 2 to 17 months or an average of 8 months. 3.22 The following table shows the review mission schedule. Mission by: Date of mission No. of weeks Architect Educator 1. May 1972 2 1 2. January 1973 2 1 1 3. July 1973/a. 2 1 4. November/December 1973.1 6 1 5. June 1974 1 6. September 1974/a 1 1 7. January 1975/a 1 1 8. March 1975 1 1 9. July 1975/. 1 1 10. August 1975/a 1 1 11. May 1976/c 3 1 1 12. October/November 1976/d 4 1 13. February 1977/a 2 1 14. March 1977/e 1 15. September 1977 1 1 /a Review of all education projects. /b Education sector review. /c Appraisal of Fourth Education Project. /d Appraisal of Fifth Education Project. /e Follow-up on appraisal of Fifth and Sixth Education Projects. - 19 - 3.23 The above pattern of supervision seemed to work out satisfactorily. Although most of the missions were carried out independently by either an architect or an educator, the architects' reports covered the most significant problems in implementing the educational aspects of the project, and likewise the educators' reports included the most important civil works problems. Difficulties in any aspect of the project were subsequently resolved by the project officer concerned either at headquarters or during subsequent missions. 4. PROJECT COST AND FINANCING Project Cost 4.01 The project cost was originally estimated at US$12.33 million. The Credit provided US$6.3 million equivalent and the Government the balance of US$6.03 million. The following table compares the estimated and actual cost in US dollars: Appraisal estimate Actual cost Difference Category US$ (million) US$ (million) (%) GO IDA Total GOI IDA Total GOI IDA Total Civil works 3.19 2.35 5.54 11.59 3.00 14.59 +263 +28 +163 Professional services 0.52 0.14 0.66 0.38 0.29 0.67 -37 +107 +1 Furniture 0.37 0.10 0.47 1.24 - 1.24 +235 - +164 Equipment 0.15 1.70 1.85 0.54 2.07 2.61 +260 +22 +41 Technical assistance 0.21 0.81 1.02 0.29 0.88 1.17 + 38 +9 +15 Project administration and AAETE 0.24 - 0.24 1.05 - 1.05 +337 - +337 Subtotal 4.68 5.10 9.78 15.09 6.24 21.33 +222 +22 +118 Unallocated 1.35 1.20 2.55 - - - - - - TOTAL 6.03 6.30 12.33 15.09 6.24 21.33 +150 -1 +73 4.02 The total cost of the project including contingencies increased by 73% over appraisal estimates with the greatest relative cost increase orig- inating in project administration. This was mainly because an honorarium was paid to all personnel of the AAETE from project local funds. The high abso- lute cost increases for civil works, furniture and equipment were due to implementation delays coupled with an unusually high rate of inflation during the implementation of the project (para. 3.01). Unit Space Allocation and Capital Cost per Studentl! 4.03 The unit costs given below were estimated only for one new SPP (Cina- gara) and the new FTC at Samarinda since these two institutions were the 1/ Excludes boarding and staff housing. - 20 - only ones contracted individually. Furthermore, most of the project facili- ties were extensions to existing institutions. Civil works contracts were not awarded individually, so that the cost of each institution could not be determined separately. Item Appraisal estimate Actual Cinagara SPP Area per student place (sq m) 12.4 12.4 Cost per sq m (US$) 54 198 Cost per student (US$) 664 2,436 Samarinda FTC Area per student place (sq m) 14.9 14.9 Cost per sq m (US$) 68 254 Cost per student (US$) 1,013 3,778 4.04 There was no difference between planned and actual area per student place. The unit costs exceeded appraisal estimates by about 271%, i.e. about 100% more than the overall cost increase of civil works under the project. This wide difference between the overall increase in civil works costs and the increase in costs of these two institutions may be attributed to site development works that were not foreseen at appraisal. The project institutions that existed at appraisal generally did not need additional site development. Disbursements 4.05 Actual disbursements, reflecting project delays, were slow in the first three years compared to the original schedule, as shown in the following table. Disbursement per Year Cumulative Disbursement IDA Planned % Actual % Planned % Actual % actual FiTal (US$ mln) Total (US$ m1n) Total (US$ m1n) Total (US$ m1n) of planned Year 1973 0.12 2 - - 0.12 2 - - 1974 0.85 14 0.30 5 0.97 15 0.30 5 1975 3.20 51 0.30 5 4.17 66 0.60 10 1976 1.86 30 2.00 32 6.03 96 2.60 41 1977 0.27 4 3.10 49 6.30 100 5.70 91 1978 0.56 8 6.26 99 - 21 - Under the project it took 36 months to disburse 10% of project funds, or 24 months longer than planned. There were no unusual problems or delays in disbursement applications. The credit was fully disbursed with the exception of a small balance of US$0.04 million which was cancelled when the account was closed on August 21, 1978. A comparison of actual withdrawals and appraisal estimates is shown graphically in Chart 2. 5. PROJECT OPERATING OUTCOMES Agency for Agricultural Education and Training 5.01 The establishment of the Agency for Agricultural Extension and Training (AAET) under the MOA was considered at appraisal to be the first and most important step in the implementation of the Government's strategy to improve its agricultural education and training programs. The agency's tasks as conceived were: (a) to manage all agricultural education and training in Indonesia, and (b) to administer the agricultural senior secondary schools, in-service training and related institutions proposed for assistance under the project. The establishment of AAET was a covenant of the Credit Agreement and this was done through a Decree of the President of the Republic of Indonesia (No. 8, 1972). The organization and functions of the agency were set forth by. a Ministerial Decree (No. 88, 1972) of May 2, 1975. These functions were subse- quently revised to include the management of agricultural extension in accord- ance with Presidential Decree No. 45 (1974) and Ministerial Decree No. 10 (1975). Presidential Decree No. 45 also changed the name of the agency to the Agency for Agricultural Education, Training and Extension (AAETE). The intended consolidation of the agricultural extension program has, however, not yet been implemented because coordination of the agencies concerned required more time than anticipated. While this was not a requirement of the Credit Agree- ment, it would have promoted closer links between training and extension. 5.02 The main achievements of the AAETE were that it: (a) improved planning of training programs by identifying training needs and allocating training places in consultation with the various agencies of the MOA; (b) set up minimum requirements for institutional accreditation (e.g. area of school farms, curricula, number of full-time staff, staff qualifications, selection of students, examinations, and institu- tional supervision of provincial and private SPPs); (c) devised a method of supervising provincial and private SPPs through the directors of national SPPs; and (d) took over the administration and supervision of all in-service training programs for agricultural technicians, teachers and administrators which were previously conducted individually by provincial governments and various agencies of the MOA. 5.03 The organization of the AAETE which has a secretariat with 4 sections (each with 4 divisions) and 3 bureaus (each with 12 divisions) is shown in - 22 - Chart 1; although it is not shown on the organization chart, the PIU is controlled by the AAETE. The need for such a complex organization is unclear, since it results in an overlapping of functions among the different units. 5.04 It would be unrealistic to expect a newly established agency to have a fully efficient organization at this stage; while the AAETE's organiza- tion would appear in need of simplification, planning, evaluation and super- vision of the education and training programs under the agency's control need strengthening. A study should be carried out to devise ways of improving the agency's organization and efficiency. 5.05 Evaluation and Planning. Agency planning focuses on the more immediate training needs of the various agencies of the MOA but should be broadened to include the planning of agency activities in relation to the country's long-term agricultural development requirements. This implies strengthening the links between the agency and the various government departments (including those outside the MOA) and private agencies to assess agricultural manpower needs of all sectors and to plan education and training activities accordingly. In addition to quantitative aspects, the assessment and improvement of quality and relevance of the training programs in relation to employment requirements should be one of the primary concerns of the agency. The agency should therefore create a manpower assessment and evaluation unit with qualified personnel to perform these functions, and to develop and implement a tracer system for the graduates of the institutions the agency administers. 5.06 The agency's present accounting system does not adequately differentiate recurrent from capital expenditures; it has a "routine" budget and a "develop- ment" budget, and both may include capital and recurrent expenditure. For more efficient planning, accurate records of recurrent and capital expendi- tures are needed so that budgetary requirements for the operation and maintenance of the training institutions, as well as the capital requirements for the improvement of facilities, may be more precisely determined. 5.07 Supervision. The agency's current system of accreditation and supervision of provincial and private senior agricultural schools through the directors of the national SPPs appears to promote quality improvements in these schools. However, supervision of the large number of widely scattered provincial and private schools is an additional burden on these directors, since their own schools require considerable attention. This duty might therefore be lessened and better supervision result if: (a) some senior staff members of the national schools underwent special training in supervision methods and were appointed to assist the directors in performing this function; (b) the agency's central office subject matter specialists participated more extensively in supervision work; and (c) a deputy director was appointed in every national school. Project Agricultural Schools and Training Institutions 5.08 Student Enrollment. In general, all the project institutions met the enrollment targets set at appraisal as shown in the table below: - 23 - Planned Actual 1977 Difference Type of institution No. enrollment enrollment Amount % Agricultural schools (SPPS) 14 3,000 3,057 +57 +2 Agricultural Training Institute (ATI) 1 Administrative personnel 400 567 +167 +42 Agriculture teachers - /a 60 - - Forestry Training Centers (FTCs) 2 160/b 144 -16 -10 /a No target set. /b One of the project FTCs (Madiun) with 150 places was replaced with an 80 place Center (Udjang Pandang) during implementation because the Government proyided the Center at Madiun with adequate assistance, The 13 project agricultural in-service training centers (ISTCs) were intended to offer various courses of different durations; no enrollment targets were set at appraisal. Analysis of the utilization of these centers, however, showed an average occupancy rate of 81% (Annex 5). 5.09 Student Recruitment. The number of applicants for admission to the project SPPs increased by 50%'between 1972 and 1977 (Annex 6), while the proportion of applicants admitted decreased from 37% to 27%. This increased selectivity appears to have improved the internal efficiency of project SPPs. The majority of students belong to middle or upper-middle class families with about 40% from urban and 60% from rural communities. This suggests a need to broaden the opportunity of rural students from lower income brackets to enroll in the SPPs. The possibility of providing scholar- ships or student employment opportunities for poor but deserving students should be considered. 5.10 All the trainees on in-service courses at project institutions are employed in different agencies of the MOA and are selected by their respective employers. The number selected per year is based on a fixed quota and selection depends upon an individual's need for training. This has worked satisfactorily and no problems have been met in the recruitment of trainees. 5.11 The one-year curriculum offered at the FTCs is intended for graduates of SPPs who have completed adequate courses in agricultural sciences. However, since agricultural technicians are in great demand, hardly any of them enroll in these centers. Consequently, nearly all students enrolled at the FTCs are graduates of general senior secondary schools, most of whom have not taken any agricultural courses. It is therefore doubtful that the training needs of forestry technicians are being met satisfactorily in the exising one-year - 24 - course. A thorough assessment of this training program is needed to reach more definite conclusions on its suitability for graduates of academic secondary schools. Should the training be deemed inadequate, alternative courses of action may be to admit only graduates of agriculturally oriented general secondary schools,/1 or to convert the existing FTCs into three-year forestry senior secondary schools, admitting junior secondary school graduates (Grade 9) as in the SPPs. 5.12 Repetition, Dropout and Graduation Rates. Students of SPPs cannot repeat the first year of the course and if they fail the first year's exams, they are compelled to drop out. The present dropout and graduation rates of the project SPPs have improved considerably since appraisal (1971), as shown in the table below: Appraisal 1971 1973 1974 1975 1976 1977 Enrollment (total) 1,740 2,745 2,715 2,851 2,861 3,057 Dropout (%) 24 9.6 7.9 7.7 6.6 2.6 Enrollment (2nd & 3rd years) - 1,678 1,664 1,760 1,826 1,904 Repetition (%) - 2.4 3.9 3.0 4.3 2.1 Enrollment (third year) 593 796 741 784 805 907 Graduates (%) 78 91 95 95 96 97 Improved selection of candidates, pedagogic training for teachers and the provision of adequate teaching facilities probably account for these improve- ments. Similar information is unavailable for project FTCs. Dropout rates are minimal for project in-service training programs. 5.13 Staff/Student Ratios. The full-time staff for each senior agricul- tural school was projected at appraisal at 13 teachers for larger schools (240 students) and 8 for smaller schools (120 students), giving staff/student ratios of 1:18 and 1:15 respectively. There are currently 128 full-time teachers, 39 below the projected number. The full-time staff is supplemented by 178 part-time teachers. The part-time teachers generally teach civics, religion and Indonesian for which the entire three-year curriculum devotes a total of only two to four periods per week for each course. The hiring of part-time teachers for these courses is, therefore, practical. When the number of part-time teachers is converted into its full-time equivalent, staff/student ratios compare favorably with those projected at appraisal. This arrangement appears to have had no negative effects on program quality. The appraisal projection of full-time staff compared to the number currently employed is shown below: /1 The Ministry of Education operates a number of such schools although the future of these schools is uncertain. - 25 - Plan Actual (1978) Number of Total full- Number of Total full- institutions time staff institutions time staff Senior agricultural schools 14 167 14 128 Agricultural in-service training centers 13 39 13 53 Agricultural Institute 1 5 1 5 Forestry training centers 2 10 2 3 The FTCs still lack seven full-time teachers, but this does not seem to have adversely affected the training program since 44 part-time teachers are employed in these centers. The Borrower has increased the number of full-time staff per agricultural in-service training center from three to four. The AAETE plans to increase this number further to 5 full-time teachers per center, since this number has been found to be ideal for the 60 students each center enrolls per training session. 5.14 Teachers' Qualifications (Annex 7). The appraisal target for 1974, as reflected in Article IV, Section 4.06(a) of the Credit Agreement, was that all new teaching staff at the project training institutions would be university graduates in agriculture who have also completed a course in pedagogy. It was further stipulated (Article IV, Section 4.05) that the full-time teaching staff of SSPs and agricultural in-service training centers should be adequately trained when the project institutions were completed. 5.15 Although the staff appointed during project implementation had university degrees in accordance with Section 4.06(a) of the Credit Agreement, 24% and 36% of the existing full-time staff of project agricultural schools and agricultural training centers, respectively, do not have formal university degrees. They are, however, senior agricultural school graduates with extensive field experience (12 to 15 years) who have attended a series of in-service courses. Their experience and additional training through in-service courses make their qualifications equivalent to a bachelor's degree. This kind of staff is better equipped than new university graduates to give practical instruction, which is thus also accomplished at a lower cost. Experienced staff members who have no university degree should, however, be distributed evenly among the project institutions so that all institutions benefit from their practical knowledge. (At present some SPPs have more experienced staff than others, e.g. SPP Malang 50%, SPP Ambon 60% and ISTC Soropadan 75%.) In addition, staff members with university degrees should as far as possible teach courses that require higher academic qualifications. 5.16 So far, pedagogic training has been provided to 83% of the full-time teachers of the SPPs and to all full-time teachers of the other project training institutions. This means that about 22 (mostly new) full-time teachers of the SPPs still require pedagogic training. All of these new teachers, however, are either undergoing training or have been scheduled to complete this training at the ATI. - 26 - 5.17 In addition to pedagogic training, courses for subject matter improvement have been provided to staff of project institutions by the ATI. A total of 133 months of courses have been attended by teachers of SPPs, with some who teach more than one agricultural subject attending more than one course. Nearly all full-time staff of the ISTCs have received this kind of training. The staff of the Agricultural Institute involved in the agricultural teacher training programs have been trained abroad through fellowships not provided by this project. All the directors of project training institutions, 34 full-time teachers of the SPPs, 4 teachers of the ISTCs and 2 of the FTCs were trained abroad with project assistance. 5.18 Salaries and Turnover. The Borrower has complied with Article IV, Section 4.06(b) of the Credit Agreement by providing project teaching staff with salaries and emoluments at a level that allows them to devote their professional attention exclusively to their respective institutions. Their salaries are now comparable to other MOA staff with similar qualifications. Staff engaged in teaching have shown little inclination to move to other positions within the MOA and staff turnover has therefore been negligible. The salaries of agricultural teachers and directors of the project training institutions have increased significantly in real terms (average 57%) from 1972-78, as shown below: Monthly salary Rp 000's 1972-78 Salary increase (%) 1972 1978 In absolute terms In real terms /a Rank Teacher Director Teacher Director Teacher Director Teacher Director III/a 15.2 - 56.4 - 271 - 43 III/b 16.2 - 61.8 - 281 - 47 - III/c 17.3 19.8 81.0 98.5 368 397 80 91 III/d 26.3 27.5 85.0 116.0 223 322 24 62 IV /a - 31.1 - 123.3 - 296 - 52 /a Obtained by deflating the absolute salary increase figure by applying rate increases in general price indexes (year base: 1972). 5.19 Teaching Program, SPPs. One project objective was to provide the SPPs with adequate physical facilities for them to institute a new curriculum relevant to farmers' needs and to carry out improved practical training. The Borrower has met this objective. 5.20 The present curriculum (Annex 8) includes 34% of general and 66% of technical subjects. The proportions of lecture and practical periods in agricultural and science subjects is 49% and 51% respectively. These follow closely the original plan at preparation/appraisal. The curriculum covers a common core of basic subjects involving about 72% of the total time alloca- tion, with about 47% allocated for social and natural sciences and 25% for general agriculture. Twenty-eight percent of the total time allocation is for either crop production subjects, animal husbandry or fisheries depending on the predominant agricultural enterprise in the region the SPP serves. - 27 - 5.21 The polyvalent (multipurpose) curriculum of the SPPs provides a balance between the broad preparation and specialization needed by agricul- tural technicians and extension agents in Indonesia. The technicians trained at project SPPs are suited to the transmigration and farm cooperative programs of Indonesia's agricultural development plan: these programs emphasize integrated farm management and need multipurpose extension agents. The graduates are also reportedly qualified for service as BIMAS rice extension agents. From the inception of the project, 11 out of the 14 SPPs emphasized training in food crops within the context of a polyvalent curri- culum (includes training in animal husbandry, inland fishery and tree crops as well). In 1977, one year after the approval of the National Food Crops Extension Project (Loan 1267-IND) the Bank approved a government proposal to further increase emphasis on food crops in the second and third years to meet the middle level manpower needs of the Extension Project. 5.22 Although the SPPs have greatly improved the quality of their training, further improvements can be made by: (a) extending field practice outside the school to promote closer contacts with the farming community; (b) providing sufficient textbooks and reference materials (no provision was made for this under the project)- (c) providing more facilities and equipment in schools that emphasize animal husbandry! and (d) giving more attention to the economic, financial and management aspects of agriculture in the process of instruction. 5.23 In-Service Training Centers, ISTCs. Prior to the project, in-service training at the ISTCs was not well planned. Sufficient land was not available for field practice, and often training facilities and equipment were improvised on an ad hoc basis. Under the project, training activities have been central- ized under the AAETE, pedagogic and technical training of full-time staff have been provided, and physical facilities have been greatly improved. The knowledge and skills of MOA extension agents and technicians are now being systematically upgraded. 5.24 The major function of the ISTCs (73% of training time) is to improve the competence of extension staff by: (a) upgrading experienced junior staff almost to the level of SPP graduates? (b) providing orientation in extension to new SPP graduates: (c) training previous SPP graduates in mixed agriculture and in an integrated approach to agricultural extension; and (d) regularly updating the knowledge and skills of middle level staff of the various directorates general of the MOA by providing training in the latest production techniques. The remaining 27% of training time is used for ad hoc courses to meet specialized subject matter training needs. Courses at the ISTCs are developed with the participation of the various directorates general. 5.25 As in the SPPs, however, there is room for further improvement in the ISTCs' program, as follows- (a) certain field studies should take place outside the centers; (b) more textbooks and reference materials should be provided; and (c) a small, multipurpose laboratory should be added to the centers to supplement theory with laboratory work in subjects such as soil science, plant protection, animal health, and milk analysis. 5.26 Administration, Management and Teacher Training, ATI. The AAETE took over the in-service training of MOA staff in administration and management - 28 - from the MOA and from the Dutch education experts provided under a Dutch bilateral assistance program. The project provided audio-visual aids and equipment to improve and expand the facilities of the Agricultural Institute at Ciawi. 5.27 Courses for management and administrative staff of the MOA covered the following major areas: administration and management (top level staff) organizational planning, subject matter training (agricultural extension, water management, marketing, horticulture, plant protection, seed inspection, plant quarantine) and research management. Curricula for these courses were developed in coordination with the different agencies of the MOA where trainees are employed. Selected staff from the MOA and the Institute of Agriculture (University) at Bogor conduct the training programs, which were satisfactory. About 567 staff members were trained in 1977, 40% more than the enrollment target at appraisal. 5.28 The curriculum for teacher training in pedagogy consists of a 17-week course with a total of 634 periods, which breaks down as 13% general courses in pedagogy and psychology, 46% technical subjects, 17% farm management, and 16% teaching practice. Eight percent of the total time allocation is set aside for examinations, study tours, special lectures, etc. The institute also provides one-month training courses in specialized technical subjects. Both courses are taught by adequately trained staff, and in general, training programs at the ATI are satisfactory. Project Facilities 5.29 Physical facilities at the project SPPs are generally satisfactory. The quality of construction is good and space provisions are fairly adequate in relation to curricula requirements. However, the following observations deserve consideration if future SPPs are uailt: (a) the area of the demonstra- tion room appears too generous: space could be saved by combining this room with the farm mechanics workshop and agricultural engineering laboratory; (b) animal husbandry farm facilities (livestock sheds) should be expanded to about double their current area in SPPs that focus on animal husbandry: at present, no facilities are provided for milk processing and artificial insemination instruction; (c) space should be provided for a library, the preparation of audio-visual aids and for a multipurpose laboratory at the ISTCs (para. 5.24); and (d) the lack of girls' dormitories poses a problem in accommodating female students. 5.30 Transport facilities for students should have been included in the project for the SPPs and ISTCs to enable the students to have more contact with local farming communities. Textbooks and library reference materials should also have been provided. The equipment provided for different institu- tions should have reflected their curricula and location: the provision of a set of standard equipment for all project institutions has led to a shortage of needed equipment in some schools and unused equipment in others, e.g. nearly all schools had surplus irrigation pumps while others lacked essential animal husbandry equipment. Most project institutions were provided with microscopes whose magnification was adequate for general purposes but was too low for studies in bacteriology. - 29 - 5.31 Facilities Utilization. The ISTCs have a high utilization factor. On the basis of 40 weeks of operation per year (10 months suggested at appraisal) and 710 boarding places as the limiting factors, 23,032 man-weeks of training have been conducted out of a possible 28,500 man-weeks, resulting in an average use factor for all project ISTCs of 81%. However, arrangements were made in some centers (Sare, Tanjung Morawa and Bedali) to provide training for groups larger than the boarding capacity, resulting in a utilization rate of more than 100%, while in others (Binuang, Pranderbuat, Ungaran and Ketindan) utilization rates were between 63% and 67% due to the geographic dispersion of trainees and transport difficulties. However, it is not normally possible to have group sizes that would utilize the full capacity of a center precisely; an 80% use factor therefore appears reasonable for such institutions in Indonesia, although no use factor targets for project ISTCs were set at appraisal. 5.32 For the larger SPPs the appraisal use factors were calculated at 83% for lecture rooms and 75-83% for laboratories and workshops. With current curricula the three lecture rooms provided are insufficient for the weekly number of teaching periods, so some lectures have to be conducted in the multipurpose room. The capacity of the two laboratories (one for chemistry/ soils and the other for physics/biology) is 40 students each. The demand for laboratory work in the curriculum is low as a large proportion of practical work is done in the field. This led to low use factors: 28% for physics/ biology and 30% for chemistry/ soils. In some of the schools visited, labor- atory instruction is provided to groups smaller than the capacity of the laboratories. The use factor in these schools almost doubled, but the labor- atory space was too large for the class size. Laboratory capacity needs to be considered when new schools are built, since 20 students instead of 40 seems to be a better class size from the managerial point of view and would result in some space savings. Each of the three workshops (metal, carpentry and farm mechanics) has a capacity for ten students. The overall use factor of these workshops was 36%, which is also low. In future the possibility of constructing multipurpose workshops should be considered. 5.33 At the Agricultural Institute, educational facilities are fully utilized. Of a total of 160 boarding places, the project assisted in remodel- ing 120. Based on total capacity (160 places), the utilization factor is satisfactory at 79% (Annex 9). The FTCs (para. 5.08) have a utilization rate of 90%. 5.34 A few SPP directors find it difficult to reconcile conflicting priorities for use of lecture rooms and other facilities. These facilities have been provided based on the assumption that at any one time, half the students would be involved in practical training and half in classroom activi- ties. The AAETE should organize training workshops to instruct directors on more effective programming of school activities. 5.35 Instructional equipment is in general well utilized in project institutions both at the SPPs and ISTCs, but there are some exceptions, e.g. irrigation pumps (para. 5.30). However, farm equipment (e.g. maize sheller, rice huller, rice polisher, and rice and grain thresher) received recently by some SPPs has not yet been installed for lack of budgetary provisions, but funds will be provided for this purpose in the next fiscal year. - 30 - 5.36 IDA recommended to the PIU in September 1977 that short training courses be conducted for staff of the ISTCs to ensure full utilization and proper operation and maintenance of agricultural machinery and equipment provided under the project. These courses were never instituted because the Borrower considered that technical assistance was needed but was unable to secure such assistance prior to the Closing Date of the Credit. In view of the importance of such courses, the Government should find ways and means to establish them. Recurrent Expenditures 5.37 Under the current budget system (para. 5.06) it is difficult to separate recurrent from capital expenditures and to break down the various categories of recurrent expenditures. An attempt has been made to categorize the expenditures of four representative SPPs. About 93% of all expenditures in the budgets are recurrent. On this basis the 1977/78 recurrent expendi- tures for the 14 project schools would amount to about Rp 971 million. This figure, deflated to 1972 prices (Rp 373 million), is nearly double the figure projected by the appraisal mission in 1971 (Rp 200 million). A major reason for this is that salary increases were higher than the mission antici- pated and fund allocations for other items more generous. Recurrent unit costs have therefore been much higher than the appraisal mission projection. For schools with a smaller capacity (120 students) the unit recurrent cost in 1977/78 reached Rp 410,000 (US$1,000) and for schools with a larger capacity (240 students), Rp 302,000 (US$738). The lower cost in larger schools is achieved because of economies of scale. Since 75% of the students are boarders, unit costs are within reasonable limits. 5.38 Salaries in the four schools averaged 38% of recurrent expenditures while the cost of supplies and materials made up about 33% of expenditures - both reasonable figures for institutions of this nature and level. Other items such as transport, repair and maintenance, boarding and miscellaneous items make up the balance. 5.39 A study of expenditures in one project ISTC (Batang Kaluku) showed that 95% of total expenditures in 1977/78 were recurrent. If a similar propor- tion is applied to all project ISTCs, total recurrent costs would roughly amount to Rp 796 million. This figure, deflated to 1972 prices, would represent Rp 306 million, 50% higher than the cost projected at appraisal. However, not much significance can be attached to this difference since estimates were made on the basis of only one sample. Also, assumptions made at appraisal in calculating recurrent costs have changed substantially, e.g. the number of full-time staff, length of courses and the number of trainees attending each course. In the ISTCs visited, recurrent funds seem to be adequate. No information on recurrent costs is available for other project institutions. Graduates 5.40 Number. In general the actual output of graduates compares favorably with the original plan, as shown in the following table: - 31 - Annual Output (1977) No. of Type of institution institutes Plan Actual Senior Agricultural Schools (SPPs) 14 900 885 In-Service Training Centers (ISTCs) 13 - 4,827 Agricultural Training Institute (ATI) 1 (a) Administration & management training 400 567 (b) Teacher training program - 68 Forestry Training Centers (FTCs) 2 160 144 Output of the SPPs and FTCs fell slightly short of the appraisal targets, mainly because delays in building construction prevented a larger intake of students during the 1975 and 1976 school years. The ATI exceeded the appraisal estimate by about 40%. No enrollment targets were set at appraisal for the ISTCs since the length of courses offered would vary. However, the operation of the ISTCs may be considered successful since the capacity of these centers is well utilized. 5.41 Employment. There is no employment problem among the graduates of project institutions. Since the demand for these graduates is high, graduates of the SPPs and FTCs are employed immediately. In the absence of a tracer system (para. 5.05) for SPP and FTC graduates, no precise information is available on the kinds of employment they take after graduation. However, AAETE estimates indicate that about 10% of graduates pursue higher studies, about 80% are employed by MDA agencies, 3% are employed as agricultural teachers in provincial and private secondary agricultural schools and as biology teachers in general schools of the Ministry of Education, and 7% accept employment in the private sector. 5.42 Quality. As judged by the results of the national examination for certification purposes, the proportion of passes among the graduates of project schools (97%) is higher than among graduates from the best 18 nonproject provin- cial SPPs (76%). No assessment of the work performance of project SPP graduates has so far been carried out. However, the comments of employers on graduates taught using the multipurpose curriculum, compared with those of specialized SPPs, are that: (a) they are more knowledgeable in farm management; (b) they have greater employment mobility since they have training in more than one agricultural subject; recruitment is therefore less of a problem; (c) they can be easily trained in any specialized field of agriculture; and (d) they will fit well into Indonesia's Agricultural Development Program supported through its Five-Year Plans which have emphasized integrated farm management and promoted an integrated extension service. - 32 - 5.43 Link with other Bank Group assisted Projects. This project (Credit 288-IND) directly supports two other Bank Group assisted projects in Indonesia, namely: the Agricultural Research and Extension Project (Loan 1169-IND, 1975) and the National Food Crops Extension Project (Loan 1267-IND, 1976). 5.44 Loan 1169-IND aims to strengthen agricultural research activities of the MOA by helping to integrate the various research institutes of the different directorates general under the relatively new Agency for Agricultural Research and Development (ARD) of the MOA. Among others, this project includes upgrading of research staff and establishment of one national and nine regional agricul- tural information centers to assemble and propogate information of practical and economic significance accruing from research and other sources. These information centers are being constructed under the supervision of the PIU of Credit 288-IND and upon completion will be administered by the AAETE. 5.45 Loan 1267-IND is expanding the extension program of the Directorate General of Food Crops (MOA) by rehabilitating 179 existing Rural Extension Centers (RECs) and establishing 350 new ones around which the extension service will be built up, providing sufficient qualified extension staff and introducing the Training and Visit System of extension. The additional middle level man- power needed, estimated to be about 240 p.a. over a period of five years starting in 1977, and the upgrading of existing extension staff are expected to be provided by the training institutions under Credit 288-IND. In addition, the AAETE will assist in planning the extension activities under the project (Loan 1267-IND). 5.46 The above projects (Credit 288-IND, Loan 1169-IND and Loan 1267-IND) complementone another in assisting the Government to implement its strategy of increasing and accelerating agricultural production by upgrading the quality of agricultural manpower and promoting and strengthening production- oriented research and extension (paras. 2.01-2.02). 6. CONCLUSIONS AND RECOMMENDATIONS Overview 6.01 On the whole, the second education project in Indonesia has met its objectives. Implementation delays, coupled with an unusually high inflation rate during the life of the project, resulted in considerable cost overruns, but the substantial benefits derived from the project outweigh these factors. The following conclusions and recommendations highlight lessons learned from the project which may be useful to both the Government and IDA in planning, developing and implementing future education projects. Project Design 6.02 The project, which primarily aimed at qualitative improvements in agricultural education and training programs under the MOA, was well conceived. Its design included major elements to upgrade the quality of middle level agricultural technicians and extension agents and to increase the efficiency and output of selected training institutions. These objectives were highly relevant - 33 - to the needs of agricultural development. The priorities in the project seem correct: the establishment of a national agency to plan and control agricultural education; a concentration on general agriculture with emphasis on food crops; and the upgrading of selected national institutions. Improve- ments in provincial insitutions, the outer islands and the other fields (animal husbandry, fisheries and forestry) were left largely to a subsequent phase. Moreover, the project design was an integral part of an overall strategy to promote improvements in training, research and extension. Research and extension were subsequently assisted by the Bank under Loans 1169-IND and 1267-IND respectively. 6.03 The most important feature of project design was its focus on institution building through the establishment of the AAETE, which has become responsible for administering, coordinating and supervising all the training programs of the MOA and similar programs conducted by provincial governments and the private sector. The AAETE played an important role in the attainment of project objectives. 6.04 Although in general the project design was satisfactory, some aspects could have been more appropriate for the project objectives; the land area requirement for the SPPs was too large and difficult to meet, causing implementation delays (para. 3.04); an excessive amount of expert services was allowed for (para. 3.14); and in some project areas, ample physical facilities and equipment were provided, while in others more space and equipment were needed. For future projects, requirements should be more carefully analyzed and discussed with the Government before project designs are finalized. Project Implementation 6.05 The delays in project implementation were caused mainly by: (a) the late selection and appointment of the consultant architects; and (b) the changes in project sites in the later stages of project implementa- tion (para. 3.04). Further delays were then experienced in the preparation of site surveys, site and sketch plans, tender documents and in award of civil works contracts. The project was finally completed 15 months beyond the appraisal schedule. Although fee negotiation with the consultant archi- tects reduced the overall expenditure for professional services by about US$0.14 million, it increased the total project cost by US$0.75 million due to civil works price escalation during the negotiation period (para. 3.06). The cost overruns resulting from delays and additional site development works amounted to about US$9 million, or 73% more than the appraisal estimate. Similar delays and cost overruns could be avoided in future by completing detailed preparation before the commitment of project funds, i.e. by appointing the consultant architect and developing civil works design for at least the first phase of construction. This would require the Government to provide adequate funds for such purposes. In addition, all project sites should be thoroughly surveyed to assure their suitability, and user rights should be secured. 6.06 The PIU implemented the physical aspects of the project satisfactor- ily, particularly in the later stages of execution after its staff had gained - 34 - some experience. However, the PIU's performance in monitoring the educational aspects of the project was weak. This was largely because there was no educator on the staff of the PIU and this responsibility was not assigned to a particular staff member (para. 3.16). Implementation of future projects could be improved if an educator is included on the PIU's staff. 6.07 The PIU and the AAETE did not exercise much control over the activi- ties of the education consultants (para. 3.16), since the consultants considered themselves responsible to FAQ which recruited them and not to the Government. The FA0 agreement with the Government indicated that the consult- ants would be responsible to the AAETE, but no recourse was specified should the consultants deviate from the terms of their contract. Similar agreements in the future should include a clause to cover this contingency. The Government considers intermittent, short-term visits by technical experts more effective than long-term assignments (para. 3.15). In future projects it may be worth- while hiring consultants in this way whenever feasible. Operating Results 6.08 All the project institutions have virtually met their enrollment targets: the SPPs attained 98% of their output target and the FTCs 90% (para. 5.08). These institutions could have met their targets easily if construction of facilities had been completed in early 1975 as scheduled at appraisal, since there have been no problems in recruiting students. 6.09 The dropout rate of students at the SPPs decreased from 24% at the time of appraisal (1971) to 2.6% in 1977, while the percentage of graduating students from the third year enrollment increased from 78% to 97%. This may be attributed to better selection of students (para. 5.09), improved teacher qualifications, better teaching facilities and more rigid supervision of schools - all of which were project objectives that have apparently now been met. It is too early to assess the performance of graduates from project institutions, but employers are satisfied with the quality of training at these institutions (para. 5.42). 6.10 The multipurpose curriculum of the SPPs meets the needs of the user agencies and interviews with key MOA officials confirmed that they are satis- fied with the curriculum (para. 5.41). The curriculum prepares the graduates to work in a mixed system of farming as commonly practiced in Indonesia but has enough flexibility to allow moderate specialization in the field of agriculture to meet specific requirements of the employers. It also allows the graduates to have greater employment mobility and to pursue further training in any specialized field of agriculture (para. 5.42). No problems are being encountered in implementing the curriculum. 6.11 In general, physical facilities of the project institutions are relevant and functional, except for some minor inadequacies that have not seriously disrupted their training programs (paras. 5.09 and 6.04). The omission of dormitories for female students presents a problem because increasingly more female students are enrolling at the SPPs. - 35 - 6.12 The most lasting and far-reaching contribution of the project appears to be in institution building through the AAETE. This agency has already had a widespread impact in improving the quality of agricultural training in Indonesia (paras. 5.02 and 6.02). However, like any new organi- zation, its operation can still be made more efficient and effective. Among other things, the AAETE needs to improve its organization: it appears to have too many divisions with some overlapping functions (para. 5.03) but has no unit responsible for overall planning of agricultural education and training activities in relation to the country's long-term development require- ments (para. 5.05). The agency has demonstrated its capability to upgrade and maintain the quality of agricultural training. Further strengthening of this agency should be given high priority. 6.13 Future investments in agricultural education and training should follow the proposed second phase of the strategy for upgrading agricultural training in Indonesia, which was begun through this first phase project (para. 2.07). It should focus on extending qualitative improvements to selected provincial institutions in the outer islands and types of training excluded from the project, e.g. middle level marine fishery training, and to middle level forestry training which requires further upgrading (para. 5.11). In addition, the AAETE should be further strengthened, particularly in its planning, supervision and evaluation functions, to increase its effectiveness in upgrading and maintaining the quality of agricultural training (para. 6.12) and in providing sufficient middle level manpower for agricul- tural development. Recommendations 6.14 The text of the report recommends that the Government make improve- ments in the following areas: (a) organization and functions of the AAETE (paras. 5.04-5.07); (b) increasing opportunities for poor students from rural areas to undertake training at the SPPs (para. 5.09); (c) review and further improvement of the forestry technician training curriculum and admission requirements (para. 5.11); (d) further improvements in practical training and in the provision and utilization of teaching facilities at the SPPs and ISTCs (paras. 5.22, 5.25, 5.29-5.30, 5.32, and 5.34-5.36); (e) completion of detailed preparatory steps necessary to ensure immediate project implementation before project funds are committed (para. 6.05); (f) contracts with technical assistance consultants provided by interna- tional organizations and the lengths of service of the consultants (para. 6.07). - 36 - ANNEX 1 INDONESIA SECOND EDUCATION PROJECT - CREDIT 288-IND COMPLETION REPORT Agencies and Schools Visited IBRD Resident Mission, Jakarta Bappenas Ministry of Agriculture AAETE Directorate General (Food Crops, Fishery, Smallholders, Annual Husbandry, Forestry) Agricultural Research and Development Planning Bureau Secretariat General Provincial Officer in West Java Joggiakarta, Central Java, East Java, Bali, South Sulawesi Ministry of Transmigration and Cooperatives Directorates of Cooperatives and of Development Project Institutions (a) SPP Cinagara West Java, Mataram Bali, Gowa South Sulawesi (b) ISTC Cohea West Java, Lambang Central Java, Ungaran Central Java, Denpasar Bali, Batangkuluko South Sulawesi (c) Agricultural Institute West Java Non-Project Institutions Marine Fishery Academy, West Java SPP (Fishery), West Java Madjalingka SPP, West Java Bogor FTC, West Java Magelang SPP (Contact), Central Java Tegal Marine Fishery School, Central Java Madiun SPP, Modjokerto and Nganduk SPPs, Central Java Singaradia SPP, Bali - 37 - Annex2 I99DlNESTA ACRICULTURAIl EDUCATION ANT TRAlil9G eRwC - CREDuT 2P8-IND C(flPLETION4 REPORT Conartive Implementat ion Time Schcdule Base'd on Apraisal Agreement and Actuali 28g-IND II I I I1 Activities ( 1972 | 1973 1 1974 I 1975 1976 _ 1977 I 1973 1 1 2 3 4 l 1 2 3 4 I 1 2 3 4 L 1 2 3 4 1 2 3 4 I 1 2 3 4 1 _____ _______ ____ I ___ I I II I I I I A. Cvil Works I ( I | t. Selection and appoint- I I I I I ment of consultant I I I I I I1II I I I 2. Survey on site 1 -1--1 I I I I II I I I I 3. Design 6 construction I I 1I I document I ------- I I I I I I I -1 - . I- I I I 4. Review of design & con- I I | I atruction document I I I I II I I I I 5. Tendering of bids I -------- I I I I I I I I 6. Review of bids & awards I I I I I I I I I I I 7. Construction phase ----- - --- I | (main work) I I | | [ - I I I I I I 8. Guarantee phase I I I I I I I I I f -1 9. Construction VC I I I I I I I I I I I I . I 9a.Cuarantee phase VC ( I -I I II I II 10. Survey, additional site development & renovation 11. Conscruction phase for site development & renovation I I I III 12. Supervision phase j--------- ----j-------- I I I I I --- ---II B. Furniture I | 1. Inventory I -- I IIII I I---4I 2. Masterlist & specifications I - - I I I 1I I I 3. Bid document I -----j [ [ I I 1 I 1 I 4. Tendering award I --------------| | j | 1I I I- I I I 5. Delivery phase 6 arrival I I I I I I I at site I I -- ------------ -- I I I I I I I I I I C. Equipment I I I I I I 1. Inventory I -- I I I I I I 4- 1 I I I 2. Masterlist & specifications I ---- I | | | I I 1 - 1 I I I 3. Bid document I --j I | | I I I I I II 4. Tendering & award I j - --------i | ( I I I I I I I 5. Delivery: (a) lst purchase I | -------------------- | I I II I - 1 (b) 2nd purchase I | I I - I I I I I I 6. Repacking & arrival at site: I I (a) lst purchase I | ----I I I I I I I I (b) 2nd purchase I I -j III I I 1 I D. Specialists I I 1. Recruitment I -----|---- I I I ~II 2. In-service I - ---------------- - ----- - II I I II x. Fellowships I | Preparation ---- -- | I. -"I I I I I 2. In tratning I- ------------ I I I I I I I I 1 I- I F. cnaoltton of Project I I I I --I I I I I I I .I I -1 G. IstinLjayi I I I I I -- 1 1 - Notes: Actual ------------------------- Apr - 38 - ANNEX 3 INDONESIA SECOND EDUCATION PROJECT - Credit 288-IND PROJECT COMPLETION REPORT Fellowship Program No. of Duration Total man- Place of Type of training/course Fellows (months) months training Status I. Study tour for Directors AAETE - (A) 2 2 4 Italy, France, UK, Completed USA, Thailand (B) 2 1.5 3 Japan, Korea, Taiwan, Philippines, Thailand SPHA 14 2 28 Japan, Philippines ISTC 13 2 26 Korea, Taiwan FTC 2 1.5 3 Philippines II. Staff training, project institutions SPHA Agronomy 10 3 30 Texas Biology 14 3 42 Texas Animal husbandry /a 10 6 60 Netherlands ISTC Fisheries 2 4 8 India Animal Husbandry /a 2 6 12 Netherlands FTC Farmer training 2 3 6 New Guinea III. Staff training, AAETE lb Education planning 1 24 24 Texas Completed Org. and Administration 1 12 12 Farm management 1 12 12 Agronomy 1 12 12 Biological science 1 12 12 Dairy farming 1 12 12 Animal production 1 12 12 Agricultural engineering 1 12 12 Statistics 1 12 12 Fishing biology 1 12 12 Forestry 1 12 12 Seattle, USA Completed IV. Staff training, PIU Equipment procurement 1 1 1 UK Financial management 1 1 1 UK Cost control system /c 1 0.5 0.5 UK Total 87 368.5 /a Financed under Dutch bilateral assistance. /b Stipends financed by AID. /c Plane fare paid by UK. - 39 - ANNEX 4 Page 1 INDONESIA SECOND EDUCATION PROJECT (CREDIT 288-IND) COMPLETION REPORT Covenant Requirement Reference section in Credit Deadline date Brief description Agreement Fulfillment Condition of Establish a Project Implementation Unit (PIU) and 3.02(a); Fulfilled effectiveness appoint a project director & a project architect. 8.01 (Jan. 10, 1972) Undated Appoint the procurement officer and the accountant 3.02(b) Fulfilled of the PIU according to a timetable agreed with the Association and provide the PIU with other staff, facilities and resources as shall be required. Undated Employ architectural consultants acceptable to the 3.04(a) Fulfilled Association. Undated Employ technical experts acceptable to the 3.05(a) Fulfilled Association to assist the Agency for Agricultural Education and training in performing its functions. Undated In consultation with the Association, select 3.05(b) Fulfilled qualified local staff for training overseas to become counterparts to the technical experts and establish the fellowship program agreed with the Association, through the Agency for Agricultural Education and Training with assistance of the technical experts. Undated Introduce in the project senior agricultural 4.03(a) secondary schools and the Forestry Technicians Training Centers, curricula acceptable to the Association. Undated Provide sufficient farm land (about 85 ha) to the 4.03(b) Fulfilled/a project senior agricultural secondary schools for practical student training in farming. Undated Centralize all middle level in-service training 4.04 Fulfilled for Directorates of Agricultural Services, Animal Husbandry, Plantations (smallholders) and Fisheries (inland) in the project in-service training centers. - 40 - ANNEX 4 Page 2 Reference section in Credit Deadline date Brief description Agreement Fulfillment Undated Have the fulltime teaching staff of the project 4.05 83% fulfilled/b senior agricultural secondary schools adequately trained by the time assistance to these schools is completed. Undated Cause after 1974, the qualification of new 4.06(a) Fulfilled teaching staff of the project senior agricultural secondary schools and the Forestry Technician Training Centers to be a university degree in Agriculture and a course in pedagogy. Undated Upon completion of the assistance to the senior 4.06(b) Fulfilled agricultural secondary schools and the Forestry Technician Training Centers, employ teaching staff at salary and emolument levels which are adequate to allow them to devote their professional attention exclusively to their institutions. With 6 months Appoint the staff and commence the operations 4.07 Fulfilled after date of the Agency for Agricultural Education and of Credit Training. Agreement (Mar. 8, 1972) Before April 1, Transfer the operation and management of all 4.07 Fulfilled institutions of agricultural education and training under the Ministry of Agriculture to the Agency for Agricultural Education and Training. /a Reduced to 50 ha as per agreement with the Association in January 30, 1974. /b Will be completely fulfilled in 1978. iMISiE Si A ACRICULTURAL EDUCATION AND TRAINING - CREDIT 228-IND COMPLETION REPORT ARr1cultural In-Service Training Centers (Type. length& i oo. of courses. attendance * se. faor. - <977/75) Courses Capacity Irrigation Fisheries An1.1 1.anaedry Other Is-eric Tral.t. Cees. bmber AMC (8 .eeks} P UF (4 tes)e oft (4 e0e< SHE (4 -eeke} (4 .eek.) (4 (eek.) <4 esk. ( Total Use facto trans.. "/C M/A /A l/C /A IA /C 0I /C /A 0E / 1A W A N/ I C 0/A N/A l/C N/A N/A l/C M/A N/U 1/C l/A N/e mik 1 vailalh .5 . Sar. (Aceh) 30 2 60 480 1 27 108 1 17 68 1 30 t20 1 30 120 - - - 1 30 120 1 60 240 - - - 8 254 1.256 1.200 105 Ta MOang thra-a (0. S~mater.) 40 2 30 400 1 59 236 - - - 4 204 816 1 26 104 - - - å 30 120 - - - 3 62 328 k1 451 2.004 1.600 12 8andrb~st (V. Sumester) 60 2 57 456 - - - 1 30 120 2 120 480 1 30 120 l 36 144 1 30 <20 2 40 160 - - - 10 343 1.600 2.400 67 Nart.p.r (s. ~unster.) 40 2 54 432 - - - 1 30 120 3 <75 700 - -l-- - - - - - - 1 30 120 - - - 289 1,3721 1.600 86 CM.. (W. Jav.) 60 2 90 720 1 30 320 4 240 960 1 30 120 - - l 30 120-- --- - - 9 420 2.040 2.400 85 Kajt..oo (A. Java) 60 2 90 720 - - - - - - 4 229 916 1 30 120 - - - 1 30 120 å 30 120 k 30 120 <0 439 2.116 2.400 U Vngaran C. Ja.) 60 1 40 320 - - - 1 20 80 3 160 640 1 20 60 - - - - - - f 20 80 3 90 360 10 350 1.560 2.400 63 Sorop.dan (C. Ja.. 60 2 40 320 1 30 120 1 30 120 3 160 640- - - - - - - 40 260 - - - 1 30 120 9 330 1.460 2.400 62 ati.das 60 2 90 720 1 60 240 1 16 64 k 44 176 1 30 120 1 11 44 1 30 120 1 20 B0 1 30 l20 10 331 1.684 2.400 70 (snuang (5. uli tan) 60 1 60 480 1 28 112 1 20 80 2 90 360 1 40 160 1 20 80 - - - l 30 120 l 30 120 1 318 1.313 2.400 63 Batg 1au.k. (S. Sulanest) 60 2 60 480 1 29 116 1 30 120 3 151 604 l 6. 240 1 16 64 1 69 240 l 23 100 - - - 11 431 1.964 2.400 92 Total 70 14 2_ 7 448 6 43 1.052 0 .93 _ 72 37 2.023 8.092 0 328 1.312 24, 76 1 }40 ljJ M fl 1.180 LZ M a.440 J l&2 23.032 2L.400 , Base on 10 months of oper.tion in the year ss projected in Appralsal; Botst AMC - A.rtcultural ~~antr Course (6-onth coure coneltn.g of 3 two-oh sesions for upgrading lov evel unqualfl.d staf.). FFE A , Polyvalen t FI tod tn.on ranin g (2-onth course coniating of 2 one-nonth sstone to tralo tagt on polyvale-t *Itnio& approac). " IFE Irri.ation FIeld ExtenIon Trainn (1-soth cours. on 1rr~gationetension.0 OE - Or1entation on Field Extsion (1- ,1nth general orent.tion cours. on extet). 1. S0E - Seilholders Servtces S,aff Training (1-.th traistng course fo. staff proidi.g sevces to sall ar. m holdes). Course. on Irrgation,I FIsheries and Anmal Musbandry ar soresMly <-.oWd.n 213 268 12 74 59 30 283 229 230 80 62 67 289 249 220 89 68 37 294 323 287 92 76 $3 223 SFMA Amboo I 120 92 46 34 172 120 87 70 70 43 283 28$ 86 880 0 42 202 Ill 270 47 06 60 193 257 20$ 9$ 88 56 239 P_ k-nokari 66 82 30 23 i 64 106 7$ 39 27 26 90 85 60 21 39 26 86 100 82 27 23 35 8 105 69 61 30 26 95 851AA B080, 150 150 71 50 87 208 134 134 71 60 51 292 00 200 202 72 46 229 269 24 82 72 65 219 401 130 8 10 70 228 SNAKKA Maln .... 88 88 48 32 167 - 82 68 37 70 276 - 93 92 68 56 228 27 112 68 49 20 132 120 86 63 8 215 Totl, 2874 2.166 1.067 i 9 3.743 2901 2.265 jl ! l± 2.723 LaiU .96 JI9. 2Z1 7 2.5I jaM l2 "kM jAIM LM m I-hj. ±a20 2.36 jl» 22 3 Percentage of applicaoto ~.itted 37 . 36 33 29 27 f~ør. 8H 082tr of Agriulør - A8.e7 for AgrL_I.teral ~duatio-, TrIn ng Mnd Eat.- . (D - 43 ANNEX 7 INDONESIA AGRICULTURAL EDUCATION AND TRAINING - CREDIT 288-IND COMPLETION REPORT Staff Number and Qualifications in Project Institutions (197§) Full-time staff (number) Part-time staff Project SPRA SPMA institutions Mastersla B.Sc./b graduate/c Total Masters/a B.Sc.Lb graduate/f Total Senior Agri. Schools ACEH (SNAKMA) 5 2 - 7 9 3 14 26 MEDAN (SPMA) 7 5 - 12 1 2 1 4 PADANG (SPMA) 7 5 - 12 2 3 2 7 PALEMBANG (SPMA) 2 6 - 8 4 1 6 11 BOGOR (SPMA) 3 7 - 10 1 2 8 11 BOCOR (SNAKMA) 4 6 2 12 11 5 3 19 YOGYAKARTA (SPMA) 3 3 5 11 4 2 5 11 MALANG (SPMA) 2 4 4 10 3 - 4 7 MALANG (SNAlMA) 3 1 4 8 1 14 8 23 MATARAN (SPMA) 1 2 4 7 2 6 4 12 BANJARBURU (SPMA) 2 2 2 6 - 2 4 6 UJUNG VANDANG (SPMA) 4 4 5 13 4 2 4 10 AMBON (SPMA) 1 3 2 6 3 2 11 16 MANOKWARI (SPMA) 2 1 3 6 - - 15 15 46 51 31 128 45 54 89 178 Agricultural In-Service Training Centers SAREE - 5 - 30 TANJUNG MORAWA - 4 - 20 BANDARBUAT - 4 - 1 MARTAPURA - 4 - 28 CIHEA - 5 - 4 KAJUAMBON - 5 - 2 UNGARAN - 4 - 27 SOROPADAN - 5 - 23 BEDALI - 1 - 13 KOTINDAN - 4 - 23 DENPASAR - 4 - 8 BATANCKALUKU - 5 - 10 BINUANG - 4 - 8 54 - 197 Forestry Training Institutes Sauiarinda 1 44 Ujung Pandang 2 n.a. 3 44 Source: Ministry of Agriculture - Agency for Agricultural Education, Training and Extension. SPMA - Polyvalent schools with agricultural emphasis. SNAKMA = Polyvalent schools with animal husbandry emphasis Note: Full-time staff at the agricultural In-Service Training Centers are all at degree level, mainly masters. /a Sarjana. /b Sarjana Muda. /c Experienced with considerable advanced training (in-service). INDONESIA AGRICULTURAL EDUCATION AND TRAINING PROJECT - CREDIT 288-IND COMPLETION REPORT Senior Agricultural Schools: Curricula (Preproject and New) Project curricula in development schools (1977) Preproject Animal curriculum (1973) Agriculture husbandry Fisheries agricultural school (SPA) (SNAKMA) (SUPM) Periods Periods Periods Periods Periods Periods No. % Subject areas No. % No. % No. % 550 12.5 General 580 12.6 580 12.6 580 12.6 General 800 18.2 Basic sciences 960 20.8 960 20.8 960 20.8 Common subjects 380 8.6 Socio-economic 620 13.4 620 13.4 620 13.4 curriculum 33.4% Agriculture (common new curricula) 500 10.8 500 10.8 500 10.8 57.6% 39.3 Subtotal 2660 57.6 2,660 57.6 2,660 57.6 Technical subjects 2,590 58.9 Agriculture 1,320 28.6 360 7.8 360 7.8 Special 66.6% 80 1.8 Animal husbandry 340 7.3 1,300 28.1 300 6.5 curriculum 0 - Fisheries 300 6.5 300 6.5 1,300 28.1 42.4% 2,670 60.7 Subtotal 1,960 42.4 1,960 42.4 1,960 42.4 4,400 100.0 Total 4,620 100.0 4,620 100.0 4,620 100.0 100.0 100.0 Source: Prepared by the mission on information from the Agency for Agricultural Education, Training and Extension, Ministry of Agriculture. z -45 - ANNEX 9 INDONESIA AGRICULTURAL EDUCATION AND TRAINING - CREDIT 288-IND COMPLETION REPORT CIAWI Agricultural Institute: Courses, Participants and Use Factor of Facilities (1977/78) Length of Utilized Courses course Courses Participants man-weeks Availability /a (weeks) (No.) (No.) (No.) (man-weeks/year) Top management 16 1 30 480 Middle management 12 1 60 720 Lower management 12 1 60 720 Management of 3 1 20 60 materials 4 1 40 720 Supervision of Estate Projects 12 1 60 240 Agricultural Extension (subject matter) 4 1 60 240 Extension (water management) 12 1 21 252 Extension (planning) 12 1 21 252 Plant Quarantine 12 1 15 180 Agricultural Research Management 3 1 20 60 Agricultural Marketing 3 1 50 150 Horticulture 2 1 50 100 Plant Protection 4 1 30 120 Seed Inspection 4 1 30 120 Teacher Training Methodology 12 1 60 720 Teacher Training (subject matter) - 1 /a Calculated on the basis of 160 places (120 renovated with project assistance) and 40 operating weeks per year. INDONESIA -CREDIT 288-IND ORGANIZATION CHART OF THE AGENC't FOR AGRICULTURAL EDUCATION, TRAINING & EXTENSION HEAD OF THE AGENCY SECRETARY OF THE AGENCY Division of Division of Division of Division of Division of Generat Management & Legal Personnel Finance Services Serv,ces Section of Section of Section Of Section of Supply & Section of Planning & - Personnel - Budgeting Equipment System & Programming Planning Procurement Procadtre Section of Section of Secion of Sction of Transport & Sect'on of Statistis Placemen Establishment Management & Reporting Promotion M~t~ naitenc roformation Section of Section of Section of Personnel L Section of Mail and Legal Development Accountng Typirg Pool -BUREAU OF AGRICULTURAL BUREAU OF PERSONNEL BUREAU OF AGRICULTURAL EDUCATION AND TRAINIG TRAINING EXTENSIO Divsio of Division of Division of Di!soof D ivi sio n of Division of Division of Division of Division of ivsrion Teaching Educationat Dniision Training Tralning Extension E xtension Extension Facilitles Institution Operation Control Teaching Programme Operation Section of Section of Seton of Section of Section of Section of Section of Section of 0struction Teacing -CounseIng& • Field Worker Training Regulation - Extension Extension Material Aids Guidance Training Programme & Guidance Material Administration Scion of Sectio ofncof Section of Section of Section of Srtion ofSetion of Teach'ng School Pants Teacher - Middle Manager Trainig Traog Etensoxtension Metho'as & Equiprrent Dev&opre Training ,ctity nspetir j Method Reutn c, a1 p j _ n F, Ma,nage TeaI g T ning Ag, ra Fyr, cy E:o Ev a er Schoo! Fam n rgan zra"on r Vinringp St ela .fr vk'o .__ ........1 - 47 - CHART 2 INDONESIA - SECOND EDUCATION PROJECT - CREDIT 288-IND COMPLETION REPORT DISBURSEMENT GRAPH (US$ millions and IDA Figcal Years) US$ (Million) 1973 1974 1975 1976 1977 1978 1 2 34 12 3 41 2 3 1 2134 12 3 4 123 4 Planned Actual 6.0 - ----- 5.0- -- - - - - 2.0- 3..0- - - - 1.0 ------ - - -- -- c* * &cSartofibueen